MODULE 6.

4
CURRICULUM AND INSTRUCTION:
THE TEACHING OF SCIENCE
PRE-ASSESSMENT
Directions: write the letter of the choice that best answers the question.
1. Why do we have to choose a strategy that will match our students expectations, perceptions and
learning sytles?
 d. It motivates students to actively participate in activities.

2. There are a lot of low-achievers in Mrs. Teodora’s science class. What strategy should she avoid
using?
 a. Independent research

3. Which strategy can be used to develop among students the ability to learn and to share work
together for the attainment of a common goal?
 c. cooperative learning

4. In which of the following situations will demonstration be most appropriate to use?

 b. the lesson calls for the use of many calls

5. In which phase of the lesson do the children learn through their active involvement?
 a. exploration

6. Mr. Caparas teaches biology in a fishing community. The place is a coastal area. Which life
cycle can be best taught in said area?
 b. the life cycle of lapu- lapu

7. Which of the following can be considered as a limitation of the use of the inquiry method as a
strategy in teaching science?
 c. It is difficult to anticipate the results

8. Which of the following statements is true?

 a. Inquiry allows students to learn many skills and concepts at a time.

9. Which activity can be used to clarify ideas and assist the development of logical thinking?
 b. games

10. Field trip is one of the strategies teachers employ in teaching science. What is the first step that a
teacher should do in conducting a field trip?
 a. visit the place

11. You want to develop the process skills of your students. What will you do?
 b. provide students a hands- on activity

12. Students need experience with real phenomena in a real world. What activity can the class
undertake for this purpose?
 d. field trip
 13. At the end of the chapter on radical numbers, the teacher gives an examination. What type of
evaluation does the teacher employ?
 c. formative test

14. Mrs. Cruz teaches Biology in her school. She wants to know the entry knowledge of the students
in the subject. What should she do in order to get the information?
 c. give a diagnostic test

15. Why is a rubric considered as the most appropriate way of scoring performance assessment?
 c. It shows the good and bad points of the students.

LESSON 1
FOUNDATIONS OF SCIENCE TEACHING AND LEARNING
ACTIVITY 1.1
What is My Style:
Instructions:
Use the following codes to answer this activity.
N- never (1) O- Occasionally (3) A- always (5)
R- Rarely (2) F- Frequently (4)

Read each of the following sentences carefully. Under column A, write N for never if the statementdoes
not reflect your style, A for always if the statements reflects your style and so on. Under column B, give
the numeric value for each choice. Write your answers on a separate sheet of paper.
A B
__O_ _3_ 1. I like to listen to verbal instructions.
__A_ __5_ 2. I learn best by seeing, reading and watching.
__O_ __3_ 3. Using my hands- feeling or touching- is my style.
__O_ __3_ 1. I form the sounds of words to recall them.
__F__ __4_ 2. I need to construct and use strong visual image associations to learn.
__O_ __3_ 3. I like to play with objects while learning.
__O__ __3_ 1. I remember information by hearing myself say the words.
__O__ __3_ 2. I need to create a picture on paper, or in my mind to remember it,
__A_ __5_ 3. I learn by taking notes while listening.
__O__ __3_ 1. I read aloud instead of silently talking to myself.
__R__ __2_ 2. I like to create pictures to match with the words.
__A__ __5_ 3. I underlined ideas while listening.
__O__ __3_ 1. I memorize information or associate my memories with songs.
__A__ __5_ 2. I need to see the words rather than the images.
__A__ __5_ 3. I need to highlight pertinent information.
__F__ __4__ 1. I take active part in discussions.
__O__ __3_ 2. I day dream to imagine what things look like.
__N__ __1_ 3. I doodle, fold a paper, play with a pencil a ball pen or paper clip while
learning.

B. Once you have completed your preferences in column A, and have written the values for each of your
responses in column B, get the sum of all the values assigned for each answer and write the score on the
summary.
Score Your learning style
Sum of 1’s __19__ Auditory= 19
Sum of 2’s __22__ Visual= 22
Sum of 3’s __23__ tactile/ kinesthetic= 23

 My learning style is tactile/ kinesthetic.

ACTIVITY 2.1
 A sample of lesson using the 5- E Learning Cycle is found in Appendix B . answer the question
below.
1. How did you find the lesson?
 I find that the lesson is difficult, to get the precise objectives it should be done carefully.
There are lots of activity should be done in scientific process.

2. What difficulties did you meet?

 The lesson has lots of experimental activities

3. How can you overcome those difficulties?

 The students should be guide properly regarding their experimental activities.

SCQ1.1
1. Aside from the factual knowledge, what else should science teaching include?
 The science teachers should also include the teaching of the process skills and scientific
attitudes.

2. Why are the science process skills considered life- long learning skills?
 Science process skills are called life- long learning skills because these are the skills that
will enable the students to cope with the challenge of life.

3. As a science teacher , which do you think should be given more emphasis- the acquisition of
factual knowledge or the development of science process skills? Why do you think so?
 I think a science teacher should be given more emphasis to the development of science
process skills because once the students have developed these skills, acquisition of facts
will be easy for them.

SCQ 1.2
Directions: Write the letter of the option that best answers each of the following questions.
___b__1. Carlos is a grade 6 pupil. He loves to draw and learns better if the printed materials he reads is
accompanied with pictures or illustrations. He frequently writes what has been read. What is Carlos’
learning styles?
a. Auditory
b. Visual
c. Tactile/ Kinesthetic
d. Cannot be identified using the given data
___c__2. Omar prefers to sit in front. He takes notes every time he listensto a lecture. He usually recites
aloud after reading something. What is Omar’s learning style?
a. Tactile/Kinesthetic
b. Visual
c. Auditory
d. Aesthetic
___b__3. Your student is a kinesthetic learner. Which activity would you give him/her?
a. Watch a debate
b. Perform an experiment on air pressure
c. Listen to a radio program “Ating Alamin”
d. React verbally to a hypothetical item about height and air pressure.
___b__4. Your students are mostly visual learners. Which of the following class activities is most
appropriate to use in teaching the concept of food chain?
a. Play a cassette tape about a food chain in a forest park.
 b. Bring them to the park and identify existing food chains in different areas of the park.
c. Let them write a journal about food chain in a forest park.
d. Let them do a rap about food chain in a forest park.

LESSON 2
TEACHING STRATEGIES

ACTIVITY 2.1
A sample of lesson using the 5- E Learning Cycle is found in Appendix B . answer the question
below.
1. How did you find the lesson?
 I find that the lesson is difficult, to get the precise objectives it should be done carefully.
There are lots of activity should be done in scientific process.

2. What difficulties did you meet?

 The lesson has lots of experimental activities

3. How can you overcome those difficulties?

 The students should be guide properly regarding their experimental activities.

ACTIVITY 2.4
Prepare a lesson plan showing how you will teach the lesson using integrative teaching

LESSON PLAN IN SCIENCE 3

THIRD QUARTER
1st Week

I. Objectives:
Describe the position of a person or an object in relation to a reference point such as chair,
door, another person
S3FE-IIIa-b-1

II. Subject Matter:

Topic: Position of an Object
Reference: teachers’ guide pages122-123 learners material book pages 122-123
Materials: real objects such as table, cabinet, ball, door, baloons

III. Procedure
Review
How we should protect and conserve our environment?

Motivation
Tell the pupils to write the name of their classmates in front, beside, and behind them

Presentation
Who sits in front of you?
Who sits on your right side?
Who sits on your left side?

Discussion
 What was your reference point in identifying your classmate? Define reference point?

Application
Divide the class into groups with four members each.Distriiibute the worksheets below to each
group.

Generalization
The position off an object can be determined by locating its position relative to another object. It is
important to use a reference object to describe the position of another object to be able to locate
them easily.

IV. Evaluation
Describe the position of the object in relation to a reference point such as table, door and
another person

1. The book is on _____ of the ____.

2. The ball is in _____ of the ____.
3. The door is at _____ of the ____.
4. The cat is ____ the ____.
5. The baloon is in _____ of the _____.

V. Assignment
Bring a toy car for the next lesson.

1. How did you feel when you tried the sample lesson on integrative teaching?
 I feel great because it is easy for me to teach the lesson when I tried to use integrative
teaching.

2. What suggestion can you make to improve the lesson?

 I suggest to improve the lesson we have to make it student – centered, where there are
more activities.

SCQ 2.1
Write the letter of the best answer.
___c__1. Carla wanted to find out the relationship between the amount of gases that goes into solution
and pressure through an experiment. Which of the following strategies is most appropriate?
a. Inquiry learning through a discrepant event
b. Inquiry learning through 5-E learning cycle
c. Discovery learning
d. Cooperative learning
___d__2. If the teacher uses inquiry learning through 5-E learning cycle, at what phase can the students
simplify the concept in their own language and be able to apply it to another situation?
a. engage b. explore c. explain d. elaborate
___a__3. In which phase of the lesson do the children learn through their own involvement and action?
a. Exploration
b. Evaluation
 c. Concept extension
d. Concept explanation

4. Do you feel that a discrepant event helps students reconstruct their ideas about science concepts?
Why do you say so?
 Yes, through this approach, students are given the opportunity to correct their
misconceptions through first-hand experiences.

SCQ 2.2
1. What are the features of integrative teaching?
 It involves the practice of recognizing and articulating relationships among subject
matters.
 It involves applying learning from one context to another.
 It presents the content the way it is in the real world.
 It is student-centered and involves active learning.
 Teacher acts as facilitator of learning
 It gives opportunities for students to demonstrate learnings in several ways.

2. Describe the three levels of integrative teaching.

 The three levels of integrative teaching are:
a. Facts level- it is at this level where students pick up fragmented terms or facts.
b. Concept level- at this level, the students view and organized the isolated, fragmented and
meaningless facts into concepts.
c. Values level- it is at this level where students apply what they have learned to actual life
situations.

3. How will students benefits from the use of integrative teaching?

 Through integrative teaching, students realize the relevance of what they learned in
science to their daily lives.

SCQ 2.3
1. Can you consider all the students working cooperatively in groups as cooperative groups?
Explain your answer.
 No, because we can only consider a group of students a cooperative group if each
member has a valued role in the learning process and takes responsibility for each others
learning.
2. Cite some advantages of using cooperative learning.
 Through cooperative learning, students will develop positive interdependence, individual
activity, cocern for others and cooperation

LESSON 3
OTHER TEACHING STRATEGIES

SCQ 3.1
1. Using a Venn diagram, compare and contrast review and drill.
 2. Before conducting a field trip, the teacher should orient the students. What should you include in
the orientation?
 The orientation for a field trip should include the following:
a. Objectives of the field trip
b. What outputs are expected from the students
c. Precautionary measures and proper behavior that should be observed
d. A brief description of the places to be visited
e. Materials/ things that should be brought
f. Proper attire for the activity

SCQ 3.2
Directions: Write the letter of the best answer.
__d__1. There are a lot of low- achievers in Mrs. Teodoro’s science class. What strategy should be
avoided?
a. Lecture method
b. Drill practice
c. Discussion
d. Independent research
__b__2. This is a strategy where the students provided the opportunity to learn an event by observing
some of their classmates performing the activity in front of the class under the direction of the teacher.
a. Project-based learning
b. Demonstration
c. Exposition
d. Lecture
__c__3. In which of the following situations is demonstration likely to be used as a strategy in a science
class?
a. The teacher wants to develop student’s interest in science.
b. The lesson calls for the use of recycled materials.
c. There is danger in the use of some materials.
d. The activity is quite long and complicated.
__d 4. For what purpose can a concept map be used?
a. As an advanced organizer
b. As an assessment tool
c. As a summary
d. All of the three

LESSON 4
INCORPORATING RESEARCH IN THE CLASSROOM

ACTIVITY 4.1
1. A student want to conduct an investigative project that has something to do with a rice field. If
you are the teacher of the student, how will you help this student?
 First, I will ask student to provide specific topic for his/ her investigative project
regarding in rice field.. then we will follow the steps in scientific method to incorporate
his/ her investigative project.

2. Following the steps discussed in the module, write the steps that you are going to follow to help
the said student in conducting an investigative project.
 The following are the steps in conducting an investigative project
1. Collect facts
2. Identification and statement of problem
3. Formulating hypothesis
4. Review of related literature
5. Designing your experiment
6. Finding patterns of collected data
7. Communicating results of the study

LESSON 5
CLASSROOM ASSESSMENT

SCQ 5.1
Using a concept map, compare and contrast traditional and performance – based assessment.

1. Why do most teachers still use the traditional forms of assessment?

 Most teachers still use the traditional forms of assessment because they are easy to check.
SCQ 5.2
Directions: Write the letter of the best answer.
__b__1. Which of the following is administered at the end of the unit?
a.survey test
b. summative test
c. diagnostic test
d. periodic test
__d__2. Which of the following is a means of knowing wether the student understands the science
concepts?
a. Listening to student’s responses to a question asked during discussion.
b. Examining the result of the test given at the end of the discussion
c. Observing while the student is doing an experiment
d. All of the above
__a__3. Which of the following is a manifestation of evaluation?
a. Mr. Reyes rates the portfolio of Omni using a checklist
b. Mr. Reyes puts together the works of Eric.
c. Mr. Reyes gives comments on Eric’s work.
d. None of the above
__c__4. Which of the following is used to visualize relations between ideas?
a. Portfolio
b. Journal writing
c. Concept mapping
d. Creative assessment
__a__5. Ms. Cruz would like to find out if Paolo could use the platform balance accurately. Which
would be the most appropriate assessment tool that Ms. Cruz could use?
a. Performance-based assessment
b. Creative assessment
c. Journal writing
d. Oral interview

LESSON 6
SCORING AUTHENTIC ASSESSMENT THROUGH RUBRICS

ACTIVITY 6.1
1. Get one class activity that you want your students to do in class, and make a rubric for the
particular task.
 Group Activity
Pupils will play the game “Find Me”
Sample Rubric
Level of Performance Criteria Sample Answer

Excellent (5points ) 1. The group used a The box is behind the

reference object bookshelf
and the correct
adverb of place to
describe the
position of the
object.
2. All members
 participated
Very good (3 points) 1. The group used a The box is behind the
reference object bookshelf.
and the correct
adverb of place to
describe the
position of the
object.
2. Some members
did not participate.
Fair (1 point) The members participated The box is in front of the
but the answer was bookshelf
incorrect, incomplete, or
unclear

SCQ 6.1
1. What is a rubric?
 A rubric is a scoring guide that uses a set of criteria to differentiate between levels of
student proficiency.

2. What are the advantages of using rubric for assessment?

 Through the use of rubrics, the teacher can;
a. judge or rate the students’ work more objectively;
b. keep track of the students progress in performing a specific task; and
c. make the students, parents and other stake holders aware of how the students’ work and
performance are judged and documented.