Republic of the Philippines

Commission on Higher Education

OAS COMMUNITY COLLEGE
Calzada, Oas, Albay

Subject Code: MC 101 ( Teaching Svience in the Primary Grades )

Course and Year: BEED II A,B,C,D

MODULE No. 5 ( Lessons 10 – 13 )

Date: October 24 – Nov 18,2022

MODULE
DESCRIPTION
CONTENT
Preface Before talking about this the 5E, let us first talk about scientific inquiry in science
learning. Regardless of the scientific discipline. The main goal of studying this is to develop
scientific inquiry practices and habits of mind among future students. Although inquiry
based learning ( IBL ) is used on different subjects., It is one of the most popular teaching
methods used in science.

Scientific inquiry is flexible and involves the following asking questions or developing
hypothesis that can be investigated, designing and doing investigations, and communicating
the results or explanation
Lesson 10
Lesson Title The 5E Inquiry-based Learning Plan
Lesson 1. Understand the concept in teaching science using the 5E Inquiry-based Learning
Objectives 2. Prepare a Lesson Plan using the 5E pattern on the given sample
3. Create a poster or any other media form, to explain how to do inquiry science using
the 5E IBL
Opener I.
Hello again my dearest students!
I hope you are all safe.
You’ve just finished answering the Modules 1-4 and midterm , This time we are
now on the second phase of the semester moving to final . This module will
explore you to the different strategies, perform experiment and activities,
analyze and learn how to make lesson plans and assessing students in teaching
science . Also, learn on how peer teaching is done and how to handle students
in the classroom
Activities Moving from a “Cookbook” Science Lesson to a Scientific Inquiry Science Lesson

In a regular science classroom, let us say we have this topic (density):

1. The teacher gives a short lecture about density;

2. The students search for the science vocabulary in their textbooks and write the
definitions on their notebooks;
3. The teacher does a demonstration, showing several objects that float on or sink in
water;
4. The class discusses why some objects float and some objects sink in water;
5. The teacher explains the new lesson about computing density using mass and
volume;
6. The teacher makes the students copy the formula for density;
7. By pairs or small groups, the students do the same experiment that was
demonstrated by the teacher;
8. By using several objects, the students measure the mass and volume of the objects
and compute for density;
9. They record these in a table of observations and discuss results; and then,
10. The students take a written quiz about density. This may seem very organized, but
it is also focused on the test.
Required In a scientific inquiry classroom, the teacher might start with an intriguing question like
Readings and “What keeps a ship from sinking?” Many people think that heavy objects sink, while light
Learning objects float in water. The teacher will then ask students to predict an outcome first before
allowing them to test whether an object will sink or float in water. Several objects are tested.
Activities
By this time, students’ interest will make them wonder and ask, Why do some objects sink
or float in water? They might also wonder, What if we use other liquids other than water?
The many different questions of the students in class ate narrowed down to the most
challenging, open-ended, and testable questions. In small groups, the students will choose
with question to investigate, predict the outcome, do the experiments with different
materials, collect and record data, make conclusions, and share their results. All this time,
the teacher is in background facilitating the whole activity. The teacher observes the
students, meets the groups, and check for content understanding and science process skill
practices. The teacher here is more of a “guide on the side”. In the end, the whole class will
revisit the original questions and correct any misconceptions.

In this method of teaching, you will notice that students take ownership of their own
learning, explore their own questions, and have already been trained to think of scientific
ways on how to find the answers to their questions. Students learn what is essential instead
of just repeating through drills of what they already know.

Inquiry-based learning is a critical component of the scientific method. It was a core

idea of student-centered learning by John Dewey and Maria Montessori, and the theory of
constructivism by Jean Piaget.

Different Levels or Types of Inquiry

You do not have to worry about not being able to do inquiry-based learning (IBL)
right away. There are different levels types of inquiry depending on the experience of the
teacher and the experience of the students.

Confirmation Inquiry- This level is more “teaching-centered” or “closed”. In this type

of inquiry, the teacher leads the class by teaching the concepts and creating the questions.
The teacher then models the process for the students. Basically, the students are still
learning how to do inquiry. Possibly, the label of this level is from having the students
confirm a previous experiments found in a reference. This is usually done if the students are
not yet ready to investigate things by themselves.

Structured Inquiry- In this type of inquiry, the teacher creates the initial set of
questions. The teacher also shares the procedures with the students. The students follow
the teacher’s lead. The whole class engages in one inquiry together. But here, the students
go through the rest of the inquiry process by collecting and analyzing the data by themselves
and drawing their own conclusion.

Guided Inquiry- Here, the teacher still chooses the topics or create the initial
research questions, but does not tell the students how they will solve the problem. The
students themselves design the research process, or how they will form an experiment, the
product, or solution. It is, therefore, important at this stage that the students already
developed, to a certain degree, the different science process skills from basic to integrated.

Free Inquiry- This also known as “open,” “independent,” or “true” inquiry. In this
level or type of inquiry, the students choose their own topics, formulate or ask their own
questions, and find the answers themselves. They design their own experiments and decide
how they will do their investigation or research. They collect their own data and share their
findings. The students rely on each other and use various resources. The teacher facilitates
the whole activity. In science, students can submit a science fair project, or conduct
experiments like what science-oriented shows do on television. Engaging in open inquiry
lets students own their learning and keeps them curious. Students eventually learn how to
ask great questions, find the answers, and share their results.

The Four Phases of Inquiry

The four phases of inquiry include orientation, conceptualization, investigation and
conclusion.

1. Orientation – This is a form of discussion where the key idea is presented. This
is sometimes known as “provocation”. This is when the teacher provides
pictures or real-life objects in the science table or science area of the classroom.

2. Conceptualization – In this phase, the students generate questions and define a

hypothesis. The teacher can ask these questions: “What do you see?,” “ What
do you notice,” and “What do you wonder?” Students then ask many questions.
The teacher sorts and posts the questions in a bulletin board (Wonder Wall).
The questions are sorted, grouped, and narrowed to testable questions. This is
guided by student interest while still keeping in mind the DepEd Curriculum
Guide. The teachers can provoke investigations with big essential questions,
games or game questions, a mystery to figure out, a problem to solve,
simulation, role-playing, or other methods.

3. Investigation – Students research, explore, discover, do experiments, and

interpret data in a flexible, dynamic, and cyclical manner.

4. Conclusion – Students make a conclusion based on their finding. Make sure that
you allow your students to immediately share what they have discovered and
learned. Also, take note of the student discussions while they are building their
knowledge. Conversations, discussions, and reflections of students build part of
the teacher’s assessment in IBL. It is good to have a knowledge circle, so the
students realize that the learning comes from the whole community of learners,
not just from the teacher. Sentence starters can be given to students to allow
for better build up of ideas, aside from just adding a new idea all the time.

More examples of scientific inquiry:

• While making ice cream one might ask: how can we make this taste better or have
a smoother texture?

• Given a puzzle of the digestive system made from different colored sheets of paper,
and some description cards, the students have to figure out how to put the puzzle
together and label the different parts in the digestive system model.

• Given a DIY box of parts of a cabinet and one instruction sheet, students should
figure out how to assemble the cabinet.

• Flue season has arrived and the class is currently discussing bacteria and viruses.
The teacher solicits prior knowledge of the students and some questions they have
regarding this topic. After producing a long list question, the class discusses the
questions and narrows the list down to the testable questions or those that can be
investigated through experiments.

• Given blocks, books, or other kind s of materials, the students are asked by the
teacher to build a bridge.

• Task card sort: Given pictures of different animals (one animal per picture) with
descriptions of who eats that, or what eats the animal, the students will figure out
how to make a food chain and a food web. This may also be done as a class, with
one student holding one card each and figuring out where to line up.
 • There was a pond of water in the school compound and the students wondered if
they could put fish in it. Students investigated the pond, collected data, took water
samples, and researched the types of fish that were native to the ponds in their
area. They decided on a fish and persuaded the school principal to have this kind of
fish placed in the pond.

The 5E Inquiry-based Lesson Plan

Now that we have a better idea of what inquiry is, let us learn about the 5E inquiry-
based lesson plan, or also known as the 5E Model for Teaching Inquiry Science. 5E stands
for Engage, Explore, Explain, Elaborate, and Evaluate.

Engagement

In this initial stage of curiosity, or engagement, the students’ past and present
experiences are connected, and whatever prior knowledge and misconceptions are
revealed. Ask yourself the following questions:

1. How will I capture the students’ interest?

2. What object, event, or question should I use to engage my students?

3. What connections can be made between what students already know and what
they can do? (activation of prior knowledge)

4. What kind of questions should the students be asking themselves after the
engagement?

As the teacher, you will start with starting asking a question, showing something
interesting, or posing a problem. Let the students reflect, ask questions; tickle their
curiosity and interest. Determine their level of understanding about scientific
inquiry, so you would know at which level you will facilitate their learning. Invite
students to ask their own questions and compare their ideas with others’ ideas.
When presenting provocative objects, events, or pictures, you can ask students
what they see, observe, notice, and wonder about.do not think “I will tell them…”
or “I will show them…” Instead, just help the students reflect on what they already
know and what they do not understand yet.

Exploration

In this next stage, students gather information about what has piqued their
curiosity. Describe to the students what hands-on or minds-on activities they will be
doing.

• Make sure you list the big idea or the essential question that the students
will be focusing on in their exploration.

• Let the students explore the objects and phenomena. They can interact with
materials and ideas using whole class and small-group discussions.

• Let the students do hands-on activities with guidance.

• Encourage the students to consider different ways to solve a problem or

different ways to frame a question, and compare results and ideas.

As the teacher, make sure your students learn how to observe, describe, record,
compare, and share ideas and experiences. Take note of their conversations, as they express
how they are developing an understanding of the concept being studied. Many times,
teachers do a photo-documentation of this learning process, to be displayed on the wall of
the classroom. Do not think “I will give them the answer…”,”I will demonstrate to them…,”
or “I will show them a model of…”Instead, think of how you can lead your students in
unpacking a problem, discovering a solution, developing a model, and gathering data. Let
constructivism happen with experiential learning and manipulatives and experiments, with
you, the teacher, as facilitator or guide, while the students actually do the investigation.

Explanation

In this stage, students try to make sense of their data. Ask yourself the following questions:

1. What questions or techniques will I use to help students connect their experiences in
the exploration stage of the concept we are currently studying?

2. What higher order thinking questions can I use to encourage students to explain
and justify their explanation?

You can ask students questions like:

a. How did you answer the question?

b. How did you solve the problem?

c. What evidence do you have to support your claim?

As the teacher, allow the students to explain their understanding of concepts and
processes based on the exploration they did earlier. Let them use their own words in
explaining. Let them listen to others’ explanations and compare the explanations of their
classmates with their own. They might even have the opportunity to defend their claims
based on their interpretation of the evidence they gathered themselves. Let the students
record their ideas and current understanding, revise their ideas, and use labels, terms, and
formal language. Let them compare their current thinking with their previous thoughts
before they started the exploration. During student explanations, guide their reasoning and
ask appropriate questions. After students present their explanations, you can direct them
to additional helpful resources.

Take note that student explanations should be done first before you, as the teacher,
introduce new terms or explanations, concepts, and skills. The word “explain” here no
longer means having the teacher talk the whole time, no asking simple questions like “What
did…?” or “What was…?” Explanation here means finding out if the essential question has
been answered or if the problem was solved and using supporting evidence to support one’s
claims.

Elaboration

In this stage, students extend their learning to new situations. As the teacher, you
will let students develop a deeper, more sophisticated understanding of the concepts and
processes currently being studied. You may give other additional activities or challenges and
ask students to make connections by letting them ask themselves the following questions:

1. How is this knowledge applied to my daily life? (concept to self-connection)

2. How is this knowledge connected to another concept that I learned before? (concept
to concept connection)

3. How is this knowledge connected to concepts about issues in society? In the world?
(concept to world connection)

Allow students to also make concept connections between new and former experiences
they had. In short, in this stage, the activities or challenges you provide as the teacher will
give opportunities for students to connect ideas, solve problems, and apply their
understanding of concepts to new situations or contexts. This stage allows students to
communicate their understanding to other people.
 Evaluation

In this stage, both students and teachers evaluate. Ask yourself the following questions:

1. How will my students demonstrate that they have achieve the objective of the
lesson?

2. How can the students assess their progress in their knowledge, skills, and abilities?
3. how will my students share their current thinking with others?
4. How will I evaluate my students’ progress?
5. How will I evaluate my own progress?

Here, to “evaluate” does not simply mean giving vocabulary assessments or letting
students simply write on journals. It now means reflecting critically on the investigate
process. It also gives students an opportunity to reflect on the hypothesis and phenomena
being studied. With rubrics and criteria for success, students will be able to assess their
knowledge, skills and abilities and reflect on their hypothesis and investigative process.
Students should also be able to demonstrate their knowledge about scientific inquiry and
how well they can evaluate not just their own investigation, but also the investigation done
by their classmates. Students will also be assessing their own progress by comparing their
previous understanding of the concept being studied with their current understanding of
the concept

Activity 2

You’ve studied and perform the activity in activity 1. Now, its your turn. Let’s try From
the readings on the 5Es Inquiry-based Lesson Plan and it is explain thoroughly its parts on
the procedure of 5Es. You are going to in place the suggested activities on Activity 1
accordingly to the parts of 5Es. Write your output in your journal

EXPERIENCE

Choose one topic from the DepEd Curriculum Guide for Science. Select the grade 3
and create one lesson using the 5E Model for Teaching Inquiry Science. A variation of this
activity would be to search for a sample science lesson on the Internet and modify it to fit
the 5E Inquiry Model.
Evaluation Attach herewith is a sample lesson plan in Grade 3 using the 5Es

Lesson Title Experiential Learning

Lesson At the end of this lesson pre-service able to
Objectives 1. Learn experiential learning as another model in teaching science
2. Prepare lesson plan using the given template on the activities or experience
3. Create a poster showing the steps in Experiential Learning to guide your students in
learning
Activities 1. Think of any activity or experience that you made it with trial and error.
2. List down or share through writing in the journal the experience that made you
realize completed such activity
3. What was your feeling after you made it or completed through learning by doing
Required People learn from experience. The moment we learn how to walk after countless trial
Readings and and error, eat solid food, or babble words that make sense, these are examples of learning
from experience. It is a process of going through the experience of “doing” and “reflecting
Learning on what we are doing”. We can also learn how to cook, bake, sew, play a musical instrument,
Activities sing, and dance the same way. We always try to improve ourselves; practicing, reflecting,
understanding, and trying again. This is the main concept of “learning by doing” by John
Dewey, Jean Piaget, and others. Experiential learning by David Kolb and Ron Fry is a
refinement of this theory, whereby learning is achieved through the transformation from
experience. In school, this means hands-on activities and constant reflection on what we are
doing.
 Sometimes, it is said that it is only when a person actually goes through the
experience with all his/her senses can he/she really understands a concept or a
phenomenon.

Experiential learning is a very broad umbrella term, which encompasses several

approaches like learning by doing, hands-on learning, laboratory work, workshop,
apprenticeship (practicum or internship), field trips, field research, and cooperative
learning. This also includes problem-based learning, project-based learning, and inquiry-
based learning. Common to these approaches are active experimentation, concrete
experiences, reflection, and conceptualization of abstract ideas. This method of experiential
learning is very popularly used in science.

Common to all the experiential learning approaches are the elements of reflection,
critical thinking, synthesis, analysis, decision-making, initiative, accountability, creativity,
intellectual, socio-emotional, and physical engagement, and learning from our mistakes and
successes.

There is a such a thing called Kolb’s Experiential Learning Cycle. The continuous cycle
demonstrate how reflection helps us make sense of our experiences. The cycle does not
simply repeat its steps. It evolves as it goes through the same steps, developing more
complex understanding of what is being studied. It has four elements that are found in the
six steps of the experiential learning lesson plan.
Experience

Transform Experience
Grasp

The element of “Concrete Experience” or of “Experiencing”:

Step 1: CONCRETE EXPERIENCE – During this time, let your students do an experiment or
perform a task. This stage is associated with the saying “Just do it!” or “Act”. The students
receive factual information through perception using as many senses as possible
(touch/feel, sight, hearing, taste, and smell). This stage is concerned with what is here and
now.

Step 2: SHARE – ask the students to share the results or to describe their experience and
reactions. Ask them “What happened?”, “What did you do?,” and “What did you
experience?” then, ask them to reflect on the experience.

The element of “Reflective Observation” or of “Reflecting”:

Step 3: PROCESS – Ask the students to reflect on their experience and probe their feelings.
Let them assess and analyze what they did and the consequences of their actions, so that
they can learn from their experience. Ask them “What went well?” “What did not go so
well?”, and “What important things did you learn from your experience?”
The element of “Abstract Conceptualization” or of “Concluding”:

Step 4: GENERALIZE – Ask the students what their conclusion is based on what they have
learned from the experience: Let the students reflect and ask them, “Why did you think this
happened?”, “So what?”, or” What is the significance of knowing this?” Students can relate
present experience or current concepts they learned from previous ones. This is where they
can connect the pass to the present and the future and revise their previous misconceptions
that could help the conceptualization of new ideas.
This is also where you ask your students to connect their current experience to other
examples in the real-world context.

The element of “Active Experimentation” or of “Application”:

Ask the students to plan or try out what they have learned. This step is concerned
with the future. Ask your students, “Now what? and “What will you do now based on what
you have learned?” They have just learned from experience and are now ready to implement
their revised theory. This is where they test their new ideas and check the validity of their
new understanding into a real-world context, or adapting to similar or another situation.
And since this is a similar or a different situation, the cycle can repeat itself, refining the
learning and adopting each time.

Although we know that experiential learning happens when we do PBL, PjBL, or IBL,
as discussed earlier, there is also exists an experiential learning lesson plan template. This
one has one additional step included, which is the introduction. Then, the rest of the steps
are similar to what was discussed previously.

EXPERIENCE

Choose a topic from the DepEd Curriculum Guide in a grade and make a lesson plan
using the template below.

Experiential Learning Lesson Plan Template

Teacher:

Date:

Subject/Grade Level:

Title of Lesson (It can be in the form of a question. Example: How do we know if something
is alive?):

Goals (Your goal as teacher, Example: To present activities whereby students discover
characteristics of living things):

Learning Objectives (What will the students be able to demonstrate at the end of the lesson?
Check the DepEd Curriculum Guide. Also, include specific science process skills. Example:
Students will be able to measure growth…):

Purpose/ Rationale (Based on the DepEd Curriculum Guide standards):

Prior Teacher Preparation (What will you, as teacher, need to do to prepare for this lesson?
Example: research, purchase, and organize among others):

Materials/Resources (List of resources such as websites, books, multimedia like videos,

internet site, or images, supplies like handouts, worksheets, or science materials and
equipment…):
Differentiation Strategies to Meet Learner Needs (If there are students with special learning
needs in the classroom):

Six-step Procedure:

Step 1: Introduction (Make connections between prior knowledge and this current
lesson uncover misconceptions, use teaching charts, books, videos, handouts, or models
among others, organize class into cooperative learning groups, class discussion, and
individual work sheets or journal work):

Step 2: Exploring (‘’just do it’’) (Let students EXPERIENCE an activity or perform a

task with little or no help from the facilitating teacher. Example: making products, models,
role playing, problem-solving, playing a game, tinkering with provocation materials, or
puzzle among others):

Step 3: Sharing (‘’Tell us what happened’’) (Lets students publicly SHARE the results
of the experience or the exploration. Share their reactions, observation, and feelings.
Example: What did you do? What happened? What did you see, hear, taste, or feel? What
was the easiest/hardest thing to do?):

Step 4: Processing (“What is important?”) (Examine how the students learned. Let
students PROCESS the whole experience. Let them reflect, analyze, and discuss problems or
issues brought about by the experience and how they were addressed. Look for recurring
themes. Example: What problems or issues seemed to occur often? What similar experiences
did you have?):

Step 5: Generalizing (“So what?”) (Let students GENERALIZE or connect the

experience with real-life examples. Example: What did you learn about yourself? Why is (life
skill) important in life? How does this learning relate to yourself? Your community? At
world?):

Step 6: Applying (“Now what?”) (Let your students APPLY or take what they learned
from this experience and apply it to a similar or a different situation. Let them learn from
past experiences and practice. Example: How can you apply what you learned here to other
situations? How can this skill be useful in the future? How will you act differently in the
future?):

Assessment (List assessments you will use to know what your students understood in the
lesson. Example: Worksheet, journal recording, quiz, game quiz, test, or performance-based
activity. Also, plan what you will do if some students did not understand. Mention also how
you will extend the lesson or go beyond):

Self-Evaluation (Do your own reflection after teaching the lesson. Reflect on the strengths
and weaknesses of the lesson taught based on student responses, discussion, and thinking
among others.) NOTE: THIS PART IS NOT APPLICABLE FOR THIS EXERCISE.

Process question:

Reflect on your planning for Experiential Learning using the format given. What was
easy to do and what was not? Explain why.

ASSESS

Recall the following:

What are the key parts of teaching using the Experiential Learning Model?
 HARNESS

Creating Instructional Materials

Create a poster showing the steps in Experiential Learning to guide your students in learning.

LESSON SUMMARY

This lesson explored the umbrella approach of Experimental Learning and compared
it to each other learner-centered, hands-on approaches to teaching. It presented its own
template for an Experimental Learning Lesson Plan.

Learning by doing things, practicing, going through trial and error, reflecting,
analyzing, and adjusting, these are all part of the learning through experience cycle. The
template presented here includes a six-step procedure which involves: (1) an Introduction,
where connections are made between prior knowledge and the current lesson; (2)
Exploring, where students experience an activity with little or no help from the teacher; (3)
Sharing , where students share what happened, the results of the experience, and their
observations among others; (4) Processing, where students examine the important concepts
that they learned through reflection, analysis, and discussion; (5) Generalizing, where
students connect their experience with real-life examples, exploring the significance to their
personal life, to the community, and to the world; and (6) Applying, where students apply
what they have learned from this experience to a similar or different situation.
Evaluation CHALLENGE

Answer the following questions:

1. Are there significant differences among case study or case-based learning,

problem-based learning, project-based learning, and inquiry-based learning, or
are they just variations of the same model of the experimental learning?

2. Do you have any favorites among the different approaches to experiential

learning? If, so why?

Lesson 12
Lesson Title Science, Technology and Society
Lesson At the end of this lesson pre-service teachers able to
Objectives 1. Understand the concept of Science, Technology and Society
2. Answer the activities given for the preparation of lesson plan
3. Prepare a plan using the given template
Activities
Required THINK
Readings and
Learning Perhaps by now you can already see that science is actually interdisciplinary by
nature. You will notice that when the students measure observations, math skills are
Activities
involved. When students communicate experiences and findings, language skills are needed.
And with the previous lessons of experiential learning, problem-based, project-based, and
inquiry-based approaches, you see that there is a close link of science with technology and
with issues in society. There are several ways of interdisciplinary learning experiences in
science, the Daisy Model, the Rose Model, the Science, Technology, and Society (STS)
approach, and the Science, Technology, Engineering, Arts, and Math (STEAM) approach.
Other ways of integration in science, but not mentioned here in detail, are: (1) the use of
literature, like stories and poems, in teaching science; and (2) the use of creative drama in
teaching science.

The Daisy Model

With the Daisy Model, the main subject is in the center, and other subjects are
attached as petals of a daisy. The teacher starts by selecting a topic, then other disciplines
are added like Math, Art, Writing, Physical Education, Science, Music, Reading, and Social
Studies. this method is common especially in kindergarten. For example: Topic: birds;
Reading: read a story about birds; Writing: write a short story of what you will be able to see
if you could fly like a bird; Science: classify pictures of birds; Math: count the number of birds
that you can find in the bird cage (or in a bird fountain in one week); Social Studies: show a
map of the migration route of a particular bird; Art: using a paper plate, some art paper, and
colored feathers, create a model of a bird; Music: sing a song about birds; and Physical
Education: create and do a bird dance.

The Rose Model

The Rose Model is a little more interconnected or interwoven. This is problem-

centered, so here is where PBL, PjBL, and IBL comes in. just as it was mentioned in the
previous lessons, you start with a problem, a question, or a topic, brainstorming of questions
follows, narrowed down to testable questions, investigations are done, and sharing of
findings culminated these approaches.

Science, Technology, and Society (STS) approach

In Science, Technology, and Society (STS), the approach is similar to the Rose Model,
but the topics selected for investigation deal with science and technology and with
interdependence to social issues. Example would be topics about air pollution, animals,
conservation, endangered animals and plants, health, the rain forest, space travel,
substance abuse, water pollution, and weather among others. Notice that it is all about
science and technology and its place in the world, or how it fits into society. It shows that
science is not just simply conducted in isolation, but is connected to our culture. STS shows
how social, political, and cultural values affect research in science and technology, and vice
versa.

EXPERIENCE/ACTIVITY
Choose a topic from the topic mentioned in the STS in a specific grade level and
make a lesson plan using the template below.

STS Lesson Plan

Teacher:

Date:

Subject/ Grade Level:

Title of Lesson (It can be a statement or a question. Example: Opening Pandora’s Box in
Genetics):

Purpose (Your goal as teacher. Example: To describe past, present, and future activities in
biotechnology that have positive and negative consequences in society):

Learning Objectives (What will the students be able to demonstrate at the end of the lesson?
Check the DepEd Curriculum Guide. Also, include specific science process skills. Example:
Students will be able to…)

Background (Explain the video you will use in this lesson. Example: The video (title) will
present … regarding implications of DNA Research on … implications on genetically modified
(GMO) products and human DNA research ...): Note: the visual aid materials you will
prepare is just like a story book based on the topic you choose that shows cause and effect
then in ends what can a students will do to help or restore our culture, social and values
 Materials/ Resources (List of resources such as websites, books, multimedia like videos,
Internet sites, or images, supplies like handouts, worksheets, or science materials and
equipment…):

Differentiation Strategies to Meet Learner Needs (if there are students with special learning
needs in the classroom):

Procedure (This can be numbered. Example: 1. Let the students watch the video about… 2.
Discuss the video and the student insights, and its implications, pros and cons... 3. The
teacher will discuss eugenics, genetics, genetic enhancement, GMO, or use other strategies
like “jigsaw”, “gallery walk” or other teaching strategies):

Extensions (Discuss decision-making regarding the use of science and technology in society.
How can we ensure a scientifically literate society?)

LESSON SUMMARY
In this lesson, you had the opportunity to integrate several subjects and make a
meaningful lesson for science, technology, and society (STS). Common topics for STS include
air pollution, animals, conservation, endangered plants and animals, health issues like
pandemics, the conservation of natural resources like rain forest, space travel, substance
abuse, land, water, and air pollution, weather, GMO, and protection of biodiversity among
others.

Although a lesson plan template is presented here, STS can follow a 5E IBL or
PBL/PjBL lesson. The essence of STS is how science and technology can contribute to society.
This helps address issues and problems that concern the general public. This can hopefully
make life easier and improve human conditions.

Evaluation Explain to process this question

1. What is the significance of scientific literacy among members of society?

2. What are the three models mention in lesson 12? How are you going to apply
3. What is in STS is being develop?
Lesson 13
Lesson Title Modelling Instruction Method
Objective At the end of this lesson pre-service teachers were able to:
1. Learn how modelling instruction model use in teaching science
2. Prepare a plan following the guided steps in MIM
3. Create an instructional materials appropriate to MIM and lesson prepared
Activities Go back the first activity in Lesson 10 answer the following questions
1. Were you able to follow the steps one by one.
2. What was the feeling when you follow the steps
3. What do you think was the output in activity 1, Lesson 10?
In this lesson it is similar but it serves a model on the following direction clearly.
Required THINK
Readings and
Learning Another way of teaching science is the Modeling Instruction Method. Before we
proceed, let us recall what a model is, as presented in the previous science skills lesson. A
Activities
model is a simple representation of something in nature, so we can study it in detail. It can
show how something looks or works and is used to explain phenomena. It can also be used
to analyze systems or how something with a certain design will perform. Examples include
a globe, a DNA model, a diagram, a math or a science formula, and a computer simulation.
 When we think of something, we have a mental model of it. This is something
personal, and nobody can see what you are thinking. In Modeling Instruction, we are taking
this mental model in a person’s head and making an analog, a physical conceptual model
analogous to what you are thinking in your mind.

These models are clear and can be shared with everyone. What are models used
for, or what can the models show? The models can be STRUCTURAL, like showing the
structure of DNA, so we can explain how it works. It can also be BEHAVIORAL, like showing
the behavior of wind in a wind tunnel. It can be FUNCTIONAL, like showing the lines of
magnetism around a magnet.

How can the models be made? Models can be in the form of a diagram, like showing
the water cycle, or how speciation happens. Models can be a replica (virtual like a computer
replica, or actual), as in showing the structure of an atom, a molecule, DNA, or myoglobin
among others.

Analogy can also be used in making a model, like if you can understand how water flows
inside a garden hose, you can understand how blood flows in the blood vessels. Models can
also be in the form of a mathematical model like the ideal gas law formula, explaining the
relationship between pressure, volume, and temperature, or the formula that shows the
relationship of force, matter, and acceleration. Models can also be in the form of a computer
simulation, showing how osmosis happens or how a virus attacks a body cell among others.
When integrating engineering in science lessons, we can use models to test designs, like
crash test of cars, testing the car itself, its airbags, or seat belts among others. Models can
also be used to build designs with a computer-aided design software (CAD) and print out in
a 3D printer so students can build their design.

Starting in the elementary grades, students can draw objects that they are studying,
like drawing an animal and labeling its parts. When they do an experiment with a car rolling
down a ramp, they can draw the whole setup and put labels appropriately. As students grow
up, in the high school years, they will be able to draw models that represent phenomena.
Like drawing with the car and the ramp earlier, it can now have labels of “force”,” matter”,
and “acceleration”, not just “car” and “ramp”. Later, students can be skilled enough to make
simulations and other more complex representations of what they ae thinking. They can
later develop models to test a design.

So, what is tis modeling instruction model? In a typical classroom, the teacher may
stand in front and show a model of what he/she wants to explain. In modeling instruction
model, the teacher gives the class an experience, an experiment, or a phenomenon to
follow. Then, the teacher lets each student construct his/her own model (individually) on a
whiteboard or a piece of white paper. This is a physical representation of the model that the
students have in their heads. Then, the students will create models by small groups. After
which, the whole class discusses all the models and may come up with a class model.
Through questioning the students, and the students questioning the models of others, there
is a better understanding of the phenomenon being studied.

You may want to brief the students on how to use their whiteboards (or paper)
before you start this method. Tell students that the model should be illustrated very clearly,
using arrows and labels as needed. Color also works well in the model. They can also use a
“zoom-in bubble” to illustrate details that are not normally seen by the naked eye.

Much like “think-pair-share” strategy, once the students have made their own
models, they can now work in a small group, even by threes. Then, if there is enough time,
a whole class model can be made
EXPERIENCE/ACTIVITY
Choose a topic from the DepEd Curriculum Guide for Science at a particular grade
level. Create a lesson plan using the modeling instruction method.

Modeling Instruction Lesson Plan

Teacher:
Date:
Subject/ Grade Level:
Title of Lesson:
Learning Objectives (check the DepEd Curriculum Guide):

Background:
Materials/Resources:
Differentiation Strategies to Meet Leaners Needs (if there are students with special learning
needs in the classroom)

Procedure:
EXPERIMENTATION (Experience) (Let the students go through an experience or do a
demonstration as an experience for the whole class to witness. Example: Show a piece of
steel wool with an initial mass of m=28.86g and heat it up in a crucible):

QUESTIONING (Question) (Then, ask class questions in relation to the experience. Example:
Ask the students to predict if the mass went up, went down, or remained the same after the
steel wool went into flames. Make them commit to an answer. Continue the experiment by
measuring the final mass of the steel wool m=29.03g. In this example, the mass became
higher. Then, do a follow-up question and say, “Where do you think is that mass coming
from?”):

DEVELOPING A MODEL:

Individual model making (hand out a small whiteboard or piece of bond paper to
each student and make them create their own models individually. Ask questions to
individual students along the way, digging into the models. Focus on their understanding.
Some might think the additional mass came from the flame or from the air among others.)

Small group model making (Group the students into small groups of three and let
them ask each other questions regarding each person’s model. Let the students come up
with a group model. They may put a zoom-in bubble when needed. Example: One group
might say that the additional mass comes from carbon; another group might say it comes
from oxygen. This may need further investigation to test whether it is from carbon or
oxygen.)

DEPLOYING THE MODEL (Students will deploy the new model they created to test its
validity):

Process Question:

Why is it necessary to do individual model making first before doing a a group model
or class

LESSON SUMMARY

In this lesson, you were able to make a lesson plan using a relatively recent way of
teaching science, with the use of models. This is called the modeling instruction method. It
makes use of models to represent ideas of students about something in order to study it in
 detail or become aware of how things work. It can also be used to explain a phenomenon,
how to analyze systems, or learn how something with a certain design will perform.

Models can be structural like the structure of a DNA; behavioral, like wind
movements; or functional like that of magnetism.

Models can be in the form of a diagram, like that of the water cycle; a replica like
that of an atom; an analogy like a garden hose representing how blood flows in our
circulatory system; a mathematical model like gas law; a computer simulation like one
showing dehydration; a test design to know how well a project works; or a computer-aided
design like a 3D printer printout.

The method includes letting students experience an experiment or phenomenon,

then each student will construct a model in his/her head on to a small whiteboard or paper.
Then by small groups, then as a class. A discussion with teachers questioning the students
and the students questioning their peer will allow a deeper understanding of this concept

Evaluation CHALLENGE

Make a lesson plan using modeling instruction method starting with an experiment.
For example, you can set up a toy truck, a plank of wood angled on three books, and a few
inch blocks (or washers as weights). Instruct the students to predict then record how fast
the truck moves a certain distance if it is carrying one-, two-, or three-inch blocks. Then,
ask each child to develop a model explaining the relationship of force, mass, and
acceleration.

CREATING INSTRUCTION MODEL ( bring this model during the feedback)

Create an instructional material that will teach your students how to do the
modeling instruction method, including the guidelines in making models.

I. References:
Teacher Induction Program
Teaching Science in Elementary Grades
Volume 1: Chemistry and biology
A course Module for Teaching Science in Primary Grades ( Biology and Chemistry)
Thelma R. Mingoa, Ph.D et al….

Prepared by:

Noted:
JOSE POCHOLO N. GUMBA
Signature Over Printed (Faculty) RICHARD R. BERMUNDO, MAEd
Program Head

Recommending Approval: Approved:

EMMA R. MORASA, EdD

Dean NERRY P. MENDOZA, EdD.
College Administrator