Milestone 1 - BEED Observed Evidences of Cognitive Abilities

FS 411 - OBSERVATION OF TEACHING –LEARNING ACTUAL SCHOOL ENVIRONMENT
MODULE 2: Observed Evidences of Cognitive Abilities

For BEED (Concrete Operational)
With the observation tool, you are to record learner’s behaviours/actions, verbal and nonverbal responses
demonstrating the listed cognitive abilities of learners. These can serve as evidence or exemplifications of the
cognitive characteristics or abilities of the learners.
Grade Observed Grade 5
Subject Area Science
Subject Matter Topic: States of Matter

Instructional Materials: pictures, laptop, and TV
Reference: Ramos E.G. The new Science Links
Rex Publishing Inc. pp. 172-180
Values Integration: Independent and Flexible
Science Processes: Classifying
Lesson Objective The learner’s should be able:

● to classify the pictures base on their
properties of matter solid, liquid and gas,
● to explain the underlying concept of
matter,
● to appreciate the different objectives
around us.
Cognitive Abilities Evidences

(Specific Student behaviour/action/ response/ work sample)
Children can classify or group things When the teacher reviewed the topic with the students and
that belong together asked them to identify the three states of matter, as well as provide
examples, the students confidently answered that the three states of
matter are solids,liquids, and gases. Furthermore, they
demonstrated their knowledge by offering examples. For instance,
they pointed out that solid substances such as nail,irom,and hammer
belong to the category of solids. In the realm of liquids, they cited
gasoline, oil, water, and even urine as examples. When it came to
gases, they listed nitrogen,oxygen,carbon dioxide and water vapour
as representative examples.
Children begin to read and write early

in middle childhood and should be The students show better phonics skills, read more smoothly with
skillful in reading and writing by the fewer mistakes, and write with proper spelling and grammar. They
end of the stage understand texts more easily, answering questions and summarising
what they read. Some students might even enjoy reading for fun,
and their writing gets better with more exciting stories. For example,
the teacher gave them a new book to read, and the students
successfully understood the topic. However, every student develops
differently, so giving them individual help is important to make sure
they become good at reading and writing by the end of middle
childhood.
They can think through their actions Some students got their test papers and shared their scores.
and trace back events that happened The ones with high scores were congratulated, and we asked them
to explain situations. how they did it. They said they did well because they studied. On the
other hand, some students who got low scores felt sad because their
parents needed to sign their papers. I asked why they didn't want
their parents to sign, and they said their parents would be angry. So,
I asked them whose fault it was that they got low scores, and they
admitted it was because they didn't study. They promised to study
harder next time.
Children learn best when they are Every time the teacher starts the class specifically in the lesson
active while they are learning rather proper, the students focus on the discussion yet then it is a kind of a
than just listening to an adult explain routine wherein the teacher involves the students in daily
rules participation through asking questions. Engaging students that they
belong to the class like yesterday’s observation. Teacher Eva gave
scenario pictures and asked them what happened and made a
sentence from it, students actively paying attention to the pictures
and reacting through raising their hands and responding frequently.
With this, students may develop and learn easily by interacting with
the teacher.
Children can focus attention and take By asking students about their own experiences with the subject
time to search for needed information being covered, Ms. Eva encourages the learner to think about
themselves. They have enough time to think about their answer or
experience before responding to the questions. Additionally, based
on observation, it is effective in engaging students in class
discussions and encouraging participation. They are given space to
reflect and the chance to express their thoughts, which strengthens
the learning.
There is greater memory capability It is standard procedure in grade 5 and 6 classes for students
because many routines are automatic who want to use CR to bring a pass; this is something that students
do on their own initiative without teachers having to remind them.
And if we apply it to the design of learning, when you make anything
routine, the learner will naturally pick it up on their own and will learn
better.
Prepared By:
Balingkit, Ana Rose

Juban, Maria Antonette
Ninal, Junalyn
Pahamutang, Genesis
Pisiao, Kim

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FS 411 - OBSERVATION OF TEACHING –LEARNING ACTUAL SCHOOL ENVIRONMENT

MODULE 2: Observed Evidences of Cognitive Abilities

Grade Observed Grade 5

Subject Area Science

Subject Matter Topic: States of Matter

Lesson Objective The learner’s should be able:

Cognitive Abilities Evidences

Children begin to read and write early

Balingkit, Ana Rose

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