Chapter 1 The need to teach about the process of make sure you do not repeat what has been

repeat what has been done we classify them based on similarities differences and
Science to avoid making the same mistake by scientist in interrelationship that we observe
the past.
Introduction what were you curious about the world 4. Make a hypothesis it refers to an educated Inference In inferring we infer when we try to figure out
around when you were younger when you are very little guess about the things work this hypothesis may why and how an event happened but we’re not able to
did you explore your hands feet fingers and toes? not necessarily be the correct answer but a observe the event directly as happened in the past
When one talks about scientific knowledge it’s a very potential explanation or answer that can be Prediction In protecting when we product we offer our
common thing about teaching basic concepts of science tested best guess on what might happen in the future based on
content. 5. Make a prediction you can make a prediction fact or pieces of evidence we are making a forecast what
of my what might happen if you do something to we might observe in future .
However aside from content of other two dimensions of the things you are curious about we predict what
scientific knowledge or process by which science is done might happen if we do something. Lesson 1.3 Teaching about 6 Integrated Science
known as the , science process skills, and the inquisitive 6. Do an experiment this is to test your prediction Process Skills
love of asking questions have beside to solve problems you start doing the experiment then collect data
and having respect for scientific methods of values. gather measurements and analyze the result. identifying and controlling variable-when making
7. .Analyze data You may put the results of your experiment we try to identify variables controlled
Lesson 1.1 the nature of science experiment in tables or graph to make it easier to variables and check the effect of changing certain
analyze variables one by one this way we will know what which
Science particular way of understanding the world one works and which one does not
8. Draw your conclusion After analyzing your
trying to connect the past with the present it is based on
data and presenting it in tables charts or graphs
the primus that we can understand things by receiving formulating and testing hypothesisIn formulating and
you can state a conclusion based on the evidence
accurate information without the world around us our testing hypothesis you must keep in mind that a
you cannot conclude that your experiment
senses hypothesis is only like pieces of scaffolding which are put
results are 100% correct all the time
around a building while it is being constructed these are
Scientific way- science relies on evidence from the 9. Tell people about what you found out
taken away once building has been completed
natural world the evidence is logically examined and Communicating the results of your experiment
interpreted by scientists using reasoning in an oral presentation and or a written term defining operationally When you define operationally
variables you give up precise meaning of specific
Scientific principles- science assumes that we can learn Lesson 1.2 teaching about 6 basic science process skills
procedure from mismeasuring the variable this is to make
about the world by gathering evidence using the senses sure that our investigation is consistent for example the
Observation In observing we use our five senses sight
and extensions of our senses such as tools or equipment number of hours a person can stay awake
smell touch taste and hearing
steps in scientific method interpreting dataWhen we interpret data we give
Communication in communicating is the process of
This is a process where one carefully gathers and letting other people know what you are doing and meaning to all data we collect first decide how to gather
examines evidence by doing experiment running test and thinking we can you communicate in speaking reading the data we need to organize it in a table make charts or
exploring observations is an effort to answer some and writing graphs about the data we collect then analyze it to make
questions in a logical manner. how did conclusion
Measurement in measuring when you measure things
1. Make an observation a good observation can you are actually being more precise and observing the experimenting and constructing models. when we
help you to create great questions communicating we measure height weight length volume construct a model we are trying to make visual
2. Ask a question Once you observe something temperature and density representation of an object or concept that may lead to be
and are curious about it you’ll start question small or big to observe in a classroom are that cannot be
Classification when they are so many objects events and
about it
living things around us it it easier to us study this when
3. Do some background research find out if other
people have asked the same question before
Chapter 2 TEACHING SCIENCE Innovative or inventive thinkers 3.Abstraction - Previously, in the Activity phase, the students
Innovative or inventive thinkers use various techniques in did concrete hands-on learning. An analysis phase follows to
LESSON 2.1 THE DEP ED FRAMEWORK FOR producing creative ideas, like brainstorming, and use creativity, check for understanding and make the students ready for the
TEACHING analysis, and evaluation in creating solutions that are tangible
next phase (abstraction). In the Analysis phase, the teacher
and useful to society. They also have the ability to work with
The intended Outcome others and communicate well. (a) introduces or presents the new lesson in proper sequence,
Responsible stewards of nature responsibly
from simple to complex, chunking information to make it more
The overall outcome of studying science is found in a small Responsible stewards of nature responsibly use and protect the
natural environment. They learn and practice conservation and comprehensible, even using graphic organizers, mnemonic
rectangle at the top of the framework above. It emphasizes the
environmental sustainability. devices, and visual aids to help students understand the lesson
need to develop scientific, technological, and environmental
literacy among the students. structure and to easily relate content and retain knowledge. The
Lesson 2.2: The 4A Lesson Activity Plan teacher then
Scientific knowledge
The 4A Lesson Plan is said to be "learner-centered," where the (b) holds a discussion and (c) facilitates an activity to check if
teacher acts as a facilitator. This is commonly used by public the students learned something from the new lesson. This is like
The conceptual framework of science education or DepEd
school teachers for any subject. It seems to be anchored on having a guided and independent practice, as found in other
framework has a circle divided into three parts showing the
understanding of science knowledge which includes: cognitivism, and other learning theories previously mentioned, lesson plan formats. Then, (d) a generalization statement can be
 Understanding and applying scientific knowledge, focusing on how information is received by the learner, made.
 Demonstrating scientific inquiry skills, and organized, stored to memory, and retrieved by the mind when
 Developing and demonstrating scientific attitudes and needed. So, the different phases up to here moved from simple to
values. complex and from concrete to abstract.
Scientific knowledge Teachers make sure that they teach in an organized, well-
sequenced manner and present lessons that are comprehensible 4.Application-The next phase of the 4As lesson plan is all
Science content includes topics about the human body, care and and meaningful. about making students apply their newly acquired knowledge or
nourishment, plants, animals, ant other living things, light, the skill to a new situation. This can be done by group activity,
love of asking questions (Inquisitiveness), a desire to solve This helps promote retention of information, recall, and learning using worksheets, or other teaching strategies like games,
problems, and respect for scientific methods and values. of higher order thinking skills. problem-solving, and many others.
Attributes Needed in Science
Five attributes necessary in science are found around the center 4As.
of the framework. These are the attributes we want our students
to develop as theystudy science . These include being (1) an 1.Activity -In this phase, the teacher motivates the students with
effective communicator, (2) a critical and creative problem an activity that will hook their interest to learn the new topic
solver, (3) an informed decision maker. (4) an innovative or and activate prior knowledge. This could be a review quiz or a
inventive thinker, and (5) a responsible steward of nature. game among others. The teacher then provides an activity that
Effective communicators
will provide a link to the new lesson
Effective communicators can clearly articulate what they are
thinking in verbal, nonverbal, or written form. They also know
2. Analysis - Based on the results of the previous phase, this
how to listen and understand..
Critical and creative problem solvers part is where the teacher analyzes whether or not the students
Critical and creative problem solvers analyze and try to solve are ready for the current lesson. The teacher has to decide what
problems in both common and uncommon innovative ways. prerequisite skills students need to understand the new lesson
Informed decision makers arid makes sure the skills are developed first before the new
Informed decision makers use evidence in making sound lesson is taught, so that the students can build upon their prior
judgments and decisions. They develop arguments, claims, and knowledge.
beliefs, evaluate various points of view, synthesize information,
and make connections among them.
Lesson 2.3: The 5E Inquiry-based Learning Plan (10) the students take a written quiz about density. This may Free Inquiry - This is also known as "open," "independent," or
seem very organized, but it is also focused on the test. "true" inquiry. In this level or type of inquiry, the students
THINK choose their own topics, formulate or ask their own questions,
. The teacher here is more of a "guide on the side." In the end, and find the answers themselves. They design their own
Before talking about the 5E, let us first talk about scientific the whole class will revisit the original questions and
inquiry in science learning, regardless of the science discipline. experiments and decide how they will do their investigation or
The main goal of studying this is to be able to develop scientific Inquiry-based learning is a critical component of the scientific research. They collect their own data and share their findings.
inquiry practices and habits of mind among future students. method. It was a core idea of student-centered learning by John The students rely on each other and use various resources.
Although inquiry-based learning (IBL) is used in different Dewey and Maria Montessori, and the theory of constructivism
subjects, it is one of the most popular teaching methods used in by Jean Piaget.
science.. The Four Phases of Inquiry
Different Levels or Types of Inquiry
Scientific inquiry is flexible and involves the following: asking The four phases of inquiry include orientation,
questions or developing hypotheses that can be investigated, You do not have to worry about not being able to do inquiry- conceptualization, investigation, and conclusion.
designing and doing the investigation, and communicating the based learning (IBL) right away. There are different levels or
results or explanation types of inquiry depending on the experience of the teacher and 1. Orientation - This is a form of discussion where the key idea
the experience of the students.. is presented. This is sometimes known as "provocation." This is
Moving from a "Cookbook" Science Lesson to a Scientific when the teacher provides pictures or real- life objects in the
Inquiry Science Lesson Confirmation Inquiry-This level is more "teacher-centered" or science table or science area of the classroom
"closed." In this type of inquiry, the teacher leads the class by
In a regular science classroom, let us say we have this topic teaching the concepts and creating the questions. 2. Conceptualization In this phase, the students generate
(density): questions and define a hypothesis. The teacher' can ask these
The teacher then models the process for the students. Basically, questions: "What do you see?," "What do you notice," and
(1) the teacher gives a short lecture about density; the students are still learning how to do inquiry. Possibly, the "What do you wonder?" Students then ask many questions. The
label of this level is from having the students confirm a previous teacher sorts and posts the questions in a bulletin board (Wonder
(2) the students search for the science vocabulary in their experiment found in a reference. This is usually done if the
textbooks and write the definitions on their notebooks; Wall). The questions are sorted, grouped, and narrowed to
students are not yet ready to investigate things by themselves, or testable questions. This is guided by student interest while still
(3) the teacher does a demonstration, showing several objects are still learning how to do inquiry, and/or if the teacher is new keeping in mind the DepEd Curriculum Guide. Teachers can
that float on or sink in water; to IBL. provoke investigations with big essential questions, games or
Structured inquiry this type teacher also shares the procedures game questions, a mystery to figure out, a problem to solve,
(4) the class discusses why some objects float and some objects simulation, role-playing, or other methods.
sink in water; with the students. The students follow the teacher's lead. The
whole class engages in one inquiry together. But here, the 3.Investigation-Students research, explore, discover, do
(5) the teacher explains the new lesson about computing density students go through the rest of the inquiry process by collecting experiments, and interpret data in a flexible, dynamic, and
using mass and volume; and analyzing the data by themselves and drawing their own cyclical manner.
conclusion.
(6) the teacher makes the students copy the formula for density; 4,Conclusion-Students make a conclusion based on their
Guided Inquiry Here, the teacher still chooses the topics or findings. Make sure that you allow your students to immediately
(7) by pairs or small groups, the students do the same creates the initial research questions, but does not tell the
experiment that was demonstrated by the teacher; share what they have discovered and learned.
students how they will solve the problem. The students
(8) by using several objects, the students measure the mass and themselves design the research process, or how they will form More example of scientific inquiry
volume of the objects and compute for density; an experiment, the product, or solution. It is, therefore,
important at this stage that the students already developed, to a While making the ice-cream one might ask, How can we make
(9) they record these in a table of observations and discuss certain degree, the different science process skills from basic to this and taste better or have smoother texture.
results; and then, integrated.
THE FIVE E’S INQUIRY BASED LESSON PLAN Problem Based Learning it also start with challenge or
question in challenge it’s a real world problem which students
5 E’S STANDS FOR solved through investigation
LESSON 2.5 EXPERIENTIAL LEARNING
ENGAGE,EXPLORE,EXPLAIN,ELABORATE,EVALUATE
People learn from experience. The moment we learn how to walk after
Project Based Learning these were student work in real countless and trail and error eat solidfood, or babble words that make
Engage -in this stage,of curiosity or engagement.( how can I problems in order to prove produce a concrete tangible product sense there are examples of learning from experience. This is the main
capture their attention) or artifact concept of “learning by doing by jean -piaget ,john dewey and
Explore -the student gather information about what has pinned others.
Project Vs. project based learning
curiosity Experiential learning os a learning is very broad umbrella term, which
They are good way of students to work with concepts that they encompasses several approaches like learning by doing ,hand on
Elaboration is the stage students extend their learning to a new are already learned projects are some sort of summative learning or practicum
situations as a teacher you will let students develop a deeper assessment in contrast in probably in project based learning
more sophisticated understanding of the concept and process THE ELEMENT OF CONCRETE EXPERIENCE OR
students can learn through project is used to address the real
currently being studied EXPERIENCING”
world problem or driving a question that cannot be answered by
Evaluation in this stage both student and teacher evaluate ask simplify searching on internet Step 1: CONCRETE EXPERIENCE-during this time let your student do
an experiment or perform the task . this stage is associated with “JUST
yourself as the following how will you student demonstrate that Examples of problem based learning DO IT! Or “ACT”.
they're achieve the objective of the lesson? how will my
students share their current thinking with others? How will I step 1. form small group That may feel the five senses
evaluate my students progress?
Step 2 present the problem. this is one problem statement which Step 2: SHARE ask the studnts to share the results to describe their
Lesson 2.4 project based learning and problem based can be this is one problem statement which can be done several experience and reactions. WAT HAPPEN? WHAT DID YOU
learning ways EXPERIENCE?

THE ELEMMENT OF REFLECTIVE OBSERVATION OR

Project based learning a subset of the problem based learning Step 3. activate the groups
REFLECTING
focusing a problem existing in society instead of planning just
any project the terms inquiry based problem ,based on project CONCRETE EXPERIENCE Step 3: PROCESS ask the student to reflect, what wen well? What did
based, are used interchange Lee because they all focus on a go so well? What important did you learn from experience.
Step one concrete experience during this time that your student
solving problem do an experiment or perform a task this stage of associated with THE ELEMENT OF ABSTRACT CONCEPTUALIZATION OR
What Is The Difference the saying just do it or act CONLUDING”

Step two share ask the students to share share the results to Step 4: what there conclusion based on what they have learn from the
I BL versus PBL and PJ BL
describe their experience and reactions as them what happened experience. Why did you think this happen? So what? What significance
knowing this?This also where you ask your students to connect their
Inquiry Based Learning he starts with question the essential what did you do what did you experience?
current experience to other examples in the real worl context.
question used to cover curriculum outcomes required and that
the same time inspired curiosity among the students it focuses The element of reflective observation or reflecting
THE ELEMENT OF “ACTIVE EXPERIMENTAION OR OF
on active learning process and development of deeper step three the process Ask the students to reflect on their APPLICATION.
understanding on concepts events phenomena experience in a probe their feelings let them analyze what they Ask the student to plan or try out what they have learned. This step is
did the consequence of their actions so that they can learn and concerned in there future now hat?, and what will you do now? based on
share experience what went well what did not go so well? what you have learned?

LESSON 2.6 SCIENCE TECHNOLOGY AND SOCIETY There are several ways of interdisciplinary learning experience technology and society approach and the science technology
in science the Daisy model the Rose model and the science engineering arts and math stem approach
1. the use of literature like stories bombs and teaching Arts refers to the liberal arts including humanities Fine Arts Understanding by Design (UBD), as presented by Grant
science visual arts and performing arts music and theater sociology Wiggins and Jay McTighe, is based on constructivism. As we
manual physical and sociological expérience something new, we internalize it, but this is
2. the use of creative drama in teaching science influenced by our past experiences, biases, beliefs, feelings, and
Math refers to the use of numbers and operations algebra values.
The Daisy Model geometry measurement data analysis statistics probability
The main subject is the center and other subject are attached as problem solving reason and proof communication data analysis UBD is also known as the Backward Design. Beginning with
pedal of the Daisy the teacher starts by selecting a topic there theory calculus and trigonometry the end in mind makes way for a clear understanding of where
other disciplines are added like math art writing physical you are going. This means making sure that all the activities you
Lesson 2.8: Modeling Instruction Method do in making a lesson plan are all relevant and leading to the
education science music reading and social studies this
mansions common especially in kindergarten It can show how something looks works and is used to explain final goal you have set to achieve. This is not another "flavor of
phenomena. It can also be used to analyze systems or how the month" teaching strategy that the Department of Education
THE ROSE MODEL something a certain design will perform. Examples include a (DepEd), forced upon teachers before. This is more of a way of
globe, a DNA model, a diagram, a math or a and a computer planning-a way of thinking carefully about how you design your
The Rose model is a little more interconnected and interwoven lessons.
you start with the problem a question or a topic brainstorming simulation.
of questions follows and sharing of findings communicates this These models are clear and can be shared with everyone. What UBD has three major stages: (1) identifying the desired results,
approach are models used for, or what at the models show? The models (based on the standards),

STS SCIENCE TECHNOLOGY AND SOCIETY can be STRUCTURAL, like showing the structure of DNA, so (2) determining evidence to show that the lesson was learned
we explain how it works. It can also be BEHAVIORAL, like (planning the assessment),
This approach is similar to the Rose model but the topic showing the behavior of wind in a wind mel. It can be
selected for investigation dealt with science and technology it's FUNCTIONAL, like showing the lines of magnetism around a and (3) planning the learning experiences to make sure that the
all about it’s placed the world on how fits into society it shows magnet. desired results will be achieved (planning the lesson)
the science is not just simply conducted insulation but it’s
connected to our culture shows how social political and cultural How can the models be made? Models can be in the form of a This is why it is called "backward design." The teaching
values affect research insert science and technology and vice diagram, like showing the ster cycle, or how speciation happens. procedure, however, still remains the same, where assessment is
versa. Models can be a replica (virtual like a computer replica,. ar presented to the class after the learning has occurred
actual), as in showing the structure of an atom, a molecule,
Lesson 2.7( Steam 0r Stem) Science, Technology, DNA, or myoglobin among others. Stage 1: DESIRED RESULTS
Engineering, Arts and Math Established Goals - This is based on DepEd content and
start this method. Tell students that the model should be
Science refers to the history of science natural science science illustrated very clearly, using arrows and labels as needed. Color standards (from the prescribed curriculum). Example: "The
concepts science process science physics biology chemistry also works well in the model. They can also use a "zoom-in students will explain
space new sciences and biochemistry bubble" to Illustrate details that are not normally seen by the 2.Enduring Understanding (EU)
naked eye.
Technology refers to the nature of technology technology and a. Understandings- (What "big ideas" do I want students to
society design world abilities design world architecture Much like "think-pair-share" strategy, once the students have understand by the end of the unit? What are the enduring
biomedicine biotechnology information communication made their own models, they can now work in a small group, understandings that the students must get?
manufacturing construction transportation power and energy even by threes. Then, if there is enough time, a whole class
model can be made. Note: Enduring Understandings can be searched on the
Engineering refers to the aerospace fluid architectural Internet.)
engineering agricultural engineering computer engineering civil
engineering mining acoustical engineering chemical Example:
engineering environmental engineering architectural CHAPTER 3 USING UBD UNIT PLANNER IN
engineering. TEACHING SCIENCE
"The students will understand that scientists study and
compare organisms, places, ideas, and events to make
sense of our world." Six Facets of Understanding Step 2: ASSESSMENT EVIDENCE

b. Transfer (What do I want my students to accomplish in 1.Explanation - If the students really understood, then they can 1. Performance Task/s-Ask yourself, "What authentic
the long run or long term?) explain. They can give an accurate explanation of a performance task will allow students to demonstrate
phenomenon. This helps students understand how things work, understanding?" This component is outlined in the acronym
Example:"The students will be able to learn (topic) so that what connections can be made, and what are the implications of GRASPS:
in the long run, they will be able, on their own, to (long- events among others
term desired accomplishment that shows a transfer of G is for real-world Goal. Provide a statement of the task. What
learning)..." 2.Interpretation - If the students really understood, then they are the goal, the problem to be solved, and the challenge or
can interpret. They can give meaningful interpretations. obstacle in the task? For specifying the goal, you can use these
3. Essential Question (EQ) - (What thought-provoking Students should be given the opportunity to INTERPRET data words in your planning: "design," "teach," "explain," "inform,"
questions can I use that will foster inquiry among my from experiments, parables (when using these as a hook or "create," "persuade," "defend," "critique," or "improve."
students?) motivation), analogies, and connections. From Bloom's
Taxonomy, you can use the words "analogy," "critique," R is for real-world Role. Define the role of the students in the
The following are samples of essential questions in relation "document," "evaluate," "illustrate," "judge," "make meaning task, to take perspective and empathy in the process of
to the Enduring Understanding above. Note that one EQ of," "make sense of, "provide metaphors," "read between the explaining, interpreting, synthesizing, applying what they
can be used for making one lesson each lines," "represent," "tell a story of," or "translate." learned, and in solving the problem. In your planning, you can
use: "advertiser," "principal," "illustrator," "coach," "candidate,"
a. "Why should we compare and contrast organisms, 3.Application - If students really understood, then they can "manager," "chef," "engineer," "teacher," "eyewitness,"
places, ideas, and events?" effectively apply what they learned to real-life situations. You "medical doctor," "newscaster," "editor," or "politician" among
b. "Why should we recognize universal patterns that exist should give the students an opportunity to SYNTHESIZE and others.
within our world?" APPLY what they learned
A is for real-world Audience. Identify the target audience in
C. "What tools can scientists use to compare and contrast 4.Perspective - If students really understood, then they would the context of the scenario. For your planning, you can use the
organisms, places, ideas, and events?" be able to give a credible perspective. This means they should words: "board members," "barangay," "neighbors," "pen pals,"
be able to weigh in different plausible explanations and "jury," "historical figure," "community," "school board," or
d. "How can technology help us study and compare interpretations from different points of view. This is specially "government."
organisms, places, and events? true if students come from different backgrounds and cultures.
From the Bloom's Taxonomy, you can use the words "analyze," S is for real-world Situation. Set the context of the scenario.
"contrast," "compare," or "infer." P is for real-world Products or Performances. Clarify what
4. Knowledge and Skill. (What should the students know, 5. Empathy - If students really understood, then they could the students are expected to create and why they should create
understand, and be able to do?) sensitively empathize with others. Another manifestation of it. You can use: "banner" "meal plan," "cartoon, "scrapbook,"
"perspective" is the ability to empathize or at least to "advertisement," "game," "script," "blog" or "vlog," "debate,"
a. Knowledge-"Students will know..." (These are assessed "rap "proposal," "brochure," "slide show," or "puppet show"
in examinations.) sympathize. To "walk in another person's shoes," to understand
what someone is going through. among others. Example "Create a museum display" or "write a
b. Skill "Students will be skilled at..." (These are assessed letter to."
through demonstrations or performance tasks.) 6.Self knowledge-if student really understood then they can
show they were aware of them selves.