Chapter 1: The Need to Teach about the Processes of Science

Lesson 1.1: The Nature of Science

The Nature of Science refers to understanding how scientific knowledge is generated, validated,
and applied. It highlights the characteristics of scientific inquiry, which include curiosity,
systematic investigation, and reliance on empirical evidence.
Example: A BEED 2 student from Tagkawayan, Quezon, investigates the local
mangrove ecosystem. Through observation, they notice changes in water
quality and hypothesize that increased sedimentation from nearby
construction projects may be affecting it. This represents the nature of
science because the student is using empirical data (observations) to form
a hypothesis and prepare for further investigation.

Key concepts to emphasize:

1. Empirical Evidence: This refers to information gained through observation or

experimentation.
Example: Students observe plant growth under different conditions in
Tagkawayan and gather data on the effect of sunlight
exposure.

Expanded Example: Empirical Evidence

Activity: To help students understand empirical evidence, you can organize a

simple investigation on water quality in Tagkawayan’s rivers. Students from
BEED 2 will collect water samples from two different locations: one near a
busy market and another from a rural stream farther away from human
activity. They will observe water clarity, smell, and pH levels using litmus
paper.

Goal: By gathering physical data on water properties, students can conclude which
location has cleaner water and relate this to human activity, thus applying the
concept of empirical evidence.

2. Scientific Theories and Laws: Theories explain natural phenomena, while laws describe them.
Example: Students learn about Newton's Laws of Motion by observing a carabao
pulling a cart on a farm in Tagkawayan.

3. Scientific Method: The process of questioning, hypothesizing, experimenting, and concluding.

Example: BEED 2 students in Tagkawayan formulate a hypothesis about rainfall patterns and
their impact on the growth of local crops, conducting experiments to confirm their
hypothesis.

Lesson 1.2: Teaching about the Six Basic Science Process Skills
The Six Basic Science Process Skills are foundational tools students need to carry out scientific
investigations. They include Observing, Classifying, Measuring, Communicating, Inferring, and
Predicting.

1. Observing: Using the senses to gather information about objects or events.

Example: BEED 2 students in Tagkawayan observe the life cycle of butterflies in a nearby field,
noting changes in each stage.

2. Classifying: Grouping or ordering objects based on common properties.

Example: During a biology lesson, students classify the different types of leaves they find
around Tagkawayan into categories such as shape, size, and texture.

3. Measuring: Using standard units to describe the size, length, or amount of something.

Example: Students measure the height of plants in a school garden in Tagkawayan, using
rulers and recording their data in a science journal.

4. Communicating: Using words, symbols, or graphics to describe an event, object, or

action.

Example: BEED 2 students present their findings on water quality in Tagkawayan, creating
charts and tables to communicate their results.

5. Inferring: Drawing a conclusion based on observations and prior knowledge.

Example: After observing the cloudy water near the coast of Tagkawayan, students infer that
runoff from recent heavy rains might be contributing to soil erosion in the area.

6. Predicting: Making a forecast about future events based on observations and patterns.

Example: Students predict that a certain type of local plant will grow better during the rainy
season based on their previous observations in Tagkawayan.

Additional Terminology:
  Hypothesis: A proposed explanation made on the basis of limited evidence as a starting
point for further investigation.
o Example: Students hypothesize that areas of Tagkawayan with more sunlight will
have more vibrant plant life due to increased photosynthesis.
 Control Group: In an experiment, the group that does not receive the experimental
treatment and is used as a benchmark.
o Example: In a soil experiment, the control group of plants is grown without
fertilizer to compare how plants in Tagkawayan respond to soil conditions.
 Variable: Any condition that can be changed or controlled in a scientific experiment.
o Example: When testing different water levels for rice growth in Tagkawayan, the
variable is the amount of water added to the soil.

Lesson 1.3: Teaching about the Six Integrated Science Process Skills

The Six Integrated Science Process Skills build on the basic skills and are necessary for higher-
level scientific investigations. They include Identifying Variables, Defining Operationally,
Formulating Hypotheses, Interpreting Data, Experimenting, and Formulating Models.

1. Identifying Variables: Determining which factors can change in an experiment.

Example: Students conduct an experiment to find out which type of soil is best for growing
rice in Tagkawayan. They identify variables such as soil type, water levels, and
sunlight exposure.

2. Defining Operationally: Defining variables in measurable terms.

Example: In their rice growth experiment, students define "healthy plant growth" as plants
that reach a specific height and have a certain number of green leaves.

3. Formulating Hypotheses: Proposing explanations for a phenomenon that can be tested.

Example: Students hypothesize that the local soil in Tagkawayan will produce faster plant
growth than imported soil, based on their knowledge of local farming.

4. Interpreting Data: Making sense of collected data to draw conclusions.

Example: After collecting data on plant growth, students analyze the numbers and conclude
that Tagkawayan's local soil does, in fact, support faster growth.

5. Experimenting: Designing and conducting a controlled experiment to test a hypothesis.

Example: Students set up an experiment to test the impact of fertilizer on crop yield in
different parts of Tagkawayan, controlling variables such as water and sunlight.

6. Formulating Models: Creating representations of objects or systems to describe and

explain them.

Example: Students create a model of the water cycle, including the different weather patterns
they have observed in Tagkawayan, to better understand local climate processes.
 Chapter 2: Teaching Science
Lesson 2.1: The DepEd Framework for Teaching Science
The DepEd (Department of Education) Framework for Teaching Science provides guidelines on
how science education should be delivered in schools. It emphasizes inquiry-based learning,
contextualized instruction, and the integration of real-life situations.

Key Concepts:
Inquiry-Based Learning: Encourages students to ask questions, investigate, and form
conclusions.
Contextualization: Teaching science concepts using examples that are familiar to
students’ everyday lives.

Example: In Tagkawayan, Quezon, BEED 2 students apply the DepEd framework by studying the
water cycle. They visit local water sources, observe rain patterns, and discuss how
water is vital to the farming community. This contextualizes the science lesson in a
way that’s meaningful to the students’ surroundings.

Lesson 2.2: The 4A Lesson Activity Plan

The 4A Model stands for Activity, Analysis, Abstraction, and Application. This lesson plan
format helps structure science lessons to maximize student engagement and understanding.

Key Concepts:
Activity: Hands-on or exploratory tasks to introduce the topic.
Analysis: Discussing and examining the results of the activity.
Abstraction: Drawing out the key concepts and general principles.
Application: Applying what’s learned to a real-world situation.

Example: A science class in Tagkawayan uses the 4A model to study plant growth.
Activity: BEED 2 students plant seedlings in different parts of the community.
Analysis: They observe and record the growth differences depending on sunlight exposure and
soil type.
Abstraction: They learn about photosynthesis and the factors affecting plant health.
Application: They apply this knowledge to suggest which areas in Tagkawayan are ideal for
farming specific crops.
Lesson 2.3: The 5E Inquiry-Based Learning Plan
The 5E Model is a widely-used inquiry-based instructional model that consists of Engage,
Explore, Explain, Elaborate, and Evaluate.

Key Concepts:
Engage: Capture students' interest and connect prior knowledge.
Explore: Students actively explore and gather data.
Explain: Students and teachers discuss and explain concepts.
Elaborate: Students expand their understanding through additional tasks.
Evaluate: Assess student understanding.

Example: For a lesson on ecosystems, BEED 2 students in Tagkawayan can apply the 5E model:
Engage: They start by discussing the different animals they see around Tagkawayan
and predict what each one eats.
Explore: They visit a nearby mangrove forest, making observations about plant and
animal life.
Explain: They discuss food chains and how all organisms depend on one another.
Elaborate: Students research how environmental changes affect the food chain.
Evaluate: The teacher assesses their knowledge through a group presentation on the
mangrove ecosystem’s food web.

Lesson 2.4: Project-Based Learning and Problem-Based Learning

Project-Based Learning (PBL) involves students working on extended projects that address real-
world problems, while Problem-Based Learning (PrBL) involves presenting students with a
problem to solve as the core of the lesson.

Key Concepts:
PBL: Focuses on creating a tangible product or outcome.
PrBL: Focuses on solving a specific problem through research and experimentation.

Example: BEED 2 students are assigned a project-based learning task to develop a mini
composting system for local farmers in Tagkawayan. They research the best
composting techniques, build prototypes, and test their systems on local farms. In
the problem-based approach, the problem might be, “How can we reduce waste in
the school?” Students brainstorm, research, and experiment with solutions such as
recycling programs or composting initiatives.
Lesson 2.5: Experiential Learning
Experiential Learning emphasizes learning through direct experience. It involves doing,
reflecting, and applying what was learned to new situations.

Key Concepts:
Active Participation: Students learn by engaging in hands-on activities.
Reflection: Students think critically about what they experienced and learned.
Application: Applying the lessons learned to new situations or real-world scenarios.

Example: In a lesson on biodiversity, BEED 2 students in Tagkawayan visit different

ecosystems—mangroves, fields, and forested areas. They collect data on plant and animal
species, reflect on their importance, and later apply their knowledge to design a conservation
plan for a small ecosystem in the school’s garden.

Lesson 2.6: Science, Technology, and Society (STS)

Science, Technology, and Society (STS) explores the interconnectedness of scientific knowledge,
technological advances, and their impacts on society.

Key Concepts:
Interrelationship: Understanding how scientific advancements shape society and vice
versa.
Ethics: Discussing the ethical implications of scientific discoveries.

Example: Students discuss how mobile technology and internet access have affected
agriculture in Tagkawayan. They explore how farmers now use apps to monitor
weather patterns and manage crops more effectively. This lesson emphasizes how
technology, rooted in science, has a direct impact on the local community’s livelihood.

Lesson 2.7: Science, Technology, Engineering, Arts, and Mathematics

(STEAM)
The STEAM approach integrates **Science, Technology, Engineering, Arts, and Mathematics**
into interdisciplinary learning experiences.

Key Concepts:
 Integration of Disciplines: Encourages problem-solving and creativity by blending
different subjects.
Hands-On Learning: Students engage in practical projects that incorporate various fields.

Example: For a STEAM project, students in Tagkawayan create models of eco-friendly houses
using local materials. They apply science by understanding the properties of these
materials, technology by designing houses that conserve energy, engineering by
building the models, art by designing them aesthetically, and math by calculating
measurements and material quantities.

Lesson 2.8: Modeling Instruction Method

The Modeling Instruction Method focuses on constructing and using models to represent
scientific phenomena. Students develop models to explain, predict, and understand concepts.

Key Concepts:
Model Construction: Students build models to demonstrate scientific concepts.
Use of Models: Models serve as tools for inquiry and explanation.

Example: In a lesson on the water cycle, BEED 2 students in Tagkawayan create physical models
using local materials to demonstrate evaporation, condensation, and precipitation.
By creating these models, they can visualize and explain the cycle more effectively,
making the concept easier to grasp.
Chapter 3: Using UBD Unit Planner in Teaching Science

Lesson 3.1: Understanding the UBD Framework

The UBD Framework, also known as Backward Design, starts with identifying desired learning
outcomes and then works backwards to plan instruction. The key stages of UBD are:

1. Stage 1 – Identify Desired Results: Determine what students should know, understand, and
be able to do.
2. Stage 2 – Determine Acceptable Evidence: Decide how you will assess student learning.
3. Stage 3 – Plan Learning Experiences and Instruction: Design activities and lessons that lead
to achieving the desired outcomes.

Key Concepts:
Enduring Understandings: The big ideas or core principles that students should retain long
after the lesson.
Essential Questions: Open-ended questions that guide inquiry and deepen understanding.
Performance Tasks: Activities that demonstrate student learning and understanding through
application.

Example: In a biology lesson on ecosystems, the desired result is for BEED 2 students in
Tagkawayan to understand how energy flows through food chains. Essential
questions might include, “How do different organisms depend on each other for
survival?” Performance tasks could involve students creating a diagram of the
mangrove ecosystem in Tagkawayan, showing producers, consumers, and
decomposers.

Lesson 3.2: Stage 1 – Identifying Desired Results

The first stage of UBD is to identify the desired results or learning goals. Teachers must focus on
big ideas and enduring understandings, which are the key concepts that have lasting value
beyond the classroom.

Key Concepts:
Big Ideas: The overarching themes or principles.
 Enduring Understandings: Concepts that students should carry with them for the
long term.

Example: For a chemistry unit, the big idea might be the states of matter. The enduring
understanding could be that "matter can change its state through the addition or removal of
energy, and this affects the world around us."

Essential Question: “How does matter change in response to different conditions?”

Activity: BEED 2 students in Tagkawayan observe the transition of water from a liquid to gas
by heating water in a beaker. They discuss how this is an example of energy affecting
matter.

Lesson 3.3: Stage 2 – Determining Acceptable Evidence

In this stage, teachers decide how they will assess whether students have achieved the desired
results. This includes both formative (ongoing) and summative (final) assessments.

Key Concepts:
Performance Tasks: Tasks that require students to apply their knowledge in new situations.
Rubrics: Criteria used to assess performance tasks.

Example: After learning about the water cycle, BEED 2 students in Tagkawayan are asked to
create a model showing evaporation, condensation, and precipitation. This model
serves as a performance task, and a rubric might assess creativity, accuracy, and
understanding of the water cycle.

Formative Assessment: During the unit, students are asked to keep a science journal where
they record daily observations about local weather patterns in Tagkawayan.

Lesson 3.4: Stage 3 – Planning Learning Experiences and Instruction

This stage focuses on creating activities and lessons that will lead students to achieve the
learning goals. Teachers should think about engaging students through inquiry, hands-on
learning, and real-world applications.

Key Concepts:
Learning Activities: Tasks that help students explore, explain, and apply the content.
Scaffolded Instruction: Support provided by the teacher to guide students through
increasingly complex tasks.
Example: In a lesson on plant growth, BEED 2 students in Tagkawayan are given scaffolded
activities. They start by measuring the height of plants in a school garden, then
progress to designing an experiment to test how different soil types affect plant
growth. Eventually, they are tasked with interpreting their data and presenting their
findings to the class.

Lesson 3.5: Writing Essential Questions and Enduring Understandings

Essential Questions and Enduring Understandings are vital to guiding student inquiry and
ensuring that learning is meaningful. Essential questions are open-ended, provoke thought, and
encourage further exploration, while enduring understandings represent the lasting knowledge
students should acquire.

Key Concepts:
Open-Ended Questions: Encourage deep thinking and cannot be answered with a simple "yes"
or "no."
Transferable Knowledge: Understanding that can be applied to new contexts.

Example: For a unit on weather, an essential question might be, “How do weather patterns
affect life in Tagkawayan?” The enduring understanding would be that “Weather is
influenced by various factors and has a direct impact on agriculture and daily life in
Tagkawayan.” Students can explore this through fieldwork and local interviews,
which deepen their understanding of how science impacts their community.

Lesson 3.6: Performance Tasks and Project Design

Performance tasks are activities where students apply what they’ve learned in practical ways.
These tasks should be authentic, meaning they mimic real-world challenges that scientists or
professionals might face.

Key Concepts:
Authentic Assessment: Evaluating students through tasks that reflect real-life applications.
Project Design: Planning long-term activities that require students to synthesize and apply
knowledge.

Example: In a chemistry unit, BEED 2 students in Tagkawayan might be tasked with designing a
water filtration system to improve water quality in their community. They research
different methods, build prototypes, and test them using water samples from local
sources. This task allows students to apply their understanding of chemistry concepts
like filtration, solubility, and chemical reactions.
Lesson 3.7: Differentiating Instruction in the UBD Framework

Differentiation means tailoring instruction to meet the varied learning needs of students. In
UBD, teachers should consider student readiness, interests, and learning profiles when
designing lessons.

Key Concepts:
Readiness: Ensuring that the complexity of tasks matches the student’s skill level.
Learning Profiles: Adapting teaching methods to cater to different learning styles
(visual, auditory, kinesthetic).

Example: In a lesson on ecosystems, some students might explore the topic by creating a 3D
model of the mangrove ecosystem in Tagkawayan, while others might write a report
or produce a video documentary. This approach caters to both hands-on learners and
those who excel in written or verbal expression.