Module 2: TEACHING SCIENCE

CMU Digital Academics

Learning Objectives: At the end of the lesson, the learner is expected to:

❑ discuss and explain the DepEd framework for teaching science.

❑ analyze and compare the different approaches in teaching
science, considering the purposes for which each approach
might be best used in classrooms.
❑ create lesson plans using the templates for the different
teaching methods and strategies used in teaching science.

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THE DepEd FRAMEWORK FOR TEACHING SCIENCE
The Intended Outcome

The overall outcome of studying science is

found in a small rectangle at the top of the
framework above. It emphasizes the need to
develop scientific, technological, and
environmental literacy among the student
 Scientific Knowledge
The conceptual framework of science education or DepEd
framework has a circle divided into three parts showing
the understanding of science knowledge which includes:
▪ Understanding and applying scientific knowledge
▪ Demonstrating scientific inquiry skills
▪ Developing and demonstrating scientific attitudes and
values
Science content includes topics about the human body,
care and nourishment, plants, animals and other living
things, light, energy, environment, water, air, sound,
simple machines, weather, rocks, minerals, the earth,
magnetism, effect of gravity, and space and planets
among many others.
 Attributes Needed in Science
Effective communicators
can clearly articulate what they are thinking in verbal,
nonverbal, or written form.
Critical and creative problem solvers
analyze and try to solve problems in both common and
uncommon innovative ways.
Informed decision makers
use evidence in making sound judgements and decisions.
Innovative or inventive thinkers
use various techniques in producing creative ideas, like
brainstorming, and use creativity, analysis and evaluation in
creating solutions that are tangible and useful to society.
Responsible stewards of nature
Responsibly use and protect the natural environment.
 Learning Theories
Constructivism
posits that people construct or develop their own local
understanding of the world based on their own experiences,
beliefs, culture, values, and prior knowledge.
Social Cognition Learning Model
or the Social Cognitive Learning Theory says people gain
knowledge by observing other people in the context of their
interactions with them, their experiences, and through
influences by the media.
Learning Style Theory
assumes that children have several learning styles but may
exhibit a preferred learning style.
Brain-based Learning (BBL)
is a result of the latest findings on how the brain works based on
researches in neuroscience, psychology, and education.
 THE 4A LESSON ACTIVITY PLAN

This lesson plan has information regarding the OBJECTIVES for content (What should
the students know?), performance (What should the students be able to do with
what they know?),and specific learning objectives for a particular lesson (aligned
with the DepEd Curriculum Guide with objectives for knowledge, skills, and
attitudes.

The second part, the CONTENT, presents the list of

▪ Learning resources or references used by the teacher in creating the lesson (the DepEd
Curriculum Guide, teacher’s guide, learner’s materials or student’s textbook, books, and
additional materials like online resources)
▪ Other resources (like charts, videos, activity sheets or worksheets, or drill cards, etc.)
▪ Values integration
 THE 4A LESSON ACTIVITY PLAN

In the third part, the PROCEDURE, is where you find the 4As. After the teacher is
done with the preliminary classroom activities, and the developing activities, the
teacher will then proceed to 4As.
1. Activity - In this phase, the teacher motivates the students with an activity that will
hook their interest to learn the new topic and activate prior knowledge.
2. Analysis – Based on the result of the previous phase, this part is where the teacher
analyzes whether or not the students are ready for current lesson. The teacher has to
decide what prerequisite skills student need to understand the new lesson and makes
sure the skills are developed before the new lesson is taught, so that the students can
build upon their prior knowledge.
3. Abstraction - The teacher on this part will now focus entirely on the lesson being
presented and ask more lead questions to lead the students in reinforcing what they
know and should know more.
 THE 4A LESSON ACTIVITY PLAN

4. Application - The word itself describes the stage as bringing the student to a more
practical way of using HOW are they going to use what they have learned and thinking
of new ways on how it can be improve further..
THE 5E INQUIRY-BASED LEARNING PLAN

The main goal of studying this is to be able to develop scientific inquiry

practices and habits of the mind among future students. Although inquiry-
based learning (IBL) is used in 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 hypotheses that can be investigated, designing and doing the
investigation, and communicating the results or explanation.
In this method of teaching, the 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.
 Different Levels or Types of Inquiry
Confirmation Inquiry
This level is more teacher-centered or “closed”. In this type of inquiry, the teacher leads the class by
teaching the concepts and creating the questions. This is usually done if the students are not yet
ready to investigate things by themselves, or are still learning how to do inquiry, and/or if the teacher
is new to IBL.
Structural Inquiry
The teacher creates 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.
Guided Inquiry
The teacher still choose the topics or creates 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 the experiment, the product, or solution.
Free Inquiry
This is also known as “open”, “independent”, or “true” inquiry. The students choose their own topics,
formulate or ask their own questions, and find the answers themselves.
 The Four Phases of Inquiry
1. Orientation
Also known as “provocation”, a form of discussion where the key idea is presented.
2. Conceptualization
The students generate questions and define hypothesis. 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.
3. Investigation
The 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 findings
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 DIY box of a cabinet and one instruction sheet, students should
figure how to assemble the cabinet.
✓ Given blocks, books, or other kinds of material, the students are asked
by the teacher to build a bridge.
✓ There was 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
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:
▪ How will I capture the students’ interest?
▪ What object, event, or question should I use to engage my students?
▪ What connections can be made between what students already know and what
they can do? (activation of prior knowledge)
▪ What kind of questions should the students be asking themselves after the
engagement?
 The 5E Inquiry-based Lesson Plan
Exploration
In this next stage, students gather information about what has piqued their
curiosity. Describe to the students what hands-on activities they will be doing.
▪ Make sure you list the big idea or the essential question that the students will
be focusing on.
▪ 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, compare results and ideas.
 The 5E Inquiry-based Lesson Plan
Explanation
In this stage, students try to make sense of their data. Ask yourself the
following questions:
▪ What questions or techniques will I use to help students connect their
experiences in the exploration stage of the concept we are currently studying?
▪ What higher order thinking questions can I use to encourage students to explain
and justify their explanation?
You can ask students questions like:
✓ How did you answer the question?
✓ How did you solve the problem?
✓ What evidence do you have to support your claim?
 The 5E Inquiry-based Lesson Plan
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:
▪ How is this knowledge applied to my daily life? (concept to self connection)
▪ How is this knowledge connected to another concept that I learned before?
(concept to concept connection)
▪ How is this knowledge connected to concepts about issues in society? In the
world? (concept to world connection)
 The 5E Inquiry-based Lesson Plan
Evaluation
In this this last stage, both students and teacher evaluate. Ask yourself the
following questions:
▪ How will my students demonstrate that they have achieved the objective of the
lesson?
▪ How can the students asses their progress in their knowledge, skills, and
abilities?
▪ How will my students share their current thinking with others?
▪ How will I evaluate my students’ progress?
▪ How will I evaluate my own progress?
PROJECT-BASED LEARNING AND PROBLEM-BASED LEARNING

Another popular teaching method used in science is the project-based

learning (PjBL). A subset of this is problem-based learning (PBL), focusing on a
problem existing in society, instead of planning just any projects. The terms
inquiry-based, problem-based, and project-based are used interchangeably
because they all focused on solving problem. Just like inquiry-based learning
(IBL), project- and problem- based learning are also student-centered and
based on constructivism. This means, people are believed to be active
learners, making sense of ideas and experiences they encounter. They all
involve active and authentic real-world learning.
 Project-Based Learning (PjBL)
This is where the students work on real-world problems in order to produce a
concrete, tangible products or artifact.
Example:
You, as the teacher, announced a project to be made to solve some issues with a
product. The groups of students analyzed the current product and brainstormed the issues
about the current product. The team then went out in the field to collect data from online
sources and research articles and/or interview the “experts” (the people who actually ise the
product). Their comments and suggestions were vital. The teams then came back to the
classroom and shared what they found out in the field. They gave suggestions on how to
improve the product and created prototypes in each group. Then, as a class, all the best
features of each prototype were combined and narrowed down to create a new version of the
product. Thus, the new product is based on research and not just from a figment of, one or
two, persons’ imagination. The project involved critical thinking, collaboration,
communication.
 Problem-Based Learning (PBL)
This is starts with a challenge or questions, and the challenge is a real-world problem,
which students will solve through investigation. Students investigate, test, and
discovering order to find a viable solution.
This follows the normal problem-solving cycle:
1. Defining the problem
2. Brainstorming for solutions
3. Picking solution/s
4. Implementing the solution/s
5. Reviewing the results
6. Presenting the results to an audience
 REFERENCES/TEXTBOOK/LINKS

• A Course Module for: TEACHING SCIENCE IN ELEMENTARY GRADES

(Biology and Chemistry)
• Science Beyond Borders Textbook Grade 3
• Science Beyond Borders Textbook Grade 4
• Science Beyond Borders Textbook Grade 5
• Science Beyond Borders Textbook Grade 6
• www.education.com>lesson-plans

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Any Questions