Stage 3: Learning Plan

Week No.: 1 Subject Matter: SCOPE OF SCIENCE & THE SCIENTIFIC METHOD - Nature of
Science and Technology, Ways of Acquiring Knowledge and Solving Problems,
Scientific Hypothesis, The Three Scientific Variables

DAY 1: NATURE OF SCIENCE AND TECHNOLOGY

Objectives:
At the end of the lesson, the students should be able to:
 Define science;
 Describe how science and technology may improve our way of life;
 Discuss the significant contributions of great men and women in science and technology; and
 Recognize the importance of science in our daily lives.

Mnemonic Game

 Give words that describe the letters comprising the word “S-C-I-E-N-C-E”.
 What is science for you?
 What is the importance of science?
 How does science affect our everyday life?

“What Science IS” “What Science IS NOT”

 On the chalkboard, write what you know about science.

Jumbled Scientist
 Arrange the jumbled letters and give their specific contributions.
Ex. D E L E N M E E V LEKCAEH IERUC

NIETSIEN KEOHNEWUEL

Discussion: Nature of Science and Technology

 Refer to the book, Science for the 21st Century Learner, page 7-11.
 Refer to this website, https://www.youtube.com/watch?v=Ze0kG4yeFS

Processed Questions:

 What are the effects of science and technology to the quality of life?
 What are the values necessary for humans to have a better understanding of this world?

Two-Column Note Pad

Filipino & Foreign Scientist Contributions

Socialized Recitation:

Guide Question

 How important is the application of science in your life?

Assignment:

Compose a short essay: “Is science a friend of foe?”

REMARKS:
DAY 2: WAYS OF ACQUIRING KNOWLEDGE AND SOLVING PROBLEMS

Objectives:
At the end of the lesson, the students should be able to:
 Describe the components of a scientific investigation;
 Follow the steps in scientific method; and
 Give examples in each step of the scientific method.

Media Review

 Ask the students if they are familiar with the shows CSI and SOCO. How do investigators solve
the different problems?

Description Wheel

 The students write in each spoke of the wheel, what they know about scientific method.

Discussion: Scientific method

 Refer to the book, World of Science for Critical Thinkers 7, pages 2-7.

Processed Questions:

 What are the steps in scientific method?

 In finding a problem what method are you going to use?
 Do you think it is important/applicable and is needed in your day-to-day living if you are aware
of these methods? Why? How?

Seatwork

 Make a sample problem that comprises each step of the scientific method.

2W’s

What did you learn today?

What do you want to learn more?

REMARKS:

DAY 3: SCIENTIFIC HYPOTHESIS

Objectives:
At the end of the lesson, the students should be able to:
 Explain the concepts of a good hypothesis;
 Analyze the characteristics of a good scientific problem and hypothesis;
 Differentiate hypothesis from law, theory and principle; and
 Construct a scientific hypothesis based from a given problem.

4-2-1
Processed Questions:

 What is hypothesis?
 What are the characteristics of a good scientific problem and hypothesis?

Discussion: Scientific hypothesis

 Refer to the book, World of Science for Critical Thinkers 7, pages 8-15.

Processed Questions:

 How are you going to formulate scientific hypothesis?

 What are the ways/steps in order to have a good formulated scientific hypothesis?

Differentiating Law, Theory, Principle & Hypothesis

 What is a law? Theory? Principle?

 How important is a scientific hypothesis in the formulation of scientific laws and principles?

1- minute essay

In what aspect in our day-to-day life living can we use scientific hypothesis?

REMARKS:

DAY 4: THE THREE SCIENTIFIC VARIABLES

Objectives:
At the end of the lesson, the students should be able to:
 Identify independently the three variables in a scientific problem;
 Differentiate each variable; and
 Explain the ways in identifying the variables.

Sci-Prob Evaluation

Processed Questions:

 What are the components of a good scientific problem?

 How can we identify the components of a good scientific problem?

Discussion: Variables

Processed Questions:

 What are the three types of variables?

 What is a dependent variable?
 What is an independent variable?
 What is a controlled variable?

Analyzing the Variables

Processed Questions:

 What are the different variables in a scientific problem?

 When can we say that the variable is an independent variable?
 In identifying variables, what is the first thing that we are going to consider?
 How do they differ from each other?

Assignment

“What will happen to the weight of the grade 7 student if the amount of rice intake will
 increase?”

A. Independent Variable

____________________________________

B. Dependent Variable

____________________________________

C. Controlled Variable

___________________________________

REMARKS:

Stage 3: Learning Plan

Week No.: 2 Subject Matter: SCOPE OF SCIENCE & THE SCIENTIFIC METHOD - The Basic
Scientific Skills, Data Gathering and Experimental Technique, Scientific Skills,
Scientific Error

DAY 5: THE BASIC SCIENTIFIC SKILLS

Objectives:
At the end of the lesson, the students should be able to:
 Identify the basic scientific skills;
 State the different processing skills that is important in understanding the physical world; and
 Appreciate the importance of knowing the skills in data gathering.

Crossword puzzle
 What do you think is the relevance of answering the puzzle to the topic?

Picture Analysis
 What are the apparatuses called?
 Why is it important to know its proper usage?

Discussion: The Basic Scientific Skills

 Refer to the book, World of Science for Critical Thinkers 7.

Process Questions
 What are the basic scientific skills?
 How is it important in understanding the physical world

Transfer
 Why do you need to learn about the scientific or the basic processing skills?
 How can you relate it to your own experiences?
 In what specific situations does scientific skills helpful?

Assignment

Study in advance the data gathering and experimental technique.

REMARKS:

DAY 6: DATA GATHERING AND EXPERIMENTAL TECHNIQUE

Objectives:
At the end of the lesson, the students should be able to:
 Perform an experiment on the appropriate measurement;
 Observe the actual measurement of the calibration; and
 Identify the units in measuring length, mass, volume, temperature, and time

Situational Analysis
Say: During the ancient times, people started trading products.
See for example, how they are going to measure the sugar, salt, etc.

Process Questions
 Why do we need to learn the SI units?
 What is the daily occurrence that involves measurement?
 How can we determine the measurement of the object when using the calibration of the
apparatus and equipment?

Discussion: The International Structure of Units

Process Questions
 What is a meniscus level?
 How can we get the volume of an object
 What is SI unit of measurement?
 What is a standard units in measuring volume, mass, length, temperature, and time?

Exit Card
Students will write three things that they learned about the discussion.

REMARKS:

DAY 7: SCIENTIFIC SKILLS

Objectives:
At the end of the lesson, the students should be able to:
 Identify the basic scientific skills;
 Differentiate each scientific skill; and
 Generate ideas or situations that exhibit scientific skills.

Four corners

 Students will go around the classroom and identify the basic scientific skills by observing their
other classmates interact and act out some events regarding the daily lives of some famous
scientist.

Process Questions
 What is a scientist?
 Why do we need to acquire scientific skills in performing activities in Science?
Discussion: Scientific Skills
Process Questions
 What are the scientific skills?
 What are the situations in which we can apply observing, communicating, measuring,
classifying, inferring and predicting?

Review
 Go around the classroom and call some students randomly then ask some questions like;
 What are the basic scientific skills?
 As a student, how can you become a good scientist in your own little ways?

Assignment
Study in advance the scientific error.

REMARKS:

DAY 8: SCIENTIFIC ERROR

Objectives:
At the end of the lesson, the students should be able to:
 Describe a scientific error;
 Explain the ways in getting the percent error; and
 Calculate problems about to scientific error.

Board walk
 Students will go to the board and write about their understanding about scientific error but
they need to make sure that the words that they are going to write are all connected.

Process Questions
 How can we determine the error we had in our experiment?
 Why is it important to get to know if we commit errors in our experiment?

Discussion: Scientific Error

Process Questions
 What is a scientific error?
 What is a percent error?
 What are the operations in getting the percent error?

Review:
 Go around the classroom and call some students randomly then ask some questions like;
 How can we determine the error we had in our experiment?
 Why is it important to get to know if we commit errors in our experiment?

Exit Card
Students will write on a sheet of paper the things they had learned.

REMARKS:
Resources: (textbooks, websites, CD-ROMs etc.)
Materials/Equipments needed:
Work text: World of Science for Critical Thinkers 7
https://www.youtube.com/watch?v=Jfa2wxpJJBA
Television
https://www.youtube.com/watch? Book
v=Ze0kG4yeFS0&ebc=ANyPxKr_kbbPgfzTLz2ZXeu PowerPoint presentation
3Dsw https://www.youtube.com/watch?
v=Jfa2wxpJJBA