NAME: PRINCE LOFRANCO SECTION: BEED 2 B

WHAT IS SCIENCE?
I. LEARNING OBJECTIVES
At the end of the lesson, you are expected to:
• Define science;
• Characterize scientists;
• Discuss the steps in the scientific process;
• Explore why some students love science and others do not;
• Brainstorm ways on how teachers can make the teaching and learning of science
engaging for students; and
• Characterize features and elements of an engaging science classroom.

II. LEARNING ACTIVITIES

Science is valued because it has helped in satisfying any basic human needs and
improving living conditions. Advances in technology and science are transforming our
world at an incredible and unimaginable pace. We cannot escape from and we
cannot measure the significance of science. Science has shaped the world.
Technology and the products of scientific knowledge surround us every day. Public
and private policy decisions that impact every aspect of our lives are driven by
scientific process and scientific evidence. The enormously complex physical world
around us illustrates boundless scientific concepts. Being “science literate” has
become not just an advantage but an absolute necessity in the 21st century.

Science is our way of understanding the world – its wondrous structure, natural
events, interrelated elements and systems, and processes. It is an exciting and, at
the same, a useful endeavor that benefits our community and society at large.
Another important goal of science has emerged during the past decades: to find a
way to responsibly and ethically use natural resources to guarantee their continuity
and that of humanity itself; an endeavor and advocacy that is referred to as
“sustainability.”

Aside from sustainability movement, education could become the most important
application of science in the next decades. It is crucial to provide humanity with a
basic understanding of how science has shaped the world and human civilization. It
is for this reason that education institutions need to constantly equip science
educators with the tools and competence to advance science education and to
engage the learners in the love for learning and doing science.
The word “science” is derived from the Latin word Scientia meaning knowledge.
Science is commonly referred to as a systematic and organized body of knowledge
in any area of inquiry that is acquired using the “scientific method.” Science has
many facets and definitions that can be summarized into the following:

• Science as a broad body of knowledge – Physical sciences consist of

disciplines such as Physics (the science of physical objects), Chemistry (the
 science of matter), and Astronomy (the science of celestial objects). Earth
Sciences consists of disciplines such as Geology (the science of earth).
• Science as set if skills – The science process skills form the foundation of
scientific methods. There are six basic science process skills : observation,
communication, classification, measurement, inference, and prediction. These
basic skills are integrated when scientists design and carry out experiments. All
six basic skills are important individually as well as when they are integrated.
• Science as an intellectual activity – Science is the intellectual, practical, and
systematic study of the structure and behavior of the physical and natural world
through observation and experiment.
• Science as a social activity – Science is a social activity shaped by history,
institutions, beliefs, and values. Society shapes science and vice versa.
• Science as problem solving – Problem-solving skills are necessary in all areas
of life, and the science class provides the students opportunity to develop and
utilize their problem-solving skills, which include the ability to critically analyze a
problem, determine all its elements, and prepare a feasible solution. These are
valuable skills one can acquire in life.
• Science as a career – Individuals who have devoted themselves in studying and
doing science have established careers in science, such as biologists, chemists,
environmentalists, astronomers, medical practitioners, among others.
• Science as global human endeavor – Science is a result of human imagination,
ingenuity, and creativity. Individuals and teams from many nations and cultures
have contributed to science and to advances in technology.
• Science as a process – The scientific method is a set of steps for verifying and
building scientific knowledge. When performing this process, one employs skills
necessary to research a topic, develop a plan and timeline, and draw conclusions
from research results.

A. ACTIVATE

Activity A. 1. Defining Science

Do you remember how your previous teachers, readings, and classes define
science? Create a word cloud below to illustrate/show those definitions or
keywords. Be guided by the sample word cloud on knowledge below.

Enterprise Attempt Inspection

Assessment Examination
Investigation Demonstration Trial
Probe Scrutiny Experiment
Test Inquiry Analysis Study
Observation Appraisal Practice
Measure Try Out Speculation
Undertaking Evaluation Process
Procedure Research
B. ANALYZE
Activity B.1. The Facets of Science
Science means several things to various individuals and institutions. You can
see the various facets of science in the first column below. On the opposite
column, write your insights and reflection about each facet of science.
FACETS OF SCIENCE
1. Science as a broad body of
knowledge
2. Science as set if skills
3. Science as an intellectual
activity
4. Science as a social activity
5. Science as problem
solving
6. Science as a career
7. Science as global human
endeavor
8. Science as a process
INSIGHTS AND REFLECTIONS
Science can be though as both a body
of knowledge. The things we have
already discovered, and the process of
acquiring new knowledge through
observation and experimentation,
Testing and hypothesizing.
Since each human being’s endeavor
consist of sharpening, practicing and
applying one’s obtained or learned
abilities.
Our minds always functioning to
improve our intellectual abilities. It is
having an interest to intellect more
advance ways and areas of expertise.
Social activity is influenced by
science, which it having social process,
wherein, people interact and develop
their selves on how they view the world
and their surroundings.
It provides concrete and scientific
explanations to solve the problems by
studying, having a research,
experimentation and other methods
that is applicable and reliable to give
answer in the particular problems.
For me, it's hard to be in this field,
because, honestly, I don't see myself
to be in this field I saw this as a
complex field of knowledge.
Everything that we do and try to
improve things and ourselves, our
understanding, science always part of
it and play its roles.
Each process of all developing and
progressing things with or without life
are all connected to science.
 Activity B.2. The Scientific Method

Scientific method refers to a set of steps for verifying and building scientific
knowledge. Steps include making valid observations, interpreting results, and
generalizing results. The scientific method allows researchers to independently
and impartially test preexisting knowledge and prior findings and subject them to
scrutiny and enhancements

ConclusionObservation

Analysis Question

Experiment
Hypothesis

Recall a problem or challenge that you were able to solve recently. Identify the steps
you did or went through. Write the steps on the corresponding box in the worksheet.

Name: Prince Lofranco

Date: AUGOST 30 2022

Ask A QUESTION: I made a too salty dish and its not barrable to eat. If would put
sugar on it, it'll be taste good?
Make a HYPOTHESIS: If I will put some sugar on it, it'll be less salty.

Test the HYPOTHESIS: I put sugar until I taste it not too salty and then put some
seasoning on it and let in simmer for about a minute.

Record the RESULTS: I let my family taste what I made and let them decide if its
taste good.
Draw a CONCLUSION: My hypothesis was right. If I put sugar on it the salty part
will lessen.
I learned how to solved it or thinking how to improve if the food doesn’t tastes
good.

C. ABSTRACT

Activity C.1. The Scientific Irony

 Science is a very exciting subject and process, but why do teaches have
difficulty engaging all the students in learning and doing science? Reflect on this
question and write the reasons why the students love learning and doing science
in the first column and the reasons for their disinterest in the third column. In the
second column titled BUT, write the manifestations of the students’ disinterest in
the subject.

STUDENTS LOVE BUT THEY HATE SCIENCE

SCIENCE CLASS
I enjoy science and I But there are lessons in I dislike “hard” science
love to learn how it science which is the because you have to
works. I don’t think its students might be learn genetics everyone
enough to embrace daily bored in the class and keeps saying. you’re
phenomena at face value also performing an meant to remember
and I’m very happy to experiment it may be mechanics. Educated
gain a deeper expensive. individuals know
comprehension of things physics. Science is the
that we take for granted, best way to turn the
whether they’re on the world around! We ought
size of stars and the to push children to learn
cosmos, or as small as science, for the only way
the atom’s inner our culture will move
workings. forward is by hard
science.

Activity C.2. The Scientific Irony

 Your goal as s future science teacher should be to engage your students to love
learning and doing science. What are the features of an ideal science class?
Characterize each of the elements below.
ELEMENTS CHARACTERISTICS/FEATURES
A science teacher should develop
student interest, it's
about giving children opportunity to
witness science in action
Teacher rather than just reading about it in
a textbook.
A science teacher should develop
student interest, it's
about giving children opportunity to
witness science in action
rather than just reading about it in
a textbook.
Positive
Effective at problem solving
Creative
Respectful and responsible
Motivates young learner to learn
Demonstrate good values
Formal and presentable
Relatable
Simple yet significant
Authentic
Motivational
Curriculum Interesting and exciting
Develop the skills and knowledge of the
learners
Active
Respectful
Show good values
Courageous
Students Eager to learn
Cooperative
Show camaraderie
Determined
Comfortable
Pleasing to the eyes
Colorful
Clean and organized
Classroom Fun environment
Safe
Flexible
Reliable
Efficient
 Other Support Systems

D. APPLY

Activity D.1. Characterizing an Inspiring Science Teacher

Research shows that the teacher is the most important factor in the effective
delivery of classroom instruction. Engaging classes are facilitated by inspiring
science teachers. But what are the important traits of an inspiring science teacher?
Write descriptions and simple illustrations below.

https://www.pinterest.ph/pin/311170655494339284/

1. Do you embody these traits? What steps do you undertake to develop them?
Some qualities of a good teacher include  skills in communication, listening,
collaboration, adaptability, empathy and patience. Other characteristics of
effective teaching include an engaging classroom presence, value in real-world
learning, exchange of best practices and a lifelong love of learning.

2. What other traits should an elementary teacher possess other than the ones
listed above? Enumerate as much as you can.
Teachers, have an enduring impact. Their ability to make the student think and
feel in productive ways about their learning, and themselves as learners provides
 a transferable orientation to learning and thinking that has an indelible impact,
beyond the moment. This is the essence of quality

Activity D.2. Characterizing an Engaging Science Class.

Interview some of the students/your classmates about their previous science

classes. List down the topics that the students find most interesting to learn. Ask also
how the teachers taught them effectively in the classroom.

Favorite/Most Teaching and Learning Strategies

Interesting
Lessons in
Science
Chemistry Conceptual teaching, as a teaching
Chemistry technique, stresses the
capacity of students to describe
interactions, to predict effects, to
visualize/explain particle behavior and to
grasp presentations of chemical
principles at macroscopic, particulate,
symbolic and mathematical levels.

Chemical bonding,
experiment of
Teaching methods of reasoning
volcano etc.
scientifically.
Chemical bonding, experiment of
volcano etc.
Involving students directly in their own
learning. Help students develop a logical
structure as well as develop ability to
solve
problems. Promote dialogue and
community
events for pupils. Help students explore
science in different, fascinating, and fun
ways.

III. LESSON SYNTHESIS

What should be the purpose for every science class?

The main purpose of every science class is to be able understand the Two
of the most important skills students learn in school are problem-solving and critical
thinking. Science is one of the most important topics students learn in this way, since
it gives them the critical thinking ability they need in any subject.

What makes an engaging and inspiring science class? An effective science teacher?

For both science teachers and science educators, educating students with
science and helping them gain an understanding of their theories has become a
constant challenge. Such a challenge is much greater in the sense of the "Science for
All" education initiative. However, to engaging or inspiring the student we should find
a way to become interesting the topic during lecture so that student didn't to bored
in the class. An effective science teacher he/she should be creative, more experiment
than lecture and last field trip may help as well.

Reference:

A Course Module for Teaching Strategies for Elementary Science Alata

& Alata