SCIENCE

P2 REVIEWER

Here are the topics about Earth and Space

Earth and Space Science
➢ explores the interconnections between the land, ocean,
atmosphere, and life of our planet
➢ These include the cycles of water carbon rock, and other
materials that continuously shape, influence and sustain
Earth and its inhabitants.
The Strategies & Technique
Science that is being taught in intermediate
grades:
• Geology (study about earth)
• Astronomy (study about celestial
bodies)
• Meteorology (study of atmosphere and
atmospheric event on our weather)

• Peer-to-Peer Teaching
- an active learning method that encourages students to The Strategies & Technique
discuss scientific topics, develop questions about the
• Peer-to-Peer Teaching
material, and work in teams to learn new information
- Instead of directly explaining, Teacher
Mia lets the students work together.
• Buzz group
- In this technique, students spend approximately 20
• Buzz group
minutes studying a topic and gathering information. At the
- Group Reporting w/one presentor
end of the session, one representative from each group
presents information to the entire class.
• Real life scenarios
- Maaring makatulong sa pagkatuto
• Solution and critic groups
- In this technique, the teacher assigns one group of
• Solution and critic groups
students to gather information and give a presentation. A
- Group Reporting and 2nd group
second group of students act as the critic group by
evaluate and critic their presentation
evaluating the presentation
-
• Affinity groups
• Affinity groups
- nagtutulungan ang mga estudyante sa
- In this technique, the students work together outside of
labas ng silid-aralan at inilalahad ang
the classroom and then present their findings during
kanilang mga natuklasan sa oras ng
normal class time
pangkaraniwang klase.
• Real-Life Scenarios
• Current event tie-ins
- The use of___ case studies reinforce classroom learning.
- pag-uugnay sa mga leksiyon at
- These scenarios are ideal for classes of any size, but they
eksperimento sa agham ay isang
work best when each student has access to needed
magandang paraan upang magkaruon
specialized equipment.
ng interes sa kasalukuyang talakayan.
• Current event tie-ins
• Hands-On Activities with Follow-Up
- Tying___into science lectures and experiments is a great
Work
way to spark interest in the discussion at hand
- Learning by doing
-
• Hands-On Activities with Follow-Up Work
- a great way to introduce students to the world of science.
 SCIENCE
P2 REVIEWER
Geology
- the study of the earth (geo means earth, and ology means
study of)
- involves studying the materials that make up the earth. the
features and structures found on Earth as well as the
processes that act upon them.
Atmosphere
- is the air around the Earth made up of different gasses
(mostly nitrogen and oxygen)
- Also called meteorology and includes the weather, rocks,
minerals, and the history of Earth planet.
Lithosphere
- is the outer layer of the Earth. It includes the Earth's crust
and part of the mantle.
- is broken up into giant sections called tectonic plates
Hydrosphere
- is the area of Earth covered by water including the oceans,
glaciers, lakes, and riven.
Oceanography
- The study of the ocean
Biosphere
- is the region of Earth where life exists.
Teaching Approaches
❖ Teacher-Centered Approach
- perceived to be the only reliable source of information.
- teacher dominated
- teacher telling and prescribing what learners should do.
❖ Learner-Centered Approach
- premised on the belief that the learner is also an
important source because he/she too knows something
and is therefore capable of sharing something.
- a passive recipient of instruction.
❖ Subject Matter-Centered Approach
- gains primacy over that of the learners.
- teacher finishes teaching subject matter as scheduled
even if learners have not learned it.
- Sticking to course syllabus or lesson plan is the main
priority of subject matter-centered teachers
Interactive classroom
- have more student talk and less teacher
talk. Students are given opportunity to
interact with the teacher and with other
students.
- teacher dominated classroom only the
teacher's voice is heard.
Constructivist approach
- students are expected to construct
knowledge and meaning of what they
are taught by connecting them to prior
experience.
- banking approach teachers deposit
knowledge into the "empty" minds of
students for students to commit the
memory.
Integrated teaching approach
- makes the teacher connects what
he/she teaches to the other lessons the
same subject (intradisciplinary) or
connects his/her lesson with others
subject thus making his/he approach
interdisciplinary and multidisciplinary.
Collaborative approach
- welcome group work, teamwork,
partnership, group discussion while an
individualistic approach will want
individual students working by
themselves.
Direct teaching approach
- teacher directly tells or shows or
demonstrate what is to be taught while
in the guided approach, teacher guides
the learner to discover things for
him/herself.
- In the guided approach, the teacher
facilitates the learning process by
allowing the learner to be engaged in
the learning process with his/her
guidance
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P2 REVIEWER
- Also called primary diagram, set diagram or logic diagrams
- is a diagram that shows all possible logical relations
between infinite collections of different sets.
- This will help your students understand more about the
difference between rocks and minerals as well as the
similarities.
Strategies
• Learning target
- It's about what you want your students to learn and be able
to do after each day's lesson.
- The best teaching and learning happen when teachers set
clear goals for the day's lesson and work with their
students to achieve those goals and check how well they're
doing.
• Performance tasks
- A performance task is a way of learning that makes
students understand better and shows strong proof of how
well they've grasped the lesson. It helps teachers and
students collect information to enhance their work's
quality.
Sharing learning targets and success criteria
- Telling students what they're going to learn, how well they
should know it, and how to show what they've learned,
using simple words. When students know the learning goal
and how to succeed, they know what to do to reach that
goal.
Success Criteria
- They help students know if they did well in the lesson. They
show if students did a good job. Learning goals answer
"Where am I going?", but success criteria answer "How am
I doing?" Success criteria really help. They make students
better at learning alone, get good feedback, and feel
confident in activities. With success criteria, students know
how they'll be checked. This helps them see how their work
and others' work is good and how it can improve. This
activity is about goals. Without goals, it's tricky to know
what to learn. We can also use stuff like videos, teamwork,
and talking to teach rocks and minerals to middle
schoolers.
1. The major reason for planning your instruction
is to__
- experince—
2. Which of the following is not a step in the
planning process?
- signature of the department chair's
approval
3. states what a student should know or be able
to demonstrate at the end of a lesson? "At the
end of the lesson, the students..."
- Objective
4. Under Bloom's Instructional objectives, which
is the skill under cognitive domain?
- Knowledge
5. Which of the following is not under affective
domain?
- Comprehension
Meteorology
➢ is the scientific study of the atmosphere that
focuses on weather processes and forecasting.
Meteorological phenomena
➢ are observable weather events which illuminate
and are explained by the science of meteorology.
Meteoroids
➢ a small rocky or metallic body in outer space.
➢ significantly smaller than asteroids, and range in
size from small grains to one- meter-wide
objects. Objects smaller than this are classified
as micrometeoroids or space dust.
Meteors
➢ is the visible path of a meteoroid that enters
the Earth's (or another body's) atmosphere,
commonly called a shooting star or falling star
Meteorites
➢ If a meteor survives the plunge through the
atmosphere and lands on the surface, it's
known as a meteorite.
➢ are usually categorized as iron or stony
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P2 REVIEWER
Different Methods
Direct Instruction/Lecture methods
➢ aims to acquire procedural knowledge exercised in the
performance of some task.
➢ also used for lessons that are factual and non-
controversial.
➢ In the College of Law, professors use direct instruction
or lectures to help students understand and excel in the 3. In this method learners solve a practical problem
laws of the country.
Demonstration method
➢ as the name implies, in the demonstration method the
teacher or an assigned student or group shows how a
process is done while the students become observers.
➢ This approach is employed in presenting lessons that use
sophisticated equipment and technical know-how
Inquiry method
➢ To help children learn, we shouldn't just give them all the
answers. Instead, we should let them explore, ask
questions, and find new things to learn.
➢ The core of inquiry is spontaneous and self-directed
exploration.
Problem Solving Method
➢ a teaching technique that uses the scientific method to
find information. This method is highly effective for
developing skills in using scientific processes.
Project method
➢ learners solve a practical problem over period of several
days or weeks. This method emphasizes learning by
doing. And also constructing projects develops the
student's manipulative skills.
Cooperative Learning
➢ Another way to categorize teaching approaches is by the
number of students involved, ranging from groups to
partners to individual students. Cooperative learning is a
method where students work in teams to tackle
academic tasks together.
1. This method is also used for lessons that are
factual and non-controversial
➢ Lecture method
2. In this method students work in team to tackle
academic tasks.
➢ Collaborative method
over period of several days or weeks. This
method emphasizes learning by doing
➢ Project method
4. In this method the teacher or an assigned
student or group shows how a process is done
while the students become observers.
➢ Demonstration method
5. Teaching strategy that employs the scientific
method in searching for information
➢ problem-solving method
Weather
➢ state of the atmosphere of any given period
of time.
Different Types of Weather
➢ sunny, cloudy, fog, raining, Fighting snow,
wind and tornado.
Teaching weather step by step guide:
1. Warm- up
- Begin with a warm-up activity as usual,
aiming to engage students in a discussion
about seasons. Ask them which season they
like the most and encourage them to explain
why. This might bring up a lot of the
vocabulary you intend to cover in the lesson.
If specific vocabulary words are mentioned,
write them on the board. You can also
discuss various activities students enjoy
during specific seasons and why certain
activities, like snowboarding, can't be done
all year round.
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P2 REVIEWER
2. During the warm-up activity, you can create a list of
vocabulary words on the board.
➢ This is helpful because it shows that some students
already know these words, making the introduction
smoother. If you're not able to get any weather-related
vocabulary from the students, you might need more time
for the introduction and practice parts. After the warm-up,
introduce weather-related vocabulary using flashcards.
Consider including basic words like sunny, cloudy, raining,
snowing, hot, and cold. Practice these new words with the
whole class repeating them together (choral repetition),
and then have individual students say the words.
3. Once students have practiced pronouncing these words, you
can do a short activity to give them more practice.
➢ Provide each student with a small version of one of the
flashcards. Ask the students to arrange their chairs in a
circle and take away one chair. The student left standing in
the middle will call out their card's word, and the students
with the same card should remain seated while the others
change seats. This way, the word being spoken should
keep changing, and no one stays seated for long.
➢ When creating these mini weather flashcards, it's
important to use the same images as the larger ones you
used before. If possible, use consistent images because
this helps your students remember the words and connect
them with specific images.
4. After that, prompt the students by asking, "How's the
weather?"
➢ This naturally introduces the structure you're focusing on
in this lesson. When students respond with "Sunny!" you
can affirm, "Correct! It's sunny." This way, you're
emphasizing the sentence structure you want them to
practice.
➢ Use the flashcards to guide students in practicing the
sentence pattern with various words. For instance, if you
want them to say "It's snowing," the flashcard with a snow
image should have the word "snowing" on it. Your goal is
to provide students with plenty of practice using the
specific word forms they'll need for the lesson.
5. Students can continue using the same cards
they had before, or they could exchange cards with
a partner for the next activity.
➢ Instruct them to move around the room,
asking each other, "How's the weather?"
and giving an answer based on the card
they hold. The goal is for students to find
someone who can say each weather word
on the worksheet and collect signatures
from their classmates they interact with.
6. Now, you'll encourage students to create their
own content.
➢ You can assign short writing tasks where
students discuss their favorite and least
favorite types of weather. You might also
have them describe what activities they
enjoy doing when it's sunny, cloudy, or
raining, for example. This gives students a
chance to practice writing, and when the
activity concludes, you can invite volunteers
to read their responses aloud to the class,
offering additional speaking practice.
7. For a review activity, you can blend another
recent topic, like days of the week, with your
weather lesson plan.
➢ Achieve this by designing an activity
focused on weather forecasts. Pair up
students, giving each one a weekly weather
forecast with some gaps. To complete their
forecast, students need to discuss the
weather for various days with their
partners. They should take turns asking and
answering questions. The question
structure would be "How's the weather on
Monday?" while possible sentence
structures could be "It's sunny" or "On
Monday, it's sunny." This activity combines
both topics and encourages speaking
practice.
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1. Learning by doing is a foundation of:
- progressive education
2. Accepting that students learn, comprehend, and
retain materials differently will help the teacher
to:
- facilitate learning
3. Schools that are effective tend to have clear
expectations, small class sizes, teachers that
engage students, and:
- a belief that all students can learn
4. Effective technology integration is achieved when
there is active engagement, participation in
groups, frequent interaction, and:
- Feedback
5. What should the first phase of the learning cycle
be?
- Motivation
6. Which method listed do students retain the most
information from?
- Teaching Others
Astronomy
➢ is a natural science that studies celestial objects
and phenomena.
➢ It uses mathematics, physics, and chemistry in
order to explain their origin and evolution.
Objects of interest include planets, moors, stars,
nebulae, galaxies, and comets.
Planets
➢ are large object such as Jupiter or Earth that
orbits a star. Planets are smaller than stars, and
they do not produce light.
Stars
➢ are huge ball of gas held together by gravity.
➢ The central core of a star is extremely hot and
produces energy. Some of this energy is released
as visible light, which makes the star glow.
➢ come in different sizes, colors, and temperatures.
Moon
➢ is the large round object that circles the Earth that
shines at night by reflecting light from the sun.
❖ First Law: Assume that your audience knows LESS than
you think they should.
- avoid assuming they know information you consider
"obvious." Following this principle involves revisiting
fundamental facts before progressing to new content.
This review benefits students with limited knowledge
and doesn't hinder those already aware of the facts
(these students might even feel confident as they're
familiar with part of the content you're covering).
❖ Second Law: Assume that your audience is MORE
intelligent than you think they are.
- This principle complements the first one by preventing
you from talking down to your audience. In essence, it
serves as a reminder that having limited knowledge
doesn't equate to lacking intelligence. Your listeners
might possess minimal astronomy understanding but
remain highly intelligent and knowledgeable in other
fields. An associated idea is that you shouldn't
"oversimplify" essential concepts by making them
simplistic. Instead, focus on extracting key points. The
difficulty often lies in discerning these key points from
the "details" that could only complicate your main
message when crafting a presentation for your
audience.
Strategies
• Provide a Contextual Framework
- Just like a builder needs a plan to place bricks,
students need a framework to understand scientific
facts. So, in teaching astronomy, give them a mental
structure, called a contextual framework, to organize
the ideas and facts they learn.
• Create conditions for conceptual change
- Help students change their wrong ideas - Teachers
know students need to do more than just listen to
learn new things. What's less known is that teaching
involves fixing wrong ideas that stop true
understanding. For example, many students think
there's no gravity in space. Unless they change this
idea, they won't truly get Newton's law of gravity. So,
real learning means replacing wrong ideas with the
right ones about a topic.
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P2 REVIEWER

Make every material relevant

- In an ideal world, students would learn because of Earth

their curiosity. But in reality, they're more eager to
- 3rd planet from the Sun and the only
learn when they see how a subject relates to their
astronomical object known to life.
lives. In astronomy, we're lucky. People everywhere
want to know how we fit into the universe, making
astronomy meaningful to them. So, the third strategy is
to show clearly how astronomy connects to human Mars
questions, as much as possible. For example, when - 4th planet from the Sun
talking about our solar system, highlight how knowing - second-smallest planet in the Solar System,
about other planets teaches us about Earth. being only larger than Mercury.
- It is also called the red planet

Limit use of jargon

- We can't expect students to learn if we're using Jupiter

unfamiliar words, almost like speaking a different
language. So, it's really important to use less jargon
when teaching.
Challenge your students
- Don't shy away from giving your students something
challenging to work on. They can handle quite tough
material when they're really interested in learning it.
Also, because many students are super curious about
lots of astronomy stuff, you can teach them many
difficult ideas.
The Solar System
- is the fifth planet from the Sun and the
largest in the Solar System.
- It is a gas giant with a mass one-thousandth
that of the Sun, but two-and-a-half times
that of all the other planets in the Solar
System combined.
Saturn
- is the sixth planet from the Sun and the
second-largest in the Solar System, after
Jupiter.
- It is a gas giant with an average radius of
about nine times that of Earth

consists of the Sun and the astronomical objects Uranus

gravitationally bound in orbit around it, all which
formed from the collapse of a giant molecular cloud
approximately 4.6 billion years ago.
Mercury
- is the smallest and innermost planet in the Solar
System. Its orbit around the Sun takes $7.97 days, the
shortest of all the planets in the Solar System
Venus
- 2nd planet from the Sun.
- It is named after the Roman goddess of love and
beauty. As the second-brightest natural object in the
night sky after the Moon, Venus can cast shadows and
can be, on rare occasion, visible to the naked eye in
broad daylight harbor
- is the seventh planet from the Sun.
- It has the third-largest planetary radius and
fourth-largest planetary mass in the Solar
System
Neptune
- is the eighth and farthest-known planet
from the Sun in the Solar System.
- In the Solar System, it is the fourth-largest
planet by diameter, the third-most-massive
planet, and the densest giant planet.
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P2 REVIEWER
Brain-based strategies can be used in this topic:
Involving in real-life authentic problem solving.
- you can create an activity linked to planets. Let the
students try to find the answer on their own before
you share the right answer.
Simulations and role plays as meaning makers
- Some subjects can't be taught with real-life
problems. Sometimes, these activities aren't possible,
so we turn to simulations and role plays as
alternatives.
Classroom strategies using visual processing
- "A picture is worth ten thousand words." That's why
we use visual aids. Pictures help remember and
understand things better.
Songs, jingles, and raps
- are helpful too. Stuff sticks in your mind if it's sung or
rhymed. You can create your own or even make them
for your students.
Hands-on activities are great too.
- Aristotle said that doing things is how we truly learn.
"We learn to do something by doing it." It's like
making strong brain connections.
1. What does BBL stand for?
- Brain Based Learning
2. Being socially connected at school
- Improves learning
3. The number one thing teachers can do to
implement brain- based learning in their
classroom is
- Engage your students in learning
4. When showing student a video, it should
only be about __long
- 2minutes
5. Which of the options below is correct
regarding having visuals in the classroom?
- They should help the students
understand and keep them engaged
6. provide visual and statistical information
that supports the topic.
- Maps, graphs, and charts
7. Which of the following is NOT an example of
a visual aid?
- Note cards A speech about the history of
the Ohio River at Cincinnati,
8. which a particular focus on buildings then
and now, would benefit from___
- Photographs of buildings no longer
standing
9. A speech about the benefits of music
therapy would best benefit from the visual
and of ____ - Audio clips showing different
selections of music
10. When giving a speech over the effects of
genocide, an appropriate visual aid might be
- A chart that shows specific numbers of
life lost in different genocidal events