Observation classes

Pre-rating sheet

This pre-rating sheet was the evaluation of my cooperating teacher, Sir Roberto Loto to assess and
provide feedback on my performance and preparedness to my teaching practice or internship. This
evaluation is typically conducted by a cooperating teacher, mentor, of MMMHS who will be overseeing my
development during their teaching experience.
Post-rating sheet

This rating sheet for demo teaching as a student teacher is to assess my performance during the
teaching demonstration or practice session. This evaluation is typically conducted by my supervising
teacher, department head, and my cooperating teacher who is observing your teaching abilities.
Class Routine
Month of March

Month of April
Month of May

Month of June
Preparational of Instructional materials

These materials were prepared for the activity

about adaptation. So, I helped my cooperating teacher to
prepare these materials and to create wire gauze that we
will be using. So, we prepare the paper clips, wire
gauze, pieces of papers, marbles, magnets, candles, and
plastics. This activity is fun because it is about the
survival of the materials.

These materials were prepared for the activity about

adaptation. So, I helped my cooperating teacher to
prepare these materials and to create wire gauze that
we will be using. So, we prepare the paper clips, wire
gauze, pieces of papers, marbles, magnets, candles,
and plastics. This activity is fun because it is about the
survival of the materials.

Usually, my cooperating teacher used his

television or tarpapel in his discussion. So,
before he go to school, he already printed the
visual aids that his going to use and start to
connect his laptop to telvision so he can show
his powerpoint to his students. By the way, my
cooperating teacher handled two grade level.
Since I am now here, I am the one who handle
the grade 10 students and my cooperating
teacher handled the grade 9 students.
Class activities
In this activity, the first group tried to combine
the quicklime and water. This experiment shows the
combination reaction. It confused the students, because
there are particles at the bottom of the beaker. They
thought that the quicklime decomposes from the water,
but it really formed a calcium hydroxide after they
combine the quicklime and the water. When it comes to
their answer to the product, they answered it correctly.
For this activity, they are going to test the
reaction of calcium carbonate into fire and what will
happen to the balloon. The reaction of the students here
is funny. I know that there is something going on their
mind after the balloon started to rise, because of the
reaction of calcium carbonate in the fire. By the way,
this reaction shows decomposition since the carbon
dioxide decompose from the calcium oxide and it is the
gas that
went to the balloon. I remember the students said they feel like they are scientist, because of their gloves and
lab gown that they are wearing.
One of the enjoyable activities. How did I say?
Because they try it a lot of times. In this activity, it is
forbidden to nervous person, that is why I put most of the
boys in this group. So, they are going to test the reaction of
magnesium ribbon to hydrochloric acid. After they put the
magnesium ribbon into the hydrochloric acid, it stated to
boil and they should not touch it, because it is hot. So, they
are going to collect the gas using the other boiling tube and
they will light it and will form a popping sound. The sound is surprising so you should hold the boiling tube
carefully, so you don’t throw it. I can say from the reactions of the students that they enjoyed this activity.
For the last activity, they test the reaction of
barium chloride and the sodium sulphate. In this
experiment the two chemicals are like exchanging
partners. When you combine the two, it will become
barium sulphate and sodium chloride, the students
easily understand the double displacement reaction by
 the guide of the table that I gave them. During the
discussion, I relate this into real-life situation also.

GRADE 1 TO
12
School Mariano Marcos Grade Level Grade 10
DAILY Memorial High
LESSONLOG School
Date June 5, 2023 Learning Area Science
Day Monday Quarter 4th
LP No.
I. Objectives
The learners demonstrate an understanding of:
A. Content the chemical reactions associated with biological and industrial processes affecting life
Standards and the environment.

B. Performance The learners should be able to:

Standards use any form of media, present chemical reactions involved in biological and industrial
processes affecting life and the environment.
C. Learning The learners should be able to:
Competencies/ apply the principles of conservation of mass to chemical reactions. (S10MT-IVc-d-22)
Objectives.
Write the LC Day 8: Identify, describe, and cite instances of the different types of chemical reactions.
code for each.
II. CONTENT Types of Chemical Reaction

A. References
1. Teacher’s Guide pp. 289 – 292 Science 10 Teacher’s Guide
pages
2. Learner’s Material pp. 412 – 413 Science 10 Learner’s Material
page10s
3. Textbook pages

4. Additional
Materials from Science 10 MELCS
Learning Resource
(LR) portal
B. Other Learning
Resources https://www.youtube.com/watch?v=U308b_bRsdc
III. PROCEDURE MATERIALS
S
ELICIT (5 MINUTES)  Visual aids
A. Reviewing previous Direction: Balance the equations below by adding the correct  PPT
lesson or presenting new coefficient. Choose your answer from the choices below.
lesson

1.

2.

3.

2 2 4
2 1 3
2 1 2

Answer:
 1. 2 H 2 O →1 H 2+ 1O2
2. 2 Fe2 O3 → 4 Fe+3 O 2
3. 2 Na→ 1Cl 2+ 2 NaCl
ENGAGE  Chemicals
B. Establishing a purpose Motivation:  Lab tools
for the lesson. “The Elephant Toothpaste”  PPT
Materials:
 Hydrogen Peroxide (Agua Oxigenada)
 Liquid detergent
C. Presenting
 Food coloring
examples/instances of the
 Potassium Iodide (Kl)
new lesson
Procedure:
1. Add hydrogen peroxide (H2O2) into the Erlenmeyer flask.
2. Then add liquid detergent.
3. Some drops of food coloring
4. Lastly, add the potassium iodide solution.

Guide Questions:
1. What are the two chemicals that we used?
2. What happened after we add the potassium iodide into the
hydrogen peroxide?

Objectives:
1. Identify and describe the different types of chemical reactions.  Visual aids
2. Demonstrate the types of chemical reactions based on the given  PPT
activities.
3. Instill the value of proper selection of skin care or medical
products to prevent its harmful effect in our body.

Unlocking difficult Words:

Direction: Find the correct meaning of each word.

 Visual aids
 PPT

1. Catalyst – an agent that provokes or speeds significant change or

speeds significant change or action.
2. Precipitate – cause to be deposited in solid form from a solution.
3. Synthesis – the combination of ideas to form a theory or system.

EXPLORE (15 mins)  Visual aids

 Pre-lab Activity  Marker
1. Reading and clarifying of the activity Procedure  Lab tools
2. Precautionary measures.
 Activity
“Everything has Changed.”
D. Discussing new
sheets
Group 1: Calcium Oxide Reaction
concepts and practicing Materials:
new skills #1  Beaker
 Quick lime (Calcium Oxide)
 Water
 Spatula
E. Discussing new
concepts and practicing  Washed bottle.
new skills #2 Procedure:
1. Prepare the materials.
2. Take some quick lime in a beaker.
3. Add some water in the beaker using washed bottle.
4. Observe the changes in the beaker.
5. Record your observation and answer the guide questions.

(Sample)

Table 1
Types of
Experiment Observation Reactant Product Chemical
Reaction

CaO+ H 2 O
1

Calcium oxide + Calcium

Water hydroxide

Guide Questions:
Q1. Is there a noticeable reaction after combining the two
reactants?
Q2. Describe the appearance of the product formed.

Group 2: Calcium Carbonate Reaction

Materials:
 Calcium carbonate
 Alcohol lamp
 Balloon
 Tripod
 Erlenmeyer flask
 Wire gauze
Procedure:
1. Prepare the materials
2. Take an Erlenmeyer flask and add calcium carbonate into it.
3. Assemble the tripod, wire gauze and alcohol lamp. Place the
Erlenmeyer flask at the tripod and fire the alcohol lamp.
4. Put the balloon at the mouth of the Erlenmeyer flask.
5. Observe the balloon.
 (Sample)

Table 2.
Types of
Experiment Observation Reactant Product Chemical
Reaction
CaCO3

2
Calcium
Carbonate Calcium Oxide
+ Carbon
dioxide
Guide Questions:
Q1. What happens to the deflated balloon?
Q2. What do you think causes the balloon to expand?

Group 3: Magnesium-Hydrochloric acid Reaction

Materials:
 Magnesium Ribbon
 Hydrochloric acid
 2 Test tubes
 Test tube rack
 Lighter
Procedure:
1. Fill in the test tube with hydrochloric acid.
2. Drop the magnesium ribbon into the test tube.
3. Observe what will happen.
3. Take another test tube and place it at the top of the test tube
(containing magnesium ribbon and hydrochloric acid).
4. Make sure that the test tube catches the smoke.
5. Light up the test tube.

(Sample)

Table 3

Type of
Observatio
Experiment Reactant Product Chemical
n
Reaction
 HCl + Mg Magnesium
Chloride +
Hydrogen
3
Hydrogen
Chloride +
Magnesium

Guide Questions:
Q1. What did you observe after combining the magnesium ribbon
and hydrochloric acid?
Q2. Why does the other test tube lights up?

Group 4: Barium Chloride-Sodium Sulphate Reaction

Materials:
 Beaker
 Spatula
 Solution of Barium Chloride
 Solution of sodium Sulphate
Procedure:
1. Take a small quantity of sodium sulphate solution in a beaker.
2. Then, take a small quantity of barium chloride solution in
another beaker.
3. Combine the two solutions.
4. Keep the content of the beaker undisturbed for few minutes.
5. After a few minutes, observe what happens.

(Sample)

Table 4.
Types of
Observatio Chemical
Experiment Reactant Product
n Reaction

BaCl2 +
Na2SO4
4 Barium
Chloride + Barium
Sulphate +
Sodium
Sulphate Sodium
Chloride

Guide Questions:
Q1. What did you observe at the bottom of the beaker?
Q2. Compare the appearance before and after combining the two
solutions.
GUIDE CARD:
a. Combination reaction. Reactants combine to form a single product.
The general formula for this reaction is:
A + B -------- AB
b. Decomposition reaction. In this reaction, a single reactant breaks
down into simpler ones. (2 or more products). This is the reverse of
combination reaction. The general formula for this reaction is:
AB ---------- A + B

F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living.
H. Making
generalizations and
abstractions about the
lesson.
c. Single displacement (replacement) reaction. This is when one
element replaces another element from a compound. The more active
element takes the place of the less active element in a compound. The
general formula for this reaction is:
A + BC --------- AC + B
d. Double displacement reaction (metathesis). This is when the positive
ions(cations) and negative ions (anions) of different compounds switch
places, forming two entirely different compounds. The general formula
for this reaction is:
AB + CD ---------- AD + CB
EXPLAIN  Visual aids
Post lab discussion:  PPT
Presentation of output
Guide Questions:
1. What are the types of chemical reactions?
2. How are you going to describe each type?
3. Why is it important to study these chemical reactions?
ELABORATE
APPLICATION:
1. Give some medical products that you usually buy.  PPT
2. How does it benefit you?
Some of the examples of medical products that we purchase.
VALUING:
1. State an experience where you have purchased fake  PPT
products.
2. How does the fake products affect you?
These can be the side effects of purchasing mislabeled or fake
products.
KEY IDEAS:  Visual aids
 Chemical reactions can be classified according to the
following types:  PPT
a. Combination reaction. Reactants combine to form a single
product. The general formula for this reaction is:
A + B ----------> AB
b. Decomposition reaction. In this reaction, a single reactant
breaks down into simpler ones. (2 or more products). This is
the reverse of combination reaction. The general formula
for this reaction is:
AB ------------> A + B
c. Single displacement (replacement) reaction. This is when
one element replaces another element from a compound.
The more active element takes the place of the less active
element in a compound. The general formula for this
 reaction is:
A + BC -----------> AC + B
d. Double displacement reaction (metathesis). This is when the
positive ions(cations) and negative ions (anions) of different
compounds switch places, forming two entirely different
compounds. The general formula for this reaction is:
AB + CD ------------> AD + CB
I. Evaluating learning EVALUATE  Visual aid
Direction: Choose the letter of the correct answer.

1. It is a reactant that combine to form a single product.

a. Combination b. Decomposition c. Single displacement

2. CuCO3 ----- CuO + CO2 is an example of

a. Combination b. Decomposition c. Double displacement

3. When you combine the magnesium ribbon and hydrochloric acid,

there is a popping sound. What gas is responsible for it?
a. Carbon b. Hydrogen c. Oxygen

4. Why does the consumers preferred to purchase generic drugs than

the branded drugs?
a. Because it is affordable.
b. the result is better than the branded drugs.
c. the doctor suggests it.

5. Which of the following best describes the double displacement

reaction?
a. a single reactant breaks down into simpler ones.
b. the reactants combine to form a single product.
c. the different compounds switch places, forming two entirely
different compounds.

EXTEND
J. Additional activities  PPT
for application or Assignments:
remediation Direction: Identify the following according to the types of chemical
reactions.

1. NaOH + KNO3 ---> NaNO3 + KOH

2. CH4 + O2 ---> CO2 + 2H2O
3. Fe + NaBr ---> FeBr3 + Na

REFLECTION

REMARKS
 REFLECTIONS
Sections
A. No. of learners who earned 80% on the formative
assessment.

B. No of learners who require additional activities for

remediation

C. Did the remedial lesson work? No. of learners who caught

up with the lesson

D. No. of learners who continue to require remediation.

E. Which of my teaching strategies work well? Why did this

work?

F. What difficulties did I encounter which my principal or

supervisor can help me solve?

G. What innovation or localized materials did I use/discover

which I wish to share with other teachers.

Assessment Practices

In this day, after our class

discussion about carbohydrates, I ask the
learners first if they understand our
discussion for today. Since they agree that
they do understand it, I prepare a short quiz
to test their knowledge about the lesson.
Based on them it is hard to memorize the
terms that are used in the discussion. So, I
told them that they just need to familiarize
the mono, di, and poly and the saccharides
is another term for sugar. The purpose of this short quiz is for me to know if I need to expand more the
discussion so that the students have more time to understand the topic.
 Based on the students
result, I can say that the students
understand the lesson clearly. Most
of them got a perfect score and the
lowest got a one mistake only. I
made two points each item, because
as I observe the students take the
short quiz seriously and always got
a higher score with this kind of
scoring. So, I think it is effective for them to remember our discussion for a day.

Based on the results of the

quiz of two students, it is clearly
that they to understand the
lesson. This rubric helps the
teacher to grade and to identify
the capability of a students
critical thinking. Using this
rubric helps me to help students
to understand the expectation for
the quiz and how I intend to score their answer and identify their learning. Also, the rubrics are added to the
quizzes to have an outcome inside of the rubric that you would like to use for alignment purposes.
Demonstration Teaching

This was taken before we start the science class. We

prepare the materials that we are going to use for
science class. But of course, we start with the class
routines first. Since they are SPA, we usually pray by
singing. These students always amaze me with their
way of praying. After that, they greet me and of
course my supervisor and cooperating teacher that
will observe my class. At the beginning of my demo
teaching, I was nervous, and I was just thinking that I
should do my best here and I don’t want to disappoint
my cooperating teacher. Thanks to God, because I’m able to finish this demo teaching successfully.
 Before the students start their activities, I
explain to each group if what are they going to do
first. Before we start the science class, I already
prepared the materials in their table, so when it is
time for activity, they’re just going to get it and read
the guide that I prepare for each group. They are all
focused on their activity because I gave them only 10
minutes to finish it and they will present it in front.
I’m so glad about their presentation because the
presenter is all confident and have a loud voice while presenting their work in front. Group 1 has a confusion
with their answer, but it’s okay because I am here to guide them as their teacher.

Since we’re done with the discussion and they

said that the lesson is clear, I test them if they really
understand the lesson by giving them a short quiz. Some
items are situational for them to think deeply. Based on
the result of their quiz, only two got a score of 2 and
below out of 34 students. I am now convinced that most of
them understood the lesson.

School forms

This was last third quarter. My

cooperating teacher is recording the activities and
quizzes of his grade 9 and grade 10 students. While me,
I am helping my cooperating teacher to check some of
the activities and quizzes of the students, so that it can
lessen the work of my cooperating teacher. My
cooperating teacher is doing other paper works aside
from recording the outputs of the students, so I ask him
if he wants my help in recording the outputs of the
students and he agreed. He allows me to use his laptop
and teach me what to do. I am enjoying doing this, because I wanted to experience it before, and it feels like
I am really a teacher.

This was my cooperating teacher, encoding the

grades into e-talaan. I ask my cooperating teacher if
he needs some help from be, but he’s already done
doing it. So, he encodes the grades of grade 10
students which are Abueva, Diligence, and Love.
Also, in grade 9 which are Excellence and Charity. I
am also watching my cooperating teacher how he
does it because I know I will do it soon when I
become a teacher.

My cooperating teacher starting to encode in

depEd Learner Information System (LIS). The website
load too slow and sometimes it cannot log in to the
site. Maybe because there are a lot of teachers who are
accessing the website and encoding their students
grades also. I helped my cooperating teacher to encode
here since we need a lot of time to wait for the site to
load and encode the grades. So, I am the one who
reads the grade to my cooperating teacher while he
was the one who put the grades into LIS.

Networking and Linkages

This meeting was held because the parents will

get the cards of their children. Parents are not allowed
to take home the cards. They only need to take a
picture of it and sign. It serves as a proof that they
already saw the grades of their child. Also, during the
releasing of cards, the grade 9 – Charity is already
enrolled in grade 10 and they have the same
classmates. During this day, my cooperating teacher distributes the class picture that the students avail when
they have a class pictorial.

This was my cooperating teacher talking with one of the parents of his student in private. There’s a lot of
happenings inside the classroom that a teacher should handle like the behavior of a students including the
bullying of their classmates. So, this student has a case of having a misbehavior and there is a root why the
child behaves like that. My cooperating teacher advice the parent to allow his son to communicate and to
socialize with his classmates. Also, he advice his student to be not afraid of what other people think. This
student seems like sweet, it’s just he doesn’t want to feel that people around him doesn’t like him. I also
learned that, as a teacher we should not leave the classroom to prevent the cases of students hurting each
other.

Domain 1:

EXPECTATIONS KNOWLEDGE SKILLS VALUES

(What do you need to (What skills do you (What values do you
know I order to need to acquire to need to possess to
perform your task perform your tasks perform your tasks
efficiently?) effectively?) well?)
COLLEGE CHED policies, terms Manner in grading and Proper approach on
 SUPERVISOR used in Teaching effective making at addressing concerns in
Internship, policies of lesson planning. cooperating school.
school on Teaching
Internship and subject
matter.
Cooperating School rules and Manner of grading, Knowing the school
principal/School policies, school effective making of vision, mission, goals,
Head/Master Teacher activities and lesson planning and and core values
expectation on interns. dealing with the student.
Cooperating Content subject area, Manner of grading, Behavior of being a
Teacher(s) lesson exemplars and effective making of good practice teacher,
school forms lesson plan and dealing proper terms use inside
with the student. the classroom and time
management.
.

Domain 2: Doing Observation of Classes (Pre-post) Conferences

Focus/Aspects of Observation Things to Observe Questions to Consider

The learners demonstrate the Given the materials, the learners The intended learning outcomes
understanding of conservation should be able to were made known to the students
and mechanical energy.  create a device that shows using SMART criteria by stating
conservation of that they would be able to explain
mechanical energy. the process of:
  Define the potential and
Kinetic Energy.
 Perform the calculations
for potential and kinetic
problem solving; and
 Value the importance of
the existence of potential
and kinetic energy.

Domain 3:

Grade
Focus of Observation
Date Subject Time level/Sectio Insights
Observation Notes
n
March 29, Science 9:10 am – 10 10 - Abueva Teaching The teaching The teaching
2023 am method method that methods can
 used in this vary based on
section, is the subject,
different from grade level,
the other since and individual
they are belong teaching style.
to higher Effective
section and in teachers adapt
addition, they their strategies
are fast learner. based on the
specific needs
of their
students and
the learning
context.
March 29, Science 10:50 am – 10 – Classroom Since this Effective
2023 11:40 am Diligence management section is quite classroom
naughty my management
cooperating is a skill that
teacher handled requires a
them carefully. combination
of proactive
planning,
positive
reinforcement,
and a student-
centered
approach.
March 29, Science 11:40 am – 10 – Love Subject My cooperating Effective
2023 12:30 pm matter teacher, teaching and
mastered the learning
lesson and used experiences
real -life are built upon
situation as an a strong
example. understanding
and
presentation of
subject matter,
 which ignites
curiosity,
nurtures
intellectual
curiosity, and
prepares
students for
success in
various
aspects of life.
March 29, Science 2:30 pm – 9– Formative It appears that E---mpowers
2023 3:20 pm Excellence assessment the teacher's teachers and
attention was students to
on how he work
administered collaboratively
the formative toward
assessment to academic
the students so success. It
that he could creates a
determine student-
whether they centered
had picked up learning
anything from environment,
what he had where learning
taught and is not solely
discussed. focused on
grades but on
continuous
improvement
and
meaningful
understanding.
March 29, Science 3:40 pm – 9 - Charity Formative It appears that Empowers
2023 4:30 pm assessment the teacher's teachers and
attention was students to
on how he work
administered collaboratively
 the formative toward
assessment to academic
the students so success. It
that he could creates a
determine student-
whether they centered
had picked up learning
anything from environment,
what he had where learning
taught and is not solely
discussed. focused on
grades but on
continuous
improvement
and
meaningful
understanding.

Domain 4:

Cooperating Teacher: Roberto Q. Loto Date: May 25, 2023

Grade/Level: Grade – 9 Charity Time: 9:10 am – 10:00 am Subject: Science

Topic: Transformation of Energy

Cooperating School Activities/Strategies Notes/Points for improvement.

1. Beginning of the class The teacher started with a Make the motivation short so that
 Routines:
2. Class Discussion/Participation
3. Ending the class routines.
Writing my Reflection
prayer first, greetings and it will not occupy a lot of time.
attendance before proceeding to
recalling the previous
discussion. After that, the
teacher shows a picture that
shows the previous lesson.
Next, he shows pictures that
shows energy and used guide
questions. Lastly, he introduces
the objectives for today’s
lesson.
During the class discussion, I Set a timer and put it in the
observed that the teacher is presentation, so that students will
giving chips or points for those see the time.
students who are reciting to
motivate them to recite. Yes, I
observed that it is effective
since most of the students are
active. When it comes to the
activities, the teacher uses
different strategies. Like he
uses simulations, he also uses a
model of water turbine.
Before ending the class, the Be mindful to the time to prevent
teacher gave a short quiz for overtime.
students to know if they really
understand the lesson. Based on
the scores of the students, they
got a higher score.

Having effective class routines and sounds class routines is important because:

Having an effective class routine and sounds class routines is important, because it refer to the
structured and organized patterns of activities, procedures, and expectations that guide the daily operations
within a classroom. It is important because they offer numerous benefits for both teachers and students.
Like, it helps minimize time wasted on transitioning between activities or managing disruptions. When
students know how to move from one task to another smoothly, more time can be devoted to actual learning.
A sense of discipline and order is instilled in students by an organized classroom with well-defined routines.
A well-organized classroom with clear routines instills a sense of order and discipline.

Transitions between activities, such as moving from a group discussion to individual work, can be
challenging for some students. Routines help smoothen these transitions, minimizing disruptions and
maximizing instructional time. Effective routines in the classroom are crucial because they give the
environment in which students learn structure, regularity, and predictability. They contribute to increased
academic achievement and general classroom happiness by helping to reduce interruptions, maximize
instructional time, and enhance students' emotional wellbeing. Routines in the classroom have been shown
to significantly improve student conduct, engagement, and academic performance for teachers who put the
time and effort into creating and implementing them.

Domain 5:

List down the instructional materials or ICT tools that you utilized. Identify the advantages and
disadvantages.

Topic Contextualized How these will be used Strengths and

Instructional Weaknesses on
Materials IM’s/ICT tools.
Day 1: Lamarck’s Theory PowerPoint Often create PowerPoint PowerPoint allows
presentations to deliver teachers to structure
 lectures or provide their lessons
information to the class. systematically, ensuring
This can include text, a clear flow of
images, graphs, and information and easy
multimedia elements, comprehension for
making the content more students. But poorly
visually engaging and designed presentations
easier to understand. can lead to an
overwhelming amount
of information, making
it difficult for students
to focus on essential
points.
Day 2: Natural Selection PowerPoint Often create PowerPoint PowerPoint allows
presentations to deliver teachers to structure
lectures or provide their lessons
information to the class. systematically, ensuring
a clear flow of
information and easy
comprehension for
students. But poorly
designed presentations
can lead to an
overwhelming amount
of information, making
it difficult for students
to focus on essential
points.
Day 3: Comparing the PowerPoint Often create PowerPoint PowerPoint allows
ideas of Lamarck and Visual aids presentations to deliver teachers to structure
Darwin lectures or provide their lessons
information to the class. systematically, ensuring
a clear flow of
information and easy
comprehension for
students. But poorly
designed presentations
 can lead to an
overwhelming amount
of information, making
it difficult for students
to focus on essential
points.
Day 4: Adaptation PowerPoint Often create PowerPoint Experiments show how
Materials for presentations to deliver theoretical concepts
experiment lectures or provide have practical
information to the class. applications in the real
Using experiments can world, making learning
make students understand more relevant and
more the lesson and enjoy meaningful. However,
the activity. Some experiments may
require specific
equipment, materials, or
facilities, which might
not be readily available
in all educational
settings.
Day 5: Flow of energy PowerPoint PowerPoint and interactive Students can participate
Interactive games learning games allows individually or in teams,
teachers to create encouraging healthy
interactive quizzes with competition and active
multiple-choice questions, participation. Somehow,
true/false questions, or developing interactive
short answers. games can be time-
consuming for teachers.
Day 6: Growth and PowerPoint Often create PowerPoint
carrying capacity presentations to deliver
lectures or provide
information to the class.
Day 7: Review Review using Students will answer the Students can participate
interactive games question in a fun way of individually or in teams,
reviewing, so that they can encouraging healthy
familiarize it while competition and active
enjoying. participation. Somehow,
 developing interactive
games can be time-
consuming for teachers.
REFLECTION: How do instructional materials and ICT tools help students learning more effectively?

The instructional materials and ICT tools helps students learning more effectively, because it makes
the learning more engaging and interactive. Especially in science, it helps the teachers also to deliver the
lessons that the students will be easy for them to understand the lessons. Like using simulations, videos,
learning games and interactive quizzes, which caught the students’ attention and maintain the interest of
students to a subject matter. However, students are drawn into the learning process, making it more
enjoyable and stimulating. Sometimes there are students who may learn better through the visual aids, while
the others are good in interactive learning materials, so the instructional materials and ICT tools are a good
combination. ICT tools have built in tracking and assessment features that help educators monitor students'
progress and identify areas where they may need additional support.

In conclusion, instructional materials and ICT tools offer a wide range of benefits that contribute to
more effective student learning. Using technology in education, educators can create engaging, personalized,
and inclusive learning environments that empower students to achieve their full potential. As educational
institutions continue to embrace and integrate instructional materials and ICT tools into their curricula, they
empower students to become proactive, lifelong learners who can thrive in a dynamic world.

Domain 6:

List down relevant school programs by your Cooperating School.

School Program/Activities Learning Outcomes How this Programs Impact

student learning?
KAMPSALIKSIK: Seminar To encourage creative thinking By enabling the students to apply
Workshop on Process of
and problem-solving abilities in their practical knowledge and
Scientific Research for High
School Students the context of crisis situations, as skills to the conduct of scientific
“Emphasizing the Role of
well as to develop a grasp of the research, we can help society's
Research and Innovation in
Society Crisis” research process and its problems. Additionally, it
 significance in tackling social develops their capacity for
concerns. critical analysis and problem-
solving, fostering creative
responses to emergency
situations.
Field Trip The learners were inspired by this This tour will give the students
(Lakbay Aral sa Agham) field excursion, which stimulated real-world experiences that
their sense of wonder and
curiosity. It gave them practical complement what they learn in
experiences and examples from class and help them relate theory
real life that were dependent on
to practice. It encouraged a
their comprehension of scientific
ideas and their applications. deeper engagement with the
material and improved their
ability to think critically.
Science Independence Exhibit Building a deeper knowledge and The exhibit cultivates students'
appreciation of the scientific critical thinking abilities and
method and its application in encourages lifelong learning in
daily life by encouraging students the domains of science and
and teachers to investigate and technology by offering a dynamic
participate with various scientific and immersive learning
phenomena. environment for them.

Domain 7:

What is your teaching Philosophy as a Beginning Teacher?

As a beginning teacher, my teaching Philosophy is I want to grow alongside with my students. I

believe that they can help me to improve my teaching skills. My teaching Philosophy revolves around
creating a supportive and engaging learning environment that foster curiosity, critical thinking, and a
lifelong love for learning. Students are active in their learning journey. So, as a teacher my role is to
facilitate, encourage them and provide guidance while allowing them to explore in learning.
 My teaching Philosophy is centered around student empowerment, improve critical thinking and
creating a positive learning environment that will support the students’ uniqueness, growth and
development.

CARLA ANN VALDERAMA

East Meridian, San Isidro, Rodriguez, Rizal
09467987245 carlaannvvalderama@gmail.com

PERSONAL DATA:
Date of Birth : January 14, 2001
Place of Birth : Malabon City
Age : 22
Civil Status : Single
Citizenship : Filipino
Gender : Female
Height : 5’1
Weight : 35 kg
Religion : Roman Catholic

EDUCATIONAL BACKGROUND:
:
College Eulogio “AMANG” Rodriguez Institute of Science and
Technology
(Bachelor of Secondary Education major in Science)
Address: Sampaloc, Manila
Year: August 2019 – September 2023
:
College of Arts and Science of Asia and the Pacific
Secondary
Address: San Isidro, Rodriguez, Rizal
Year: June 2017 – March 2019

San Isidro National High School

Address: San Isidro, Rodriguez, Rizal Year:
June 2014 – March 2017

Justice Cecilia Muñoz Palma High School

Address: Molave St. Payatas B, Quezon City
Year: June 2013 – March 2014
Primary : Lupang Pangako Elementary School
Address: Lupang Pangako Payatas B, Quezon City
Year: June 2006 – March 2012

SKILLS:

• Computer Literate • Clerical • Leadership

• Interpersonal • Organization • Management

EXPERIENCES:
MARIANO MARCOS MEMORIAL HIGH SCHOOL
Practice Teacher
Sta. Ana, Manila
November 2022 – June 2023

SKY CENTER VIETNAM

ESL Teacher Work-
From-Home
February 2021 to September 2021

LITTLE MASTER TUTORIAL

Online Teacher
January 2021 to April 2021
CERTIFICATES:
July 14, 2022 ESSENTIAL 21ST CENTURY LITERACY SKILLS
FOR THE YOUTH
Speaker
May 13 2022 RESEARCH IS LAYF: HOW TO ACE YOUR
RESEARCH PAPER
Participant

CHARACTER REFERENCE

Marvi Valdez
Fast food Crew 09367764606
marviiivaldez@gmail.com

Janica Joice Tupas

Office work 09104050389
janicajoicetupas@gmail.com

I hereby certify that above information is true and correct to the best of my knowledge and belief.

CARLA ANN VALDERAMA

Applicant’s name