Lesson 3:

7 E Model in Planning
Science Lesson
 -Activity which will focus
student's attention,
ENGAGE
stimulate their thingking
and access prior
knowledge.
 - Activity which gives
students time to think
EXPLORE
and
investigate/test/make
decisions/problem solve,
and collect information.
 - Activity which allows
students to analyze their
EXPLAIN exploration. Student's
understanding is clarified
and modified through a
reflective activity
 - Activity which expands
and solidifies student
ELABORATE
thinking and/or applies it
to a real-world situation.
 - Activity which allows
the teacher to assess
EVALUATE student performance
and/or understandings of
concepts, skills,
processes, and
applications.
 - offer enrichment
activities or
EXTEND
resources for
students who have
mastered the
material.
 - encourage sstudents to
reflect on their learning
ELICIT experiences, ask questions
and discuss any remaining
uncertainties or areas of
interest.
 Lesson 4:
Developing instructional
plans for Elementary Science
 Learning Objectives:

•Unpack the standards in the curriculum guide:

•Determine the nature of competencies;

•Identify topic or content of instruction; Select

assessment strategies; and

•Plan learning experiences

 CURRICULUM GUIDE

THE CURRICULUM GUIDE SERVES AS

THE TEACHER'S BLUEPRINT IN
PLANNING AND DESIGNING THE
CURRICULUM.
 UNPACKING

UNPACKING MEANS EXTRACTING THE

COMPONENT KNOWLEDGE AND SKILLS
REQUIRED BY A STANDARD IN ORDER
TO UNDERSTAND THE LEARNING
EXPECTATIONS TO THE STUDENTS AND
THE PARENTS.
 THREE PURPOSE:

(A) TO ESTABLISH FOCUS OF

STANDARDS AND COMPETENCIES;

(B) TO LINK STANDARDS,

COMPETENCIES, AND TEACHING; AND

(C) TO CONTEXTUALIZE TEACHING.

THE FF. ARE THE STEPS YOU NEED TO UNDERTAKE
WHEN UNPACKING THE ELEMENTS OF THE GUIDE:

1. ANALYZE THE STANDARD

2. READ THE COMPETENCIES. DETERMINE THE

TARGET DOMAIN OF THE COMPETENCIES

3. DETERMINE THE NATURE OF COMPETENCIES

(KNOWLEDGE, SKILLS, VALUES)

4. DETERMINE THE TARGET TOPIC OR CONTENT.

IDENTIFY TIME ALLOTMENT.
5. SELECT ASSESSMENT STRATEGIES

6. PLAN LEARNING EXPERIENCES

7. DESIGN LEARNING MATERIALS

FIRST UNPACKING STRATEGY
 TYPES OF STANDARD:

CORE LEARNING AREA STANDARD

➤ THIS DEFINES THE BROAD OUTCOMES FOR THE K-12

SCIENCE.

KEY STAGE STANDARD

➤ THIS DEFINES THE SPECIFIC OUTCOMES FOR KEY STAGES

SUCH AS K- 3, GRADES 4-6, GRADES 7-10, AND GRADES 11-
12.

GRADE LEVEL STANDARD

➤ THIS DEFINES THE SPECIFIC OUTCOMES FOR EACH

GRADE LEVEL.
STEP 4: DETERMINE THE TOPIC OR CONTENT AND
TIME ALLOTMENT

THE TARGET COMPETENCY CONTAINS SPECIFIC

TOPIC OR LESSON. THE FIRST COLUMN OF THE
CURRICULUM GUIDE QUARTER/ WEEK/ THEME
PROVIDES CLUE TO THE TOPIC.
EXAMPLE:
 STEP 5: SELECT ASSESSMENT STRATEGIES

THE MOST IMPORTANT PRINCIPLE TO REMEMBER WHEN

SELECTING ASSESSMENT STRATEGIES IS CONSTRUCTIVE
ALIGNMENT. IT IS THE COHERENCE AMONG THE LEARNING
OUTCOMES, ASSESSMENT, AND LEARNING EXPERIENCES IN AN
EDUCATIONAL PROGRAM.

CONSIDER THE OBJECTIVES OR COMPETENCIES OF THE SUBJECT

FIRST. THESE COMPETENCIES EMBODY THE KNOWLEDGE AND
SKILLS THE TEACHERS WANT THEIR STUDENTS TO HAVE
LEARNED AT THE END OF THE QUARTER. ONCE THE
COMPETENCIES HAVE BEEN ESTABLISHED, THE SECOND STAGE
INVOLVES CONSIDERATION OF ASSESSMENT. THE BACKWARD
DESIGN FRAMEWORK SUGGESTS THAT THE TEACHERS SHOULD
CONSIDER THESE OVERARCHING COMPETENCIES AND HOW THE
STUDENTS WILL BE ASSESSED PRIOR TO CONSIDERATION OF
HOW TO TEACH THE CONTENT.
EXAMPLE:
 STEP 7: DESIGN LEARNING MATERIALS

•THE TEACHER SHOULD KEEP THE FOLLOWING GUIDELINES WHEN DESIGNING LEARNING MATERIALS FOR
ELEMENTARY SCIENCE.

•THE MATERIALS SHOULD BE ALIGNED WITH THE CONTENT AND PERFORMANCE STANDARDS IN THE
CURRICULUM GUIDE.

•THE MATERIALS SHOULD CONTAIN ACTIVITIES THAT ALLOW DIFFERENT FORMS OF INTERACTIONS
AMONG THE STUDENTS AND BETWEEN THE TEACHERS AND THE STUDENTS.

•THE ACTIVITIES SHOULD BE VARIED AND MAY EMPLOY A COMBINATION OF THE FOLLOWING: INQUIRY-

ORIENTED INVESTIGATIONS, COOPERATIVE GROUPS, USE OF TECHNOLOGY, AND SIMULATIONS.

•THE ACTIVITIES INDICATED IN THE MATERIALS SHOULD PROVIDE ADEQUATE TIME AND OPPORTUNITIES
FOR THE STUDENTS TO ACQUIRE KNOWLEDGE, SKILLS, AND ATTITUDES.

•OPPORTUNITIES MUST BE PROVIDED FOR THE STUDENTS TO DEVELOP AN UNDERSTANDING OF

SCIENTIFIC INQUIRY.

•THE CONTENT SHOULD BE ACCURATE AND DEVELOPMENTALLY APPROPRIATE FOR THE LEARNERS.

•OPPORTUNITIES TO LEARN SHOULD BE CONSISTENT WITH CONTEMPORARY MODELS OF LEARNING.

•THERE SHOULD BE CONSISTENCY BETWEEN LEARNING GOALS AND ASSESSMENT.

•ASSESSMENTS SHOULD STRESS THE APPLICATION OF CONCEPTS TO NEW OR DIFFERENT SITUATIONS.

 THIS CURRICULUM IS DESIGNED AROUND THE THREE
DOMAINS OF LEARNING SCIENCE: UNDERSTANDING AND
APPLYING SCIENTIFIC KNOWLEDGE IN LOCAL SETTING AS WELL
AS GLOBAL CONTEXT WHENEVER POSSIBLE, PERFORMING
SCIENTIFIC PROCESSES AND SKILLS, AND DEVELOPING AND
DEMONSTRATING SCIENTIFIC ATTITUDES AND VALUES. THE
ACQUISITION OF THESE DOMAINS IS FACILITATED USING THE
FOLLOWING APPROACHES: MULTI/INTERDISCIPLINARY
APPROACH, SCIENCE TECHNOLOGY-SOCIETY APPROACH,
CONTEXTUAL LEARNING, PROBLEM/ISSUE-BASED LEARNING,
AND INQUIRY-BASED APPROACH. THE APPROACHES ARE
BASED ON SOUND EDUCATIONAL PEDAGOGY NAMELY,
CONSTRUCTIVISM, SOCIAL COGNITION LEARNING MODEL,
LEARNING STYLE THEORY, AND BRAIN-BASED LEARNING.
Thank you!