STRATEGIES FOR A

SUCCESSFUL SCIENCE
ACTIVITIES:
SUPPLEMENTARY
METHODS
Categories of Supplementary Materials

■ Use of Human/ Material Resources

– Community Oriented
■ Use of Instructional Aids
– Visual, audio, and audio-visual
■ Expressional/Creative
– Integration with other subject areas such as social
studies, language arts, etc.
I. Use of Human/Material Resources

A. Field Trip
■ a planned visit to a place where a learning activity is
carried outside the regular classroom
■ it is a going- out process in which the children observe
the work-a-day world in operation.
■ it offers an excellent bridge between the work of the
school and of the world outside
Key Points of Field Trip:
■ It offers experiences rich with meaning, that is, getting first
hand experiences and study of the limitless resources of one’s
environment
■ It becomes a true learning as a result of using all senses that
interact and merge with one another
■ It influences one’s ideas, emotions and values.
■ It brings the classroom to the community and brings the
problems of the community back to the classroom.
■ It leads to further readings, written or oral reports and
integration with other subject areas such as mathematics,
social studies, language arts, etc.
How do we go about a field trip…
■ Planning Phase
– Survey the place to be visited to determine the points of
interest, worthiness of the place, etc.
– Obtain consent from the school administration
– Get parental consent
– Plan transportation routes (if needed)
– Discuss with the class certain points such as purpose of the
trip, points to be observed, standards of safety and
behavior.
– Make preparations with the “host” (person-in-charge of
place)
How do we go about a field trip…
■ Implementation Phase
– Carry out the field trip. Conduct an orientation before the
trip.
■ Follow- through Phase
– Evaluate the fieldtrip in terms of its purpose, behavior,
problems met, etc.
– Analyze suggestions for improvement of future trips
– Discuss observations during the field trip
– Conduct creative/ expressional activities
I. Use of Human/Material Resources

B. Resource Person
A resource person is one who has expertise in
certain areas, hobbies, skills or information, who can be
invited to share his expertise with the children.
What steps are followed for having a resource
person in class?
■ Planning Phase
– Identify the resource person for the topic to be discussed
– Have a preliminary talk with the identified resource person in
terms of:
■ Topic to be discussed
■ Age and grade level of the children
■ Date and duration of sharing in class
– Brief the class about the resource person and some of his
personal/professional qualifications.
– Discuss proper behavior during the visit of the resource
person
What steps are followed for having a resource
person in class?
■ Implementation Phase
– Introduce the resource person to the class.
– Have the resource person now take charge of the class,
following time agreement.
■ Follow- through Phase
– Evaluate the class behavior and standards set during the visit
and sharing of the resource person.
– Discuss the information shared by the resource person based
on question set.
– Conduct creative activities/ expressional activities.
II. Use of Instructional Aids:

Visual aids for the sense of sight

Audio aids for the sense of hearing
Audio-visual aid for the sense of sight and
hearing
Use of Visual Aids:

Picture Photograph
■ Is an image or likeness ■ Is a picture or
of an object, person or representation
scene produced in flat obtained by any
surface, especially by process of
painting, drawing or photography.
photography.
Use of Visual Aids:

Drawing Cut-out
■ Is a sketch, plan, ■ Is a picture, drawing or
picture or design design obtained from
obtained or made magazines,
with crayon, pen, newspapers, and other
etc. reading materials
Use of Visual Aids:

Chart Diagram
■ Is a sheet giving ■ Is a sketch, drawing or
information of facts, plan, that explains a
usually in tabular, thing by outlining its
diagrammatic, parts, workings, etc.
illustrative, or
graphic form.
Use of Visual Aids:

Table Graph
■ Is a compact ■ Is a diagram – such as
arrangement of related curve, broken lines,
facts, figures, values, series of bars, etc.
etc. in orderly
sequence, and usually
in rows or columns for
convenience of
reference.
Use of Visual Aids:

Diorama Museum
■ Is a miniature scene, ■ Is a building or
wholly or partially room for preserving
three dimensional, and exhibiting
depicting figures in artistic, historical or
a natural setting scientific objects.
Use of Visual Aids:

Model
■ Is a recognizable imitation of real thing, usually
similar to the original in every aspect, except size.

Types of Model:

Scale model which duplicates the appearance of a real

object as clearly as possible, is either larger or smaller
than the real object
Use of Visual Aids:
Types of Model:
Display model shows structural characteristics.

Operating model shows the action of moving parts

Use of Visual Aids:
Inference/mystery box
■ Is a box in which object or several objects are placed and then
sealed; its contents unknown to the pupils; and affords pupils
the opportunity to observe indirectly. Through the use of senses
the pupils observe, record, analyze, propose several likely items
as its content, plan a strategy to determine whether pupils can
eliminate certain items and then make a final determination.
Rarely, if ever, is the box opened. In an initial introduction
working with mystery boxes, it may be well to disclose the item
after the discussion has run its gamut.
Use of Audio Aids:

Radio
■ Is a technology for
communicating by converting
sounds or signals into electro-
magnetic waves and
transmitting these directly
into space, without
connecting wires to a
receiving set which changes
them into sounds.
Use of Audio Aids:

Cassette tape
■ Is a recording of an event,
discussion, etc. That is a
“two-way” process of
communication. It can be
stopped to answer
questions, clarify certain
points and can be played
over and over again.
Use of Audio-Visual Aids:
■ These supply a concrete basis for conceptual thinking and hence
reduce meaningless work responses of children.
■ These offer a reality of experience which stimulates self- activity
on the part of the children
■ These provide experiences nor easily obtained through other
materials and contribute to the efficiency, depth and variety of
learning
■ These reinforce and add effectiveness to other teaching
procedures.
Use of Audio-Visual Aids:
Film
■ Motion pictures
■ Can bring relevant
experiences to the
classroom on such topics
as volcanic eruptions.
Time lapse sequence of
growing plants and
animals, the undersea
world, etc.
Use of Audio-Visual Aids:
Filmstrips
■ Are continuous lengths of
35mm or 16mm film
containing 10 to 100
pictures. Each frame has a
lead caption to explain the
picture, in newer filmstrips,
these are accompanied by
sound recordings.
Use of Audio-Visual Aids:
Slides (2x2)
■ Are individual frames
that can be selected and
arranged in sequence to
fit the needs of a
particular class. A new
use of slides is
combining these with
tape recordings.
Use of Audio-Visual Aids:

Videotapes
■ Are the more recent
aids which can be
taken by individuals
even with little
experience in
filming.
Use of Audio-Visual Aids:
Television
■ Can take children to a field trip to
places that they would not ordinarily
visit; introduce them to a scientific
equipment and would not ordinarily
visit; introduce them to a scientific
equipment and experimental setups
not possible to have in the
classroom.
Use of Self-Instructional Materials/ Technology:

These are activity-centered lessons in which the learner is

able to move at his own pace and emphasis of study, using
materials designed and developed to effect changes in the
learning and in his attitudes.
• Modules/ self- learning kits/ work cards
• Instructional games
• Computer- assisted instruction
Use of Self-Instructional Materials/
Technology:
Modules
■ Are written instructional materials developed by the
curriculum experts, or by a team of teachers. The pupils
interact with the written materials, either individually,
by pairs, or small group. The teacher facilitates the
learning process and helps pupils to do the activities, if
needed. The use of modules is one of the means for
individual instruction.
Use of Self-Instructional Materials/
Technology:
Parts of Module:
■ Rationale/ Purpose for studying a particular topic
■ Subject Field for the specific topic for study
■ Objectives for the tasks that the learner is expected to accomplish in
the study of the topic.
■ Objectives for the tasks that the earner is expected to accomplish in
the study of the topic
■ Performance level that gives the target population what it is intended
for
Use of Self-Instructional Materials/
Technology:
Parts of Module:
■ Approximate time to finish studying the topic by himself or in small group.
■ Materials which the learner will use to carry out the activities.
■ Activities/ Exercises / Chunks/ Tasks which are sequenced leading to the
development of the topic. In science this are pupil/ student- centered.
Instructions are given after each of a number of activities. Self- checks are
provided to enable the learner to keep track of his accomplishments.
■ Summary is the recapitulation of the highlights of the topic studied.
Use of Self-Instructional Materials/
Technology:
Instructional Games
■ Is patterned after the idea of games in physical education and/ or social
games.
■ These games stimulate interest and heighten enthusiasm and participation
of pupils.
■ For the primary grades, conduct such as catching fish, racing the finish,
relays, etc.
■ Social games can take the form of bingo, crossword puzzle, etc.
Use of Self-Instructional Materials/
Technology:
Computer- Assisted Instruction
■ The factors that determine the effectiveness of computer-
assisted instruction are:
– Active participation of the learners
– Information feedback
– Individualization of instruction
Use of Self-Instructional Materials/
Technology:
Computer- Assisted Instruction
■ Whole class teaching
– The computer is used as visual aid; as an aid to skill-and-
drill to generate questions at random; to run a simulation in
which a whole class can be involved; or to act as a
database, that is to file information from different people in
the classroom.
Use of Self-Instructional Materials/
Technology:
Computer- Assisted Instruction
■ Battery-hen mode
– The whole class use several computers which may involve
small groups of pupils or even individuals, working on a
program at the same time. The pupils may be working on the
same program (most likely at different speeds).Or different
groups may work on different programs, perhaps changing
around at intervals.
– This is called battery-hen mode since the pupils are “pecking
arrays” at the keyboard.
III. Expressional- Creative Activities

Opportunities for expressional/creative activities occur

when the teacher:
■ Permit the expression of originality; diverse approaches to
solutions to problems
■ Conduct periodic brainstorming sessions, so-called “off the
top of the head” thinking sessions
■ Provide a wide variety of and multiplicity of experiences--
past and present. Provide opportunities for synthesizing these
experiences, permitting these to be building blocks for new
ideas.
Expressional- Creative Activities:
Opportunities for expressional/creative activities occur
when the teacher:
■ Release the child from routine requirements and expose him to more
challenging opportunities by supplying or suggesting sources of
materials and equipment
■ Provide time and explorations. Allow extra time for unanticipated
activities and side interests.
■ Give opportunities for children to assume responsibility, initiate plans,
and participate in activities. Permit them to make choices whenever
possible.
■ Promote inquiry through open- ended questioning and through the
encouragement of questioning among students.
Expressional- Creative Activities:

A. Role Playing/ Dramatization

■ Makes use of facial expression, gestures, and actions in acting
out a story. For science, it will be acting out or interpreting
concepts learned.
■ This can stimulate or motivate the learners to reinforce science
concepts learned.
■ It gives the learners the opportunity to show or interpret the
action, as well as express themselves through talking and acting
out.
Expressional- Creative Activities:

B. Written/ Oral Reports

■ A written or oral report is an individualized or small group
assignment where information/ data are gathered and presented
in a style that is interpreting, captivating and challenging.
■ Give opportunities to read and examine printed material,
observe things in the environment, or interview authorities.
Expressional- Creative Activities:
B. Written/ Oral Reports
■ Train pupils to gather scientific information from a variety of
instructional materials.
■ Develop resourcefulness in finding means of gathering
information for a special report.
■ Encourage pupils to use a variety of instructional materials as
diagrams, charts, drawings, and other visual aids for presenting
the report and for arousing and sustaining interest of pupils.
■ Gain skill and experience in communicating with clarity,
sequence and in concise form– whether oral or written
Expressional-Creative Activities:

C. Manipulation/ Investigatory Projects

■ The manipulative/ investigatory project is useful in the
sciences where many of the materials are of the laboratory/
field types.
■ This type of activity gives the pupils the opportunity of
learning seeing, doing, and handling.
Expressional-Creative Activities:

C. Manipulation/ Investigatory Projects

■ Its characteristics are, as follows:
– Is problematic in nature
– Is directed towards a definite goal
– Is purposeful
– Offers opportunities to plan, direct and execute the activities
– Is attainable for the learners
Expressional-Creative Activities:
C. Manipulation/ Investigatory Projects
■ The steps for the manipulative/ investigatory project are:
– Purposing
■ Nature of goals of the project are determined.
■ Interests, abilities, and needs of students are considered
– Planning
■ Activities to carry out the goal are planned and discussed
Expressional-Creative Activities:

C. Manipulation/ Investigatory Projects

■ The steps for the manipulative/ investigatory project are:
– Executing
■ Activities planned and decided upon and carried out by the pupils
– Evaluating
■ Judging is done by students themselves according to a set of criteria
to determine if the goal is attained or not attained.
Expressional-Creative Activities:
D. Simulation Games
■ Simulation means realistic imitation.
■ Simulation game is a simplified operational model of a real-
life situation that provides learners with relevant
participation in a variety of roles and events.
■ Simulation games are classified as a combination of role
plating and problem solving.
Expressional- Creative Activities:

Characteristics of Simulation Games:

■ It is carried out by a small fixed set of players striving to
reach a goal
■ Rules define the legitimate action of the players
■ There is a basic sequence and structure within which the
action takes place.
■ There is a time limit.
Expressional-Creative Activities:
Advantages of Simulation Games:
■ It emphasizes thinking and planning instead of memorization.
■ Students seek to solve problems in which they are intimately
involved.
■ Students are satisfied when they sense new insights as new ideas
and concepts are formulated
■ Students are placed in a more realistic environment than in any
other form of learning
■ A high degree of interest is generated through realistic
participation.
Expressional-Creative Activities:
E. Episodes in the Lives of Scientists
■ These episodes or incidents in the lives of scientists serve to
stimulate and/or motivate the learning of the pupils.
■ Relate these incidents to serve a s motivation or
reinforcement for the study of specific topics.
Expressional-Creative Activities:
F. Newspaper Clippings
■ Newspaper and magazines are very rich sources and up-to- date
science information.
■ Steps in using newspaper clippings:
– Clip the article from newspaper/magazines.
– Mount on paper/cartolina
– Write the source
– Relate the article to your lesson
– Have a systematic filing of mounted articles
– Write questions/ summarize the article
 Caution for Science Methods
Methods are means through which content and processes are
learned and the objectives of science are achieved.
■ First the teacher must know:

■ What he wants Before he can

to teach begin to think:
■ Why he wants
How he wants to teach it?
to teach it
Criteria for Selecting Supplementary Materials:

■ Relevance to the lesson

■ Appropriateness
■ Quality of materials
■ Objectiveness
■ Availability
 For computer software:
 Format of the software is appropriate for the computer hardware
 Software was designed to be used on the type of computer
 Program is user- friendly
Reference:

■ Ulit, Enriqueta, et.al. (2007). Teaching the Elementary School

Subjects. Quezon City. Rex Printing Company. “Contemporary
Psychologists: Their Impact to Science Teaching” pp. 119- 128