Department of Education

Region III
Division of City Schools
City of San Fernando, Pampanga

May 5, 2018

NARRATIVE REPORT
NATIONAL TRAINING OF TEACHERS (NTOT) ON CRITICAL CONTENT IN SCIENCE 4
April 23-May 4, 2018
A. Venue Hotel, Makati Avenue, Makati City
I. Highlights:
The 12 days training covered topics with critical content in the four domain in Science such as
Matter, Living Things (Human Body), Force, Motion and Energy, and Earth (Weather). There are
more learning gained in the conduct of the workshop for 10 days and 2 DLPs were submitted after
the training workshop. The training served its purpose through the different resource speakers who
facilitated it.
During the first day, plenary session/orientation covering the topics below was tackled after the
checking in the hotel, registration and pretest in the morning.
 Leveling of Expectations/Agreement on Confidentiality of the Training Materials
 Understanding the Spiraling of the K to 12 Curriculum
 Engaging Teachers for PPST: Continuing Professional Development by Dr. Runvi V.
Manguerra (Executive Director II-Teacher Education Council)
 Setting the Tone by Dr. Jocelyn Andaya (Director IV-Curriculum Development
During the second day of training, Workshop on Critical Content in Matter was discussed by
Ms. Meliza Regalo. The learning competencies in Grade 3 were linked to the required content for
Grade 4. The activities below emphasized the importance of observation in making scientific
thinking visible and enumerated as follows:
 What are the characteristics of solids?
 Flowing Liquid
 Smell and Taste Tests
 What is the shape of the gas in balloons?
 Which materials absorb water and which do not?
 What materials float and what materials sink?
 What will I turn Into?
The third day was a continuation of Matter but giving specification of the Importance of Product
Labels and Waste Recycling, advance concept in Chemistry, was elaborated by Mrs. Arlene Dela
Cruz and Mrs. Liza Edna. The activities are as follows:
 Grocery Time
 What do food labels tell me?
 Reading food labels (nutritional value)
 Comparing Food Labels
 Matching the labels
 Discussion on Additive
Page | 1
  Is it really safe one day and then bad the next?
The fourth day was an information overload on the medical terms in Living Things specifically
Human Body. The critical content from the use of vocabulary words, unlocking of terms, and
visualizing/simulating the internal organs were mainly the cause of the difficulty of the topics. Ms.
Acza lead us in performing the activities:
 Labeling and Locating Major Organs in the Human Body and Its Function
 Alphabets of the Internal Organs
 Jigsaw Mixed Method
 Making Plan, sub tasking the learning competencies
 Discussion on Heart and Lungs
 Discussion of Muscles and Bones
 Discussion of Stomach and Intestines
The continuation of Internal Connection of major organs was discussed in fifth day by Mr.
Magtala covering the Analogy of Car Parts to Human Body, Diseases of the Major Organs, Active
Reading Strategy (a problem-based) and the Importance of making scientific thinking visible to the
learners.
In the sixth day, Mr. Emmanuel Clarion conferred the 4 Cs in making learners scientifically
literate such as Communication skills, collaboration, critical thinking skills and creativity. Then, he
tackled push and pull leading to the discussion of Force and its Effects. The activities and
challenges done were:
 Challenge 1:Picking thumbtacks without touching-Magnet
 Challenge 2: making hair stand using balloon-electrostatic
 Challenge 3: making paper fall faster-gravity
 Changing the size of objects- Ooops I did it Again!
 Doing the motion dance-Let’s do the motion dance!
 Who can do magic?
 Getting into action-Let’s get into action!
 Making graphic organizer
 Doing the balloon relay-Let’s Play the balloon relay! (Application)
 Role-playing and dramatization using one objects assigned for the group and
 Dancing with the 4 types of motion.
The Light, Sound and Heat and effects was discussed as energy on the 7 th day by Mr.
Rolando Tan explaining the pattern of the activities within the 5Es of the science inquiry-based
learning namely:
 Engage learners in scientifically oriented questions-Engagement
 Give priority to evidence-Exploration
 Formulate explanation from evidence-explanation
 Learners evaluate his explanations in light of existing scientific understanding-
evaluation
 Learners communicate and justify his explanation-extension
Some of the activities performed were evaluated through drawing the pattern of the path of
light namely:
 Scaffolding-How do we see the objects? How does light help us see things?
Page | 2
  The Right Path: How light travels?
 So I See: What happen to light as it strikes the object?
 To Pass or Not to Pass-How light interacts with materials?
 Box with small hole
 Bounce or Bend-Refraction and Reflection
 I see your true colors!
Under the sound and heat, activities were repeated by Mr. Tan on the eight day giving
importance to the 5Es, the science process skills per activities like inferring, classifying,
predicting and communicating and the significance of Concept Word Mapping
summarizing three forms of energy: light, sound and heat. He differentiated also
temperature from heat and stressed out that thermometer or temperature is not a
measurement of heat.
 The Sound of Bubbles
 Hello, Can you hear me?
 The Soundless Bell
 Bouncing Sound
 The Importance of SONAR
 You’re Hot and You’re Cold
 Energy in Transit
 The Heat Race
 The Convection Beaker
 I Rise Up!
 The Shoebox Solar Hotdog Cooker
The ninth day focused on the Weather. Participants performed activities such as Reading
thermometer, Chimneys, differentiated instruction on weather forecasting and many more. Mr.
Rodrigo Roxas discussed the elements of Weather and the pattern of weather condition.
Demonstration teaching/simulation of training of three selected teachers per sections was
completed on the 10th day; Pretest on the English proficiency test was done on the 11 th day
followed by the pretest in Science 4 and posttest in English proficiency test on the 12 th day. In the
afternoon of the last day, the discussion in the plenary about improving critical thinking and
vocabulary development through the use of graphic organizers were completed before the giving of
certificates.
II. Insights Gained in Seminar:
The significant learning or insights I gained from this National Training are listed below:
 The use of difficult words makes the learning challenging for the learners. Unlocking the
unfamiliar words must be done by the teacher since the learners used Mother tongue as
form of language in Grade 3 and use English in Grade 4.
 To make scientific thinking visible, the use of higher order thinking skills that starts from
Why, How or What happened? Requires learners to show their prior knowledge about
the topics.
 The scientific and critical thinking can be enhance through the use of various strategies
such as investigative approach, differentiated instruction, use of graphic organizers,

Page | 3
 problem-solving, collaboration, reading strategies, sequencing the lesson using 5Es and
scientific process skills, vocabulary development and many more.
 Concepts in Grade 5 onwards in the K to 12 curriculums would be difficult if Critical
Contents in Grade 4 were not explained well. Teachers must know the advance
concepts and simplify them to the level of understanding of the learners.
 Learners with critical thinking skills can be verify if they observed during the
collaborative experimentation and discovery approach.
 Sub tasking of the activities makes the learning easy for the pupils to discover new
ideas with the loaded learning competencies per quarter. Overload topics in Living
things (2nd quarter) causes the difficulties to achieve the learning goal.
 Teachers must use scaffolding activities that engage pupils to understand the topic.
 It is important that the learners not only know the concept and define the Science
concept but also to apply and understand them.
Photo Documentation:

3 MARIAS OF NTOT. The resource speakers for MATTER MATTER MATTER. Team Saya with
Matter with the Team Saya of Section A-Science 4 Mrs. Liza Edna, speaker of Food Labelling.

MORE ENERGY-LIGHT, SOUND HEAT BE WITH CHEMISTRY OF TRAINING. Team Saya with
YOU. Mr. Rolando Tan and Team Saya during Mrs. Arlene Dela Cruz during the presentation
NTOT. Photo Documentation: of output in Recycling.

Page | 4
 IMPRESS THEM-PERFORMANCE WISE- CHALLENGE ACCEPTED. Team Saya
accepted all the challenges in role-playing, singing “Kung absorbent ba
ito?”,marketing food labels, news broadcasting, contest of speed-motion,
commercial.
Photo Documentation:

Page | 5
 LEAD ME AND I FOLLOW. Ms. Janet D. Barredo taking the lead for the presentation of outputs during the
National Training of Trainers on Critical Content in Science 4.

Photo Documentation:

Page | 6
 CHALLENGE ACCEPTED. Team Saya performed all the challenges and activities during the National Training of Trainers
on Critical Content in Science 4.

Photo Documentation:

Page | 7
A MINUTE CHALLENGE. Team Saya performing challenges in all Domain of Sciences.

III. Recommendations:
The program was successful, meaningful and informative. It is suggested that teachers
participants should share the learning gained among the regional, division level up to school-based
(INSET) to achieve the training goal that aims to correct misconception on some topics in Grade 4
Science and improve the implementation of K to 12 Curriculum. Teachers are the battle warriors for
the success of its implementation. The teacher who had attended the Science 4 and 8 training
should be teaching the same subject this year to align the competent teacher for specific learning
areas.

Page | 8
 Prepared by: Verified by:

JANET D. BARREDO ROSALIE T. MANALASTAS

Science Teacher Science Department Head

Submitted to : Noted by:

SHIRLEY B. ZIPAGAN, Ph. D. RYAN C. SAPAO

Principal IV EPS-Science

Page | 9