WESLEYAN UNIVERSITY – PHILIPPINES

Maria Aurora, Aurora

TEACHING
STRATEGIES
IN THE
ELEMENTARY SCIENCE
(Modules)

Prepared by:

MARITES CALONGE PADUA

Associate Professor III
UNIT 1 |The Elementary Science Curriculum
Lesson 1 What is Science

Learning Objectives

At the end of the lesson, you are expected to:

 Define science;
 Characterize scientist;
 Discuss the steps in the scientific process;
 Explore why some students live science and others do not;
 Brainstorm ways on how teachers can make the teaching and learning of Science
engaging for students; and
 Characterize features and elements of an engaging science classroom.

A. ACTIVATE

Activity A. 1. Defining Science

 Do you remember how your previous teachers, readings, and classes define science?
Create a word cloud below illustrates/show these definitions or keywords. Be guided by the
sample word cloud on knowledge below.

B. ANALYZE

Activity B. 1. The Facets of Science

Science means several things to various individuals and institutions. You can see the
various facets of science in the first column below. On the opposite column, write your insights
and reflections about each of the facets of science.

Facts of Science Insights and Reflection

1. Science as a broad body if knowledge

2. Science as a set of skills

3. Science as an intellectual activity

4. Science as social activity

5. Science as problem solving

6. Science as a career

7. Science as a global human endeavor

8. Science as process

Activity B. 2. The Scientific Method

Scientific method refers to a set of steps of verifying and building scientific knowledge.
Steps include making valid observations, interpreting results and generalizing results. The
scientific method allows researchers to independently and impartially test pre-existing
knowledge and prior findings and subject them to scrutiny and enhancements.
 Recall a problem or challenge that you were able to solve recently. Identify the steps you
did or went through. Write the steps on the corresponding box in the worksheet.

C. ABSTRACT

Activity C. 1. The Scientific Irony

Science is a very exciting subject and process, but why do teachers have difficulty
engaging all the students in learning and doing science? In pair or triad, reflect on this question.
Write the reasons why the students love learning and doing science in the first column and the
reasons for their disinterest in the third column. In the second column title BUT, write the
manifestations of the students’ disinterest in the subject.

Students love Science BUT they have Science class

Activity C. 2. Designing My Future Science Class

Your goal as a future science teacher should be engage your students to love learning
and doing science. What are the features of an ideal science class? Characterize each of the
elements below.

Elements Characteristic/Features
Teacher

Curriculum

Students

Classroom

Other support system

D. APPLY

Activity D. 1. Characterizing an Inspiring Science Teacher

Research shows that the teacher is the most important factor in the effective delivery of
classroom instruction. Engaging classes are facilitated by inspiring science teachers. But what
are the important traits of an inspiring science teacher? Write descriptions and simple
illustrations below.
 ANATOMY OF A PRIMARY
SCHOOL TEACHER

Do you embody these traits? What steps do you undertake to develop them?

Activity D. 2. Characterizing an Engaging Science Class

Interview some of the students about their previous science class. List down below the
topics that the students find most interesting to learn. Ask also, how the teachers taught them
effectively in the classroom.

Favorite/Most Interesting Lessons in

Teaching and Learning Strategies
Science

Lesson Synthesis

What should be the purpose for every science class?

What makes an engaging and inspiring science class? An effective science teacher?

Prepared by:
MARITES C. PADUA
Associate Professor III
UNIT 1 |The Elementary Science Curriculum
Lesson 2 Science Education

Learning Objectives

At the end of the lesson, you are expected to:

 Discuss the purpose and objectives if the science education and
 Reflect on one’s competence in science in light of the strands of scientific proficiency

A. ACTIVATE

Activity A. 1. The Aims of the Study and Teaching of Sciences

The aims of teaching and learning science can be summarized below. Recall classroom
learning experiences you had that aimed at developing these outcomes among the students.
Recall also your feelings and insights when you experienced those activities in class.

Classroom
Aims Activities/Learning Your Feelings and Insights
Experiences
1. Develop inquiring minds
and curiosity about the world
2. Acquire knowledge,
conceptual understanding,
and skills to solve problems
and make informed decisions
3. Communicate scientific
ideas, arguments, and
practical experiences
4. Think analytically, critically
and creatively to solve
problems, judge arguments,
and make decisions
5. Appreciate the benefits and
limitations of science and its
applications
6. Understand the
international nature of science
and the interdependence of
science, technology, and
society
7. Demonstrate attitudes and
develop values of honesty,
responsibility, and respect for
oneself, for others, and for the
environment
B. ANALYZE

Activity B. 1. Historical Development of Science Education in the Philippines

The table below, adapted from Pawilen (2005), lists some of the key events in the
development of science education in the Philippines. Read each item carefully. With a partner or
triad, read print and online sources on other legislations and events that contributed to the
improvement of the quality of science education in the Philippines.

Year Highlights
1960s  Printing and distribution of science textbooks by the United States
Operations Mission-National Economic Council (USCOM-NEC) Project
and UP Science Teaching Center
1970s  Teaching of Integrated Science and Health in schools
 Development of the Elementary Learning Continuum (ELC)
1980s  Introduction of Science, Technology, and Society (STS) approach to
teaching
 Development of science and technology textbooks for secondary schools
 Recognition of the UPISMED
 Start of the Needs-Based Curriculum Project
1990s  Development of “Science Made Easy” video course and television
programs like “Sine Eskuwela” for science in the elementary level.
2000  Develop of an Indigenous Curriculum for science in selected local
communities
 Integration of language and science for Grades I and III
 Increased time for learning science
2011  Development of the Science Framework for Philippine Basic Education by
Department of Science and Technology Science Education Institute and
University of the Philippines National Institute for Science and
Mathematics Education Development
2013  President Benigno Aquino III approved Republic Act (RA) 10533, signing
into law the K-12 program
Contemporary (Write your answers here)
Programs

C. ABSTRACT

Activity C. 1.

It was previously stated that science teaching is concerned about the teaching of
scientific knowledge and development of science process, skills, scientific attitudes, and values
among the learners. Read relevant print and online examples on these domains. Give and write
your examples on the corresponding column.
 Domains of Teaching
Definitions/Examples Your own Examples
Science
Scientific Knowledge Scientific knowledge refers to the
knowledge that is based on scientific
methods.

Examples:
 Cell Theory
 Binomial System of Nomenclature
 DNA Synthesis
Science Process Skills  Observation
 Communication
 Classification
 Measurement
 Interference
 Prediction
Scientific Attitudes and  Critical-mindedness
Values  Respect for Evidence
 Honesty
 Objectivity
 Open-mindedness
 Precision
 Curiosity
 Persistence
 Patience

D. APPLY

Activity D. 1.

Public and private institutions alike are making an effort to encourage today’s youth to
take science related courses and careers. Examine the following programs and innovations
below and see how well they have gone in making science careers enticing to the youth. Write a
short description about each program below.

Program/Innovation Description
Balik Science Program

Project Noah
 Aghambayan

The microsatellite Diwata 1 and 2

and nanosatellite Maya 1

Philippine Journal of Science

Science schools in the Philippines

 Manila Science High School
 Philippines Science High
School System
 Special Science Elementary
School Project
 Quezon City Regional High
School
 Central Visayan Institute
Foundation

How would you encourage teens to take science-related courses and careers?

Lesson Synthesis

1. What defines the quality of science education in the Philippines?

2. What are the opportunities and challenges in teaching science in the Philippines?

Prepared by:
MARITES C. PADUA
Associate Professor III
UNIT 1 |The Elementary Science Curriculum
Lesson 3 Elementary Science Curriculum Physics, Earth, and Space Science

Learning Objectives

At the end of the lesson, you are expected to:

 Explain the intent, content, and structure of the basic education science curriculum
 Discuss the science curriculum framework for basic education
 Explain the importance of science education to national development
 Discuss the historical development of science education in the Philippines; and
 Identify the opportunities and challenge in teaching science in the Philippines

A. ACTIVATE

Activity A. 1.

Read carefully the introduction and conceptual framework of the basic education science
curriculum guide and answer the questions below:

1. What is the overall goal of basic education science?

2. What is the content of the science curriculum?

3. How is the content of the science curriculum organized?

B. ANALYZE

Activity B. 1.

The curriculum guide explicitly discusses important concepts, such as domains of

learning science theoretical foundations, teaching approaches, and curriculum features. Fill out
the table below by selecting the set of items that should be under each column. Copy elements
in the corresponding column.

Domains of Theoretical Approaches to

Curricular Features
Learning Science Foundations Teaching Science

Set A: Learner-centered, inquiry-based, Spiral progression of concepts and skills, Intertwined

science content and science process, Problem-based
Set B: Multi/Interdisciplinary approach, Science-technology-society approach, Contextual
learning
Set C: Constructivism, Social cognition learning model, Learning style theory, Brain-based
learning
Set D: Understanding and applying scientific knowledge, Performing scientific process and
skills, Developing and demonstrating scientific attitudes and values

Activity B. 2.

This time, focus on the curricular features of basic education science. Write the features
below and cull textual pieces of evidence from the Curriculum Guide (CG) to support your
answer.

Curriculum Features Sample/Textual Pieces of Evidence from the CG

1.

2.

3.

4.

C. ABSTRACT

The Department of Science and Technology developed the Science Framework for
Basic Education included in this document are the guiding principles for the formulation of the
science framework. Read the principles carefully. Highlight the key concepts.

Activity C. 1.

The Guiding Principles of Science Curriculum Framework

1. Science is for everyone.

2. Science is both content and process.
3. School science should emphasized depth rather than breadth, coherence rather than
fragmentation and use of evidence in constructing explanation.
4. School science should be relevant and useful.
5. School science should nurture interest in learning.
6. School science should demonstrate a commitment to the development of a culture of science.
7. School science should promote the strong link between science and technology, including
indigenous technology.
8. School science should recognize that science and technology reflect, influence, and shape
our culture.

From these principles, the two frameworks below were formulated/derived. Can you
explain the connection/how they came up with these frameworks?

Activity C. 2.

Below is the science curriculum framework for basic education in the Philippines. A
curriculum framework is a set of standards of learning outcomes that defines the content to be
learned in terms of clear, definable standards of what the students should know and be able to
do.

Below is the conceptual framework of science education in the Philippines. A

conceptual framework is used to understand the place of and inform the direction of a research
project. Can you explain to a peer the meaning of this framework and the relationship among
the various features of the curriculum?
Compare the two frameworks. What patterns, common concepts, themes, target outcomes do
you see?

What do these themes and patterns means to you?

D. APPLY

Activity D. 1.

How does a 21st century science classroom look like? List down below the features of
the science curriculum you wish to see and explore in the classroom. What do you think the
teacher and students are like inside the classroom to manifest such features? Write in the
corresponding column below.

Science Curriculum Features Samples from Actual Practice/Observations

1.

2.

3.

4.

Lesson Synthesis

How does the learning of science foster cultural development?

Prepared by:
MARITES C. PADUA
Associate Professor III
UNIT 1 |The Elementary Science Curriculum
Lesson 4 Constructivist Theory in Teaching Science

Learning Objectives

At the end of the lesson, you are expected to:

 Familiarize yourself with the principles of constructivist teaching
 Describe how one wishes to be taught in science class
 Classify teaching strategies as constructivist or non-constructivist
 Select appropriate teaching strategies to match target topics and competencies; and
 Examine the effectiveness of constructivist teaching approaches

A. ACTIVATE

Activity A. 1.

Recall the best moments you had in your science class. What were you doing? What
was your lesson? Who was your teacher? What made it the best moment?

B. ANALYZE

Activity B. 1.

From the list below, circle the principle of constructivist teaching and learning.

1. Engage the students in the discovery and examination of relevant and meaningful problems.
2. Organize the curriculum into activities and broad primary concepts
3. Explore and value the student’s perspectives
4. Encourage the students to investigate and challenge their assumptions
5. Use assessment to diagnose and guide the student learning
6. The teacher uses multiples forms of assessment and flexible groupings
7. Knowledge is shaped by experience
8. Learning is a personal interpretation of the world
9. Learning is solely by doing

Activity B. 2.

How does a constructivist classroom look like compared to a traditional classroom?

Characterize a constructivist classroom by completing the list of features in the second column.
 Traditional Classroom Constructivist Classroom
Adherence to fixed curriculum

Textbooks and workbooks

The instructor gives and the students receive

Knowledge is inert

Assessment via paper-and-pen test

The instructor assumes authoritative role

The students work individually

C. ABSTRACT

Activity C. 1.

How would you like to be taught in science?

1. Ask your colleagues the same question and tabulate your answers.
2. Find out patterns and themes.
3. Categorize your response as constructivist or non-constructivist teaching and learning
approaches.

4. Come up with your personal definition of constructivist teaching.

D. APPLY

Activity D. 1.

Try out your knowledge and understanding of constructivist teaching strategies by

selecting appropriate strategies that will complete the table of alignment below. Make sure that
the teaching strategies match the target topic and competencies.
 Constructivist Teaching
Topics Competencies
Strategies
Characteristics of solids, Describe different objects based on
liquids, and gases their characteristics (e.g., shape,
weight, volume, ease of flow)
Human sense organs Enumerate healthful habits to protect
the sense organs
Animals Describe animals in their immediate
surroundings
Heat and Electricity Describe source of light, sound, heat
and electricity
Proper disposal of waste Identify the effects of decaying
materials on one’s health and safety

Lesson Synthesis
Are there downfalls in using constructivist teaching approach?

When does constructivist teaching strategy work best?

Prepared by:
MARITES C. PADUA
Associate Professor III
UNIT 2 |Instructional Planning
Lesson 5 Components of Instructional Planning

Learning Objectives

At the end of the lesson, you are expected to:

 Describe to a colleague your typical instructional planning process
 Identify events that must be included in an instructional plan
 Examine the elements of an effective instruction and their relationship; and
 Characterize an effective instructional plan.

A. ACTIVATE

Activity A. 1.

How do you plan for instruction? Describe to your colleague the process you do.

B. ANALYZE

Activity B. 1.

The great schools partnership has developed the elements of effective instructional
framework that identifies five elements of instructional practice. When integrated into learning
experiences, these elements promote student engagement and academic achievement. Provide
description for each element below.
 Learning environment

 Clear, shared outcomes

 Varied content, materials, and methods of instructions

 Practice and feedback

 Complex thinking and transfer

Activity B. 2.

Illustrate in a diagram or graphic organizer the relationship among these elements. How do they
foster student engagement?

C. ABSTRACT

Activity C. 1.
Robert Gagne developed Nine Events of Instruction that has guided trainers and
educators in designing instruction of trainings and classroom-based teaching.

1. Gaining attention (reception)

2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic encoding)
6. Eliciting performance (responding)
7. Providing assistance (reinforcement)
8. Assessing performance (retrieval)
9. Enhancing retention (generalization)

In small groups, discuss answers to the following questions:

1. Which of the nine events do you include in your instructional planning?
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________

2. What do you consider in choosing these priorities?

____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________

3. Which is the most important and why?

____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________

D. APPLY

Activity D. 1.
Gather examples of instructional plans from friends and colleagues. Examine the
presence of any the Nine Events of Instruction by Gagne. Did you find any new element?
Identify and discuss.

Instructional Plan Samples Events of Instruction Remarks

1.
2.
3.
 4.
5.

III. Lesson Synthesis

What new insights did you learn from this lesson?

____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________

What is the importance of instructional planning?

____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________

What is the importance of planning for elementary science?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III

Lesson 6: Instructional Planning Cycle

I. Learning Objectives

At the end of the lesson, you are expected to:

 Explain the importance and purpose of instructional planning cycle;
 Examine the selected instructional planning model; and
 Discuss the relationship among the steps in ADDIE (Analysis, Design, Development,
Implementation, and Evaluation) instructional design process.

II. Learning Activities

How do the teachers know if learning pans are effective and if the students are learning?
It is crucial that teachers take steps to reflect not only on their delivery of instruction but on
quality of learning that is taking place in the classroom. Great teachers reflect on their practice
and keep learning. They keep building on their strengths and working on their weaknesses.
They make reflection and constant growth. A simple way to perform the instructional planning
cycle is to do these steps.

Stage 1: Stating the Intended Instructional Outcomes

Effective teachers begin the instructional cycle by identifying the content standards that
the lesson or unit will address. At this stage, the teacher has a clear idea of what the students
need to know, understand, and be able to do to meet the standards.
Stage 2: Planning
In this stage, the teachers design varied, challenging, and appropriate instructional
activities. It is also important that teachers plan ongoing formal (e.g., standardized tests) and
informal (e.g., teacher-made tests, portfolio) assessments to determine the students’ progress.

Stage 3: Assessment
In this third stage, the teachers implement their planned assessments to determine
whether the students have met the intended learning outcomes.

A. ACTIVATE
Activity A.1.
In a pair of triad, discuss and share answers to these questions:
1. Have you experienced teaching science to elementary learners? How was it like?
2. Do you reflect on your teaching and facilitating? In what ways?
3. When do you say you have done well in facilitating learning?
4. What are your sources of data?

B. ANALYZE
Activity B.1.
Examine the ADDIE instructional design process below. What do you observe with the
steps? How about the relationship among the five steps?

*page 31 diagram

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________

C. ABSTRACT
Activity C.1.
In groups of 4-5 members, complete the table below with expected output when
performing the ADDIE instructional design process.

Steps Sample Tasks Sample Output

Analysis (the process of
defining what is to be learned)
Design (the process of
specifying how it is to be
learned)
Development (the process of
writing and producing the
 Needs assessment:
learners, goals
 Problem identification
 Task analysis
 Write objectives
 Develop test items
 Plan instruction
 Identify resources
 Select delivery system
 Work with producers
 Develop worksheet,
 materials) materials
Implementation (the actual  Teacher training
delivery of instruction)  Tryout
Evaluation (the process of  Record test results
determining the adequacy,  Interpret test results
effectiveness, and efficiency  Survey graduates
of instruction; maybe  Revise activities
formative or summative)
*Adapted from San Jose University, Instructional Technology Program

D. APPLY

Activity D.1
Perform the instructional improvement cycle. Fill out the table below with your insights
and reflection.

Steps Insights/Outcomes
1. Select and instructional strategy

2. Implement the strategy

3. Collect data on strategy implementation

4. Analyze the data and reflect on the results

III. Lesson Synthesis

After going through the complex yet exciting process of instructional planning, what is it like?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III

Lesson 7: Five E Model in Planning Science Lessons

I. Learning Objectives
At the end of the lesson, you are expected to:
 Discuss distinct features of the 5E model;
 Describe each of the elements of the 5E model;
 Examine a sample lesson plan using 5E model;
 Gather examples of 5E model lesson plans;
 Revise an instructional plan using the 5E model;
 Interview teachers on the effectiveness and applicability of 5E model in the classroom;
and
  Make generalizations and recommendations based on interview findings.

II. Learning Activities

In 1962, educators J. Myron Atkin and Robert Karplus propositioned that effective
learning cycles involve three key elements: exploration, concept introduction, and concept
application. Exploration allowed learners to get interested in the subject, ask questions, and
identify points of dissatisfaction with their current understanding. Introduction of new terms or
concepts follows. Finally, the concept application provided the learners with opportunities to
apply their ideas and learning and apply them in new pieces of context. The findings of Atkin
and Karplus informed the creation of the 5E model. This teaching model focuses on providing
students the opportunity to understand a concept over time through a series of steps or phases:
Engage, Explore, Explain, Elaborate, and Evaluate.
The 5E model was developed in 1987 by the Biological Sciences Curriculum Study. The
model promotes collaborative, active learning in which the students work together to solve
problems and examine new concepts by asking questions, analyzing, interpreting, evaluating,
and drawing conclusions. It is based on the constructivist approach to instruction. The model is
most effective when:
 The students are encountering new concepts for the first time because there is an
opportunity for a complete learning cycle.
 It is used in a unit for two or three weeks in which each phases is the basis for one or
more distinct lessons.

The table below outlines the stages of the 5E model, describes each stage, and provides
sample teaching strategies.

Stage What the Teacher Does Sample Teaching

Strategies/Activities
Engage  Determine the students’ prior  Asking opening
knowledge and knowledge gaps questions
 Foster an interest in the upcoming  The students write
concepts down what they
 Prepare the students to learn new already know about
concepts the topic
 Introduce topic for the first time  KWL (K means KNOW
or what the students
already know W- want
to learn or what the
students want to learn
L- ultimately learned or
what the students
learned from the
lesson or activity) chart
 Maps of conceptual
change
 Explore  Allow the students to actively  Laboratory
explore the new concept through experiments
concrete learning experiences  Scientific method drills
 Guide the students in going  Hands-on activities
through the scientific method  Performance tasks
 Let the students make  Field work
observations and share findings to
their peers
Explain  Facilitate a discussion and  Interactive discussion
synthesis of new knowledge  Viewing clips,
 Have the students ask questions documentaries
for clarification  Reading online
 Have the students share their discussions and
insights and feelings about the materials like Khan
activity in the Explore stage Academy, online
 Discuss scientific terms and encyclopedias
concepts  Taking computer-
 Utilize videos, multimedia assisted interactive
software, games, or other tools to games
boost understanding of concepts
and science processes
Elaborate  Give the students space and  Creating digital or print
opportunity to apply what they infographics to
have learned illustrate learning
 Ask the student to create  Creating slide
presentations or conduct presentations
additional investigations to  Jigsaw discussions
reinforce skills  Fishbowl discussions
 Allow the students to establish
knowledge before evaluation
Evaluate  Conduct formal and informal  Self-assessments
assessments to check the  Peer assessments
students’ content and  Paper-and-pen tests
performance mastery  Objective tests
 Observe the students to see  Performance tasks
whether they have a complete  Game-based exams
grasp of core concepts
 Note how the students approach
problems
 Recognize that there are multiple
ways to approach and solve a
problem

A. ACTIVATE
Activity A.1.
Recall the activities you had in your science classes when you were a student. What
thinking skills did those activities target? Did your teachers employed the 5E model in teaching
and facilitating learning.
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

B. ANALYZE
Activity B.1.
Read carefully the following learning plan utilizing the 5E model in teaching force and
motion. Examine the appropriateness of the teaching strategies and applicability inside the
classroom. Answer the questions below.
1. Are the activities aligned with the standards?
2. Are the activities appropriate to the level of learners?
3. Do the activities facilitate the use of higher-order thinking skills?
4. What science process skills are utilized?
5. What scientific attitudes and values are cultivated?

TOPIC: Force and Motion

Grade Level: Grade 3
Learning Competencies
The learners should be able to:
1. Describe the position of a person or an object in relation to a reference point such as chair,
door, another person;
2. Identify things that can make objects move such as people, water, wind, magnets; and
3. Describe the movements of objects such as fast/slow, forward/backward,
stretching/compressing.;

ENGAGE
Let the students observe two objects, one that is moving while the other is stationary.
(Use materials available from the laboratory room). Share their observations in class.

EXPLORE
Show the students videos on force and motion (example: moving car, machines). Ask
them to describe the movement of the objects whether fast/slow, forward/backward,
stretching/compressing.

EXPLAIN
Force is anything that has the potential to change the state of rest or motion of an object.
Forces change the speed or direction of the motion of an object. The greater the force applied
on an object, the greater the change that will be observed in motion. If an object is more
massive, a given force will have lesser effect upon the motion of the object.

ELABORATE
Materials for each group: a ping pong ball, a golf ball, a piece of cm/in ruler, spherical
objects of varying weights (such as tennis ball or basketball)
1. Provide each group a ping pong ball, ruler, and a golf ball.
2. Ask the students to predict and observe what happens when fore is applied to an
object, and compare the relative effects of a force of the same strength on objects of
different weight by snapping the ping pong ball gently with a finger and measure the
distance the ball covered with a ruler. Record the distance in centimeters on the
force chart (see chart below).
 3. Let the students move the ping pong ball as hard as possible with one finger. With a
ruler, measure and record the distance the ball covered on the force chart.
4. Repeat the second and third steps using a golf ball. Use a different type of ball if golf
ball is not available.
5. Have the students compare the data with other groups and draw conclusions about
force applied to objects and its effect on the direction of the object.
6. Give the students enough time to explore the effect of force applied to spherical
objects of varying weights.
7. Convene the students and let them share in class what they have discovered.

Guide questions for the discussion.

a. What did you discover about the ping pong ball as a force in motion?
b. What did you discover about the golf ball as a force in motion?
c. Which ball produced the greater direction/distance and why?
d. Did the balls move farther when a greater or lesser force was applied to the balls?
e. How would the speed of the object and distance change if force had increased or
decreased in strength?
f. What does weight have to do with force?
8. Guide the students in making a list of forces they see every day (examples: kicking a
ball, shooting an arrow, strong winds blowing, floating water)
9. Help the students come up with the conclusion that the greater the force applied to
an object, the greater the change in speed or direction it will produce on the object.

FORCES CHART

Ball Soft Movement Hard Movement Greatest Distance

(Measured in cm) (Measured in cm)
Ping Pong Ball
Golf Ball

EVALUATE
1. Instruct the students to write a paragraph considering the case: What would happen if a golf
team decided to practice with a golf club and a ping pong ball instead of a golf club and a golf
ball?
2. Let the students discuss the relationship between force applied to an object and the speed
or direction of the object.

C. ABSTRACT

Activity C.1.
1. In groups of 4-5 members, interview 4-5 elementary science teachers on their use of 5E
model in class.
2. Ask about their best practices and challenges in implementation.
3. Prepare a table like the one below to write your field notes.
4. Make generalizations and recommendations afterward.

Stage Challenges to Best Practices in the

Implementation Philippine Classrooms
 Engage
Explore
Explain
Elaborate
Evaluate

GeneralizationsGenskoas
and Recommendations

D. APPLY
Activity D.1.

1. Gather sample learning plans from teachers teaching elementary science.

2. Check the 5E model in the instructional plan.
3. If the teachers do not employ the 5E model, revise one learning plan into one that uses the
5E model.
4. You may use the template below.

Teacher:
Date:
Subject/Grade Level:
Materials:
Content Standard:

Performance Standard:

Lesson Objective(s):

Different strategies to meet diverse learner needs:

ENGAGEMENT:
 Describe how you will capture the students’ interests.
 What kind of questions should the students ask themselves after the engagement?
EXPLORATION:
 Describe what hands-on/minds-on activities the students will be doing.
 List “big idea” conceptual questions you will use to encourage and/or focus the
students’ exploration.
EXPLANATION:
 The students’ explanations should precede introduction of terms or explanations by the
teacher. What questions or techniques will you use to help the students connect their
exploration to the concept under examination?
  List higher-order thinking questions you will use to solicit students’ explanations and
help them justify their explanations.
ELABORATION:
 Describe how the students will develop a more sophisticated understanding of the
concept.
 What vocabulary will be introduced and how will it connect to students’ observations?
 How is this knowledge applied in our daily lives?
EVALUATION:
 How will the students demonstrate that they have achieved the lesson objective? This
should be embedded throughout the lesson as well as at the end of the lesson.

III. Lesson Synthesis

What are benefits and affordances of using the 5E model in classroom instruction?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III

Lesson 8: Developing Instructional Plans for Elementary Science

I. Learning Objectives
At the end of the lesson, you are expected to:
 Unpack the standards in the curriculum guide;
 Determine the nature of the competencies;
 Identify topic or content of instruction;
 Select assessment strategies; and
 Plan learning experiences.

II. Learning Activities

A. ACTIVITIES
Activity A. 1.

How do you use the curriculum guide for science?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
B. ANALYZE
The curriculum guide serves as he teacher’s blueprint in planning and designing the
curriculum. It should not be taught as it is. It will be your job to interpret these standards using
unpacking strategies. Unpacking means extracting the component knowledge and skills
required by a standard in order to understand the learning expectations and clearly articulate
those expectations to the students and the parents. Unpacking serves three purposes: (a) to
establish focus of standards and competencies; (b) to link standards, competencies, and
teaching; and (c) to contextualize teaching. The following are the steps you need to undertake
when unpacking the elements of the curriculum guide in order to plan for classroom instruction:

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.

The first unpacking strategy involves analysis of the standards. Standards articulate what a
student should know, understand, and be able to do by the end of the year, and they set
equitable benchmarks across the classroom and schools.

Read the discussion below on the various types of standards stipulated in the curriculum guide.

Content Standard Performance Standard

 Answers the question, “What do the
students want to know, be able to do,
and understand?”
 Defines what the students are
expected to know (knowledge: facts
and information), what they should be
able to do (process or skills) with what
they know
 The meaning or understanding that
they construct or make as they process
the facts and information
 Answers the question, “What do we
want the students to do with their
learning or understanding?” and “How
do we want them to use their learning
or understanding?”
 Defines the expected proficiency level
 Products and/or performances as
evidence that the students can transfer
or use their learning in real-life situation

Types of Standard
Core Learning Area Standard
(This defines the broad outcomes for the K-12 science.)
e.g., The learners demonstrate understanding of basic science concepts and application of
science-inquiry skills. They exhibit scientific attitudes and values to solve problems critically,
innovate beneficial products, protect the environment and conserve resources, enhance the
integrity and wellness of people, make informed decisions, and engage in discussions of
relevant issues that involve science, technology, and environment.

Key Stage Standard

(This defines the specific outcomes for key stages such as K-3, Grade 4-6, Grades 7-10, and
Grades 11-12.)
e.g., At the end of Grade 3, the learners should have acquired healthful habits and have
developed curiosity about self and their environment using basic process skills of observing,
communicating, comparing, classifying, measuring, inferring, and predicting. This curiosity will
help the learners value science as an important tool in helping them continue to explore their
natural and physical environment. This should also include developing science knowledge or
concepts.

Grade Level Standard

(This defines specific outcomes for each grade level.)
e.g., Kindergarten – The learners will demonstrate an emerging understanding of the parts of
the body and their general functions; plants, animals, and varied materials in their environment
and their observable characteristics; general weather conditions and how these influence what
they wear; and other things in their environment. Understanding of their bodies and what is
around them is acquired through exploration, questioning, and careful observation as they infer
patterns, similarities, and differences that will allow them to make sound conclusions.

Activity B.1.
Read carefully the curriculum guide. Copy some examples of standards on the table below.

Content Standard

Performance Standard

Learning Area Standard

Key Stage Standard

Grade Level Standard

C. ABSTRACT: (20 minutes)

The K-12 science curriculum is characterized as learner-centered and inquiry-based. It puts
premium on the use of evidence in constructing explanations. Concepts and skills in life
sciences, physics, chemistry, and earth sciences are presented with increasing levels of
complexity from one grade level to another in spiral progression. This facilitates deeper
understanding of concepts along with the integration across science topics and other
disciplines.

Activity C. 1.
Examine the example of spiral progression of topics below.
What are the recurring topics or themes?
____________________________________________________________________________
____________________________________________________________________________

How do teachers facilitate a deeper understanding of these topics or themes?

____________________________________________________________________________
____________________________________________________________________________
What kinds of activities are designed inside the classroom?
____________________________________________________________________________
____________________________________________________________________________

D. APPLY
Activity D.1.
On your own, choose one competency to unpack. Identify assessment strategies, learning
experiences, and materials aligned with it. Complete the table below with your answers.

Content Standard:
Performance Standard:
Competency Topic/Content Assessment Learning Materials
Experiences

III. Learning Synthesis

What are the benefits of unpacking strategies in the curriculum guide?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

How do you feel about our week-long plan? Is it feasible? Can you implement your plan?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III

UNIT 3 |INSTRUCTIONAL STRATEGIES FOR SCIENCE

Lesson 9: Strategy 1 – The Power of Observation

Application
Answer the following guide questions.

1. What are the benefits of using observation as a strategy in class?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. How does it help the students develop facts, concepts, and scientific knowledge?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Given the learning competencies below, develop a sample lesson plan.

Topic: The Surroundings
Grade Level: Grade 3
Learning Competencies
1. Describe the things found in the surroundings.
2. Relate the importance of surroundings to people and other living things.

ENGAGE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EXPLORE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EXPLAIN
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

ELABORATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EVALUATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III

Lesson 10: Strategy 2 – The Experimentation

Application
Answer the guide questions below.
1. When should the teacher use experimentation as a strategy to deliver a certain topic in class?
____________________________________________________________________________
____________________________________________________________________________

2. What are the limitations of experimentation as a teaching strategy?

____________________________________________________________________________
____________________________________________________________________________

3. Given the learning competencies below, develop a sample lesson plan.

Topic: Energy
Learning Competencies

1. Demonstrate how sound, heat, light, and electricity can be transformed.

2. Manipulate simple machines to describe their characteristics and uses.

ENGAGE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EXPLORE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EXPLAIN
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

ELABORATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EVALUATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III

Lesson 11: Strategy 3 – Inductive Guided Inquiry

Application
Answer the following questions.
1. What are the general considerations when using a guided inquiry as a strategy in class?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. The heart of guided inquiry is questioning. Characterize effective questioning.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Choose a certain topic and develop a sample lesson plan following the 5E model:

Topic
Learning Competencies
1.
2.

ENGAGE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EXPLORE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EXPLAIN
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

ELABORATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EVALUATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III

Lesson 12: Strategy 4 – Cooperative Learning

Application
Answer the following questions completely.
1. What are the advantages of using collaborative learning as a strategy in class?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What are the limitations of collaborative learning strategy in class?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Given the learning competencies below, develop a sample lesson plan incorporating
cooperative learning.

Topic: Other Members of the Solar System: Comets, Meteors, Asteroids

Grade Level: 3

Learning Competencies
The learners should be able to:
1. compare and contrast comet, meteors, and asteroids;
2. predict the appearance of comets based on recorded data of previous appearances; and
3. explain the regular occurrence of meteor showers.

ENGAGE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
EXPLORE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EXPLAIN
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

ELABORATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EVALUATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III
Lesson 13: Strategy 5 – Using Research as a Teaching Strategy
Application
Answer the following questions completely.
1. What are the advantages of using student research as a strategy in class?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What are the limitations of student research as a strategy in class?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Develop a sample lesson plan incorporating student research.

Topic:

Grade Level:

Learning Competencies

ENGAGE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
EXPLORE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EXPLAIN
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

ELABORATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EVALUATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III
Lesson 14: Strategy 6 – Using Case Study as a Teaching Strategy
Application
Answer the following questions completely.
1. What are the advantages of using case study as a strategy in class?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What are the limitations of case study as a strategy in class?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Develop a sample lesson plan incorporating student research.

Topic:

Grade Level:

Learning Competencies

ENGAGE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EXPLORE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EXPLAIN
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

ELABORATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EVALUATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III
Lesson 15: Strategy 7 – Using Role Play as a Teaching Strategy
Application
Answer the following questions completely.
1. What are the advantages of using role-play as a strategy in class?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What are the limitations of role-play as a strategy in class?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Develop a sample lesson plan incorporating role-play.

Topic:

Grade Level:

Learning Competencies

ENGAGE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
EXPLORE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EXPLAIN
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

ELABORATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EVALUATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III
Lesson 16: Strategy 8 – Gamification
Application
Answer the following questions completely.
1. How effective is gamification in motivating class?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What are the limitations of this strategy?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Given the learning competencies below, develop a sample lesson plan incorporating
gamification.

Topic: Water in the environment

Grade Level: Grade 4

Learning Competencies
The learners should be able to:
a. explain the use of warm water from different sources in the context of daily activities
b. infer the importance of water in daily activities; and
c. describe the importance of the water cycle.

ENGAGE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
EXPLORE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EXPLAIN
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

ELABORATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EVALUATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 Prepared by:
MARITES C. PADUA
Associate Professor III

Lesson 17: Strategy 9 – Design Thinking

Application
Answer the following questions completely.
1. How effective is design thinking in bringing out the creativity and innovative skills of the
students in the class?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What are the limitations of this strategy?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Think of a particular topic with the appropriate learning competencies and develop a sample
lesson plan incorporating design thinking.

Topic:

Grade Level:

Learning Competencies
The learners should be able to:
1.
2.

ENGAGE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
EXPLORE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EXPLAIN
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

ELABORATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
EVALUATE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III

Lesson 18: Suggested Activities that Explore Earth Science

Application
Answer the guide questions.
1. Cite some challenges that the teachers usually encounter in using simulations and models in
class.
____________________________________________________________________________
____________________________________________________________________________

2. What other tools can the teachers use in order to make the class discussion on earth science
topics more engaging for the students?
____________________________________________________________________________
____________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III
UNIT IV| ASSESSMENT STRATEGIES FOR SCIENCE

Lesson 19: Assessing Learning in Science

A. ACTIVATE
Activity A.1.
What are the top three types of assessment your science teachers utilize in the classroom?
Circle all those that apply.
1. Observation
2. Interview
3. Group/Peer Assessment
4. End of unit paper-an-pen tests
5. End of quarter paper-an-pen tests
6. Quiz bee
7. Self-assessment
8. Performance task/Student demonstration
9. Science journal entries
10. Rubrics/Checklists
11. Visual displays
12. Laboratory report
13. Research report
14. Pencil-and-paper tests/drills
15. Oral recitation
16. Computer-assisted games or instruction
Pair up and discuss your answers to these questions below:
 Why did your teachers use those assessment forms?
 Which of these assessment strategies did you find effective? Explain your answer.
 Which are traditional forms of assessment?
 Which are authentic forms of assessment?

B. ANALYZE
Activity B.1.
Read carefully the statements below on preparing different assessment strategies in science.
Assessment Type: Objective type questions
 There should only be one best answer
 Avoid double negatives, idiomatic language, and absolutes such as “never” or “always”
 Test only a single idea in each item
 Make sure wrong answers (distracters) are plausible
 Incorporate common student errors as distracters
Assessment Type: Using concept maps
 Create a focus question on prompt that specifies the issue or topic
 Tell the students to begin by generating a list of relevant concepts
 Encourage the students to create maps that employ a hierarchical structure that
distinguishes general to specific concepts.
 Draw multiple connections or cross-links
 Include specific examples of events and objects
Assessment Type: Using group works
 Assess both process and product
 Ask the students to assess their group dynamics and the contribution of their team
members
 Highlight the development of positive values and attitudes
 Hold the students accountable

Choose three other assessment strategies. Examine their advantages. Determine

implementations guidelines like the ones above.

Assessment Strategies Advantages Implementation Guidelines

C. ABSTRACT
Activity C.1.

In small groups of 3-4 members, choose three strategies below to examine in terms of
advantages and implementation guidelines.

Assessment Strategies Advantages Implementation Guidelines

 Observation
Interview
Group/Peer Assessment
End of unit paper-an-pen
tests
End of quarter paper-an-pen
tests
Quiz bee
Self-assessment
Performance task/Student
demonstration
Science journal entries
Rubrics/Checklists
Visual displays

Laboratory report

Research report

Pencil-and-paper tests/drills

Oral recitation

Computer-assisted games or
instruction

D. APPLY
Activity D.1.
Identify effective and engaging assessment forms for the following target competencies in earth
science and physics.

Competencies Assessment Strategies

Identify things that can make objects move

such as people, water, wind and magnets
(S3FE-IIIc-d-2)
Describe the changes in the weather over a
period of time. (S3ES-IV-f-3)
Communicate how the natural objects in the
sky affect daily activities. (S3ES-IV-h-7)
Explain the effects of force applied to an
 object. (S4FE-IIIh-5)
Investigate properties and characteristics of
light and sound. (S4FE-IIIh-5)
Describe ways to protect oneself from
exposure to excessive light, heat, and sound.
(S4FE-IIIi-j-6)

III. Lesson Synthesis

How can assessments be made more effective and engaging?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III

Lesson 20: Traditional Assessment in Science

A. ACTIVATE

Activity A.1.

Traditional forms of assessment in science include multiple choice, matching, gap-filling, and
true-false tests. Discuss with a partner the advantages and disadvantages of each type of test.
Complete the table below with your answers.

Type of Assessment Advantages Disadvantages

Multiple Choice
Gap filling
True-False
Matching

B. ANALYZE

Activity B.1.
Below are alternative forms of assessment that you can use in the classroom. You just need to
make sure it is aligned with the target competencies, appropriate, and feasible.
 Game playing – games are challenging and more engaging than formal tests. Skills and
knowledge are concretely revealed when the students engage in meaningful games.
Online platforms and applications can be used in designing games.
 Story writing – reading and writing stories is an engaging way to present information and
to assess the students’ knowledge.
  Letter writing – this provides opportunity for the students to demonstrate their ability to
communicate science ideas and advance their advocacies. Persuasive writing is central
to the relationship between science, mathematics, and science and technology.
 Advertisements – statistics and experiment results are used in advertisements and
campaigns. Since the students are immersed nowadays in the digital world, they will find
this activity interesting and relevant as they can practice their computer and data
literacies.
 Reflections – when the students reflect in an open-ended way about what they know,
their perspective is broadened. Written reflections can be recorded as journal entries
and persuasive writing and may be published in school publication.
 Model making – models are simplified representations of the world that enable the
students to imagine about it in new ways, make predictions, and test ideas.
 Experiments – Conducting experiments allow the students to demonstrate their
understanding of concepts and their ability performing science process skills, values,
and attitudes.
 Investigations – scientific investigations provide the students the opportunity to pose and
answer questions and utilize a variety of tools and strategies to come to the best
possible answer. These pieces of output encompass the entire scientific method.
 Conventions, Conferences, and Debates – at scientific conventions, the students share
ideas and research outputs with the larger community. They learn about each other’s
work, evaluate, and debate.

C. ABSTRACT AND APPLY

Activity C.1.

The alternative assessment forms indicated above are indeed engaging when implemented
properly. Look up online and print sources about these strategies. Write on the table below the
useful guidelines for the teachers to consider when utilizing alternative forms of assessment.

Assessment Forms Guidelines

III. Lesson Synthesis

How can teachers strike a balance in the use of traditional and alternative forms of assessment?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III

Lesson 21: Using Performance Task

A. ACTIVATE

Activity A.1.

Recall a performance task you demonstrated when you were still in high school or in one
of your subjects in your undergraduate studies. What kind of task was assigned to you or your
group? How did you complete your task?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

B. ABSTRACT

Activity B.1.

Answer the following guide questions.

1. What are the possibilities and applications when using the performance assessment with very
young children and primary school students?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

2. To what extent can young students engage with the self-assessment aspects o the
performance assessment?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

C. APPLY

Activity C.1.

Answer the exercises below.

1. Two challenges in implementing performance assessments are time constraints and
workload management for the teachers and the students. Think of a subject in which you can
introduce a performance assessment such as a portfolio or project. What steps can you take to
make it more manageable?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

2. Think of a certain performance task that can help the students utilize their knowledge and
skills in physics and earth science. You can also include other disciplines where the students
are most exposed to. Provide a rubric for assessing their performance.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

III. Lesson Synthesis

How can performance tasks be more effective and manageable for both the teacher and the
students?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III

Lesson 22: Designing Learning Portfolios

A. ACTIVATE

Activity A.1.

What can you remember whenever you hear the word portfolio? Have you experienced
preparing portfolio before? If so, what were the items you included in your portfolio? Why did
you include such items?
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

B. ABSTRACT

Activity B.1.

Answer the following guide questions.

1. What are the advantages of allowing the students to assess their own portfolio?
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

2. Can the students go to their portfolio at any time or will the teacher set aside a special time
when all the students can modify their portfolios?
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
3. If the portfolio is intended to show growth, how will the order of the entries be kept in
sequence?
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

4. How does a student’s portfolio help the parents in guiding the student?
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

C. APPLY

Activity C.1.

1. Design a portfolio you want your students to prepare in one of your classes. Give the
purpose, contents, guidelines for preparation, and criteria or rubric for assessing the students’
portfolio.
2. Ask the students to prepare an e-portfolio where they can apply their knowledge and skills
from different subjects (e.g., physics, mathematics, history, information technology,
communication). Make a rubric that will help you score their portfolio.

III. Lesson Synthesis

What is the most important consideration when designing a portfolio assessment?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

Prepared by:
MARITES C. PADUA
Associate Professor III