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?

Classroom observations are a part of a modern-day teacher's life. But what is it for, and why is it so
persistent a practice?
There are three main reasons schools observe their teachers - and why they'll likely continue to do so.
Classroom observations, when done right:
1.Improve a teacher's ability to teach and, as a result, improves student outcomes as well.

2.Allow schools to investigate and/or identify potential bias in how different groups of students are taught
and treated. Of particular interest are the differentiating factors of gender, socio-economic standing, religion
and race.

Provide researchers with current information on both educational practices and instructional problems.

2. How does it help the students develop facts, concepts, and scientific knowledge?
Start with observing and move towards predicting a result, interpreting what happened, or forming a
conclusion. These skills can be reinforced on a regular basis, making scientists out of any learner.

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
Describe one’s environment as being made up of life forms, land, water and air.
Make observations of the school’s and community’s surroundings.
Enjoy in doing group activities.

EXPLORE

Ask the pupils what things are found in the bahay kubo. You can also show a picture ofa bahay kubo and
ask the pupils what are the things they see in the picture.

EXPLAIN

Take a Tour Around

Analysis
(must be guided by the observations noted from Activity 1)
a. Why should you keep your surroundings clean and orderly?
b. How can you keep your community a safe place to live in?
c. Where do you live? Can you name things around your house?

ELABORATE
What is environment?
What are the things that you find in your surroundings?


EVALUATE
Look for commonalities and differences in the four places.Assessment Make a list of things you see at
home and in school.
 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?
By changing one variable (the IV) while measuring another (the DV) while we control all others, as far as
possible, then the experimental method allows us to draw conclusions with far more certainty than any non-
experimental method.Experiments can be used to introduce new ideas or to clarify puzzling aspects of
topics with which students typically struggle. If the result of an experiment is surprising yet convincing,
students are in position to build ownership of the new idea and use it to scaffold learning.

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

Limitation: They may be more expensive and time consuming than lab experiments.

Limitation: There is no control over extraneous variables that might bias the results. This makes it difficult
for another researcher to replicate the study in exactly the same way.

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
.
Differentiate the difference between natural and artificial sources of energy.

EXPLORE
Enumerate the kinds of energy bu means of a song and try them ask after the song about the kinds of
energy.

EXPLAIN
Discuss the kinds of energy.
ELABORATE
What is the kinds of enerby?
How the energy done?
What is the importance of energy in our daily living.

EVALUATE
Cut a sample of each kinds of energy and paste it on the space provided.

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?
Use the guided inquiry approach when students are new to a topic or task. It is a good way to get students
engaged in the process of learning. The teacher does not have to spend time explaining how to start or
finish a task. This is especially helpful when working with groups of students who may be at different levels
of knowledge or ability in the same class.
.
2. The heart of guided inquiry is questioning. Characterize effective questioning.
Effective questioning involves using questions in the classroom to open conversations, inspire deeper
intellectual thought, and promote student-to-student interaction. Effective questions focus on eliciting the
process, i.e. the ‘how’ and ‘why,’ in a student’s response, as opposed to answers which just detail ‘what.’
Using them in the classroom creates opportunities for students to analyse their own thinking, that of their
peers, and their work.

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

Topic: the senses

Learning Competencies
1. learn to use right our different senses
2. to know the function of our different senses.

ENGAGE
identify all five senses and use each sense to try to identify objects.
Ask the students why we have senses and tell them what is the importance of all our five senses.

EXPLORE
. How did they know you were making that movement(sound)? We use our sense every day to identify
sights, sounds, smells, tastes, and textures around us. Ask students (and allow for answers) the following
questions:
Ask students to identify how each sense is experienced. Sight = eyes, Smell = nose, Taste = tongue
(mouth), Hearing = ears, Touch = hands (feet)

EXPLAIN
Explain that they will only be using one sense at a time to try to identify each object.

ELABORATE
They will then describe the object for the whole class to see if they can guess what was chosen. Have
students keep their object secret if possible, until a guess has been made.
Explain to students that they have just used all five senses to learn more about their world. Tell them you
are going to try one final activity. Split students into groups of four. Tell them to choose an object in the
room and use their sense to explore it.(not taste).

EVALUATE
Enumerate the five senses and cut a picture of those senses and sample activities and paste it on the
space provided.

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?
Peer learning.
Improves critical thinking.
Enhances problem solving.
Improves communication skills.
Improves cultural awareness.

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

People need to go at different speeds. 

Someone may try to take over the group. 

Quiet people may not feel comfortable. 

Sometimes people just don't get along. 

People may not pull their weight. 

It is not fair! 

A concept may not be understood as well if a person doesn't have to figure it out. 

The time spent talking about irrelevant topics is unbelievable. .

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
Now class, Are you been curious what having outside the Earth? Or what we called us the Universe?

EXPLORE

The students will answer the following guide questions in 5 minute after giving the work sheet per group:
Can you identify this celestial object?

EXPLAIN
Teachers’ Activity After 5 minutes,Now class, examine the answers of other group and find the similar
answers that listed about each term. For group no. ___ and ___we have…ELABORATE
The teacher will use power point presentation in the discussion of the lesson

watch them a video presentation about the topic.

EVALUATE
Teacher will give 10 questions for their evaluation. About the topic.

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?
 Fostering critical thinking and analytical skills through hands-on learning.
 Defining academic, career and personal interests.
 Expanding knowledge and understanding of a chosen field outside of the classroom.

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

Limitations are influences that the researcher cannot control. They are the shortcomings, conditions or
influences that cannot be contrōlled by the researcher that place restrictions on your methodology and
conclusions. Any limitations that might influence the results should be mentioned

3. Develop a sample lesson plan incorporating student research.

Topic: Air and Water in the Environment

Grade Level: 2

Learning Competencies

ENGAGE
Begin in circle. Inform students we are starting an exploration about water, Where does it go? . Review the
water cycle (evaporation, condensation, precipitation song-sung to Darling ClementineEvaporation,
condensation, evaporation on my mind. It is called the water cycle and its happening all the time.
Evaporation, condensation, evaporation on my mind.
EXPLORE
rainy Scavenger Hunt. Allow at least 15 minutes for students to find as many items as possible. It is not
necessary to find all the items, but as many as possible.

EXPLAIN
Discuss the scavenger hunt and what the students may have found. Have groups present their location
and data collection.
ELABORATE
Elaborate all the things that needs water , discussed it one by one and let the students cooperate while
discussing and elaborating the topic.

EVALUATE
Teacher writes down each groups location and informs students we will begin our observations next
science lesson.

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?
 It turns client observations into useable data. ...
 It turns opinion into fact. ...
 It is relevant to all parties involved

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

 Lacking scientific rigour and providing little basis for generalization of results to the wider population.
 Researchers' own subjective feeling may influence the case study (researcher bias).
 Difficult to replicate.
 Time-consuming and expensive.

3. Develop a sample lesson plan incorporating student research.

Topic: environment

Grade Level: 6

Learning Competencies
Construct an argument with evidence that in a particular habitat some organisms can survive well,

Make a claim about the merit of a solution to a problem caused when the environment changes
ENGAGE
Bring in a photo of an animal or plant from the ecosystem where you live or a nearby ecosystem with which
the students are familiar. Ask students, what does this animal or plant need to survive? Explain to students
that in this lesson they will be thinking about how living things interact with other living and non-living things
to survive in an ecosystem.

EXPLORE
Have students get up and find other students in the room that have the same color card as they do. Have
students sit with their group and discuss how the different things on the cards interact.
When all groups have discussed on their own, allow each group to share the connections they found
between the living and non-living components on their cards with the rest of the class.

EXPLAIN
WATCH THE GENERATION GENIUS ECOSYSTEMS VIDEO AS A GROUP. Then facilitate a
conversation using the Discussion Questions.

Return to the discussion. Let all the groups discuss their topic . What kind of ecosystem do their group’s
cards represent? What other components are there in that system? How do they interact? Give each group
their Ecosystem Change Question

ELABORATE
Use the DIY Activity to create a class terrarium just like from the video.

EVALUATE
Provide students with another group of living and non-living things from an ecosystem . Individually in their
science notebooks each student should list 2-3 ways these components interact in the ecosystem.

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?
 Motivate and engage students.
 Enhance current teaching strategies.
 Provide real-world scenarios to help students learn.
 Learn skills used in real-world situations (negotiation, debate, teamwork, cooperation, persuasion)
 Provide opportunities for critical observation of peers.

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

In larger classes, role playing cannot be done effectively because not all of the students have the option to
participate. Many role playing scenarios use only two or three individuals in a situation, so the rest of the
students just have to watch. This will cause them to become disinterested and stop paying attention.

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

Topic: Meaning Of Matter:

Grade Level: 5

Learning Competencies
 Understand the structure, classifications and physical properties of matter. 
 

ENGAGE
Introduce the lesson by engaging students in a Think Pair Share activity where they will classify the
contents of two bags

EXPLORE
 
Students use building blocks to build models of pure substances such as elements and compounds as well
as mixtures and record their results here. The teacher notes include details on guiding the investigation.
Following this activity, students will refine the classifications of the materials used in the Engage activity.
 

EXPLAIN
Elements, Compounds & Mixtures Digital Interactive Lesson (45 minutes)
Allow one or more class periods for students to complete the PBS Learning Media Interactive Lesson
Meaning of Matter.
Continue to solidify student understanding of elements, atoms, compounds, molecules and mixtures
with five station activities. 

ELABORATE
Infograph (30 minutes)
The final section of the Meaning of Matter interactive lesson  gives students the opportunity to create an
infograph that defines and compares pure substances and mixtures. This activity gives student the
opportunity to share and expand their understanding.

EVALUATE
Formative assessments are found throughout the PBS Learning Media Lesson Meaning of Matter, as
referenced in the Explain section.  For a summative assessment students should be able to answer the
following short answer questions.

Prepared by:
MARITES C. PADUA
Associate Professor III
Application
Answer the following questions completely.
1. How effective is gamification in motivating class?
Research suggests that gamification can also make assignments less intimidating for students prone to
stress. ... Without the added stress, these students are better prepared to participate and succeed in
school. In a nutshell, the benefits of game-based learning include: Strengthens motivation to learn.

2. What are the limitations of this strategy?

 Lack of planning and strategy. Gamification is only effective when it encourages specific behaviors to
achieve specific goals. ...
 Bad processes. ...
 Poor design. ...
 Unrealistic expectations.

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
Ask the learners about water, how they use the water and what is the importance of water in their daily
needs.

EXPLORE
Group the learners and give them activity about the water.

EXPLAIN
Explain to them why do we need water, and why it is important not only to human but also in all living
things.
ELABORATE
Elaborate the discussion about the importance of water and experimentation about water cycle. Give them
a questions all about the topic for them to know more while answering your questions to them.

EVALUATE
And give them a task on how they can appreciate the water and how they can save water.

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?
Design Thinking inside a company enables the discovery of new market opportunities and to guide clients'
problems and desires by creating innovative and effective offers. ... Design Thinking helps in developing
decision making processes, as well as the quality of the made decisions.

2. What are the limitations of this strategy?

 Fear. The single biggest reason why most organisations and individuals do not achieve their full
potential is fear of failure. ...
 Lack of leadership. ...
 Short term thinking. ...
 Lack of resource/capacity. ...
 Lack of collaboration. ...
 No time. ...
 Lack of focus. .

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

Topic: living and non living things

Grade Level: 1

Learning Competencies
The learners should be able to:
1. Teach your students about living and nonliving things with this interactive lesson
2.Students will be able to ask and answer questions about living and nonliving things to clarify their thinking
and classifications.

ENGAGE
Ask the class if they are living or nonliving.
Ask students if their pets at home are living or nonliving.

EXPLORE
Ask students to think of a question, or something they want to know, about living and nonliving things.
Remind students that questions start with who, what, when where, why or how

Play students the Living and Nonliving Things video. Ch

Allow students to turn and talk to a partner to answer the following comprehension questions about key
details from the video:

EXPLAIN
Discuss to the learners what is living and non living things, how they help us in our daily living and how do
we need them .

ELABORATE
Ellaborate to them the different living and non living things and enmerate to them those kinds of living and
non living things.

EVALUATE
Observe whether students are able to correctly classify living and nonliving things in the sorting activity.
Have each student go around the room and find a nonliving object. mRemind students to ask a question,

Prepared by:
MARITES C. PADUA
Associate Professor III