San Juan, Lutchie-4s-St Portfolio

Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM

Morong, Rizal
COLLEGE OF EDUCATION
Portfolio in
Teaching Internship
Prepared by:
LUTCHIE FAITH A. SAN JUAN

Pre-Service Teacher
JOJIMAR S.J. JULIAN

FS 2 Instructor
ROMMEL R. CASTRO, Ph. D.

Dean, College of Education
INTRODUCTION
In this portfolio, I am presenting an overview of my student teaching experience
which shows my own understanding of teaching as well as a compilation that will help me
define my teaching philosophies and styles. This portfolio serves as a record of my
various understandings such as dealing with different problems I encountered during the
field practice. It also shows my strengths as a teacher and acknowledging my
weaknesses for self-improvement.
As a future educator of Science, I will teach my students the basic competencies
required and develop their abilities. Not only Science-related but also real life situations.
I worked hard to nurture my students as they move to another year, they will be well-
equipped with the basic skills needed to think critically. In my teaching philosophy and
style, I described the way I teach my classes and the reasons behind the plan and styles.
I also included significant evidences of my teaching such as lesson exemplars and
instructional materials. Some of these evidences can be found at the professional
development activities I have attended, as well as how it affected my teaching. I also
made reflections from the classes I have taught including class activities, assessments,
and feedback from faculty and students. Through this, I can express my relationship with
my students, coordinating teachers, supervisor, and other personnel in the school.
In this compilation, I have included my reflections from my readings and research.
Through these, my own perspective and goals towards becoming a globally-competitive
teacher will be defined. It also contains my resumé and career plans. Furthermore, the
different entries in this portfolio are evidences of how far I can give to fulfill my duties
especially during my field practice.

ACKNOWLEDGEMENT
The student teacher would like to acknowledge with deepest gratitude and heartfelt
thanks to the following persons who extended their valuable assistance which greatly led
to the accomplishment of this student teaching journey
Dr. ROMMEL R. CASTRO, Dean of College of Education, for his inspirational
words before and after the internship;
PROF. JOJIMAR SJ JULIAN, Student Teaching Supervisor, for the help,
guidance, support and advises;
MR. ROTHENBERG B. DE ROSAS, her supportive and understanding
cooperating teacher for his assistance from the start up to the end of her stays at Morong
National High School;
DR. LYNDEL R. DAVID, cooperative school principal, for her support and
understanding to the student teachers;
All the FACULTY STAFF who support and gave some inspiring words that develop
her self-confidence and share knowledge regarding the suggestions and positive
comments;
To the STUDENTS, of Morong National High School, Grade 9 – Atom, Grade 9 –
Base, Grade 9 – Calcium, and Grade 9 – Density for showing their understanding and
willingness to learn and cooperation during the practicum that made the final
demonstration teaching a success;
To her FAMILY, who provided financial, love, support and understanding her
during internship;
Above all, the ALMIGHTY GOD for good will, determination bestowed to us to
finish student teaching and strength in this long journey of challenging life.
-THE STUDENT TEACHER-

CERTIFICATE OF COMPLETION
BIOGRAPHY
My name is Lutchie Faith A. San Juan and I am
currently a college student pursuing a Bachelor of Secondary
Education Major in Science. I have been able to develop skills
that have and will continue to help me work my way in the
path of teaching.
I am the youngest among the 2 siblings, son of Manny B. San Juan and Riza A.
San Juan. Currently residing at Inguito Street Pantok San Guillermo Morong Rizal, I grew
up by the strict guidance of my parents that lead me to build myself into who I am today.
I grew up having close interest to technology related skills and knowledge hence making
myself a technologically inclined individual. Also having a family that is musically inclined
I was also was trained to be a singer and a musician when I was a kid.
As I reach the age where the reality of life enters my zone of awareness, deciding for my
own path finally became a part of my life. Aside from my dreams of being a civil engineer,
I decided to choose the path of the teachers. I have been told by my former teachers that
I have skills in demonstrating and explaining that I can further improve, hence leading me
to decide to choose the BSE-Major in Science course. I am now nearing the end of my
school journey, and currently preparing myself to the real challenges of life as a teacher
in science.
My Educational Philosophy
"Education is not preparation for life; education is life
itself."
-John Dewey
Reflection
Education is a lifelong learning process. Learning happens all the time, not only in
a pre-designated place called the school. It happens in the home, between home and
school too. The homes and school’s mission therefore is to provide a learning
environment and opportunities to the children as the learners. Our role as a teacher is to
provide the children and perhaps also the community with stability, optimism, confidence
and progress. Our role is to ensure that the education we provide empowers our children.
School may look different this year with online learning and hopefully, at some
point returning to regular classes, yet what will never change is our commitment to serving
our students, families and community with care, compassion and dedication. Students
will be challenged and engaged through authentic learning opportunities that inspire them
to develop creativity, confidence and resilience to become independent and ethical life-
long learners.
Cooperating School
and
Resource Teacher
MORONG NATIONAL HIGH SCHOOL
The institution of the Morong National High School comes about when the Rizal
Technological Polytechnic Institute was changed to Rizal Polytechnic College. This is
upon the ratification of Republic Act No. 7933. From 1996 to the present, many
infrastructures of the school were established. There are several school services such as
laboratories for different subjects, Guidance/Prefect of Discipline office, School Clinic,
Museum, SPED Multi-Media center, School Canteen, and Library. Efficient offices were
also constructed like the Principal’s office, Registrar, EMIS, and some modified places
noticeable to the students’ desire. The school also tender an Alternative Learning System
(ALS) for out-of-school youth.
The Morong National High School's dream is to be the middle of efficient teachers
and staff who will develop academically, agriculturally, and technologically skilled
individuals nurtured with the spirit of nationalism, and its mission is to develop student’s
excellence in academic, agricultural, and technological education through the
comprehensive curriculum to produce God-loving professionals and competent
individuals who are loyal to his country and can act as a positive agent of change.
To attain the vision and mission of the school, excellence of teaching is
strengthened during seminars, training, and workshops. In 2010, thorough in-service
training was initiated to improve the teacher’s skills, particularly those in front of the 2010
Basic Education Curriculum, best known as Understanding by Design (UBD). In the same
year, the regional STEP Skill Competition was hosted by the school. During the previous
month of the same year, the school was used for the ninth time during the conduct of
Regional Training of the next batch of the 2010 Secondary Education Curriculum.
In 2016, it was the first year of implementation of the K-12 Curriculum. Morong
National High School offered Senior High School with two tracks such as Academic
Tracks and Technical Vocational and Livelihood Tracks. Academic Track composed of
Accountancy, Business and Management (ABM), Humanities and Social Sciences
(HUMSS), and Science and Technology Engineering Mathematics (STEM) strands, and
Technical Vocational and Livelihood Track composed of Shielded Metal Arc Welding
(SMAW), Food and Beverage Services (FBS), Electrical Installation and Maintenance
(EIM) and Caregiving strands.
Due to the Coronavirus disease 2019 (COVID-19), schools shift from face-to-face
learning to online learning. Modular learning and online distance learning modalities were
used to teach and learn online. At present, in the year 2022, the said school is headed by
Dr. Lyndel R. David, Principal III.

COOPERATING TEACHER
Mr. Rothenberg B. De Rosas is a nursing graduate from the year 2012. He take
Bachelor of Secondary Education a supplemental course in 2013. He passed the
Licensure Examination for Teachers last 2014. Finished the Master of Arts in Education
last 2014. Now he is taking his teaching in Morong National High School. He is now the
adviser of Grade 9 – Atom the prime section in grade 9 and currently teaching among the
two (2) sections in his subject Science.

Reflections on Class
Observation
My Reflection
Based on my observations of the two sections, Grade 9 – Atom and Grade 9 –
Base, the students are behaving as well as they possibly can, reciting even though the
approach is online. They cooperate even in the simplest of activities or in simple question
and answer sessions with my Cooperating Teacher. Upon observing them, I discovered
that they are a very active and energetic group. As far as I recall from my observations,
they ask questions if the topic is not clear to them, indicating that they are eager to learn
and gain more information and knowledge from my cooperating teacher. With that, I'm
looking forward to meeting them, teaching them with my own techniques, and getting to
know them better, even if it's through an online medium.

Learning Logs/
Lesson Plan
Lesson Exemplar in SCIENCE Using the IDEA Instructional Process
School MORONG NHS Grade Level Grade 9

LESSON Teacher Lutchie Faith A. San Juan Learning Area Science
EXEMPLAR
Teaching Date March 8-9, 2022 Quarter Fourth Quarter
Teaching Time 9:00 PM- 10:00 AM No. of Days 2 Days
I. OBJECTIVES • Identify the definitions of weather and climate

• Enumerate and explain the factors affect climate
and weather
• Explain some climatic phenomena that occur on
global level
A. Content Standard Demonstrate an understanding of factors that affect
climate, and the effects of changing climate and how
to adapt accordingly
B. Performance Standard Participate in activities that reduce risks and lessen
effects of climate change
C. Most Essential Learning Competencies (MELC) Explain how different factors affect the climate of an
(if available write the indicated MELC) area S9ES -IIIe - 30
D. Enabling Competencies
(if available write the attached enabling competencies)
II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Guide Pages
c. Textbook Pages Science Links, pp. 269- 284
d. Additional Materials from Learning Resources
B. List of Learning Resources for Development and Powerpoint Presentation, internet access, google meet
Engagement Activities access, pictures, and quizizz
IV. PROCEDURES
A. Introduction • Reminders during online learning/classes
• Prayer
• Attendance
• Review
What is climate? How does it differ from the term

weather? Are weather patterns the same in all parts of
the world? When did climate change become a global
problem? These are few questions that tickle our minds
especially during months when are experiencing
extreme atmospheric temperature, humidity, and
rainfall.
In this lesson you will learn about the different factors
affecting the climate and the certain climatic
phenomena that occur in on a global level.
B. Development Learning Task #1: Four Pics One Word
Analyze the picture below, identify what word can you
create on the pictures.
What word can you create based on the picture given

Weather
It is the condition of the atmosphere at a specific time
and place. It is the mix of events that happens each day
in our atmosphere.
Factors affecting the weather are temperature, wind, air

pressure, humidity, and precipitation.
What word can you create based on the picture given
Climate
It is a general pattern of weather in a certain area over
a long period of time.
Factors affecting the climate

• Latitude- It is the distance in degrees to the north
and south from the equator. It is an imaginary
line that is parallel to the equator. As the latitude
increases the temperature decreases
• Altitude- It is height above sea level, as the air
temperature decreases the altitude increases
• Bodies of water- Places that are far from the
bodies of water have extreme climates
• Topography- It is the relief of an area. If an area
is close to a body of water it tends to make
milder climates. Mountainous areas tend to
have more extreme weather because it acts as
a barrier to air movements and moisture.
• Ocean currents- Ocean currents that bring
along cold water to inland make the climate
cold. On the other hand, ocean currents that
take along warm water to the costal areas
make the climate warm.
Climate Change
It is a natural phenomenon and has been occurring
since the Earth came into being. It is a change in the
average weather of a given area or region. Expert say
that the earth’s go through the periods of cooling and
warming.
Global warming is an increase temperature of earth’s
atmosphere. This has impacted the environment in
different circumstances such as experiencing severe
weather disturbances.
Greenhouse Effect
The greenhouse effect is a natural process that warms
the earth’s surface. When the Sun’s energy reaches the
earth’s atmosphere, some of it is reflected to space and
the rest is absorbed and re-radiated by greenhouse
gases. These gases include water vapor, carbon dioxide,
methane, nitrous oxide, ozone and chlorofluorocarbons
(CFCs).
Impact of Climate Change

• The life cycles of plants and animals have
changed. Some plant bloom as earlier that
expected. More animal species are becoming
extinct due to the effects of climate change on
the ecosystems and habitats they live in
• The sea level continues to rise due to melting of
ice caps and glaciers in polar regions.
• Heavy rainfalls and strong typhoons are
experienced
• Droughts occur in land area which dry out trees
and vegetation.
C. Engagement Learning Task #2:

Now that you have learned the different factors
affecting the climate, let us try to experiences that we
have in our country. Try to explain the cause of the
scenario base from the different factors affecting
climate
Learning Task #3: JUMBLED LETTERS
Answer the jumbled letters to create a word that is
connected to the topic. The definitions were given to
serve as your guide.
1. It is the condition of the atmosphere at a

specific place and time
EETAHRW
2. It is a general pattern of weather in a certain

area over a long period of time
MILCEAT
3. It is a change in the average weather of a

given area or region.
TAECLIMGEHANC
4. It is an increase in the temperature of the

earth’s atmosphere
OLGBLAGMWNIRA
5. The natural process that warms the Earth’s

surface
REEGNUOESHFEETCF
D. Assimilation Learning Task #4: Read and understand the questions.
Choose the letter of the correct answer.
Multiple Choice: Choose the letter of the correct
answer
1. Long- term patterns of trends of meteorological
conditions in a given area refer to it’s _____
A. Weather
B. Variability
C. Forecast
D. Climate
2. The meteorological conditions in a given place on

a given day refer to it’s _____
A. Climate
B. Weather
C. Habitat
D. Ecosystem
3. It is the degrees of hotness of coldness of a place

A. Wind
B. Temperature
C. Humidity
D. Precipitation
4. As the ______ increases, temperature decreases.

A. Latitude
B. Air pressure
C. Temperature
D. Bodies of water
5. The actual temperature on any given day is the

_____, while the range of expected values, based
on location and time of year is the_____
A. Climate; Weather
B. Weather; Prediction
C. Climate; Temperature
D. Weather; Climate
6. It is the change in the average weather of a given

area or region
A. Global warming
B. Forecast
C. Climate change
D. Ecosystem
7. Which of the following might happen due to global

warming?
A. Melting polar ice caps
B. Lower sea levels
C. Strong waves in the ocean
D. Decrease in Earth’s surface temperature
8. Which of the following is the impact of climate

change?
A. Droughts and wildfires
B. Change in animal adaptations
C. Heavier rainfalls and intense typhoons
D. All of the above
9. It is the natural process that warms the Earth’s

surface
A. Climate Change
B. Greenhouse Effect
C. Global Warming
D. Greenhouse Gases
10. How are humans making greenhouse gases of our

own?
A. Burning fossil fuels in our cars
B. Burning forests
C. With large- scale agriculture
D. All of the above
V. REFLECTION In a one whole sheet of paper write a short paragraph

about "What I have learned in today’s discussion and
why it is essential for me as students to learn this topic
about climate.
Be Reflective!
Prepared by:

Grade 9 – Science Student Teacher
Checked By:
ROTHENBERG B. DE ROSAS
Science Teacher

EXEMPLAR
Teaching Date March 15-16, 2022 Quarter Fourth Quarter
Teaching Time 9:00 PM- 10:00 AM No. of Days 2 Days
I. OBJECTIVES • Infer the characteristics of the stars based on the

characteristics of the Sun
• Infer that the arrangement of stars in a group does
not change
• Observe that the position of a constellation
changes in a course of a night
• Show which constellations may be observed at
different times of the year using models
E. Content Standard The learners demonstrate demonstrate an
understanding of the relationship of between visible
constellations in the sky and Earth’s position along its
orbit
B. Performance Standard The learners should be able to discuss whether or not
popular beliefs and practices with regard to
constellations and astrology have scientific basis
C. Most Essential Learning Competencies (MELC)
(if available write the indicated MELC)
II. CONTENT
A. References
c. Textbook Pages Science Links, pp. 292- 321
IV. PROCEDURES
B. Introduction • Reminders during online learning/classes
• Prayer
• Attendance
• Review
As we look at the night sky, we see thousands of

dazzling stars that resembles different patterns called
constellation. We can use our imagination to see what
pattern they look like; some resemble different animals,
shapes and other objects. They even tell a story of how
these star patterns are connected to each other but,
they are light years away from each other. These stars
have distinct properties such as size, brightness and
color.
In this lesson you will learn and understand the
relationship between the visible constellation in the sky
and the Earth’s position along its orbit.
Learning Task #1: TELL ME WHAT CAN YOU SEE
Directions: Observe the pictures presented and answer
the corresponding questions.
1.
A. What can you see on the presented picture?

B. What pattern can you form from the stars on
the picture?
C. How would you define a constellation?
2.
a. Are you familiar with this picture?

b. Do you know what is your zodiac constellation?
F. Development Star
It is a massive ball of plasma held together by its own
gravity and emits light through the universe
Example:
Sun- It is also known as a yellow dwarf star.
Characteristics of a Star
1. Brightness- The brightness of a star depends upon its
size and temperature. A large star shines brighter
than a small star, a hot star shines brighter than a
cool star. Brightness of the star also related to the
distance from the earth to the star
2. Color and Temperature- Star color ranges from red
to blue. The color of the star indicates it surface
temperature.
3. Size- Astronomers measure the size of a given star

in terms of our own sun's radius.
4. Mass- Stars have a life cycle that depends on the

initial mass of the star. Low mass star or small stars
survives for billions of years. If this star dies it will be a
small white dwarf. High mass stars or large stars
survives for a few million years. This large star dies in
a super nova explosion, then it will be black hole.
Constellation
It is the group of stars that appear to form a pattern in
the sky. There are 88 constellations recognized by the
International Astronomy Union (IAU). Many
constellations have names that can be traced back to
early Babylonian and Greek civilizations.
The constellations that can be seen in the Philippines are
the Orion and Taurus
Zodiac Constellations
Zodiacs are the 12 constellations. For example, the
constellation behind the sun from August 10 to
September 16 is Leo. During this period, the constellation
is not visible in the night sky because it is behind the sun.
This gives us idea that constellation may be present or
not in the night sky depending on the position of the
earth with respect to the sun. Some constellations
appear and disappear in the night sky throughout the
year due to the revolution of the earth.
Movements of the Stars Due to the Earth’s Movements

The sun is a star and it does not move. Stars do not move
but when we observe carefully during nighttime, stars
seem to move. As the sun moves across the sky
throughout the day, so does the stars all through the
night. This is because the earth continuously rotates on its
axis. The stars will appear to move from EAST to WEST.
G. Engagement Learning Task #2:

Directions: Look at the pictures, month and date given
and tell zodiac constellation is it.
1. Sept 16- Oct 30
2. March 11- April 18

3. May 13- June 21
Learning Task #3: TRUE OR FALSE

Directions: Read the following statements carefully.
Write T is the statement is correct and write F if the
statement is wrong.
T 1. The constellations move westward in the sky just like
the movement of the Sun.
T 2. The constellations that can be seen in the Philippines
are the Orion and Taurus
F 3. A cool star shines brighter than a hot star.
F 4. Zodiacs are the 15 constellations.
T 5. Teacher Lutchie’s birthday is on September 18 which
is under the Virgo zodiac sign this means that she
would’nt be able to see Virgo in the night sky.
H. Assimilation Learning Task #4: Read and understand the questions.

Multiple Choice: Choose the letter of the correct
answer
11. What do we call a group of stars that look like
patterns in the sky?
E. Galaxy
F. Revolution
G. Constellation
H. Superstars
12. How do stars like the Sun appear to move in the

night sky?
E. From East to West
F. From South to North
G. From West to East
H. From North to South
13. Which color of star is hottest?

E. Blue
F. Red
G. Yellow
H. White
14. Which color of star is coolest?

A. Blue
B. Red
C. Yellow
D. White
15. Cancer, Virgo and Leo are examples of what?

A. Birth stones
B. Name of Galaxies
C. Zodiac Signs
D. Random Words
16. How many constellations are recognized by the

International Astronomy Union (IAU)
A. 86
B. 87
C. 88
D. 89
17. It is a massive ball of plasma held together by its

own gravity and emits light through the universe
A. Asteroid
B. Moon
C. Earth
D. Sun
18. Many constellations have names that can be

traced back to early Babylonian and ____
civilizations.
A. Greek
B. Roman
C. Egyptian
D. Mesopotamian
19. For what reason do stars seem to move in the night

sky?
A. The stars is rotating around the earth
B. The universe is expanding
C. The Earth is rotating on its axis
D. The sun is rotating on its axis

about constellation
Be Reflective!
Prepared by:

Checked By:
Science Teacher

EXEMPLAR
Teaching Date March 23, 2022 Quarter Fourth Quarter
Teaching Time 9:00 AM- 10:00 AM No. of Days 1 Day
I. OBJECTIVES • Define the projectile

• Differentiate the two cases of projectile motion by
comparing its horizontal and vertical dimensions
• Appreciate the importance projectile motion in sport
activities
I. Content Standard The learners demonstrate an understanding of projectile
motion, impulse and momentum, and conservation of linear
momentum.
B. Performance Standard The learners should be able to propose ways to enhance
sports related to projectile motion.
C. Most Essential Learning Competencies (MELC) The learner should be able to describe the horizontal and
(if available write the indicated MELC) vertical motions of a projectile. S9FE-IVa-34
II. CONTENT LESSON 1: HORIZONTAL AND VERTICAL MOTIONS OF A

PROJECTILE
A. References
c. Textbook Pages Science Links 9 pp 335- 338
B. List of Learning Resources for Development and Pictures and short video clips in Powerpoint Presentation,
Engagement Activities internet access, google meet access, and quizizz
IV. PROCEDURES
C. Introduction • Reminders during online learning/classes
• Prayer
• Attendance
• Review

1. It is the scalar quantity that refers to "how much
ground an object has covered" during its motion.
E N C I D S A T - DISTANCE
2. It is a vector quantity that refers to "how far out of
place an object is"; it is the object's overall change
in position. S I D E E N A T M C P L - DISPLACEMENT
3. It is the time rate at which an object is moving along
a path. E P E S D - SPEED
4. It is the rate and direction of an object's movement.
O T Y E I C L V - VELOCITY
5. It is a vector quantity that is defined as the rate at
which an object changes its velocity. N E E A R C T L
A C I O - ACCELERATION
Learning Task #2: Video CLIP
Angry birds
Playing baseball
Serving in Volleyball
1. What have you noticed on the video clip the you’ve

watched?
2. Is there any similarity? What are those?
J. Development Projectile is any object or body thrown, hit, kicked or shot,

with an initial velocity and whose motion is influenced by the
pull of gravity. Its motion is known as projectile motion. This
projectile motion is a combination of horizontal and vertical
motions.
Curved path is one characteristics of projectile motion. This
path travelled by projectile is known as trajectory, which is
form of parabola or parabolic in mathematics term.
Learning Task #3: GUESS THE WORD

Based on the given picture analyze to create a phrase from
it.
1. Projectile Launched Horizontally

2. Projectile Launched at an Angle
There are two cases of projectile motion that have both

horizontal and vertical dimension, but of different ways of
description.
1. Projectile Launched Horizontally- it is the initial motion at

a certain height and slightly moves forward (horizontally),
before it falls on the ground. It forms half parabola as
trajectory
Example:
Horizontal Dimension Vertical Dimension
• DISTANCE (dx) = Range • DISTANCE (dy)
This is the horizontal This is the vertical distance
distance from the base or the height of the place or
(bottom) of the place/ thing where the object falls.
thing where the object falls
to the point of place where
it exactly fell.
• HORIZONTAL SPEED OR • VERTICAL SPEED OR
VELOCITY (Vx) VELOCITY (Vx)
Is constant throughout the Is increasing while the
object’s motion object is falling
• ACCELERATION (ax) • ACCELERATION (ax)
Is equal to zero because Is also increasing in vertical
there is no gravity acting on motion as the speed or
horizontal motion velocity is increasing while
falling, due to gravity.
2. Projectile Launched at an Angle- the initial motion is at

the ground and forms an angle once being hit. In this
case, it is not that all objects should be at the ground,
there are also instances that objects are hit from a
certain height, as long as they form angle from where
they are hit. It forms a full parabola as trajectory.
Example:

The total horizontal The vertical distance, which
distance or displacement is the point from the
from where the object is hit maximum height to the
to the point where it falls. center of the range.
Is also constant the same Going up = Decreasing
with projectile launched Going down = increasing
horizontally.
Is equal to zero because Going up = Decreasing
there’s no gravity in Going down = increasing
horizontal motion.
K. Engagement Learning Task 4: Analyze the pictures below, identify if the
given sport shows Projectile Launched Horizontally or
Projectile Launched at an Angle
1. Riding in a motorcycle- Projectile Launched at an Angle
2. Kicking a football from the ground- Projectile Launched

at an Angle
3. Diving on a beach- Projectile Launched Horizontally
4. Hitting a golf ball from the ground- Projectile Launched

at an Angle
5. Jumping on a cliff when doing a hiking- Projectile

Launched Horizontally
Learning Task 5: Write T if the statement is True and F if it is
False.
T 1. In Projectile Launched at an angle in horizontal dimension

the horizontal distance or displacement is the distance from
where the object is hit to the point where it falls.
T 2. In Projectile Launched Horizontally in horizontal dimension
the horizontal speed or velocity is constant throughout the
object’s motion while in vertical dimension it is increasing
while the object is falling
F 3. In Projectile Launched at an angle in Vertical Dimension
the Vertical speed or velocity is increasing when the object is
going up and decreasing when going down
T 4. In Projectile Launched at an Angle the acceleration is
equal to zero because there’s no gravity in horizontal motion
F 5. In Projectile Launched Horizontally in vertical dimension
the vertical speed or velocity is decreasing while the object
is falling
Learning Task 7: Read and answer the following questions
1. How can you relate projectile motion in some sports

activities?
2. Give some examples of sports involving projectile motion.
L. Assimilation Learning Task 8: Read and understand the questions. Choose

the letter of the correct answer
1. It is any object or body thrown, hit, kicked or shot,

with an initial velocity and whose motion is
influenced by the pull of gravity.
A. Parabola
B. Trajectory
C. Motion
D. Projectile
2. It is the initial motion at a certain height and slightly

moves forward (horizontally), before it falls on the
ground
A. Projectile Launched Horizontally
B. Projectile
C. Projectile Motion
D. Projectile Launched at an Angle
3. This path travelled by projectile is known as ____
A. Motion
B. Trajectory
C. Projectile Motion
D. Parabola
4. It is a combination of horizontal and vertical motion

A. Parabola
B. Projectile Launched Horizontally
C. Projectile Launched at an Angle
D. Projectile Motion
5. It is the symbol of Horizontal Distance (range)

A. Dy
B. Ax
C. Vy
D. Dx
6. What parabola is formed as a trajectory on Projectile

Launched at an angle
A. Horizontal
B. Full
C. Half
D. Vertical
7. It is the initial motion at the ground and forms angle

once being hit.
A. Projectile Launched at an Angle
B. Projectile Motion
C. Trajectory
D. Projectile Launched Horizontally
8. What is the symbol of Vertical Distance (height)?

A. Ax
B. Vx
C. Vy
D. Dy

Launched Horizontally?
A. Vertical
B. Half
C. Horizontal
D. Full
10. It is the symbol of Vertical Speed of Velocity

A. Vy
B. Ax
C. Dy
D. Vx
HV. REFLECTION In a one whole sheet of paper, write a short paragraph about
"What I have learned in today’s discussion and why it is
essential for me as students to learn this topic about projectile
motion
Be reflective!
Prepared by:

Checked By:
Science Teacher

EXEMPLAR
Teaching Date April 6, 2022 Quarter Fourth Quarter
Teaching Time 1:00 PM No. of Days
I. OBJECTIVES • Define energy transformation

• Identify the transformation of energy from one
form to another
• Construct a flowchart that shows energy
transformation taking place on a moving object
• Relate the importance of energy transformation
to daily life
M. Content Standard The learners demonstrate an understanding of
conservation of mechanical energy
B. Performance Standard --
C. Most Essential Learning Competencies (MELC) The learner should be able to explain energy
(if available write the indicated MELC) transformation in various activities/ events (e.g.,
waterfalls, archery, amusement rides) S9FE-IVc-39
II. CONTENT LESSON 1: ENERGY TRANSFORMATION

A. References
b. Learner’s Guide Pages Learners Packet (LeaP) for Quarter 4 Week W3
d. Additional Materials from Learning Resources Youtube link:
https://youtu.be/ftj23FRS2LI
IV. PROCEDURES
D. Introduction • Reminders during online learning/classes
• Prayer
• Attendance
• Review
1. Drawn bow – POTENTIAL ENEGRY
2. A kid walking on a street- KINETIC ENERGY

3. A rollercoaster ride- KINETIC ENERGY
4. A stretched rubber band- POTENTIAL ENERGY
5. A woman cycling- KINETIC ENERGY
1.
T I A O L A N V T A R I G- GRAVITATIONAL
2.
M A N H I C C E A L – MECHANICAL
3.
T L L I R A C E C E – ELECTRICAL
4.
H E M R L A T – THERMAL
5.
G R E E N Y S N R A T R O F T M A O I N – ENERGY
TRANSFORMATION
N. Development Learning Task #2:

Analyze the situation below, identify what energy
transformation did you observe on a given situation.
1. The girl plugs in her cellphone before she goes to bed.

What energy transformation that is happening as the
phone charges. – Electrical Energy to Chemical
Energy
2. Using gas stove in cooking food – Chemical Energy to
Heat (Thermal) Energy
3. Using Electrical Generators to generate electricity-
Mechanical Energy to Electrical Energy
Energy is the ability to do work, it can neither be created

or destroyed.
Forms of Energy in Potential Energy
• Gravitational Energy- The energy stored in an
object’s position. The amount of gravitational
energy stored in an object depends on its height
• Chemical Energy- The energy stored in the bonds of
atoms and molecules
• Nuclear Energy- The energy that holds the nucleus
together and is stored in the nucleus of an atom
• Mechanical Energy- An object possesses tension
Forms of Energy in Kinetic Energy

• Motion Energy- The energy stored in the movement
of objects.
• Heat (Thermal) Energy- The energy due to vibration
and movement of the atoms and molecules within
substance
• Radiant Energy- The electromagnetic energy that
travels in transverse waves.
• Sound Energy- The movement of energy through
substance in longitudinal waves.
• Electrical Energy- The tiny charged particles called
electrons, typically moving through a wire.
Energy Transformation- process that involves energy

change from one form to another. This process happens
all the time whether in the world or in the human body
Example
1. Toaster- Electrical Energy to Thermal Energy
2. Blender- Electrical Energy to Mechanical Energy
3. Our bodies convert chemical energy from food
to into mechanical energy to allow us to move.
O. Engagement Learning Task #3: Little Shop of Toys

The leaners will be divided into five groups. Each group
will be given at least ten (10) minutes to analyze and
perform the activity by following the procedures.
Objective:
transformation taking place on a moving
object.
Materials:
- Mechanical toy car
- Flashlight
Procedures:
1. Operate each toy to move and observe closely
what causes it to start and to stop moving
2. For each toy, identify all forms of energy involved in
the process
3. Make a flow chart showing the transformation of
energy that takes place in each toy
4. For each object, answer the following guide
questions:
• What does the toy or object do?
• What are the different forms of energy you
observed in operating the toy or object?
• Based from the flowchart, what energy made
each object operate and what made each
object stop?
Student work will be graded based on the rubric

Rubrics Points
Timeliness 5
Cooperation 5
Orderliness 5
Correctness of answer 5
Total 20
P. Assimilation Learning Task #4: DECODE ME!
Decode the following letters to reveal the words. The
numbers are equivalent of the letters of the alphabet
E [14] E [18] [7] Y (1) is the ability to do work, Energy can

neither be C [18] [5] [1] [20] [5] [4] (2) or destroyed it can
only change its F [15] [18] M (3) which is called E [14] [5]
R G [25] T [18] [1] N [19] F [15] [13] A [20] I O N (4) Energy
can be transformed to motion, radiant energy, chemical
energy, sound energy or even thermal energy, A
constant successful energy T [18] [1] N [19] F [15] [13] A
[20] I O N (5) conserves the energy in our planet.
Learning Task #5:

Video clip about “How do energy Convert”
1. From the video, what are the energy
transformations that take place?
2. What is the importance of energy
transformation?
V. Assessment Learning Task #6: Read and understand the questions.

1. What is energy transformation?

A. It is a form of energy
B. It is a type of energy
C. It is the change of one form of energy to another
D. It is the transfer of one form of energy to another
2. Alexis loves to eat bread for hir breakfast. Which

sequence of energy transformation best describes
what happens when he used a toaster to heat the
bread?
A. Electrical energy to Mechanical energy
B. Electrical energy to Heat energy
C. Electrical energy to Radiant energy
D. Electrical energy to Chemical energy
3. Carl has a car. The engine of his car works on the

principle of converting _____ energy to _____
A. Chemical energy, Mechanical energy
B. Mechanical Energy, Chemical energy
C. Radiant energy, Heat energy
D. Heat energy, Radiant energy
4. By energy transformation, how can we benefit from
the radiant energy coming from the sun?
A. Radiant energy from the sun will be converted
to electrical energy for the plants that we eat.
Then we use this as electrical energy to do work.
B. Radiant energy from the sun will be converted to
electrical energy for the plants that we eat. Then
we use this as chemical energy to do work.
C. Radiant energy from the sun will be converted
Then we use this as heat energy to do work.
D. Radiant energy from the sun will be converted
Then we use this as sound energy to do work.
5. Nicola plugs in the electric fan because of the hot

weather. What is the energy transformation taking
place in electric fan?
A. Electric energy to mechanical energy
B. Electrical energy to heat energy
C. Electrical energy to mechanical energy
D. Electrical energy to chemical energy

about energy transformation.
Be Reflective!
Prepared by:

Checked By:
Science Teacher
Daily Individual Work
Accomplishment
Report
ACTUAL DAYS OF ONLINE TIME ACTUAL ACCOMPLISMENT/ REPORT
ATTENDANCE TO SUMMARY
WORK
March 2, 2022 8:00 AM – 5:00 -Attended the orientation program for
PM student teachers
March 3, 2022 8:00 AM – 5:00 -Planning of lesson exemplar
PM
March 4, 2022 8:00 AM – 5:00 -Introduced and Familiarized school
PM forms, WHILP, LeaP, and Lesson Exemplar
-Planning of Lesson Exemplar
March 5, 2022 8:00 AM – 5:00 -Planning of Lesson Exemplar
PM -Preparation of the materials that will be
use for the week 5 and 6 lesson
March 7, 2022 8:00 AM – 5:00 -Attended the School- Based Learning
PM Action Cell
Wrote some teaching points
March 8, 2022 8:00 AM – 5:00 - Attended the ODL discussion
PM -Facilitated the ODL Discussion
PM -Facilitated the ODL discussion
- Monitored the outputs of the ODL
students
March 10, 2022 8:00 AM – 5:00 -Monitored the outputs of the ODL
PM students
- Preparation of W7 and W8 Lesson
Exemplar
March 11, 2022 8:00 AM – 5:00 - Checked the outputs of MDL students
PM - Recorded the outputs
- Fixed the rooms for the Civil Service
Exam
March 12, 2022 8:00 AM – 5:00 - Planning of Lesson Exemplar
PM - Preparation of presentation for ODL
student
March 14, 2022 8:00 AM – 5:00 -Monitoring the MDL students
PM - Attended the School- Based Learning
Action Cell
- Prepared the Lesson Exemplar
- Prepared the presentation for the ODL
discussion
PM - Facilitated the ODL Discussion
- Write some feedbacks of the
cooperating teacher
PM - Facilitated the ODL Discussion
- Write some feedbacks of the
cooperating teacher
March 17, 2022 8:00 AM – 5:00 -Prepared the Lesson Exemplar for Local
PM Demonstration
March 18, 2022 8:00 AM – 5:00 - Prepared the Lesson Exemplar for Local
PM Demonstration
- Prepared the presentation for the
Local Demonstration
March 19, 2022 8:00 AM – 5:00 - Prepared the Lesson Exemplar for Local
PM Demonstration
- Prepared the presentation for the
Local Demonstration
March 21, 2022 8:00 AM – 5:00 - Prepared the presentation for the
PM Local Demonstration
- Prepared the activities for the Local
Demo
- Record the written works of the
students
PM - Facilitated the ODL discussion dry run
for Local Demo
- Wrote some feedbacks of cooperating
teacher
PM - Facilitated the ODL discussion for Local
Demo
teacher and the observers
March 24, 2022 8:00 AM – 5:00 - Prepared Lesson Exemplar for Final
PM Demo
- Monitored the activities of the student
March 25, 2022 8:00 AM – 5:00 - Reported to school
PM - Recorded the outputs of the students
- Distributed and retrieved module
March 26, 2022 8:00 AM – 5:00 - Prepared the Lesson Exemplar for Final
PM Demo
- Recorded some activities of the
students
PM Demo
students
PM Demo
- Checking the outputs of the students
students
PM Demo
- Checking the outputs of the students
March 31, 2022 8:00 AM – 5:00 -Prepared the Lesson Exemplar for Final
PM Demo
April 1, 2022 8:00 AM – 5:00 - Finalized the Lesson Exemplar for Final
PM Demo
- Sent the Lesson Exemplar to
Cooperating Teacher for checking
April 2, 2022 8:00 AM – 5:00 -Prepared the presentation for the Final
PM Demo
April 4, 2022 8:00 AM – 5:00 - Prepare the Power point presentation,
PM videos and other materials that will use
for Final Demo
- Finalized the Lesson Exemplar that is
approved of the Master Teacher of
Science
April 5, 2022 8:00 AM – 5:00 - Prepare the Power point presentation,
PM videos and other materials that will use
for Final Demo
- Finalized the Lesson Exemplar that is
approved of the Master Teacher of
Science
April 6, 2022 8:00 AM – 5:00 - Facilitated the ODL discussion for Final
PM Demo
teacher and the observers
April 7, 2022 8:00 AM – 5:00 Physically reported on the school
PM
- Checked the outputs of the Grade 9
student
- Recorded the outputs of the Grade 9
students
April 8, 2022 8:00 AM – 5:00 -Attended the Career Guidance
PM Orientation 2022 for grade 9
April 9, 2022 8:00 AM – 5:00 - Attended the Online Student Teaching
PM Kamustahan via zoom meeting
Prepared:

Student Teacher of Science 9
Documentation on Individual Workweek Accomplishment Report (IWAR)
Teaching Materials
Used
SCIENCE 9 WEEK 5-6 QUARTER 3
SCIENCE 9 WEEK 7-8 QUARTER 3

SCIENCE 9 WEEK 1 QUARTER 4
SCIENCE 9 WEEK 3 QUARTER 4

Activities/
Assessment Tools
LOCAL
DEMONSTRATION
TEACHING
LOCAL DEMONSTRATION

EXEMPLAR
Teaching Date March 23, 2022 Quarter Fourth Quarter
Teaching Time 9:00 AM- 10:00 AM No. of Days 1 Day
I. OBJECTIVES • Define the projectile

• Differentiate the two cases of projectile motion by
comparing its horizontal and vertical dimensions
• Appreciate the importance projectile motion in sport
activities
Q. Content Standard The learners demonstrate an understanding of projectile
motion, impulse and momentum, and conservation of linear
momentum.
B. Performance Standard The learners should be able to propose ways to enhance
sports related to projectile motion.
C. Most Essential Learning Competencies (MELC) The learner should be able to describe the horizontal and
(if available write the indicated MELC) vertical motions of a projectile. S9FE-IVa-34
II. CONTENT LESSON 1: HORIZONTAL AND VERTICAL MOTIONS OF A

PROJECTILE
A. References
B. List of Learning Resources for Development and Pictures and short video clips in Powerpoint Presentation,
Engagement Activities internet access, google meet access, and quizizz
IV. PROCEDURES
E. Introduction • Reminders during online learning/classes
• Prayer
• Attendance
• Review

6. It is the scalar quantity that refers to "how much
ground an object has covered" during its motion.
E N C I D S A T - DISTANCE
7. It is a vector quantity that refers to "how far out of
place an object is"; it is the object's overall change
in position. S I D E E N A T M C P L - DISPLACEMENT
8. It is the time rate at which an object is moving along
a path. E P E S D - SPEED
9. It is the rate and direction of an object's movement.
O T Y E I C L V - VELOCITY
10. It is a vector quantity that is defined as the rate at
which an object changes its velocity. N E E A R C T L
A C I O - ACCELERATION
Learning Task #2: Video CLIP
Angry birds
Playing baseball
Serving in Volleyball
3. What have you noticed on the video clip the you’ve

watched?
4. Is there any similarity? What are those?
R. Development Projectile is any object or body thrown, hit, kicked or shot,

with an initial velocity and whose motion is influenced by the
pull of gravity. Its motion is known as projectile motion. This
projectile motion is a combination of horizontal and vertical
motions.
Curved path is one characteristics of projectile motion. This
path travelled by projectile is known as trajectory, which is
form of parabola or parabolic in mathematics term.
Learning Task #3: GUESS THE WORD

Based on the given picture analyze to create a phrase from
it.
3. Projectile Launched Horizontally

4. Projectile Launched at an Angle
There are two cases of projectile motion that have both

horizontal and vertical dimension, but of different ways of
description.
3. Projectile Launched Horizontally- it is the initial motion at

a certain height and slightly moves forward (horizontally),
before it falls on the ground. It forms half parabola as
trajectory
Example:
This is the horizontal This is the vertical distance
distance from the base or the height of the place or
(bottom) of the place/ thing where the object falls.
thing where the object falls
to the point of place where
it exactly fell.
Is constant throughout the Is increasing while the
object’s motion object is falling
Is equal to zero because Is also increasing in vertical
there is no gravity acting on motion as the speed or
horizontal motion velocity is increasing while
falling, due to gravity.
4. Projectile Launched at an Angle- the initial motion is at

the ground and forms an angle once being hit. In this
case, it is not that all objects should be at the ground,
there are also instances that objects are hit from a
certain height, as long as they form angle from where
they are hit. It forms a full parabola as trajectory.
Example:

The total horizontal The vertical distance, which
distance or displacement is the point from the
from where the object is hit maximum height to the
to the point where it falls. center of the range.
Is also constant the same Going up = Decreasing
with projectile launched Going down = increasing
horizontally.
Is equal to zero because Going up = Decreasing
there’s no gravity in Going down = increasing
horizontal motion.
S. Engagement Learning Task 4: Analyze the pictures below, identify if the
given sport shows Projectile Launched Horizontally or
Projectile Launched at an Angle
6. Riding in a motorcycle- Projectile Launched at an Angle
7. Kicking a football from the ground- Projectile Launched

at an Angle
8. Diving on a beach- Projectile Launched Horizontally
9. Hitting a golf ball from the ground- Projectile Launched

at an Angle
10. Jumping on a cliff when doing a hiking- Projectile

Launched Horizontally
Learning Task 5: Write T if the statement is True and F if it is
False.
T 1. In Projectile Launched at an angle in horizontal dimension

the horizontal distance or displacement is the distance from
where the object is hit to the point where it falls.
T 2. In Projectile Launched Horizontally in horizontal dimension
the horizontal speed or velocity is constant throughout the
object’s motion while in vertical dimension it is increasing
while the object is falling
F 3. In Projectile Launched at an angle in Vertical Dimension
the Vertical speed or velocity is increasing when the object is
going up and decreasing when going down
T 4. In Projectile Launched at an Angle the acceleration is
equal to zero because there’s no gravity in horizontal motion
F 5. In Projectile Launched Horizontally in vertical dimension
the vertical speed or velocity is decreasing while the object
is falling
Learning Task 7: Read and answer the following questions
3. How can you relate projectile motion in some sports

activities?
4. Give some examples of sports involving projectile motion.
T. Assimilation Learning Task 8: Read and understand the questions. Choose

the letter of the correct answer
11. It is any object or body thrown, hit, kicked or shot,

with an initial velocity and whose motion is
influenced by the pull of gravity.
E. Parabola
F. Trajectory
G. Motion
H. Projectile
12. It is the initial motion at a certain height and slightly

moves forward (horizontally), before it falls on the
ground
E. Projectile Launched Horizontally
F. Projectile
G. Projectile Motion
H. Projectile Launched at an Angle
13. This path travelled by projectile is known as ____
E. Motion
F. Trajectory
G. Projectile Motion
H. Parabola
14. It is a combination of horizontal and vertical motion

E. Parabola
F. Projectile Launched Horizontally
G. Projectile Launched at an Angle
H. Projectile Motion
15. It is the symbol of Horizontal Distance (range)

E. Dy
F. Ax
G. Vy
H. Dx

Launched at an angle
E. Horizontal
F. Full
G. Half
H. Vertical
17. It is the initial motion at the ground and forms angle

once being hit.
E. Projectile Launched at an Angle
F. Projectile Motion
G. Trajectory
H. Projectile Launched Horizontally
18. What is the symbol of Vertical Distance (height)?

E. Ax
F. Vx
G. Vy
H. Dy

Launched Horizontally?
E. Vertical
F. Half
G. Horizontal
H. Full
20. It is the symbol of Vertical Speed of Velocity

E. Vy
F. Ax
G. Dy
H. Vx
HV. REFLECTION In a one whole sheet of paper, write a short paragraph about
"What I have learned in today’s discussion and why it is
essential for me as students to learn this topic about projectile
motion
Be reflective!
Prepared by:

Checked By:
Science Teacher
INSTRUCTIONAL MATERIALS
SAMPLE CLASS ACTIVITIES
Evaluation Tool for Local/Final Demonstration Teaching
Practice Teacher: __Lutchie Faith San Juan Cooperating Teacher: __Rothenberg B. De Rosas
Subject: ____Science 9 Curriculum Year: ____2021-2022
Time Started: __9:00 am Time Finished: __10:00 am
School: ___Morong National High School Date: ___March 23, 2022
Criteria Score
5 4 3 2 1
A. Mastery of the Subject
1. Knows the topic very well. /
2. Presents the lesson logically. /
3. Relates the lesson to local/national issues. /
4. Provides explanation beyond the content of the book. /
5. Teaches independent of notes. /
B. Instructional Skills
6. Suits materials for instruction to the objectives of the lesson and /
able to transform subject matter into form that students understand.
7. Uses motivational techniques/strategies that elicit students’ /
interest.
8. Encourage maximum student participation. /
9. Asks appropriate/essential questions to direct learning. /
10. Integrates digital technology tools in teaching such as online graphic /

organizers, online flashcards, online comic strips among others.
11. Uses online alternative assessment tools. /
12. Integrates values in the lesson. /
C. Communication Skills
13. Talks with well- modulated voice /
14. Observes correct grammar and syntax /
15. Uses language appropriate to the level of the class /
16. Phrases questions clearly and accurately /

17. Encourages students to speak and write correctly. /
1. Virtual Class Management

18. Maintains discipline /
19. Manages time profitably /
20. Maximizes use of resources /
21. Maximizes good rapport with students /
22. Shows respect for individual limitations /
Total : ___101 Rating: ___1.3

Rating System:
110 = 1.0
107-109 = 1.1
104-106 = 1.2
101-103 = 1.3
98-100 = 1.4
95-97 = 1.5
92-94 = 1.6
89-91 = 1.7
86-88 = 1.8
83-85 = 1.9
80-82 = 2.0
Comments/Suggestions:
____It is recommended to integrate the local/national issues in the lesson to maximize the
contextualization of the lesson. Valuing is also encouraged to include on the lesson to inculcate
the sense of affection among the learners. Other Teaching strategies was also advised to
motivate the interest of the learners. The student teacher has the mastery of the subject
matter and with modulated voice. She has a lot of chance to improve her teaching techniques.
Congratulations!
Evaluator: __Joyce SJ. Ilocso Date: _____March 23, 2022

Signature Over Printed Name
Practice Teacher: Lutchie Faith M. San Juan Cooperating Teacher: Rothenberg B. De Rosas
Subject: Science 9 Curriculum Year: 2021-2022
Time Started: 9:00 AM Time Finished: 10:00AM
School: Morong National High School Date: March 24, 2022
Criteria Score
5 4 3 2 1
B. Mastery of the Subject

C. Instructional Skills
interest.

D. Communication Skills


Total : 105 Rating: 1.2

Rating System:
110 = 1.0
107-109 = 1.1
104-106 = 1.2
101-103 = 1.3
98-100 = 1.4
95-97 = 1.5
92-94 = 1.6
89-91 = 1.7
86-88 = 1.8
83-85 = 1.9
80-82 = 2.0
Maximum participation of the learner is very important in the teaching-learning process.
Engagement activity is necessary for the learners to explore the learnings on their own and with
the guidance of the teacher. The student teacher shows mastery of the lesson. She speaks with
modulated voice. Congratulations! Job well done.
Evaluator: Rothenberg B. De Rosas Date: March 24, 2022

FINAL
DEMONSTRATION
TEACHING
FINAL DEMONSTRATION

EXEMPLAR
Teaching Date April 6, 2022 Quarter Fourth Quarter
Teaching Time 1:00 PM No. of Days
I. OBJECTIVES • Define energy transformation

• Identify the transformation of energy from one
form to another
transformation taking place on a moving object
• Relate the importance of energy transformation
to daily life
U. Content Standard The learners demonstrate an understanding of
conservation of mechanical energy
B. Performance Standard --
C. Most Essential Learning Competencies (MELC) The learner should be able to explain energy
(if available write the indicated MELC) transformation in various activities/ events (e.g.,
waterfalls, archery, amusement rides) S9FE-IVc-39
II. CONTENT LESSON 1: ENERGY TRANSFORMATION

A. References
b. Learner’s Guide Pages Learners Packet (LeaP) for Quarter 4 Week W3
d. Additional Materials from Learning Resources Youtube link:
https://youtu.be/ftj23FRS2LI
IV. PROCEDURES
F. Introduction • Reminders during online learning/classes
• Prayer
• Attendance
• Review
1. Drawn bow – POTENTIAL ENEGRY
2. A kid walking on a street- KINETIC ENERGY

3. A rollercoaster ride- KINETIC ENERGY
4. A stretched rubber band- POTENTIAL ENERGY
5. A woman cycling- KINETIC ENERGY
1.
T I A O L A N V T A R I G- GRAVITATIONAL
2.
M A N H I C C E A L – MECHANICAL
3.
T L L I R A C E C E – ELECTRICAL
4.
H E M R L A T – THERMAL
5.
G R E E N Y S N R A T R O F T M A O I N – ENERGY
TRANSFORMATION
V. Development Learning Task #2:

Analyze the situation below, identify what energy
transformation did you observe on a given situation.
1. The girl plugs in her cellphone before she goes to

bed. What energy transformation that is
happening as the phone charges. – Electrical
Energy to Chemical Energy
2. Using gas stove in cooking food – Chemical
Energy to Heat (Thermal) Energy
3. Using Electrical Generators to generate
electricity- Mechanical Energy to Electrical
Energy
Energy is the ability to do work, it can neither be created
or destroyed.
Forms of Energy in Potential Energy

• Gravitational Energy- The energy stored in an
object’s position. The amount of gravitational
energy stored in an object depends on its height
• Chemical Energy- The energy stored in the bonds of
atoms and molecules
• Nuclear Energy- The energy that holds the nucleus
together and is stored in the nucleus of an atom
• Mechanical Energy- An object possesses tension
Forms of Energy in Kinetic Energy

• Motion Energy- The energy stored in the movement
of objects.
• Heat (Thermal) Energy- The energy due to vibration
and movement of the atoms and molecules within
substance
• Radiant Energy- The electromagnetic energy that
travels in transverse waves.
• Sound Energy- The movement of energy through
substance in longitudinal waves.
• Electrical Energy- The tiny charged particles called
electrons, typically moving through a wire.
Energy Transformation- process that involves energy

change from one form to another. This process happens
all the time whether in the world or in the human body
Example
4. Toaster- Electrical Energy to Thermal Energy
5. Blender- Electrical Energy to Mechanical Energy
6. Our bodies convert chemical energy from food
to into mechanical energy to allow us to move.
W. Engagement Learning Task #3: Little Shop of Toys

The leaners will be divided into five groups. Each group
will be given at least ten (10) minutes to analyze and
perform the activity by following the procedures.
Objective:
transformation taking place on a moving
object.
Materials:
- Mechanical toy car
- Flashlight
Procedures:
1. Operate each toy to move and observe closely
what causes it to start and to stop moving
2. For each toy, identify all forms of energy
involved in the process
3. Make a flow chart showing the transformation of
energy that takes place in each toy
4. For each object, answer the following guide
questions:
• What does the toy or object do?
• What are the different forms of energy you
observed in operating the toy or object?
• Based from the flowchart, what energy made
each object operate and what made each
object stop?
Student work will be graded based on the rubric

Rubrics Points
Timeliness 5
Cooperation 5
Orderliness 5
Correctness of answer 5
Total 20
X. Assimilation Learning Task #4: DECODE ME!
Decode the following letters to reveal the words. The
numbers are equivalent of the letters of the alphabet
E [14] E [18] [7] Y (1) is the ability to do work, Energy can

neither be C [18] [5] [1] [20] [5] [4] (2) or destroyed it can
only change its F [15] [18] M (3) which is called E [14] [5]
R G [25] T [18] [1] N [19] F [15] [13] A [20] I O N (4) Energy
can be transformed to motion, radiant energy, chemical
energy, sound energy or even thermal energy, A
constant successful energy T [18] [1] N [19] F [15] [13] A
[20] I O N (5) conserves the energy in our planet.
Learning Task #5:

Video clip about “How do energy Convert”
1. From the video, what are the energy
transformations that take place?
2. What is the importance of energy
transformation?
V. Assessment Learning Task #6: Read and understand the questions.

1. What is energy transformation?

E. It is a form of energy
F. It is a type of energy
G. It is the change of one form of energy to another
H. It is the transfer of one form of energy to another
2. Alexis loves to eat bread for hir breakfast. Which

sequence of energy transformation best describes
what happens when he used a toaster to heat the
bread?
E. Electrical energy to Mechanical energy
F. Electrical energy to Heat energy
G. Electrical energy to Radiant energy
H. Electrical energy to Chemical energy
3. Carl has a car. The engine of his car works on the

principle of converting _____ energy to _____
E. Chemical energy, Mechanical energy
F. Mechanical Energy, Chemical energy
G. Radiant energy, Heat energy
H. Heat energy, Radiant energy
4. By energy transformation, how can we benefit from

the radiant energy coming from the sun?
E. Radiant energy from the sun will be converted
Then we use this as electrical energy to do work.
F. Radiant energy from the sun will be converted to
electrical energy for the plants that we eat. Then
we use this as chemical energy to do work.
G. Radiant energy from the sun will be converted
Then we use this as heat energy to do work.
H. Radiant energy from the sun will be converted
Then we use this as sound energy to do work.
5. Nicola plugs in the electric fan because of the hot

weather. What is the energy transformation taking
place in electric fan?
E. Electric energy to mechanical energy
F. Electrical energy to heat energy
G. Electrical energy to mechanical energy
H. Electrical energy to chemical energy

about energy transformation.
Be Reflective!
Prepared by:

Checked By:
Science Teacher
INSTRUCTIONAL MATERIALS
SAMPLE CLASS ACTIVITIES
Practice Teacher: __Lutchie Faith San Juan Cooperating Teacher: __Rothenberg B. De Rosas
Subject: ____Science 9 Curriculum Year: ____2021-2022
Time Started: __9:00 am Time Finished: __10:00 am
School: ___Morong National High School Date: ___April 6, 2022
Criteria Score
5 4 3 2 1
C. Mastery of the Subject
D. Instructional Skills
interest.

E. Communication Skills


Total : ___108 Rating: ___1.1

Rating System:
110 = 1.0
107-109 = 1.1
104-106 = 1.2
101-103 = 1.3
98-100 = 1.4
95-97 = 1.5
92-94 = 1.6
89-91 = 1.7
86-88 = 1.8
83-85 = 1.9
80-82 = 2.0
____The student teacher shows the mastery of the subject matter. The objectives of the lesson
was achieved. Her teaching strategies encouraged the learners to participate actively on the
given tasks. The instructional materials were suited on the lesson She talks in a clear and
modulated voice. Contextualization was evident in the lesson.
Keep it up! Congratulations!
Evaluator: __Joyce SJ. Ilocso Date: _____April 6, 2022

Practice Teacher: LUTCHIE FAITH SAN JUAN Cooperating Teacher:ROTHENBERG DE ROSAS

Subject: SCIENCE Curriculum Year: 2021-2022
Time Started: 1:00 PM Time Finished:
School: MORONG NATIONAL HIGH SCHOOL Date: APRIL 6, 2022
Criteria Score
5 4 3 2 1
D. Mastery of the Subject
4. Knows the topic very well.
5. Presents the lesson logically.
6. Relates the lesson to local/national issues.
7. Provides explanation beyond the content of the book.
8. Teaches independent of notes.

E. Instructional Skills
9. Suits materials for instruction to the objectives of the lesson and
10. Uses motivational techniques/strategies that elicit students’
interest.
11. Encourage maximum student participation.
12. Asks appropriate/essential questions to direct learning.
13. Integrates digital technology tools in teaching such as online

graphic organizers, online flashcards, online comic strips among others.
14. Uses online alternative assessment tools.
15. Integrates values in the lesson.
F. Communication Skills
16. Talks with well-modulated voice
17. Observes correct grammar and syntax

18. Uses language appropriate to the level of the class
19. Phrases questions clearly and accurately

20. Encourages students to speak and write correctly.

21. Maintains discipline
22. Manages time profitably
23. Maximizes use of resources
24. Maximizes good rapport with students
25. Shows respect for individual limitations
Total: _108_____ Rating: _1.1____

Rating System:
110 = 1.0
107-109 = 1.1
104-106 = 1.2
101-103 = 1.3
98-100 = 1.4
95-97 = 1.5
92-94 = 1.6
89-91 = 1.7
86-88 = 1.8
83-85 = 1.9
80-82 = 2.0
The student teacher provided the students with the appropriate means for the kind of
set-up that we have. She also acknowledged the students in their every answer. Mastery of the
subject matter was also evident. Congratulations and good luck!
Evaluator: CATRIX S. SACRAMENTO Date: APRIL 6, 2022

Practice Teacher: Lutchie Faith M. San Juan Cooperating Teacher: Rothenberg B. De Rosas
Subject: Science 9 Curriculum Year: 2021-2022
Time Started: 1:00PM Time Finished: 2:45PM
School: Morong National High School Date: April 6, 2022
Criteria Score
5 4 3 2 1
E. Mastery of the Subject

F. Instructional Skills
interest.

G. Communication Skills



Rating System:
110 = 1.0
107-109 = 1.1
104-106 = 1.2
101-103 = 1.3
98-100 = 1.4
95-97 = 1.5
92-94 = 1.6
89-91 = 1.7
86-88 = 1.8
83-85 = 1.9
80-82 = 2.0
Maximum participation of the learners is highly evident. The student teacher shows
mastery of the lesson. The engagement activity of the learner is very interesting and the
learners shows understanding of the lesson. She speaks with modulated voice. Congratulations!
Job well done.
Evaluator: Rothenberg B. De Rosas Date: April 6, 2022

STUDENT TEACHER
EVALUATION FORM
Evaluation Sheet
(To be Accomplished by Cooperating Teacher)
Practice Teacher: LUTCHIE FAITH SAN JUAN Date: April 13, 2022
School: Morong National High School
Principal/Department Head: Lyndel R. David / Catrix S. Sacramento
Criteria Score
5 4 3 2 1
A. Attendance
1. Attends to virtual orientation of interns and parents/guardians. /
2. Attends to webinars such as methods/strategies of teaching, /

assessment tools, module development, technology in teaching and other
related topics
B. Participation
3. Works independently /
4. Shows positive attitudes towards criticism /
5. Shows creativity and resourcefulness /
C. Leadership
6. Relates well with Cooperating Teachers and other colleagues /
7. Has the leadership potential /
8. Has the ability to lead a group and can be model to his/her class /
D. Lesson Planning
9. Objectives are stated in behavioural terms /
10. There is congruence between:

10.1 objectives and subject matter /
10.2 objectives and teaching procedure /
10.3 objectives and formative tests /
10.4 objectives and assignments /
11. Considers time allotment for every activity /
12. Provides enrichment activities that enhance learning /

E. Teacher’s Personality
The teacher….
13. Shows patience in dealing with learners’ negative behavior /
14. Shows wholesome relationship with learners. /
15. Makes sound decision /
F. Voluntary Tasks
16. Records grades, checks learning tasks, accomplishes school forms /
17. Assists learners in their neighbourhood in accomplishing their /

subject modules

Rating System:
99-100 = 1.0
97-98 = 1.1
95-96 = 1.2
92-94 = 1.3
89-91 = 1.4
86-88 = 1.5
83-85 = 1.6
81-82 = 1.7
79-80 = 1.8
77-78 = 1.9
75-76 = 2.0
Maximum participation of the learners is very important in the teaching-learning process.
Engagement activity is necessary for the learners to explore the learnings on their own and with
the guidance of the teacher. The student teacher shows mastery of the lesson. She speaks with
modulated voice. Congratulations! Job well done.
Rated by: Noted:
ROTHENBERG B. DE ROSAS CATRIX S. SACRAMENTO

Cooperating Teacher’s Name and Signature Department Head/Principal
ROADMAP TO LPT
ACTION RESEARCH
IMPROVING SCIENCE PERFORMANCE AMONG GRADE 10 STUDENTS
THROUGH INQUIRY-BASED APPROACH
An Action Research
Presented to
the Faculty of College of Education

University of Rizal System
Morong, Rizal
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education Major in Science
ELSA ANGELICA A. LENSOCO

MARC JOSEPH C. ACBANGIN
RICKY D. COLARINA
April 2022
ABSTRACT
This action research aimed to improve the Science Performance among the
Grade 10 students at Morong National High School. A total of 52 tenth-grade
students from two different classes were involved in the study. They were selected
through the purposive sampling method. The group which was assigned as the
experimental group was instructed through an inquiry-based learning method,
whereas the other group was traditionally instructed. The researchers utilized a
pre-test and post-test to gather the necessary data needed in the study. The result
showed that being instructed through the inquiry-based approach in teaching
science can help the students be more engaged in the online discussion and help
to improve their science process skills. Also, it improves the science performance
of the students, as revealed by the pre-test and post-test. The findings highlight
that there was a significant difference in the science performance of the students
based on the post-test between the traditional approach and the inquiry-based
approach. Therefore, the inquiry-based approach in teaching science was more
effective than the traditional approach in teaching science process skills
development and hence should be adopted by science teachers. Inquiry-based
learning is designed to teach students a love of learning. When students can
engage with the material in their own way, not only are they able to gain a deeper
understanding—they can develop a passion for exploration and learning.

ACKNOWLEDGMENT
The materialization of the piece would not have been possible without the
presence of the Almighty God, Who provided the strength and wisdom to the
researchers to accomplish this piece of work despite the hardships encountered
by the researchers in making the study.
Likewise, the researchers wish to extend their sincerest gratitude and
wholehearted appreciation to those persons who helped them and rendered their
time, knowledge, and unselfish effort in pursuing the study;
DR. ROMMEL R. CASTRO, Dean of College of Education, for his approval
in the conduct of the study;
Prof. JOJIMAR S.J. JULIAN, ST Supervisor, for his patience and giving
his full effort in guiding us to improve the manuscript;
DR. LYNDEL R. DAVID, Principal of MNHS, for letting the researchers
conduct the study on their beloved school,
MRS. BING S. TAN, adviser, for giving authority to conduct the study in her
class;
GRADE 10 STUDENTS (G10-ACHIEVER AND G10-CONFIDENT),
respondents, for their cooperation and willingness to serve as respondents; and
The ACBANGIN, COLARINA, LENSOCO, and SAN JUAN families, for
their love, guidance, and support in making this research study.
- RESEARCHERS
CONTEXT AND RATIONALE
Science is increasingly being recognized as a subject of lifelong utility to all
students, regardless of whether they pursue science-related careers. A more
scientifically literate population is thought to be better equipped to contribute to
long-term economic progress and social welfare. Attempts to include more inquiry-
oriented and investigative activities into science lessons marked science
curriculum innovations and reforms in the 1960s and 1970s. As a result, science
curricula began to emphasize the development of science process skills as one of
the primary goals of science instruction. The goal was to expose students to the
world of science, particularly research, laboratory experiments, and investigations,
so as future scientists, they would gain scientific process skills.
Related to the Republic Act No. 10533, also known as Implementing Rules
and Regulations of the Enhanced Basic Education Act of 2013 Section 10.2(e):
“The curriculum shall use pedagogical approaches that are constructivist,

inquiry-based, reflective, collaborative, and integrative.”
It means that there is an urge to use different approaches in teaching and
not just the traditional method, especially in the science subject where students
need to develop soft skills such as creative problem solving, critical thinking, logical
thinking, teamwork, and even written and oral communication.
The phenomenon that often occurs during the process of learning activities
is that most students are more passive, reluctant, afraid, or shy to express their
opinion; this situation will certainly disrupt the smooth learning and creativity of
students in learning activities. In addition, the learning process is still centered on

the teacher; the teacher tends to communicate in one direction with many providing
material and slightly provide opportunities for learners to interact through
performance or verbal communication. If this is allowed to continue will cause more
and more students to have difficulties in learning so that the study results are
expected not to conform to what is expected.
According to Abdi, A. (2014), he indicated that the major goal of science
education should be developing students' “scientific literacy”. Since the goal of
science education is related to very important questions which are “why teach
science to who teach science and at what level”, there is a relationship between
the method of instruction and the attainment of objectives. Among these different
kinds of methodologies, the inquiry method has an important place.
In inquiry-based science education, children become engaged in many of
the activities and thinking processes that scientists use to produce new knowledge.
Science educators encourage teachers to replace traditional teacher-centered
instructional practices, such as emphasis on textbooks, lectures, and scientific
facts, with inquiry-oriented approaches that (a) engage student interest in science,
(b) provide opportunities for students to use appropriate laboratory techniques to
collect evidence, (c) require students to solve problems using logic and evidence,
(d) encourage students to conduct further study to develop more elaborate
explanations, and (e) emphasize the importance of writing scientific explanations
based on evidence.
Abdi (2014) pointed out that to build an inquiry-based classroom
environment must construct a community of practice like the scientist’s work. In

authentic inquiry-based activities, the students take action as scientists did,
experiencing the process of knowing and the justification of knowledge.
According to Trna et al. (2012), inquiry learning is a series of learning
activities that emphasizes the process of thinking critically and analytically to seek
and find their own answer to the problem in question. Inquiry learning is built on
the assumption that humans have an innate urge to find their own knowledge. The
main objective of inquiry learning is to help students to develop intellectually
disciplined thinking skills by providing questions and getting answers based on
curiosity.
As mentioned by Athuman, J. (2017), Teachers are advised to use
participatory teaching and learning strategies as much as possible to help learners
demonstrate self-esteem confidence and assertiveness. As one of the
participatory methods of teaching, the inquiry-based approach requires teachers
to facilitate the inquiry process, granting student responsibilities for their learning
while modeling and scaffolding the cognitive and investigative processes involved.
During the COVID-19 pandemic, e-learning has turned into an important
alternative for reforming the entire traditional education system. Recently, inquiry-
based learning has gained renewed emphasis, and has gradually become the
central theme in educational research and practice, including the context of online
learning. Meanwhile, innovative technologies provide new methods and
enhancements of online inquiry-based learning.

Inquiry-based learning can be applied in all fields. Questioning and finding
an answer are a crucial factor of inquiry-based learning. It is basically teaching the
student in a different way in which they have a greater understanding of the
discipline in which they communicate, work, and learn. This research seeks to
establish an evidence-based technique to aid Online Science teaching and
improve science performance among the Grade 10 students through an inquiry-
based approach. Also, to develop science process skills to facilitate the creation
of lifelong learning.
ACTION RESEARCH QUESTIONS
This action research sought to document the use of the Inquiry-Based
Approach in online distance learning among the Grade 10 students of Morong
National High School, which is one of the participatory methods of teaching.
Specifically, this study sought to answer the following questions:
1. What are the test scores of the respondents before and after being
instructed through the traditional approach?
2. What are the test scores of the respondents before and after being
instructed through the inquiry-based approach?
3. Is there a significant difference in the Science performance of the Pre-Test
between the traditional approach and the inquiry-based approach?
4. Is there a significant difference in the Science performance of the Post-Test
between the traditional approach and the inquiry-based approach?
5. Based on the findings of the research, what action plan can be formulated
to improve Science performance?

INNOVATION, INTERVENTION, AND STRATEGY
INQUIRY-BASED APPROACH
As opposed to traditional classroom learning, where a teacher presents
facts and knowledge about a subject, inquiry-based learning is an educational
strategy in which students follow methods and practices similar to those of
professional scientists to construct knowledge. Figure 1 shows inquiry learning as
a continuing cycle or spiral of inquiry.
Figure 1. Inquiry Cycle
As stated by Bulba, D. (2014), Inquiry-based science adopts an
investigative approach to teaching and learning where students are provided with
opportunities to investigate a problem, search for possible solutions, make
observations, ask questions, test out ideas, and think creatively and use their
intuition. In this sense, inquiry-based science involves students doing science
where they have opportunities to explore possible solutions, develop explanations
for the phenomena under investigation, elaborate on concepts and processes, and
evaluate or assess their understandings in the light of available evidence. This

approach to teaching relies on teachers recognizing the importance of presenting
problems to students that will challenge their current conceptual understandings;
therefore, they are forced to reconcile anomalous thinking and construct new
understandings.
As stated by Darling-Hammond et al. (2020) for student success and
achievement, students must be capable of understanding and applying content
material. For long-term knowledge to occur, students must interact and engage
with the content material and create connections and applications to real-world
situations. This interaction helps develop an understanding of the relevance of the
material being presented. With the implementation of Inquiry-Based Learning,
students have a sense of ownership and power, independence, and understanding
of the relevance of learning.
According to Fielding-Wells (2015), the ability of the inquiry-based learning
(IBL) approach to promote connections within and across curriculum disciplines
provides a powerful argument for the use of the approach is significant.
Inquiry-based learning is more than asking a student what they want to
know. It’s about triggering curiosity. And activating a student’s curiosity is a far
more important and complex goal than mere information delivery. Despite its
complexity, inquiry-based learning can be easier on teachers, partly because it
transfers some responsibilities from teachers to students but mostly because
releasing authority engages students. Teachers who use inquiry-based learning
combat the “dunno” — a chronic problem in student engagement. Inquiry-based
learning, if front-loaded well, generates such excitement in students that their

neurons begin to fire, curiosity is triggered, and they can’t wait to become experts
in answering their questions. Teachers hide the strategies they use to encourage
inquiry, and the students develop their own skills as content-area experts. Based
on the above scenario, the researchers are motivated to study and apply the
Inquiry-Based Approach in Morong National High School for the School Year 2021-
2022.
Inquiry-Based Approach in 6 Easy Steps:
1. Divide students into groups.
2. Provide activity with guide questions. (Asynchronous)
3. Let students investigate and collaborate to answer the activity.
(Asynchronous)
4. Have students present their answers and what they’ve learned.
(Synchronous)
5. Provide additional information about the topic. (Synchronous)
6. Ask students to reflect on what worked about the process and what didn’t.
(Synchronous)
Ssempala (2017) described Inquiry-Based Learning as a learning model
which is intended to instruct students on examining scientific problems, issues, and
questions based on scientific facts, theories, and laws. The inquiry model
highlights the processes and procedures of pursuing and discovering. The
responsibility of students in this model is to pursue and discover their own solutions
and explanations for a scientific concept topic while the educator provides
guidance and supports students’ learning.

In the world today, now more than ever, with the closure of schools due to
Covid-19, it is necessary to discover possibilities to overcome the challenges
related to online learning. Learning management systems can be used to bridge
the inquiry-based learning experiences with the online world and connect students
and their teachers.
Based on the strategy, it can be considered that the effectiveness of the
Inquiry-Based Approach, which is a participatory method of teaching, can be a way
to improve the Science performance among Grade 10 students of Morong National
High School for the School Year 2021-2022.
ACTION RESEARCH METHODS:
A. Participant and/or Other Sources of Data and Information
The researchers employed a purposive sampling design. The participants
were the Grade 10 students (G10-Achiever and G10-Confident) from Morong
National High School. Table 1 shows the number of respondents who took the Pre-
test and Post-test.
Table 1: Research Participants
No. of Participants
Sections
Pre-test Post-test
G10-Achiever 26 26
G10-Confident 26 26
This research employed a quantitative–descriptive method since the
objectives of the researchers were to determine the average result in the test
before and after the strategy and the significant increase in the percentage of the
Science performance between the Pre-test and Post-test results.
The G10-Achiever students would constitute the Inquiry-Based Approach
group, while the G10-Confident students would constitute the traditional approach
(lecture method) group.
The first measurement would serve as the Pre-Test, the second as the Post-
Test. The measurements or observations would be collected at the same time for
both sections. A diagram of this design is as follows.
Treatment group R O X1 O
-----------------------------
Control group R O X2 O
B. Data Gathering Methods
The conduct of this study was presented in the conceptual schema
illustrated in Figure 2, which is The Flow Chart of Teaching Science.
As shown in the figure, the study centers on the difference between the
traditional approach (lecture method) and the inquiry-based approach. A quasi-
experimental research method of investigation was used in this study. It is to
explore whether the Inquiry-Based Approach to teaching Science contributes to
the development of science process skills and the improvement of student's
performance in science. The researcher aims to assess the effectiveness of the
Inquiry-Based Approach in improving Science performance.
Two groups were determined in this study. The control group uses the
traditional approach (lecture method), and the experimental group uses the
Inquiry-Based Approach. The level of students' learning was obtained after
administering a pre-test to both groups and a post-test between the two groups
after the strategy.
The results of the pre-test and post-test would be compared to determine
the significant difference in the level of students’ learning. Based on the finding, an
action plan should be developed to enhance teaching effectiveness and
improvement in Science.
TRADITIONAL POST-
PRE-TEST APPROACH TEST
ACTION
START PLAN
INQUIRY- POST-
PRE-TEST BASED TEST
APPROACH
Figure 2. The Flow Chart of Teaching Science

DISCUSSION OF RESULTS AND REFLECTION
Test Scores of the Respondents Before and After Being Instructed Through the
Traditional Approach
Table 1 presents the test scores of the respondents before and after being
instructed through the traditional approach.
Table 1
Test Scores of the Respondents Before and After Being Instructed Through
the Traditional Approach
TRADITIONAL PRE-TEST POST-TEST

APPROACH Mean VI SD Mean VI SD
G10-Confident 5.12 L 2.18 9.96 A 1.68
L – Low A - Average
It could be gleaned from the table that in the pre-test result, the obtained
mean was 5.12 and a standard deviation of 2.18, which was verbally interpreted
as “Low.”
Furthermore, the table showed the post-test result, which obtained a mean
of 9.96 and a standard deviation of 1.68, which is verbally interpreted as “Average.”
It means that there was a slight increase in the performance of the G10-
Confident students who had been instructed through the traditional approach, as
revealed by the pre-test and post-test.
The result implied that using the traditional approach in teaching science
can help the students to achieve good grades, although it doesn’t help students
improve their science process skills since the approach used was teacher-
centered learning. Also, there’s a small improvement in the science performance
of the students, as revealed by the pre-test and post-test.
In relation to the findings of Andrini, V. (2016), using a less precise approach
to teaching in the learning process may lead to boredom or burnout, lack of
understanding of concepts, and monotonous learning, which cause the students
to be less motivated to learn.
Test Scores of the Respondents Before and After Being Instructed Through the
Inquiry-Based Approach
Table 2 presents the test scores of the respondents before and after being
instructed through the inquiry-based approach.
Table 2
Test Scores of the Respondents Before and After Being Instructed Through
the Inquiry-Based Approach
INQUIRY-BASED PRE-TEST POST-TEST

APPROACH Mean VI SD Mean VI SD
G10-Achiever 5.04 L 2.03 13.04 VH 1.51
L – Low VH – Very High
It could be gleaned from the table that in the pre-test result, the obtained
mean was 5.04 and a standard deviation of 2.03, which was verbally interpreted
as “Low.”
Furthermore, the table showed the post-test result, which obtained a mean
of 13.04 and a standard deviation of 1.51, which is verbally interpreted as “Very
High.”
It means that there was an increase in the performance of the G10-Achiever
students who had been instructed through the inquiry-based approach, as
revealed by the pre-test and post-test.
The result implied that using the inquiry-based approach in teaching science
can help the students be more engaged in the online discussion and help to
improve their science process skills. Also, it improves the science performance of
the students, as revealed by the pre-test and post-test.
This was supported by the study of Smallhorn et al. (2015), which indicates
that the shift to inquiry-based learning has improved the learning outcomes of the
students. The development of independent learners requires providing students
with the opportunity to formulate and explore questions based on evidence.
Significant Difference in the Science Performance of the Pre-Test Between the

Traditional Approach and the Inquiry-Based Approach
Table 3 presents the significant difference in the science performance of the
pre-test between traditional approach and the inquiry-based approach.
Table 3
Significant Difference in the Science Performance of the Pre-Test Between

the Traditional Approach and the Inquiry-Based Approach
t- p-
Mean SD df HO VI
value value
PRE- G10-Confident 5.12 2.18
25 0.153 0.440 A NS
TEST G10-Achiever 5.04 2.03
It can be seen from the table that it was statistically found that there was no
significant difference in the science performance as revealed by the pre-test

between the traditional approach and the inquiry-based approach since the
obtained t-value was 0.153 with a p-value of 0.440, which exceeds the 0.05 level
of significance thus the null hypothesis was accepted.
It means that there was no significant difference in the science performance
of the students, as revealed by the pre-test between the traditional and inquiry-
based approaches.
The result implied that the pre-test result of the two groups, control, and
treatment, have no significant differences. This explains that the level of learning
outcomes between the two groups was at the same level without significant
differences.
Significant Difference in the Science Performance of the Post-Test Between the

Traditional Approach and the Inquiry-Based Approach
Table 4 presents the significant difference in the science performance of the
post-test between traditional approach and the inquiry-based approach.
Table 4
Significant Difference in the Science Performance of the Post-Test Between

the Traditional Approach and the Inquiry-Based Approach
t- p-
Mean SD df HO VI
value value
POST- G10-Confident 9.96 1.68
25 7.698 0.00 R S
TEST G10-Achiever 13.04 1.51
It can be seen from the table that it was statistically found that there was a
significant difference in the science performance as revealed by the post-test
between the traditional approach and the inquiry-based approach since the
obtained t-value was 7.698 with a p-value of 0.00, which did not exceed 0.05 level
of significance thus the null hypothesis was rejected.
It means that there was a significant difference in the science performance
of the students, as revealed by the post-test between the traditional and inquiry-
based approaches.
The result implied that the inquiry-based approach in teaching science was
more effective than the traditional approach in teaching science process skills
development and hence should be adopted by science teachers.
This was supported by Ural, E. (2016), who states that there is a significant
increase in all aspects of students' academic attitudes and achievements through
the use of guided inquiry-based laboratory experimental methods. In guided
inquiry, the students are more confident, and the experiment becomes more
meaningful.
ACTION PLAN
Goal: To improve the Science Performance of Grade 10 students using the
Inquiry-Based Approach.
Program Objective: To recommend actions to implement an Inquiry-Based
Approach as a strategy to improve the science performance of other students from
Morong National High School.

Action Plan
SY. 2022-2023
Program/Project Time Personnel Budget Performance

Objectives Strategies/Activities
Titles Frame Involved Requirements Indicators
A. STUDENT
DEVELOPMENT Develop and
improve
July 2022 - Utilization of Inquiry-
Online science ODL Increased
September Based approach in None
Enhancement process skills Students test scores.
2022 teaching Science.
Program utilizing of the
Inquiry-Based students.
Approach
Flexible Training
B. STAFF Program
DEVELOPMENT To improve
October
the teaching Differentiated
2022 - Teachers Tasks
Seminar-Workshop methods of Instruction/LAC 5,000.00
November of Science Completion
on Different science Session
2022
Participatory teachers.
Teaching Methods Demonstration
Teaching
C. CURRICULUM Improve the
DEVELOPMENT topics and
contents July 2022 - Teachers Tasks
LAC Session 1,000.00
Content based on the May 2023 of Science Completion
Improvement inquiry-based
program learning.
REFERENCES
A. Journals
Abdi, A. (2014). The effect of inquiry-based learning method on students’ academic

achievement in science course. Universal Journal of Educational Research,
2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104
Andrini, V. S. (2016). The Effectiveness of Inquiry Learning Method to Enhance

Students’ Learning Outcome: A Theoritical and Empirical Review . Journal of
Education and Practice , 7, 38–42.
https://doi.org/https://files.eric.ed.gov/fulltext/EJ1089825.pdf
Athuman, J. J. (2017). Comparing the effectiveness of an inquiry-based approach

to that of conventional style of teaching in the development of students’
science process skills . INTERNATIONAL JOURNAL OF ENVIRONMENTAL
& SCIENCE EDUCATION, 12, 1797–1816.
https://doi.org/http://www.ijese.net/makale_indir/IJESE_1943_article_59eb1
2477874c.pdf
Attard, C., Berger, N., & Mackenzie, E. (2021). The positive influence of inquiry-
based learning teacher professional learning and industry partnerships on
student engagement with Stem. Frontiers in Education, 6.
https://doi.org/10.3389/feduc.2021.693221
Smallhorn, M., Young, J., Hunter, N., & Burke da Silva, K. (2015). Inquiry-based
learning to improve student engagement in a large first year topic. Student
Success, 6(2), 65–71. https://doi.org/10.5204/ssj.v6i2.292
Ural, E. (2016). The effect of guided-inquiry laboratory experiments on Science

Education Students' Chemistry Laboratory Attitudes, anxiety and
achievement. Journal of Education and Training Studies, 4(4).
https://doi.org/10.11114/jets.v4i4.1395
B. Thesis
Wilson, C. E. (2020). The Effects of Inquiry-Based Learning and Student

Achievement in the Science Classroom (thesis). Student Research
Submissions. Retrieved April 11, 2022, from
https://scholar.umw.edu/cgi/viewcontent.cgi?article=1391&context=student_
research.
C. Online Sources
Bulba, D. (2014). What is inquiry-based science? Smithsonian Science Education

Center. Retrieved April 11, 2022, from https://ssec.si.edu/stemvisions-
blog/what-inquiry-based-science
Implementing rules and regulations of the Enhanced Basic Education Act of 2013:
GOVPH. Official Gazette of the Republic of the Philippines. (2013,
September 4). Retrieved April 11, 2022, from
https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-10533/
FINANCIAL REPORT
Particulars Quantity Unit Unit Price Total Cost
Supplies and Materials Expenses
Wi-Fi/Cellular Data Load 64(X2) GB 299.00 598.00

Total 598.00

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Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

LUTCHIE FAITH A. SAN JUAN

JOJIMAR S.J. JULIAN

ROMMEL R. CASTRO, Ph. D.

define my teaching philosophies and styles. This portfolio serves as a record of my

field practice. It also shows my strengths as a teacher and acknowledging my

weaknesses for self-improvement.

As a future educator of Science, I will teach my students the basic competencies

I also included significant evidences of my teaching such as lesson exemplars and

instructional materials. Some of these evidences can be found at the professional

development activities I have attended, as well as how it affected my teaching. I also

my students, coordinating teachers, supervisor, and other personnel in the school.

In this compilation, I have included my reflections from my readings and research.

Through these, my own perspective and goals towards becoming a globally-competitive

especially during my field practice.

to the accomplishment of this student teaching journey

Dr. ROMMEL R. CASTRO, Dean of College of Education, for his inspirational

words before and after the internship;

PROF. JOJIMAR SJ JULIAN, Student Teaching Supervisor, for the help,

guidance, support and advises;

MR. ROTHENBERG B. DE ROSAS, her supportive and understanding

National High School;

understanding to the student teachers;

To the STUDENTS, of Morong National High School, Grade 9 – Atom, Grade 9 –

demonstration teaching a success;

-THE STUDENT TEACHER-

My name is Lutchie Faith A. San Juan and I am

currently a college student pursuing a Bachelor of Secondary

Education Major in Science. I have been able to develop skills

that have and will continue to help me work my way in the

Technological Polytechnic Institute was changed to Rizal Polytechnic College. This is

laboratories for different subjects, Guidance/Prefect of Discipline office, School Clinic,

(ALS) for out-of-school youth.

excellence in academic, agricultural, and technological education through the

comprehensive curriculum to produce God-loving professionals and competent

strengthened during seminars, training, and workshops. In 2010, thorough in-service

Accountancy, Business and Management (ABM), Humanities and Social Sciences

(EIM) and Caregiving strands.

Dr. Lyndel R. David, Principal III.

Bachelor of Secondary Education a supplemental course in 2013. He passed the

two (2) sections in his subject Science.

know them better, even if it's through an online medium.

School MORONG NHS Grade Level Grade 9

I. OBJECTIVES • Identify the definitions of weather and climate

What is climate? How does it differ from the term

What word can you create based on the picture given

Factors affecting the weather are temperature, wind, air

What word can you create based on the picture given

Factors affecting the climate

Impact of Climate Change

C. Engagement Learning Task #2:

1. It is the condition of the atmosphere at a

2. It is a general pattern of weather in a certain

3. It is a change in the average weather of a

4. It is an increase in the temperature of the

5. The natural process that warms the Earth’s

2. The meteorological conditions in a given place on

3. It is the degrees of hotness of coldness of a place

4. As the ______ increases, temperature decreases.

5. The actual temperature on any given day is the

6. It is the change in the average weather of a given

7. Which of the following might happen due to global