Republic of the Philippines

NORTHERN ILOILO STATE UNIVERSITY

College of Education
TEACHER EDUCATION DEPARTMENT
BACHELOR OF ELEMENTARY EDUCATION
Estancia, Iloilo

NAME: JALANDOON, PAUL DAVID B. COURSE, YEAR & SEC.: BEED 2- E

INSTRUCTIONAL STRATEGIES FOR SCIENCE

This unit discusses various teaching strategies that can be adapted in the classroom for
teaching Physics and Earth Science.

LESSON 4:
Strategy #4 – COOPERATIVE LEARNING

1. What are the advantages of using cooperative learning as a strategy in class?

-The advantage of using cooperative learning as strategy in class is it leads to deeper
learning of educational experiences that are active, social, contextual, engaging, and
student-owned. The benefits of the collaborative learning include: Development of
higher-level thinking, oral communication, self-management, and leadership skills,
Promotion of student-faculty interaction, Increase in student retention, self-esteem, and
responsibility, Exposure to and an increase in understanding of diverse perspectives,
and Preparation for real life social and employment situations.

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

-The Disadvantages of Collaborative learning are Introverts Struggle: Introverted
students often prefer to pause, carefully reflect and internally process information.
These students may struggle in a social situation where they have to speak up and be
vulnerable, Group Work Skills Training Required: Students cannot simply be thrown into
groups and expected to work well together. Teachers need to teach positive
interdependence, how to deal with people with different learning styles, and how to be
inclusive of all voices, and Assessment Inequities: Assessment is always difficult with
group work. Some students may believe others have been lazy or undeserving of the
group’s high grade, while at other times students feel that others in the group are
bringing their grades down.

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
College of Education
TEACHER EDUCATION DEPARTMENT
BACHELOR OF ELEMENTARY EDUCATION
Estancia, Iloilo

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

Topic: Weather Patterns in the Philippines
Grade Level: 6
Learning Competencies
The learners should be able to:
1. Describe the different seasons in the Philippines and their effects on livelihood
and health of the people in the community and;
2. Identify the appropriate activities for each seasons in the Philippines
3. Express through drawing and role play the appropriate activities of every
season.

Engage
Asking the students to answer the worksheet which means what they already have their
knowledge and experiences and what they want to know or learn with regards to the
weather patterns or different seasons in the Philippines.

Explore
Divide the class into two groups. First group will perform a role playing about the
appropriate activities during dry season while the other group will create or draw a
poster about the appropriate activities during wet season. Each group will be given 3-5
minutes to explain and perform their task.

Explain
Weather refers to the condition of a place in a short period of time.
Season is the period of the year that is usually characterized by a particular kind of a
weather. Philippines has two kinds of season, the wet and dry season. The Philippines
climate is warm and humid year-round. It is considered to be one of the healthiest
tropical climates. Wet season is characterized by a pronounced rainy season with a
thunderstorm. Starts in June and peaks in July to September and then fall slowly over
the end of the year. It is influenced by Habagat or Southeast Monsoon. Farmers are
also able to plant their crops. Dry season is characterized by hot and cloudless days.
Between January and May, the climate is generally dry with occasional rain showers.
However, the peak of dry season is in April with less rain showers. It is influenced by
Seasonal Wind and Northeast Monsoon-Amihan. Time for vacation and dry goods and
crops.

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
College of Education
TEACHER EDUCATION DEPARTMENT
BACHELOR OF ELEMENTARY EDUCATION
Estancia, Iloilo

Elaborate
Materials:
 A thermometer
 Weather Chart
Directions:
 Place a thermometer inside the classroom.
 Get the temperature inside your classroom.
 Observe the condition of the sky.
 Record your readings and observations at the same time every day for five days.
 Record them in the weather chart.

WEATHER CHART
DAY TEMPERATURE OBSERVATION
READING OF THE SKY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Evaluate
Answer each question in a paragraph form.
What do you think will happen if we experience too much wet season?
What do you think will happen if we experience too much heat?
Why do we need to consider the appropriate activities in each season in the
Philippines?

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
College of Education
TEACHER EDUCATION DEPARTMENT
BACHELOR OF ELEMENTARY EDUCATION
Estancia, Iloilo

LESSON 5:
STRATEGY #5 – Experimentation

1. What are the advantages of using learner research as a strategy in class?

-The advantages of using learner’s research as a strategy in class are the learners can
enhance their ability to know more new ideas, concept that he /she can apply to their
school works, activities and study as well.

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

-The limitations of learner’s research as a strategy after a compulsion and penchant for
methodology, the second reason educational research is often unsatisfactory is that
research presumptuously and repeatedly tell us what works and what does not in
schools, and then often concludes by denouncing the culture of the school.

4. Develop sample lesson plan incorporating learner research.

Topic: Earthquake
Learning Competencies
1. Explain the different processes that occur along plate boundaries.

Engage
Give trivia to the class the about the Big One.

The Big One refers to the worst case scenario for Metro Manila should the West Valley
Fault, which cuts through the capital region, move and generate a magnitude-7.2
quake as shown in a 2004 joint study by the Japan International Cooperation Agency,
the Metropolitan Manila Development Authority and Phivolcs..

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
College of Education
TEACHER EDUCATION DEPARTMENT
BACHELOR OF ELEMENTARY EDUCATION
Estancia, Iloilo

Explore
Discussion of entire research article.

MANILA, Philippines — the difference between life and death for the 13 million
residents of Metro Manila lies in the improvement of a nearly 46-year-old decree that
laid down rules on the design and construction of buildings, an urban planner said. As
the spectre of the so-called “Big One” earthquake spooks the megacity especially after
the devastating magnitude-7.8 tremor that shook Turkey and Syria, renowned urban
planner Jun Pala fox recommended updating the 1977 National Building Code before it
is too late. The Big One refers to the worst case scenario for Metro Manila should the
West Valley Fault, which cuts through the capital region, move and generate a
magnitude-7.2 quake as shown in a 2004 joint study by the Japan International
Cooperation Agency, the Metropolitan Manila Development Authority and Phivolcs. “As
the worst case, 170,000 residential houses will collapse, 340,000 residential houses will
be partly damaged, 34,000 persons will die, and 114,000 persons will be injured. Fire
will break out and burn approximately 1,710 hectares and totally 18,000 additional
persons will be killed by this secondary disaster,” read the study. Speaking over ABS-
CBN’s Teleradyo, Palafox flagged that the code only prescribes a one-meter distance
between tall buildings which he said raised some eyebrows at the Council on Tall
Buildings and Urban Habitat. “Some delegates were puzzled why our building code
allows this,” he said in Filipino. This is just one supposed flaw found in the code, with
Sen. Francis Tolentino — who is also pushing amendments to it in the upper chamber
— raising concerns over the issuances of “lifetime” occupancy permits to building
owners. “An occupancy permit is issued to a building owner immediately after
construction. So whatever happens after that, the government has nothing to do with
that,” Tolentino said on ABS-CBN News Channel’s Rundown. “The occupancy permit
should not be a lifetime permit. It has to be renewed periodically.” Bills to improve or
overhaul the Building Code are still pending at the committee level in the Senate and
the House of Representatives. Subdivisions and houses built on top of fault lines must
also be demolished, Palafox said, and be set back five meters from these. In addition,
he said there should be more open spaces as these not only serve as “lungs” of cities
but also turn into evacuation sites when disaster strikes. “It’s 90% less expensive to
address the hazard before it becomes a disaster,” Palafox said. — Xave Gregorio

Source: https://www.philstar.com/headlines/2023/02/16/2245408/update-building-
code-prevent-bigtime-damage-big-one-quake

Question:
1. What are your views and comments about the said article?

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
College of Education
TEACHER EDUCATION DEPARTMENT
BACHELOR OF ELEMENTARY EDUCATION
Estancia, Iloilo

Explain

An earthquake is a weak to violent shaking of the ground produced by the sudden

movement of rock materials below the earth’s surface. The earthquakes originate in
tectonic plate boundary. The focus is point inside the earth where the earthquake
started, sometimes called the hypocentre, and the point on the surface of the earth
directly above the focus is called the epicentre. There are two ways by which we can
measure the strength of an earthquake: magnitude and intensity. Magnitude is
proportional to the energy released by an earthquake at the focus. It is calculated from
earthquakes recorded by an instrument called seismograph. It is represented by Arabic
Numbers (e.g. 4.8, 9.0). Intensity on the other hand, is the strength of an earthquake
as perceived and felt by people in a certain locality. It is a numerical rating based on
the relative effects to people, objects, environment, and structures in the surrounding.
The intensity is generally higher near the epicentre. It is represented by Roman
Numerals (e.g. II, IV, and IX). In the Philippines, the intensity of an earthquake is
determined using the PHIVOLCS Earthquake Intensity Scale (PEIS). There are two types
of earthquakes: tectonic and volcanic earthquakes. Tectonic earthquakes are produced
by sudden movement along faults and plate boundaries. Earthquakes induced by rising
lava or magma beneath active volcanoes is called volcanic earthquakes.

Elaborate

Evaluate
Directions: Answer the following in essay form.

 What is an "earthquake"?
 What causes earthquakes?
 How do earthquakes cause damage?
 Does the earth open up during an earthquake?
 Where do earthquakes occur?
 What is the relationship between volcanoes and earthquakes?
 Will more shocks be felt after a strong earthquake?

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
College of Education
TEACHER EDUCATION DEPARTMENT
BACHELOR OF ELEMENTARY EDUCATION
Estancia, Iloilo

LESSON 6:
STRATEGY #6 – ROLE-PLAY

1. What are the advantages of using role-play as a strategy in class?

-The advantages of using role play as a strategy in class are the learners feel amaze
and the class becomes enjoyable.

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

-The disadvantages of applying role-plays are: It requires expert guidance and
leadership. Sometimes participants may feel like threatened. Strongly depends on
student’s imagination. It also enhance current teaching strategies. Provide real-world
scenarios to help students learn. Learn skills used in real-world situations (negotiation,
debate, teamwork, cooperation, persuasion)

3. Choose a certain topic and develop a sample lesson plan incorporating role-play
following the 5E model.
Topic: Parts of Skeletal System
Grade Level: 4
Learning Competencies
1. Describe the bones that protect organs, and;
2. Enumerate the major functions of the bones that make up skeletal system.
Engage

Have the students sit at their desks.

Show the students the video: “What If We Didn’t Have Bones—What Would
Happen?” by Suggested by You - Amazing Facts

Once the video is over, discuss it with the students.

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
College of Education
TEACHER EDUCATION DEPARTMENT
BACHELOR OF ELEMENTARY EDUCATION
Estancia, Iloilo

Explore
Directions: Label the parts of Skeletal System.

Explain
The skeletal system is your body’s central framework. It consists of bones and connective
tissue, including cartilage, tendons, and ligaments. It’s also called the musculoskeletal system.
The skeletal system has many functions. Besides giving us our human shape and
features, it: Allows movement: Your skeleton supports your body weight to help you
stand and move. Joints, connective tissue and muscles work together to make your
body parts mobile. Produces blood cells: Bones contain bone marrow. Red and white
blood cells are produced in the bone marrow. Protects and supports organs: Your skull
shields your brain, your ribs protect your heart and lungs, and your backbone protects
your spine. Stores minerals: Bones hold your body’s supply of minerals like calcium and
vitamin D. The skeletal system is a network of many different parts that work together
to help you move. The main part of your skeletal system consists of your bones, hard
structures that create your body’s framework — the skeleton. There are 206 bones in
an adult human skeleton. Each bone has three main layers: Periosteal, Compact bone,
and the Spongy bone. The other components of your skeletal system include: Cartilage,
Joints, Immovable joints, partly movable joints, Movable joints, Ligaments, Tendons

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
College of Education
TEACHER EDUCATION DEPARTMENT
BACHELOR OF ELEMENTARY EDUCATION
Estancia, Iloilo

Elaborate

“What’s wrong with Mr Bones?”

 Give each student a “What’s Wrong with Mr Bones?” worksheet.

 Instruct the students to break into groups of three or four.
 Set up the “Poor Mr Bones!” cards on desks around the room. Have the students
circulate around the room, read the cards, and decide which bone Mr Bones
injured.
 At the end of 15 minutes, have the students return to their desks and discuss
their observations.

Evaluate
Independent Assessment:

 The final assessment will be for the students to answer the question:

Think about what you learned in class today about the skeletal system. Why is our
skeleton important? What are the benefits of having a skeleton? When we are
born, how many bones do we have? Do we still have the same amount of bones
when we reach adulthood? If not, what happens to those bones? What are some
ways we can keep our bones safe and healthy?

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
College of Education
TEACHER EDUCATION DEPARTMENT
BACHELOR OF ELEMENTARY EDUCATION
Estancia, Iloilo

LESSON 7:
STRATEGY #6 – GAMIFICATION
1. How effective gamification is in motivating learners in class?
-The gamification of education can enhance levels of students’ engagement similar to
what games can do, to improve their particular skills and optimize their learning. On the
other hand, scientific studies have shown adverse outcomes based on the user’s
preferences. Well-designed games help learners recall and apply knowledge, skills, or
behaviors. This is done through engaging and relevant activities, feedback, and stories.
By taking learners on a journey of activities and stories, they experience the content;
they can put it into context.

2. What are the limitations of this strategy?

-The limitations of gamification strategy and the potential drawbacks of game-based
learning includes: Too much screen time, Games aren’t always created equally, Games
can be a source of distraction, It requires a technology learning curve, Doesn’t replace
traditional learning strategies, Not always aligned to teaching or learning goals.

3. Given the learning competencies below, develop sample lesson plan incorporating
gamification.
Topic: Water in the environment
Grade Level: Grade 4
Learning Competencies
The learners should be able to:
1. Explain the use of water from different sources in the context of daily
Activities.
2. Infer the importance of water in daily activities.
3. Describe the importance of water in daily activities.

Engage
Present a video showing people using water in their regular routines should be shown.
Ask the kids to list the various activities they engage in that involve the use of water
and where they obtain it.

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
College of Education
TEACHER EDUCATION DEPARTMENT
BACHELOR OF ELEMENTARY EDUCATION
Estancia, Iloilo
Explore
Divide the class into small groups and give each group a water-related scenario such as
"You are on a camping trip and you need to get water for cooking and drinking." • Ask
them to brainstorm different ways on how they can get water and what they can use to
carry it. • Have each group present their ideas and discuss their advantages and
disadvantages

Explain
After the presentation, explain to the students the different sources of water such as,
rainwater, rivers, lake, and wells.

Elaborate
Divide the class into teams and introduce a gamified activity called “The Water Quest”.

Evaluate
In evaluating their learning, ask them to make a poster that shows the importance of
water in our daily living.

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
College of Education
TEACHER EDUCATION DEPARTMENT
BACHELOR OF ELEMENTARY EDUCATION
Estancia, Iloilo

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