Module

Submitted by;
Cynthia Luz Tanudra
Submitted to;
Ms. Victoria Tabucal II

LESSON I
What is Science?
A. ACTIVATE

Activity A. 1. Defining Science

Do you remember how your teachers, readings, and classes define science? Create

a word cloud below to illustrate/show these definitions or keywords.

B. ANALYZE

Activity B. 1. The Facets of Science

Science means several things to various individuals and institutions. You can see

the various Facets of science in the first column below. On the opposite column, write

your insights and reflection about each of the facets of science.

Facets of Science Insights and Reflection

1. Science as a broad body of knowledge Science can give us a wide knowledge it is

because it does not focus on only one

subject rather, it is everything. That’s why,

it is good to study science because it can

give us more knowledge than we want to

know.

2.Science as a set of skill By science, students can gather a set of

skill because it let students to explore and

use their own to find an answer. And, it

enables the students to get the right

answer.

3. Science as an intellectual activity Science is an intellectual activity because

it lets anyone especially the students and

the scientist to use their mind to find the

accurate answer.

4. Science as a social activity Science as a social activity because it let

us to explore in our society to gather

information if what are those things that

 the science needs to fill in.

5. Science as problem-solving It is where the students, scientist and other

people are given a chance or opportunity

to engaged in critical way of thinking.

Therefor, they will find a way to solve the

problem through experiment, exploring,

and researching.

6.Science as a career Science as a career or science is a career

to those people who are pursuing or put

their life to science just to have a

contribution to the society. Therefor, if

you love science you must have to take

the risk and find a way to conquer it

because it would be a great opportunity.

7. Science as a global human endeavor Science as a global human endeavor

because through human, science was

created. It is the curiosity of a man that

bring science to life. Therefor, science was

an endeavor of human because humans

imagination and knowledge impart to the

body of science. It is not science who

created a man rather, it is man who

created science.

8. Science is a process Science as a process is a step-by-step

procedure to have a well-defined answer.

Therefor, it plays a big part to do more

efforts for a job well done.

Activity B. 2. The Scientific Method

Recall a problem or challenge that you were able to solve recently. Identify the

steps you did or went through. Write the steps on the corresponding box in the worksheet.
Name: CYNTHIA LUZ T. TANUDRA

Date: April 07, 2023

If my motor bike’s engine won’t start, then I

should fill the tank with gasoline.
Why does my motor bike’s engine, won’t start?

Supplies: Procedures:

 Gasoline  Buy a gasoline.

 Fill the gasoline on the tank of the

motor bike.

 Try to start the engine.

Record the result: Draw a conclusion:

The engine of my motor bike started after I The engine of my motor bike started after I

fill the gasoline on its tank. fill the gasoline on its tank. Therefor I

conclude that my motor bike needed a

gasoline for the engine to start. And my

hypothesis is not wrong.

C. ABSTRACT

Activity C. 1. The Scientific Irony

Science is a very exciting subject and process, but why do teachers have difficulty

engaging all the students in learning and doing science? Reflect on this question. Write

the reasons why the students love learning and doing science in the first column and the

reasons for their disinterest in the subject.

Students Love Science BUT They Hate Science Class

Students love science Teachers have difficulty Some students hate science
 because it was an engaging all the students to class because teachers have

interesting and it has a learn and do science due to a limited access to all the

variety of branches. Means lack of facilities to be use material needed. Students

that the students will be and there is a lack of tools hate science because they

brag into different topics to perform such science will find it boring

and that is what makes it experiment. especially if the teacher

more interesting that gives will give an example only

students excitement. And and not letting his students

students love science to engage.

because it can vast their

imagination upon thinking

of everything.

Activity C. 2. Designing My Future Science Class

Your goal as a future science teacher should be to engage your students to love

learning and doing science. What are the Features of an ideal science class? Characterize

each of the elements below.

Elements Characteristics/Features

1. Teacher Teacher should be flexible.

Teacher should be creative.

Teacher should be approachable.

Teacher should not be bias.

Teacher that will engage his/her students to a

learning activity.

2. Curriculum Curriculum that has what all students must know.

Curriculum that is well created and is well study.

3. Students Students that are cooperative

Students with respect

Students that are eager to learn

Students that didn’t see other students or their

 classmates as their opponent.

4. Classroom Classroom that is safe to perform an activity.

Classroom that is intended for the students that is

staying.

5. Other Support System that is willing to support every school

System activity.

System that is willing to support what the school or

the students needed for it to develop.

D. APPLY

Activity D. 1. Characterizing an Inspiring Science Teacher

Research shows that the teacher is most important factor in the effective delivery

of classroom instruction. Engaging classes are facilitated by inspiring science teachers.

But what are the important traits of an inspiring science teacher? Write descriptions and

illustrations below.

ANATOMY OF A PRIMARY
SCHOOL TEACHER
A teacher must Academic Brain Creativity A teacher must be
have an academic creative so that
brain because they he/she can get the
are the primary attention of his/her
source of students.
knowledge
For the teacher to Extra Eyes Quick Witted A teacher must be
be able to observe quick witted so that
individual he/she can easily
differences and answer the
their development. questions of his/her
students.
A teacher must Big Voice Broad Shoulder A teacher must
have a big voice for have a broad
the students to be shoulder for then to
able to hear be able to accept
whenever the considerable
teacher is responsibility.
discussing
A teacher must Big Heart Stamina A teacher must
have a big heart to have a stamina to
his/her students and endure stress.
as well as to his/her
profession.
A teacher must Clear Handwriting Strong Knee A teacher must
have a clear have strong knees
handwriting so that because they are
his/her students can always in front of
understand what the the class standing
 teacher is writing. while talking
The teacher must Strong Immune Good Shoes A teacher must
have a strong System have a good shoe
immune system so since they are
that he/she can always standing in
teach well. front. But it is not
all. They must have
a good shoe
because it will
reflect on them as a
teacher

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

Activity D. 2. Characterizing an Engaging Science Class

Interview some of the students about their previous science classes. List down

below the topics that the students find most interesting to learn. Ask also how the teachers

taught them effectively in the classroom.

Favorite/Most Interesting Lessons in Teaching and Learning Strategies

Science
Based on the answer of the students that I They say that the teachers taught them by:

have bend interviewed about their  Used different methods and

previous science classes, their pedagogies such as inquiry-based

favorite/most interesting lesson in science learning and constructivism.

are the following:  Imparting the teacher’s knowledge

 Living and Non-Living things through learning experiences.

 Experiments  Having Lecture

 Invention  Assessed through quiz.

 Animal and Plant Cell  Give tasked to illustrate the lesson.

Activity D. 3. Lesson Synthesis

1. What should be the purpose for every science class?

For me, the purpose for every science class is to foster scientific literacy

and responsible citizen, deepen people’s understanding of science, process of

knowledge formation and most specially to develop the critical way of thinking in

every individual.
 2. What makes an engaging and inspiring science class? An effective science

teacher?

What makes an engaging and inspiring science class is that by exploration.

For me, it is exploration because I believe that children can better understand their

teachers lesson and inspire to it when teacher will let them experience. And that is

what an effective teacher.

LESSON 2
Science Education
A. ACTIVATE

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

The aims of teaching and learning science can be summarizes below. Recall

classroom activities or learning experiences you had that aimed at developing these
outcomes among the students. Also recall your feelings and insights when you

experienced those activities in class.

Aims Classroom Your Feeling and

Activities/Learning Insights
Experiences
1. Develop inquiring Discuss, experiments in This science topic that I'm
minds and curiosity laboratory learning about is
about the world incredibly fascinating
because I get to see how
experiments are
conducted, and I get to
comprehend things that I
didn't know before. This
is new knowledge for me,
and it's very significant.
2. Acquire knowledge, Groupings and share ideas Because I tend to have a
conceptual thought collaboration, lack of confidence, this
understanding, and researching, mind mapping activity makes me feel
skills to solve and oral recitation both incredibly happy and
problems and make a little bit anxious.
informed decisions Nonetheless, there is a big
possibility that if this
exercise will executed
well, knowledge of pupils
will increase with the help
of their groupmates.
3. Communicate Debate and collaboration The debate in this activity
scientific ideas, is more engaging since it
arguments, and gives the kids an
practical experiences opportunity to express
their opinions and ideas.
Since that I think two
heads are better than one,
this exercise will be more
exciting, especially if
there will be a
collaboration.
4. Think analytically, Impromptu In my opinion, it
critically, and facilitates pupils'
creatively to solve improved interpersonal
problems, judge communication. The most
arguments, and crucial benefit of this kind
make decisions of practice is that it
develops pupils' critical
thinking skills and wit.
5. Appreciate the Essay Students can improve
benefits and their essay writing skills
limitations of through this assignment.
science and its Also, students had the
applications chance to share what they
had learned.
6. Understand the Research and Experiments Using experiments and
international nature research enables the
of science and the student to independently
interdependence of determine the nature,
science, and society beauty, and importance of
science, which can open
the door to a deeper
understanding of science
 with the use of technology
and science.
7. Demonstrate Sharing thoughts The students' knowledge,
attitudes and ideas, thoughts,
develop the value of sentiments, and
honesty, understanding are
responsibility, and improved by this activity.
respect for oneself, Which is why,
for others, and for improvement of sharing
environments of the lessons is what I
acquired from this lesson.

B. ANALYZE

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

The table below, adapted from Pawilen (2005), lists some of the key events in the

development of science education in the Philippines. Read each item carefully. Read print

and online sources on other legislations and events that contributed to the improvement

of the quality of science education in the Philippines.

Year Highlights
1960s  Printing and distributions of science textbook by the
United States Operations Mission-National Economic
Council (USOM-NEC) Project and UP Science Teaching
Center
1970s  Teaching of Integrated Science and Health in Schools
 Development of the Elementary Learning Continuum
(ELC)
1980s  Introduction of Science, Technology, and Society (STS)
approach to teaching
 Development of science and technology textbooks for
secondary schools
 Recognition of UPISMED
 Start of the Needs-Based Curriculum Project
1990s  Development of “Science Made Easy” video course and
television programs like “Sine Eskwela” for science in the
elementary level
2000  Development of the Indigenous Curriculum for science in
selected local communities
 Integration of language and science for Grade I and II
 Increase time for learning science
2011  Development of Science Framework for Philippine Basic
Education by Department of Science and Technology
Science education Institute and University of the
Philippines National Institute for Science and Mathematics
Education Development
2013  President Benigno Aquino III approved Republic Act (RA)
10533, signing into law the K-12 program
Contemporary It identifies the range of years that went into supporting primary
Programs and secondary education, providing enough time to help students
understand concepts and skills, foster lifelong learning, and get
ready for university education.

C. ABSTRACT
 Activity C. 1

It was previously stated that science teaching is concerned about the teaching of

scientific knowledge and development of science process skills, scientific attitudes, and

values among learners. Read relevant print and online examples on these domains. Give

and write your own examples on the corresponding column.

Domains of Teaching Definition/Examples Your Own Example

Science
Scientific Knowledge Scientific Knowledge refers  Big Bang Theory
to the knowledge that is  Water Cycle
based on scientific methods.  Electro Magnetic
Waves
Examples:
- Cell Theory
- Binomial System of
Nomenclature
- DNA Synthesis
Science Process Skill  Observation  Observe
 Communication  Measuring
 Classification  Investigation
 Measurement  Classify
 Inference
 Prediction
Scientific Attitudes and  Critical Mindedness  Humility
Values  Respect for  Willingness
Evidence  Curiosity
 Honesty  Open Minded
 Objectivity
 Open-mindedness
 Precision
 Curiosity
 Persistence
 Patience

D. APPLY

Activity D. 1.

Public and private institutions alike are making an effort to encourage today’s

youth to take science-related courses and careers. Examine the following programs and

innovations below and see how well they have gone in making science careers enticing to

the youth. Write a short description about each program below.

 Program/Innovation
Balik Scientist Program
Project Noah
Aghambayan
The microsatellites Diwata 1 and 2 and Maya-1 was launched in 2020 after the
nanosatellites Maya 1
Philippine Journal of Science
Science Schools in the Philippines
 Manila Science High School
 Philippine Science High School
System
 Special Science Elementary School responses to their inquiries, it also shapes
Project
 Quezon City Regional Science
High School
 Central Visayas Institute
Description
It is a government project in the
Philippines that intends to boost the
scientific and technology capabilities of
local researchers in many fields by
drawing on the experience of Filipinos
living abroad. The program was first
introduced in 1975, continued in 1993,
and then institutionalized in 2018 by
Republic Act 11035.
Nationwide Operational Assessment of
Hazard is the main disaster risk reduction
and management program in the
Philippines. It was formerly managed by
the Department of Science and
Technology (DOST) from 2012 to 2017
but is now overseen by the University of
the Philippines.
Was the first time DOST and UP held an
event to honor the combined
inventiveness of their scientists and
researchers. The purpose of the event is to
increase public awareness of how science
and technology have helped regular
Filipinos live better, everyday lives.
Diwata-1 microsatellite, which was
launched in 2016. Microsatellites are
larger and more expensive to create than
nanosatellites. Following Maya-1,
Diwata-2 launched in October 2018. The
nanosatellite Maya-1 and microsatellite
Diwata-2, both launched in 2018, have
now succeeded Diwata-1. These satellites
are meant to work together to advance the
Philippine space program and collect
information about agricultural
productivity.
It is an English-language,
multidisciplinary journal that publishes
accounts on unique, noteworthy, and
novel research findings in the social
sciences, engineering, and technology as
well as the natural and applied sciences.
Philippines science has had a long
journey. Providing pupils with a quality
science education encourages their
curiosity from an early age. Based on the
their worldview. Science advocates
objectivity as opposed to relying
exclusively on feelings, which could
impair rational decision-making.
 Foundation

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

By sharing all my positive experiences studying science, I urge teens to do the

same. A person's willingness to attempt something new will increased when someone

who already has an experience will share his/her thoughts. That is why, in order to get the

heart of a person, we must also what we feel while we are on the field of experiencing

and exploration.

III. Lesson Synthesis

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

For me the words that define the quality of science education in the Philippines

was a well-intended to create scientifically literate people who can use knowledge of

science to find solutions to societal challenges and act as responsible decision-

makers.

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

The science curriculum in Filipino schools is subject to several challenges. They

consist of:

 Shortage of the qualified science teachers

 Lack of quality textbooks

 Inadequate equipment

 Large classes

 Lack of support from administrators

LESSON 3
Elementary Science Curriculum Physics, Earth, and Space
Science
A. ACTIVATE

How well do you know and understand science education in the Philippines? Let

us check your knowledge and understanding by performing the following activities.

 Activity A. 1.

Carefully read the introduction and conceptual Framework of the basic education

science curriculum guide and answer the questions below:

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

The main goal of basic science education are to teach students how to apply and

interpret science, to understand their surroundings, to assess and comprehend

scientific theories and evidence, and to research and develop scientific hypotheses.

2. What is the content of the science curriculum?

An entertaining, interactive program called an elementary science curriculum

teaches pupils the basics of science. Standards like the NGSS, STEM, and 5E

instructional style are the foundation of this system. It covers topics such as physical

science, life science, earth/space, and more.

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

The content of the science curriculum organized from simple to complex topic and it

uses spiral progression approach.

B. ANALYZE

Activity B. 1.

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

learning science, theoretical foundations, teaching approaches, and curriculum features.

Fill out the table below by selecting the set of items that should be under each column.

Copy the elements in the corresponding column.

Domains of Theoretical Approaches to Curricular Feature

Learning Foundations Teaching Science
Science
Understandin Multi/ Multi/ Multi/
g and interdisciplinary interdisciplinary interdisciplinary
applying approach, Science- approach, Science- approach, Science-
scientific technology-society technology-society technology-society
knowledge, approach, Contextual approach, Contextual approach, Contextual
performing learning learning learning
scientific
processes and
skills,
Developing
and
demonstrating
scientific
attitudes and
 values

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

Intertwined science content and science processes, Problem-based

Set B: Multi/interdisciplinary approach, Science-technology-society approach,

Contextual learning

Set C: Constructivism, Social cognition learning model, Learning style theory, brain

based learning

Set D: Multi/interdisciplinary approach, Science-technology-society approach,

Contextual learning

Activity B. 2.

This time, focus on the curricular features of basic education science. Write the

features below and cull textual pieces of evidence from the Curriculum Guide (CG) to

support your answer.

Curriculum Feature Sample/Textual Pieces of Evidence from the CG

1. Understanding To demonstrate understanding of basic science concepts and
and applying application of science-inquiry skills.
scientific
knowledge
2. Performing Organizing the curriculum around situations and problems that
scientific challenges the learners’ curiosity motivates them to learn and
processes and appreciate science.
skills
3. Developing and To solve problems critically, innovate beneficial products, protect
demonstrating the environment, and conserve resources, enhance the integrity and
scientific wellness of people, make informed decisions, and engage in
attitudes and discussions of relevant issues that involve science, technology, and
values environment.
4.

C. ABSTRACT

The Department of Science and Technology developed the Science Framework

for Basic Education. Included in this document are the guiding principles for the

formulation of the science framework. Read the principles carefully. Highlight the key

concepts.

Activity C. 1.

The Guiding Principles of Science Curriculum Framework

1. Science is for everyone.

2. Science is both content and process.

3. School science should emphasize depth rather than breadth, coherence rather than

fragmentation, and use of evidence in constructing explanation.

4. School science should be relevant and useful.

5. School science should nurture interest in learning.

6. School science should demonstrate a commitment to the development of a culture of

science.

7. School science should promote the strong link between science and technology,

including indigenous technology.

8. School science should recognize that science and technology reflect, influence, and

shape our culture.

From these principles, the two framework were formulated/derived. Can you explain

the connection/how they came up with these frameworks?

Activity C. 2.

Below is the science curriculum framework for basic education in the

Philippines. A curriculum framework is a set of standards or learning outcomes that

defines the content to be learned in terms of clear, definable standards of what the

students should know and be able to do.

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

conceptual framework is used to understand the place of and inform the direction of a

research project. Can you explain the meaning of this framework and the relationship

among the various features of the curriculum?

Compare the two frameworks. What patterns, common concepts, themes, target outcomes

do you see?

Based on what i have observed on the two framework there really is a differences between the
two but on the other hand, their also a similarities. They are similar in terms of the knowledge
for the children.

But if are going do deep down and compare the two, their differences is in curriculum
framework, it is about the “WHAT” for the children such as “What to teach?” in other term it
is all about the content what the teacher should teach to her children. While on the conceptual
framework, it is all about “HOW” for the teachers such as “How to teach?” to be an effective
teacher for the students to have a learning most especially in science field.

What do these themes and patterns means to you?

It provides a clear path for kids to go from one grade to the next, standardizes the

learning goals for an entire school, serves as a guide for teachers, and is a shared goal

between teachers and students.

D. APPLY
 Activity D. 1.

How does a 21st century science classroom look like? List down below the

features of the science curriculum you wish to see and explain in the classroom. What do

you think the teacher and students are like inside the classroom to manifest such features?

Write in the corresponding column below.

Science Curriculum Features Sample from Actual Practice/Observations

1. Inquiry Based  is a student-centered teaching method that

encourages students to ask questions and

investigate real-world problems.

2. Learner- Centered also known as learner-centered education,

broadly encompasses methods of teaching

that shift the focus of instruction from the

teacher to the student.

3. Research-Based means that users can feel confident that the

strategies and activities included in the

program or practice have a strong scientific

basis for their use.

4. Collaborative Learning is an educational approach that uses groups of

two or more people to enhance learning.  It

involves working together to learn new

concepts, solve problems, complete tasks, or

achieve a common goal. It can also help

employees become better team players.

III. Lesson Synthesis

How does the learning of science foster cultural development?

Science is a part of culture. It represents systematically organized knowledge focused on

nature, human behavior, and its development at the stage of life cycle among other aspects.
 LESSON 4
Constructivist Theory in Teaching Science
A. ACTIVATE

Activity A. 1.

Recall the best moments you had in your science class. What were you doing? What was

your lesson? Who was your teacher? What made it the best moment?

The best moment/s I had in my science class way back in my elementary is when I was in my

grade 5 when my teacher Mrs. Vellandria taught us about the food chain where the grass was

the producer, then the primary consumer was the grasshopper, that is eaten by the second

consumer which is the frog, then eaten by the snake, snake eaten by the final consumer which

is the hawk, and when the hawk is dead its body will have a fungi that will decomposed the

body.
 B. ANALYZE

Activity B. 1

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

1. Engage the students in the discovery and examination of really van and meaningful

problems

2. Organize the curriculum into activities and brought primary concepts.

3. Explore and value the students perspectives.

4. Encourage the students to investigate and challenge their assumptions.

5. Use assessment to diagnose and guide and the student learning.

6. The teacher uses multiple forms of assessment and flexible grouping.

7. Knowledge is shaped by experience.

8. Learning is a personal interpretation of the world.

9. Learning is solely by doing.

Activity B. 2.

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

Correct arise a constructivist classroom by completing the list of features in the second

column.

Traditional Classroom Constructivist Classroom

Return to fixed curriculum Students questions and interest in valued.

Textbooks and workbooks Uses more materials such as primary sources

and manipulative materials

That instructor gives and the students receive The students are given time to discover and

learn the topic by himself, and analyze it as

the teacher’s guide them until they are able to

construct their knowledge.

Knowledge is inert Knowledge is dynamic and changes because

of experience

Assessment via paper and pen test Assessments includes student’s performance,

observations, and their perception, as well as

 written exam

The instructor assumes authoritative role Instructor serves as a guide and interactive

The students work individually Students work mainly by group

C. ABSTRACT

Activity C. 1.

How would you like to be taught in Science?

1. Ask your colleagues of the same question and tabulate your answers.

2. Find out patterns and themes.

3. Categorize your responses as constructivist or non-constructivist teaching and

learning approaches.

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

D. APPLY

Activity D. 1

Try out your knowledge and understanding of constructivist teaching strategies by

selecting appropriate strategies that will complete the table of alignment below. Make

sure that the teaching strategies match the target topic and competencies.

Topic Competencies Constructivist Teaching

Strategies

Characteristics of solids, Describe different objects Make an experiment of it

liquids, and gases based on their characteristics would highlight the

(e.g., shape, weight, volume, difference between the state

ease of flow) of matter.

(Experimentation)

Human sense organs Enumerate healthful habits to The class would start on an
 protect the sense organs activity that let the students to

use their senses. And let them

analyze how to take care and

what would happen if it

wasn’t taken care of.

(Brainstorming)

Animals Describe animals in their Activity where the teacher

immediate surroundings play describe an animal then,

play what sound does it make

and let the students name it.

(Class Discussion)

Heat and electricity Describe sources of light, Let the professional handle it

sound, heat, and electricity and take the class where it is

clearer to explain what was

the topic about.

(Field Trips)

Proper disposal of waste Identify the effects of Explain and discuss where

decaying materials on one’s you can show the cause and

health and safety effects of wrong proper

disposal would certainly give

an advantage using a

projector and video.

(Film)

III. Lesson Synthesis

1. Are there downfalls inusing constructivist teaching approach?

2. What does constructivist teaching strategy work best?

LESSON 5
Components of Instructional Planning
A. ACTIVATE

Activity A. 1.

How do you plan for instruction?

Well, in order for me to a successful teacher, what I do first is to identify what is needed to be

taught or what are my lear objectives, then plan on how I can lay down the lesson gradually for

my students to cope up easily or gain knowledge efficiently. Also, I would plan on how I can

assess my learners learning base on what activities I prepared or my students evaluation

followed by their assignment.

B. ANALYZE

Activity B. 1

The Great Schools Partnership has developed the Elements of Effective Instruction

framework that identifies the five elements of instructional practice. Well integrated into

learning experiences, this elements of promote student engagement and academic

achievement. Provide description for each element below.

1. Learning environment

 For me learning environment is the place where learning happens, and if

learning does not occur or render unsatisfactory, it is either the teacher has

failed due to lack of preparations or the learning environment is not suitable

for learning or the students. Mostly the learning environment is called the

school or its classroom.

2. Clear, shared outcomes

 Well based on my understanding it is the outcome based on the students

learning. Also sometimes the teacher also has an outcome based on the

students learning, this may help a teacher and serves as a guide on what todo

or what evaluation, materials, and assignment is supposed to be given.

3. Varied Content, materials, and methods of instruction

 This serves as the process of teaching, involving the content to be learned or

the essential content to achieve the learning outcomes, the materials needed-to

uplift the process and quality of learning, and last the methods or shall I call-it

how does the teacher deal with it.

4. Practice and feedback

  From my point of view this two can be considerably or commonly known as-

practice test and evaluation. We all know that this give us the feedback we-

wanted as a teacher on how our students cope up or learned in our lessons.

5. Complex thinking and transfer

 Assessment and evaluation promotes or build up complex thinking integration

of ideas, variation of knowledge, and application of newly learned skills. Also,

assessment and evaluation can gauge the transfer of ideas and knowledge

through learning.

Activity B. 2.

Illustrate in a diagram or graphic organizer the relationship among this elements. how do

they foster student engagement?

C. ABSTRACT

Activity C. 1.

Robert Gagne developed Nine Events of Instruction that has guided trainers and

educators in designing instruction for trainings in classroom-based teaching.

1. Gaining attention (reception)

2. Informing learners of the objectives (expectancy)

3. Simulating recall of prior learning (retrieval)

4. Presenting the stimulus (selective perception)

5. Providing learning guidance (semantic encoding)

6. Eliciting performance (responding)

7. Providing feedback (reinforcement)

8. Assessing performance (retrieval)

9. Enhancing retention and transfer (generalization)

In small group‘s, discuss answers to the following questions:

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

 I include all of this, I do believe that this events in lesson is an essential to put

through.

2. What do you consider introducing this priorities?

What I consider the most is efficacy of the learning and transfer of ideas. As a teacher

and soon to be teacher, it is our job to make sure that students receive the outmost

quality of learning we can give with all resources we can put our hands in.

3. Which is most important and why?

For me, it is gaining attention (reception). The reason I choose it because this process

would help us allot with how learning Can proceed and mostly how does the learning

outcome would be. And attentive students would surely lose focus or no focus at all

and would serve as a distraction for those who are willing and attentive students. In

active students also would tend to degrade the learning environment which can affect

the transfer of knowledge and sometimes a teachers confidence.

D. APPLY

Activity D. 1.

Gather examples of instructional plans from friends and colleagues. Examine the

presence of any of the Nine Events of Instruction proposed by Gagne. Did you find any

new element? Identify and discuss.

Instructional Plan Samples Events of Instruction Remarks

1.

2.

3.

4.

5.

III. Lesson Synthesis

1. What new insights did you learn from this lesson?

2. What is the importance of instructional planning?

3. What is the importance of planning for elementary science?

LESSON 6
Instructional Planning Cycle
A. ACTIVATE
 Activity A. 1.

Answer these questions.

1. Have you experience teaching science to elementary learners? How was it like?

2. Do you reflect on your teaching and facilitating? In what ways?

3. When do you say you have done well in facilitating learning?

4. What are your sources of data?

B. ANALYZE

Activity B. 1.

Examine the ADDIE instructional design process below. What do you observe with the

steps? How about the relationship among the five steps?

C. ABSTRACT

Activity C. 1.

Complete the table below with expected output when performing the ADDIE

instructional design process.

Steps Sample Tasks Sample Output

Analysis (The process of

defining what it is to be

learned)

Design (The process of

specifying how it is to be
learned)

Development (The process of

writing and producing the

materials)

Implementation (The actual

delivery of instruction)

Evaluate (the process of

determining the adequacy,

effectiveness, and efficiency

of instruction; maybe

formative or summative)

D. APPLY

Activity D. 1.

Perform the instructional improvement cycle. Fill out the table below with your insights

and reflection.

Steps Insights/Outcomes

1. Select and instructional strategy

2. Implement the strategy

3. Collect data on strategy

implementation

4. Analyze the data and reflect on the

results

III. Lesson Synthesis

1. After going through the complex yet exciting process of instructional planning, what

is it like?

LESSON 7
Five E Model in Planning Science Lessons
A. ACTIVATE

B. ANALIZE
C. ABSTRACT

D. APPLY

LESSON 8
Developing Instructional Plans for Elementary Science
A. ACTIVATE

B. ANALYZE

C. ABSTRACT

D. APPLY