A.

ACTIVATE
Create a word cloud to illustrate definition of Science.

The word cloud description of learning can be specified as a diagram of the key ideas and conditions
associated with the description of wisdom. It usually includes dispute to a degree information,
understanding, systematic, study, everything in creation, test, and evidence. The height and
outstandingness of each word in complete cloud display allure importance or repetitiveness in the
circumstances of wisdom. By visually effecting these dispute, a discussion cloud specifies a quick and
charming survey of the gist ideas and law had connection with the field of information.

B. ANALYZE

On the first column are the facets of Science while on the second column shall be your insights or
reflection on the facets of Science

FACETS OF SCIENCE INSIGHTS/REFLECTION

1. Science as a broad of Science encompasses a vast
knowledge range of knowledge across
various disciplines, including
biology, chemistry, physics, and
more. It involves understanding
the fundamental principles and
concepts that govern the

2. Science as a set of skills
3. Science as an intellectual
activity
4. Science as a social activity
5. Science as problem Solving
6. Science as a career
7. Science as a human endeavor
8. Science as a process
natural world.
Science also involves the
development and application of
specific skills, such as critical
thinking, observation, data
analysis, experimentation, and
problem-solving. These skills
enable scientists to investigate
and explore the unknown.
Science is an intellectual pursuit
that requires curiosity,
creativity, and the ability to
think critically. It involves asking
questions, formulating
hypotheses, and seeking
evidence to support or refute
them.
Science is not conducted in
isolation. Collaboration and
communication among
scientists are essential for
sharing ideas, conducting
research, and advancing
knowledge.
Science aims to solve real-world
problems and address
unanswered questions.
Science offers a wide range of
career opportunities, including
research scientists, engineers,
educators, healthcare
professionals, and
environmentalists.
Science is a reflection of human
curiosity, ingenuity, and the
desire to understand the world
around us. It represents the
collective efforts of scientists
throughout history and across
cultures to expand our
knowledge and improve our
lives.
Science follows a systematic
process of inquiry, which
involves making observations,
formulating hypotheses,
conducting experiments,
 analyzing data, and drawing
conclusions.

B2. 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: Michaela Suyom

DATE: December 28, 2023

HYPOTHESIS: By following specific steps and utilizing available resources, I can increase the chances of
finding my lost dog.

QUESTION: Where could the dog have gone? Are there any potential places nearby where the dog might
seek shelter or familiar spots?

TEST THE HYPOTHESIS:

SUPPLIES:

Search the immediate area where the dog was last seen.

A recent photograph of the dog.

A leash or collar with identification tags.

PROCEDURES:
1. Start by searching the immediate area where the dog was last seen. Check nearby parks, streets, and
neighbors’ yards.
2. Speak to neighbors and ask if they have seen the dog or have any information about its whereabouts
3. Follow up on any potential sightings or leads promptly.

RECORD THE RESULTS:

Document any sightings, leads, or relevant information received during the search efforts.

DRAW A CONCLUSION:

By following these steps and actively engaging in the search process, the chances of finding the lost dog
can be increased. However, it’s important to note that every situation is unique, and the outcome may
vary. It’s crucial to remain persistent, utilize available resources, and seek assistance from the community
to maximize the chances of a successful reunion with the lost dog.
C. ABSTRACT

C1. THE SCIENTIFIC IRONY

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

STUDENTS LOVE SCIENCE BUT THEY HATE SCIENCE CLASS

Students love science because it
allows them to explore and
understand the natural world.
Students love science because it
sparks curiosity and encourages
critical thinking.
Students love science because it
offers opportunities for
discovery and problem-solving.
Students love science because it
can be interactive and engaging,
especially when conducted in a
group or team.
But the curriculum may be too
theoretical and lacks real-world
connections.
But the subject matter may be
presented in a complex or
confusing manner.
But the lack of resources or
outdated materials may limit
hands-on experiences.
But the assessment methods
may focus more on
memorization than
understanding.
They hate science class because
they may perceive it as difficult
or intimidating.
They hate science class because
the class may be overcrowded,
leading to limited individual
attention.
They hate science class because
the teacher’s approach may be
uninspiring or lacking
enthusiasm.
They hate science class because
the subject may be seen as less
important or relevant compared
to other subjects.

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
TEACHER Passionate and enthusiastic
about science.

Knowledgeable in the
subject matter.

Skilled in effective teaching

strategies and student
engagement.

-Builds positive relationships

with students and creates a
supportive learning
environment.
 Relevant and aligned with
real-world applications.

CURRICULUM
Promotes inquiry-based
learning and problem-solving
skills.

Fosters interdisciplinary
connections and integration
with other subjects.

STUDENTS Actively engaged in the

learning process.

Encouraged to ask questions

and explore their own
interests.

Collaborative and
encouraged to work in
groups or teams.

Given opportunities for

independent thinking and
creativity.

Supported in their individual

learning needs and styles.
CLASSROOM Well-equipped with science
materials, tools, and
resources.

Flexible and adaptable to

different teaching and
learning approaches.

Supports technology
integration for research and
 data analysis.

Provides space for displays

of student work and scientific
artifacts.
OTHER SUPPORT SYSTEM Access to additional
resources such as libraries,
science centers, or online
platforms.

Collaboration with other

science teachers for
professional development
and sharing of best practices.

D. APPLY

D.1 CHARACTERIZING THE INSPIRING SCIENCE TEACHER

Research shows that the teacher is the most important factor in the effective delivery of classroom
instruction. Engaging classes are facilitated by inspiring science teachers. But what are the important
traits of an inspiring science teacher? Write descriptions and simple illustrations below.
Do you embody these traits? What steps do you undertake to develop them?

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 TEACHING AND LEARNING

LESSON IN SCIENCE STRATEGIES

III. LESSON SYNTHESIS

What should be the purpose for every science class?

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