Republic of the Philippines

Department of Education
Region II
Division of Cagayan
VICENTE D. TRINIDAD HIGH SCHOOL
(formerly Iguig National High School)
Ajat, Iguig, Cagayan
School Year 2019-2020

ACCOMPLISHMENT
SCIENCE
REPORT
Prepared by:

Peter O. Calonia, Jr.

Teacher 3
Introduction

Traditional science lessons have often begun with teachers presenting students with science vocabulary
words and asking them to write the words, find the definitions in a dictionary or the glossary of the textbook,
match the words to definitions, or use the words in a sentence. In this model of instruction, words are often
presented in isolation and students are tested on the words alone, without application to concepts.
Many of us were “taught” this way, so we remember how little these practices contributed to conceptual
development. These traditional strategies stem from the assumption that students absorb the meanings of many
science terms simply by writing the words and their definitions. To many English-speaking students science
words seem like a new language, and to English language learners, these words are a new language.
The job of science education is to teach students how to use thematic patterns of science to communicate
meanings, “talking science” to solve problems in writing or speaking about issues in which science is
relevant. The goal of helping students learn to communicate about science is important, but we must also be
aware of potentially harmful messages that can be unconsciously communicated to our students. As science
educators, we not only teach science but we may communicate a “mystique of science” attitude, promoting the
idea that science is authoritative, impersonal and humorless, lacking creativity or values. This communicates a
view that scientists are “experts” or “them,” rather than seeing ourselves as scientists.
Scientific writing and talk often project science as a description of the way the world works rather than as a
human social activity that tries to make sense of the world. We instead should help our students learn that
science is all around us, influenced by human uncertainties, judgments, values, and interests. It’s important that
we emphasize the human side of science. These well-established ideas about the nature of science 2 have a
lasting effect on students, so we need to be sensitive about the messages we communicate. Science is creative
and science is tentative, which means that scientists recognize that we understand things based on current
research.
Activities
Undertaken
Preparation of teacher made test for every Quarter
Conducted review during LAC session for Students
Joined ICT related trainings, Science research seminars and PRIMALS
Conducted Comprehensive review before Quarterly Test
Constructed intervention materials and related activities in teaching Science
Established programs and activities related to learning activities on science.

Accomplishments
Test Results
Grade NPT 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
M F T
7 22 8 30 77.72 79.05 79.49 80.30
9 17 14 31 70.04 71.92 72.41 79.05
8 18 12 30 78.17 78.40 79.58 81. 40
10 17 13 30 75.50 76.75 78.48 83.34
Average 75.36 76.53 77.49 81.02

Achievement Rate
Grade NPT 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
M F T
7 22 8 30 80.77 81.87 83.03 83.63
9 17 14 31 80.97 81.58 82.52 84.16
8 18 12 30 80.06 80.30 81.4 80.15
10 17 13 30 80.63 82.53 82.53 84.87
Average 80.61 81.57 82.37 83.20
 Seminars Attended
2/15/2020 DEPARTMENT OF EDUCATION DIVISION OF CAGAYAN
TEACHING FOR PASSION
SCIENCE PRIMALS 12/22/2019 DEPARTMENT OF EDUCATION DIVISION OF CAGAYAN

ICT ON SCIENCE
10/10/2019 DEPARTMENT OF EDUCATION DIVISION OF CAGAYAN
INTEGRATION

IN-SERVICE TRAINING FOR

10/22/2018 DEPARTMENT OF EDUCATION DIVISION OF CAGAYAN
TEACHERS ON RPMS-PPST

DIVISION CONSULTATIVE
CONFERENCE FOR SCIENCE 08/25/2016 DEPARTMENT OF EDUCATION DIVISION OF CAGAYAN
COORDINATORS

DIVISION SEMINAR-
WORKSHOP ON SCIENCE 11/28/2014 DEPARTMENT OF EDUCATION DIVISION OF CAGAYAN
INVESTIGATORY PROJECT

SCHOOL-BASED SEMINAR
WORKSHOP ON SCIENCE 10/20/2014 DEPARTMENT OF EDUCATION DIVISION OF CAGAYAN
RESEARCH AND STATISTICS

IN-SERVICE TRAINING FOR

TEACHERS ON ENHANCING
COMPETENCIES OF
TEACHERS ON MANAGING 09/13/2014 DEPARTMENT OF EDUCATION DIVISION OF CAGAYAN
TEACHING AND LEARNING
FOR THE 21ST CENTURY
LEARNERS
Contest Wins
NAME OF STUDENTS CONTEST TITLE RANK COACH LEVEL
STRATEGIC
AMELIA C.
PETER O. CALONIA JR INTERVENTION CHAMPION DIVISION
TAGACAY
MATERIAL (SIM)
PETER CALONIA
AJAY-JAY GABRIEL UPCIKLABAN (QUIZ BEE) 3RD REGIONAL
JR
Division Science and
PETER
Rishalyn Ramos Technology Fair 4TH DIVISION
CALONIA JR
(Extemporaneous)
Division Science and PETER
Erika Perez 5th DIVISION
Technology Fair (Essay) CALONIA JR
Regional Science and PETER
Erika Perez Champion Regional
Technology Quiz Bee CALONIA JR
Division Science and
PETER
France Dirk Zacarias Technology Fair 10th DIVISION
CALONIA JR
(Quiz Bee)
PETER CALONIA
Renita Cancejo UP Sinniriban (SANAYSAY) CHAMPION NATIONAL
JR
PETER CALONIA
Adrian Burgos UP Sinniriban (QUIZ Bee) 6TH REGIONAL
JR
PETER CALONIA
Shiela Mae Ebojo UP Sinniriban (QUIZ Bee) 6TH REGIONAL
JR
PETER CALONIA
Gaylin Villanueva UP Sinniriban (QUIZ Bee) 6TH REGIONAL
JR
Problem
Richard Sapad UP Sinniriban (QUIZ Bee) 7TH
PETER CALONIA
JR
REGIONAL
PETER CALONIA
Encountered:
Ruela Teh YMCA 4th Division
JR more deeply about
How can I provide enrichment within the classroom to students who are ready to think
content?
How can I provide Slow Learners the Appropriate Remedial Activity without compromising the quality
time of instruction for other learners?
How can issues regarding lack of references be addressed.

Incapacity to perform other experiments due to lack of resources and other laboratory apparatuses

Recommendations/ Related Study

Science time in schools is often limited, and as a result teachers find it difficult to include science
vocabulary instruction to help students make sense of text. In addition, teachers are often eager to teach
content, and consequently provide only a brief introduction of science terms.
English language learners have the added burden of trying to learn science in a language they have not
yet mastered. The increase of English language learners in schools has spawned research about elementary
students and science vocabulary that focuses on students and curriculum. Many teachers mistakenly believe
that students must first learn English before learning science and fail to understand cultural influences on
learning.
Through hands-on inquiry instruction, all students can develop context-based content knowledge along
with language development. Lee, Buxton, Lewis, & LeRoy identify inquiry-based science instruction as
Pictorials

The Winners in the UPCIKLABAN 2016

Champion in Sanaysay (UP Patalasanlahi held at UP

Participant to the Division Science &Technology Fair

The Participants in the Science

and Technology Regional Fair
 SCHOOL ACTION PLAN IN SCIENCE
S.Y.2019-2020

OBJECTIVES/ STRATEGIES/ TIME PERSON EXPECTED REMARKS

TARGETS ACTIVITIES FRAME INVOLVED OUTPUT
 Increase Use of Year Teacher, Performance 100% of the
performance appropriate Round School Head, level increased targeted
level of students teaching Students performance
techniques. level achieved.
Prepares
adequate
instructional
materials
Provide
activities
appropriate to
the learners
Develop Provide Year Teacher, Developed skills Prepared
students in adequate Round School Head, in manipulation inventory of
manipulation of Science Students of such apparatuses
science equipment apparatuses. Increased level
apparatuses Provide more of performance
experiments in science
and related activities
activities
Improve Provide quality Year Teachers, Won contest in Improve
performance on instruction and Round Students Science fair performance
Science Contest improve on science
and interventions contest.
competitions and set tested
review
methods and
reviewers
Improve Attend Year Teacher, Teaching Prepares a
teachers seminars and Round School Head competencies modulated
competencies workshops. improved instructional
plan
Encourage Utilize PTA and Year Teacher, science 100%
students and stakeholders in Round School Head, investigatory participation
parents to developing a Students, projects rate school and
participate in science PTA Officers developed community
developing a investigatory related
science projects activities.
investigatory
projects

Conclusion
The teaching of Science offer students the ability to access knowledge and information which will
contribute to an overall understanding of how and why things work like they do. Science is able to explain
the mechanism and reasons behind the daily functioning of complex systems, which range from the human
body to sophisticated modern methods of transport. Students are able to use this knowledge to understand
new concepts, make well informed decision and pursue new interest. Science also helps provide tactile or
visible proof of many facts we read about in books or see on the television. This helps to increase
understanding and to retain information for children and learners.