UNIT 1: INSTRUCTIONAL PLANNING

IN SCIENCE
PREPARED BY: GROUP 1
 Chapter1: The need to teach about the
process of science
Name: Jeannie Lyn Cacayuran | Teacher's name: Rosierie Rufino | School: St. Paul
• Children are natural scientists. They are curious, love to
explore, and ask a lot of questions. But you don’t have to have
all the answers! Help your child develop the skills needed to
think like a scientist, which will allow him or her to understand
increasingly complex science concepts.
• Science teaches kids about the world around them. From the
human body to methods of transportation, science can explain
the mechanics and reasons behind complex systems. This
knowledge can be used to understand new concepts, make
informed decisions and pursue new interests.

Introduction
 1.1 The nature of science
• Science presumes that the things and
events in the universe occur in consistent
patterns that are comprehensible through
careful, systematic
Scientific Ways study.
Science works in specific ways, remember
that:
1. Science relies on evidence from the
natural world.
3. Science is embedded within the
times so that as man continously
develops technology and instrument
for discovering the nature of the
world around us, so that our
understanding of the world improve.

Scientific principles
• Scientific principles are based on
 Steps of
the 1.Make an observation or
scientific ask a question.
method • The first step is to observe
something that you would like
• The scientific method
uses a series of steps to
to learn about or ask a
establish facts or create question that you would like
knowledge. The overall
process is well answered. These can be
established, but the
specifics of each step
specific or general.
may change depending
on what is being 2. Gather background
examined and who is
performing it. information.
3. Create a hypothesis.
• A hypothesis is an explanation for the
observation or question. If proven later, it can
become a fact.
4. Create a prediction
• Create a testable prediction based on the
hypothesis. The test should establish a
noticeable change that can be measured or
observed using empirical analysis. It is also
important to control for other variables during
the test.
5. Do an Experiment
6. Analyze Your Data and Draw a
Conclusion
• Once your experiment is complete, you
collect your measurements and analyze
them to see if they support your
hypothesis or not.

Scientists often find that their predictions

were not accurate and their hypothesis
 1.2 Teaching about the six basic science
process skills
Name: Lheann Princess Bugayong | Teacher's name: Rosierie Rufino | School: St. Paul
1. Observing-In observing, we use our five senses: sight, smell,
touch, taste and hearing. This is the most basic skill in science.
• This involves exploring looks (color, shape, and size), sounds,
texture, temperature, pressure, tastes and smells or odor.
2. Communicating-is the process of letting other people know
what we are doing and thinking. We communicate in science by
speaking, reading, and writing.
• Observing and communicating go hand in hand. This is
because a person must communicate in order to share one’s
observations.

Science Process Skills

• It is important to use clear, accurate, and complete
descriptions in communicating, including descriptions of color,
size, temperature, texture and others.
3. Measurement- When you measure things, you are actually
being more precise in observing and communicating. We
measure height, weight, length, volume, temperature, and
density.
• Isolation of stimulus – when teaching very young learners
about measurement. It is enough to talk about “big and small”
or “heavy and light.”
• Conventional- Using diffent types of measuring
Science Process Skills
• Unconventional ways of measuring- also known as
“nonstandard measurement,” like measuring something by
using one hand, one’s feet, or any object.
4. Classifying – When there are so many objects, events, and
living things around us, it is easier to study these when we
classify them based on similarities, differences, and
interrelationships that we observed.
• One way to classify things is by placing a rank or order based
on one property, like falling in line from shortest to longest
foot size or height

Science Process Skills

FORMS OF CLASSIFICATION

BINARY CLASSIFICATION- OBJECT

DIVIDED INTO TWO GROUPS
MULTI- STAGE CLASSIFICATION-
MULTIPLE GROUPS ON SEVERAL
LEVELS
SCIENCE PROCESS SKILLS
5. Inferring- An inference is an explanation based on an
observation. It is a link between what is observed and what is
already known.
6. Predicting-When we, predict we offer our best guess on
what might happen in the future based on fact or pieces of
evidence. We are making a forecast of what we might
observe in future.

Science Process Skills

1.3 Teaching about the six integrated science
process
Name: Marc Angelo Arciaga | Teacher’s name: Rosierie Rufino | School: St. Paul
FORMULATING IDENTIFYING DEFINING INTERPRETING
EXPEREMENTING
HYPOTHESIS VARIABLES OPERATIONALLY DATA

Integrated Science Process Skills

1. Formulating Hypothesis

What is hypothesis?
• A hypothesis is an educated guess.
• It is a proposed explanation for some events or
problems.
• This suggests ideas that has to be tested
through experiments
⮚ A variable is any factor that can be change, controlled or
What is variable?

measured in an experiment
what are the kinds of variable?
⮚ Independent variable – this is what you decide to
change in the experiment.
⮚ Dependent variable – this is what you observe or
measure in an experiment.
⮚ Controlled variable – this is what you kept the same
during the experiment.

2. IDENTIFYING VARIABLES
3.DEFINING OPERATIONALLY

• This is how we decide to measure the variable in the experiment.

Example:

• A group of Grade 6 student conducting a study whether running

everyday will affect the person’s endurance.

The variable “ENDURANCE” may be defined as:

⮚ Distance a person could run without stopping.

⮚ Number of hours a person could run.

4. EXPERIMENTING

• An experiment includes designing data gathering procedures

for the purpose of testing the hypothesis.
5. ENTERPRETING DATA

• This includes collecting information or data, organizing them and finding

patterns or relationship to arrive at a conclusion.

• An organized data uses graphs like:

Bar Graph Line Graph Pie Graph

CONSTRUCTING MODELS

• Model construction refers to the process

of creating mental representations of
knowledge through the adaptation of
existing cognitive structures to new
information (accommodation) and
aligning new information with existing
structures (assimilation).
Chapter 2: Teaching Science
Name: Cristine Joy Benitez | Teacher's name: Rosierie Rufino | School: St. Paul
 2.1 The DEPED Framework for Teaching

What is the DEPED Framework for Teaching?

This framework is organized around the interlocking components
namely; Inquiry Skills, Scientific Attitudes, and Content and Connections.

• Inquiry Skills - are the ability to develop questions, design

investigations, collect and analyze data, and report their findings.
• Scientific Attitude - is the desire to know and understand, questioning
to all statements, search for data and consideration of consequences.
• Content and Connections - some researchers refers to content
connections as "making meaning" in the classroom.
• Teacher Sharing - To what extent do you share
information about yourself with your students.
• Encourages Sharing - Encourage students to share
about themselves.
• Draw Connections - To what extent do you draw connections
between classroom learning and your students everyday
experiences.
• Personal Sharing - To what extent do your students share
information about their everyday lives
• Make Connections - To what extent do your students make
connections between classroom learning and their everyday
experiences .

Why do we need to framework for a curriculum?

• It sets ths subject within these wider contexts and show how
learning experiences within the subject need to contribute to the
attainment wider goals.
ATTRIBUTES NEEDED IN SCIENCE
 ATTRIBUTES NEEDED IN SCIENCE

•
WE HAVE 5 NECESSARY ATTRIBUTE FOUND AROUND THE CENTER
OF THE FRAMEWORK:

1. Effective Communicator- clearly articulate what

they are thinking
2. Critical And Creative Problem Solvers- analyze and solve problems
3. Inform Decision Makers- use evidence in making sounds judgement and
decisions.
4. Innovative And Inventive Thinkers- use various techniques in producing
creative ideas
5. Responsible Stewards Of Nature-responsibility use and protect the
natural environment
LEARNING THEORIES AND TEACHING APROACHES

1. CONSTRUCTIVISM- “LEARNING BY DOING” “ACTIVE LEARNING”

2. SOCIAL COGNITION LEARNING MODEL-GAIN KNOWLEDGE BY

OBSERVING OTHER PEOPLE

3. LEARNING STYLE THEORY-PREFERED LEARNING STYLE

 BRAIN BASED LEARNING OR BBL- HOW BRAINS WORK AND
DEVELOP

1. APPROACH-TEACHING BOTH LEFT AND RIGHT

DOMINANT

2. PRIMING-CONNECTING PROIOR KNOWLEDGE WITH NEW

TPOIC
3. NOVELTY-BALANCE NOVELTY WITH STRUCTURES
4. MOTIVATIONAL STRATEGIES- MOTIVATE STUDENTS
 2.2 The 4A Lesson Activity Plan
Name: Angiela Baldogo | Teacher's name: Rosierie Rufino | School: St. Paul
The 4A Lesson Plan

• "Learner-Centered"
• Organized, well-sequenced manner and
present lessons that are comprehensive
and meaningful.
• Promote retention of information, recall and
learning of higher order thinking skills.
 1. Objectives
• What should the students know?
• What should the students be able to do with what
they know?
This lesson plan has 2. Content
information • Learning Resources (references)
regarding the • Other Resources (charts, videos, activity sheets
following: or worksheets)
• Values Integration (care and compassion, doing
your best, fair go, honesty and trustworthiness,
integrity)
3. Procedure
• Where you find the 4As.
• The teacher should be done first with the
preliminary classroom activities (prayer,
attendance and assignment checking) and
1. Activity
• To hook the student's interest to learn.
• Hands-on Learning
• Students explore, do concrete hands-on activities and
discover new knowledge.
• Review quiz, a game or a group activity.
2. Analysis
• Analyzes whether or not the students are ready for the lesson.
• Can be done by holding a discussion, activity or asking a
questions.

The 4As
3. Abstraction
• More in-depth.
• Focus entirely on the lesson being presented.
• Reinforcing what the students know and should know more.
(So, the different phases up to here moved from simple to
complex and from concrete to abstract.)
4. Application
• Making students apply their newly required knowledge or
skill to a new situation.
• Bringing the students to a more practical way of using what
they have learned.
The 4As
 • Evaluation
• Assignment
• Remarks
• Reflection
The remaining parts of a regular lesson plan
--THANK YOU--