ST. MARY’S COLLEGE OF BORONGAN, INC.

(Formerly: St. Joseph’s College)

Borongan City, Eastern Samar
School Year 2021-2022

A LEARNING MODULE FOR TEACHING SCIENCE IN THE ELEMENTARY GRADES

(Physics, Earth and Space Science)

Lesson Topics : Week 10- Meteorology and Astronomy

: Week 11 - Strategies, Methodologies, Approaches in Teaching Science
in the Elementary Grades
: Week 12 - Assessment Approaches and strategies in teaching Science
in the elementary grades
Semester :1st Semester
Period : FINALS
Duration : 3 days, 1 hour per day

WEEK 10. METEOROLOGY AND ASTRONOMY

I. OPENING PRAYER

In the name of the Father, and of the Son, and of the Holy Spirit, Amen.
Almighty God, teach me to see the wisdom in my lesson as purely human effort and the
performance of external deeds as a growing relationship with You in Spirit and in truth. Let Your
words always emanates from a sincere heart. We ask this through our Lord Jesus Christ, your
Son, who loves and reigns with you and the Holy Spirit. One God, forever and ever, Amen.

II. INTRODUCTION OF THE LESSONS

The earth is surrounded by a large envelope of gases called atmosphere. The condition
of the atmosphere and the changes it undergoes influence all physical, chemical and biological
activities over the earth. The study pertaining to lower atmosphere and its changes is called
atmosphere physics or meteorology. In modern usage, meteorology denotes the science of
weather and includes the study of atmospheric phenomena.

Learning competencies: Through this module, learners are enabled to:

1. define meteorology and astronomy.
2. identify the structures of the atmosphere.
3. Explain why natural phenomena happen on earth.

III. PRELIMINARIES
Pretest
Directions: Write the words that are related to meteorology.

Meteorology

IV. LESSON PROPER

Meteorology
The branch of science concerned with the processes and phenomena of the
atmosphere, especially as a means of forecasting the weather. Meteorological phenomena are
observable weather events which illuminate and are explained by the science of meteorology.

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 Those events are bound by the variables that exist in Earth's atmosphere. They are
temperature, pressure, water vapor, and the gradients and interactions of each variable, and
how they change in time. The majority of Earth's observed weather is located in the
troposphere.
Although meteorologists now rely heavily on computer models (numerical weather
prediction), it is still relatively common to use techniques and conceptual models that were
developed before computers were powerful enough to make predictions accurately or efficiently.

A. Structure of the atmosphere

The atmosphere falls into several concentric spheres on the basis of temperature (Fig) as
follows:

• Troposphere
• Stratosphere
• Mesosphere
• Thermosphere
• Exosphere

A.1. Troposphere
From surface towards upwards temperature decreases with altitude. This region is called
troposphere. The decrease ceases at the tropopause, at a height of nearly 18km over the
equator and roughly 8km over the poles. The temperature at the tropopause is of the order of -
80˚C over the equator and around -56˚C over the poles. The height as well as temperature of
the tropopause varies with the seasons and weather situation, the lowest values occurring
during the winter.
A.2. Stratosphere
An isothermal layer followed by a region of inversion extending up to nearly 50km. This
is termed as the stratosphere. Temperatures increase from around 20km becoming roughly 0˚C
by about 50km, which is stratopause. This rise in temperature is due to the absorption of
ultraviolet radiation in the ozone layer between, say, 20 and 50km. This phenomenon is termed
explosive warming of the stratosphere.
A.3. Mesosphere
Above the stratosphere is the mesosphere extending from roughly 50 to 80km. The
temperature in this region once again decreases with altitude, lowering to about -95˚C at the
mesopause around 80km.
A.4. Thermosphere
Temperatures rise rapidly above the mesopause, reaching nearly 1000˚C by about
300km. This region is known as the thermosphere.
A.5. Exosphere
The lighter gases, hydrogen and helium, slowly become free of the earth’s gravitational
field and escape to space by about 600km. This region has been named as the exosphere,
which gradually merges into the interplanetary space.

B. Composition of atmosphere

B.1.Gases
The atmosphere we live in is a mixture of gases composed mainly of nitrogen and
oxygen. The proportion of the various gases in the atmosphere by volume is 78 percent
nitrogen, 21 percent oxygen and the rest 1 percent made up of small amounts of argon, carbon
dioxide, neon, helium, krypton, xenon, hydrogen and traces of ozone, methane, sulfur dioxide,
nitrogen oxides etc.
The atmospheric gases are held on to the earth by the pull of gravitation. Each
constituent has its own role to play in sustaining life on earth. Oxygen is essential for us to live
and for combustion to take place. The role of nitrogen is also important. We cannot breathe pure

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oxygen. Nitrogen slows down the burning process. Carbon dioxide constitutes 0.03 percent and
provides food for plants through photosynthesis, which replenishes oxygen.
Ozone is found mostly between 20 and 50km. It absorbs the ultraviolet radiation from the
sun and thus filters the injurious radiation from harming us.
Carbon dioxide and water vapor absorb the infrared radiation emanating from the earth
and prevent excessive radiational cooling. The atmosphere acts as a protective cover to the
earth by regulating the heat flow.

B.2. Water vapor

Water vapor is present in varying proportions. This composition remains more or less
constant up to a height of 80km. The moisture content in the atmosphere varies depending on
the latitude, temperature, wind and atmospheric systems. Water can be present in the vapor,
liquid or solid phase, sometimes as much as 4 percent. Water and its change of phase are
important in the occurrence of weather phenomena. Water vapor decreases as altitude
increases.

B.3. Aerosols
Atmospheric aerosols are a suspension of fine solid and liquid particles in the
atmosphere. These clouds of suspended matter range from dust and smoke to mists, smogs
and haze. They are not always the result of pollution from human activities; some enters the
atmosphere from volcanic eruptions or dust storms. Some aerosols particles are invisible to the
human eyes because they are smaller than the wavelength of light.

Weather and Climate

Weather
The word ‘weather’ refers to short period variation in the atmosphere at a given place. In
other words, the physical state of the atmosphere at a given time constitutes weather. Weather
at any place is defined as the momentary condition of the atmosphere. It varies from day to day
and place to place. The condition of the atmosphere depends on the following variables which
are called weather elements. They are 1) temperature of the air, 2) pressure, 3) humidity, 4)
rainfall and 5) wind. These weather elements are closely interrelated.
Among these, temperature is the most basic and fundamental. Any change in
temperature causes change in the other elements. Weather influences most day-to-day
activities such as farming, modes of transportation, as also clothing, etc.

Climate
The word climate refers to the condition of the atmosphere over a long period of time
over a large area. In other words, the long-term average of weather is climate. The climate
differs from region to region and season to season. Climate determines water potential, natural
vegetation, cropping pattern, land use, housing and other infrastructure, industrial location,
racial characteristics, etc. The mean value of atmospheric variables such as temperature, wind,
rainfall for different areas and periods constitutes climatological data. However, extreme values
as well as infrequent droughts, high winds, heat and cold waves are taken into accounts to
obtain a true
obtain a true picture of the climate. The study of climate is climatology.

Climatic control
The weather and climate are influenced by various factors. These factors are called
climatic controls. They are,
• Latitudes of the place • Winds and storms
• Altitude of the place • Ocean currents
• Land and water surfaces • Semi-permanent highs and lows
• Mountains • Air masses
• Vegetation • Cyclones

Astronomy
Astronomy (from the Greek ἀστρονομία from ἄστρον astron, "star" and -νομία -nomia
from νόμος nomos, "law" or "culture") means "law of the stars" (or "culture of the stars"
depending on the translation). Astronomy, science that encompasses the study of all
extraterrestrial objects and phenomena. Until the invention of the telescope and the discovery of
the laws of motion and gravity in the 17th century, astronomy was primarily concerned with

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noting and predicting the positions of the Sun, Moon, and planets, originally for calendrical and
astrological purposes and later for navigational uses and scientific interest. The catalog of
objects now studied is much broader and includes, in order of increasing distance, the solar
system, the stars that make up the Milky Way Galaxy, and other, more distant galaxies. With the
advent of scientific space probes, Earth also has come to be studied as one of the planets,
though its more-detailed investigation remains the domain of the Earth sciences.
During the Renaissance, Nicolaus Copernicus proposed a heliocentric model of the solar
system. His work was defended by Galileo Galilei and expanded upon by Johannes Kepler.
Kepler was the first to devise a system that correctly described the details of the motion of the
planets around the Sun. However, Kepler did not succeed in formulating a theory behind the
laws he wrote down.[38] It was Isaac Newton, with his invention of celestial dynamics and his
law of gravitation, who finally explained the motions of the planets. Newton also developed the
reflecting telescope.
The existence of the Earth's galaxy, the Milky Way, as its own group of stars was only
proved in the 20th century, along with the existence of "external" galaxies. The observed
recession of those galaxies led to the discovery of the expansion of the Universe.[43]
Theoretical astronomy led to speculations on the existence of objects such as black holes and
neutron stars, which have been used to explain such observed phenomena as quasars, pulsars,
blazars, and radio galaxies. Physical cosmology made huge advances during the 20th century.
In the early 1900s the model of the Big Bang theory was formulated, heavily evidenced by
cosmic microwave background radiation, Hubble's law, and the cosmological abundances of
elements. Space telescopes have enabled measurements in parts of the electromagnetic
spectrum normally blocked or blurred by the atmosphere.[citation needed] In February 2016, it
was revealed that the LIGO project had detected evidence of gravitational waves in the previous
September. These are all observed through the help of the following:

 Radio astronomy
 Infrared
 Optical
 Ultraviolet astronomy
 x-ray astronomy
 Gamma ray astronomy

V.ASSESSMENT

ACTIVITY 1
Directions: Draw a Solar System Orbit Map and plot Earth’s movement around the Sun.
Explain how and why the sky changes from month to month.

ACTIVITY 2
Directions: Identify the layers of the atmosphere.

______________1. It is where human lives.

______________ 2. It’s where we can find the ozone layer.
______________ 3. The layer where lighter gases starts to move away from the gravitational
field
of the earth.
______________ 4. It is the highest temperature of the earth’s atmosphere.
______________ 5. At an altitude of 80 km, its temperature decreases to -950C.

ACTIVITY 3. ESSAY
Directions: Explain why the sky is blue during day time and red when sun sets. (Use 200
words.)

WEEK 11: STRATEGIES, METHODOLOGIES, APPROACHES IN TEACHING SCIENCE

IN THE ELEMENTARY GRADES

I.INTRODUCTION OF THE LESSON

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 Students who are 8-12 years of age are becoming more relational and enjoy group
activities. At about age 10 they begin making decisions on their own and are thinking more
abstractly. They move from thinking concretely and literally to being able to think more creatively
or abstractly.
Children at this age may become less secure due to bodily changes, and the need to be
correct becomes even stronger. This age group tends to believe they are right and like justice to
be carried out on the “wrong-doers.” They have the tendency to be impatient, anxious, and
easily discouraged. However, they are also joyful, enthusiastic, and positive.
In today’s lesson you will learn the different strategies, methodologies and approaches
in teaching science to elementary students and achieve a positive learning experience.

Objectives: Through this module, learners are enabled to:

1.discuss various teaching strategies that can be adapted in the classroom.
2.educate the basics of science to elementary students.
3.prepare lesson plan using the strategies learned.

II.PRELIMINARIES
Pretest
Directions: Put a check (/) if the given statement is TRUE, if FALSE underline the word that
makes the statement false .

______ 1. Observation is an act of recognizing and noting a fact or occurrence often involving
measurement with instruments.
______ 2. The traditional way of using chalk and board can be improved by facilitating
experiments in class to better understand and appreciate the Principles involved in
various scientific processes.
______ 3. Cooperative learning is an instructional strategy in which the learners work together
in small groups to help one another achieve a common learning goal.
______ 4. A prerequisite for using this strategy is that your learners must be capable of working
effectively in groups or individually.
______ 5. Case study provides an opportunity for "acting out" conflicts, collecting information
about social issues, learning to take on the roles of others, and improving students'
social skills.

III.LESSON PROPER

The Basic Elements of Inquiry Methods

All inquiry methods are predicated on specific assumptions about both learning and
learners. Inquiry teaching requires a high degree of interaction among the learner, the teacher,
the materials, the content, and the environment. The most challenging part is that it allows both
the learner and the teacher to become persistent seekers, interrogators, questioners, and
ponderers. The end result is whenever the learner poses the question every Nobel Prize winner
has asked: “I wonder what would happen if …?” It is through inquiry that new knowledge is
discovered. It is by becoming involved in the process that the learners become historians,
economist, scientist, engineers, poets, business person, artists, writers, researchers-even only
for an hour or two in class.

Basic Tenets of Inquiry Teaching (Orlich et al., 2007)

 Inquiry methods require the learners to develop various processes associated with
inquiry.
 The teachers and the principals must support the concept of inquiry teaching and learn
how to adapt their own teaching and administrative styles to the concept.
 The students at all ages and levels have a genuine interest in discovering something
new or in providing solutions or alternatives to unsolved questions or problems.
 The solutions, alternatives, or responses provided by the learners are not found in
textbooks. The students use reference materials and textbooks during inquiry lessons
just as scientists and professionals use books, articles, and references to conduct their
work.

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  The objective of inquiry teaching is often a process. In many instances, the end product
of an inquiry activity is relatively unimportant compared to the processes used to create
it.
 All conclusions must be relative or tentative, not final. The students must learn to modify
their conclusions as new data are discovered.
 Inquiry learning cannot be gauged by the clock. In the real world, when people think or
create. It is not usually done in fifty-minute increments. The learners are responsible for
planning, conducting, and evaluating their own effort. It is essential that the plays only
supportive role, not an active one (that is, the teacher should not do the work for the
students).
 The students have to be taught the processes associated with inquiry learning in a
systematic manner. Every time a”teachable moment” arrives, the teacher should
capitalize on it to further the building of inquiry processes.
 Inquiry learning complicates and expands the teacher’s work, owing to the many
interactions that may emanate from inquiry teaching and learning.

Basic Inquiry Processes

Listed below are the basic inquiry processes in order of complexity
1. Controlling variables 8. Inferring
2. Communication 9. Observing
3. Experimenting 10.Measuring
4. Classifying 11. Using numbers
5. Predicting 12. Interpreting data
6. Using space-time relationships 13. Formulating hypothesis
7. Making operational definition

Each inquiry process requires progressive intellectual development, and that as this
development takes place for one process, it spurs development on other processes.
Development of observing, classifying, and measuring skills, for example, speeds development
of inferring skills.
These processes are found in every learning episode that involves inquiry. Inquiry is not
simply asking questions; it is process for conducting a thorough investigation, and as such, it
applies to all domains of knowledge.
Each Inquiry process must be carefully developed and systematically practiced. So you
must decide how much of each lesson will be devoted to building cognitive skills and how much
to mastering processes.

Strategy 1. The Power of Observation

A. Definition of Observation

For some people, observing could be described using the song “For Your Eyes Only.”
But observation is much more than the use of eyes to see. It involves the use of all senses:
seeing, tasting, hearing, touching, and smelling. The sense of sight is often predominant so that
we become aware of the natural world, but a better understanding of ourselves and our
surroundings is possible as a result of the interaction of our different senses.
Technically, observation is defined as an act of recognizing and noting a fact or
occurrence often involving measurement with instruments. It involves not only one skill but
actually two or more skills.
Basic science concepts such as classification, ordering, and seriation are learned
through sight and touch but in some cases can be learned with the use of other senses as well.
Science ideas such as energy, black holes, and ecology are based more on mental abstraction
than observable data. These ideas are made concrete through symbols, models, diagrams, and
formulas.
Observing is not unique to scientists; every human being uses observations, consciously
or unconsciously, on a daily basis to make decisions.
Science is not only rational; it is also empirical. Science is experiment, that is orderly and
reasoned activity. It does not watch the world, it tackles it.

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 B. Teaching and Learning Through Observation

Consciously using observation is just as important to teachers as it is to scientists and

other professionals. Observing helps construct reality and make sense of the classroom
environment. Watching children and listening to them while they are engaged in science
activities provide a wealth of data about what they are learning. Instructional strategies,
curriculum content, and assessment techniques can be revised or deleted according to the set
of facts collected during observations of children. Gathering data from actual teaching is much
more effective than exclusively trusting curriculum guides to inform the teachers about the best
practices. Curriculum guides typically express general viewpoints of teaching, which may have
little relevance to individual classroom situations.
Learning to observe is a significant inquiry process for children to consciously use while
they are engaged in science activities. Children of all ages are continuously collecting data
about the world around them, but they may not be consciously aware of their actions. By using
their senses, children consciously learn to construct reality by exploring objects in the real world
around them, which also includes interactions with peers and adults. Teachers can help children
learn to trust their own observations, which will provide them with experiences in becoming
good problem solvers and independent thinkers.

C. Importance of Observation

C.1.The Development of facts from Observations

Why are observations important to scientists? Usually they attempt to find answers to
questions by looking for patterns in nature, numbers, or controlled experiments. These patterns
are detected in data collected through the use of senses, which we will call sense data. Patterns
are interpretations made by the observer of the collected data.

C.2.The Development of Concepts From Observational Facts

A new view of education is taking shape that reflects science as the understanding
relationships between systems and their parts. The emphasis is on process rather than
products, and through processes, relationships among facts (products) become apparent and
meaningful. The contemporary view of science is based on understanding patterns and
relationships among organized ideas, which are called concepts.

C.3.Indirect Observations

Most of the time, we collect data through direct observations. In other science disciplines
including biology, chemistry, and physics, there are instances wherein we rely on indirect
observation. Scientist cannot directly observe the intricate processes within the human body,
the motion and structure of molecules or galaxies, or the other layers of the earth. Microscopes,
telescopes, computers, radar, and sonar are examples of technologies that help increase the
ability to observe. The knowledge created through indirect observation is referred to as
inferences. In other words, conclusions are deduced from indirect data. Knowledge bases in
biology, chemistry, and physics began with direct observation, but the desire to know more has
taken the knowledge to levels that must rely on technology for collecting data.

Sample Lesson Plan

Topic: Force and Motion

Grade Level: Grade 3
Learning Competencies:The learners should be able to:
1. describe the position of a person or an object in relation to a reference point such as
chair, door, another person;
2. identify things that can make objects move such as people, water, wind, magnets; and
3. describe the movements of objects such as fast/slow, forward/backward, stretching or
compressing.

ENGAGE

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 Let the students observe two objects, one that is moving while the other is stationary.
(Use materials available from the laboratory room.) Share their observations in class.

EXPLORE
Show the students videos on force and motion (example: moving car, machines). Ask
them to describe the movement of the objects whether slow/fast, forward/backward,
stretching /compressing.

EXPLAIN
Force is anything that has the potential to change the state of rest or motion of an object.
Forces change the speed or direction of the motion of an object. The greater the force applied
on an object, the greater the change that will be observed in motion. If an object is more
massive, a given force will have lesser effect upon the motion of the object.

ELABORATE
Materials for each group: a ping pong ball, a golf ball, a piece of cm/in ruler, spherical
objects of varying weights (such as tennis ball or basketball)
a. Provide each group a ping pong ball, ruler, and a golf ball.
b. Ask the students to predict and observe what happens when force is applied to an
object, and compare the relative effects of a force of the same strength on objects of
different weight by snapping the ping pong ball gently with a finger and measure the
distance the ball covered with a ruler. Record the distance in centimeters on the force
chart (see chart below).
c. Let the students move the ping pong ball as hard as possible with one finger. With a
ruler, measure and record the distance in centimeters on the force chart (see chart
below)
d. Repeat the second and third steps using a golf ball. Use a different type of ball if golf ball
is not available.
e. Have the students compare data with other groups and draw conclusions about force
applied to objects and its effect on the direction of the object.
f. Give the students enough time to explore the effect of force applied to spherical objects
of varying weights.
g. Convene the students and let them share in class what they have discovered.

Guide questions for the discussion.

1. What did you discover about the ping pong ball as a force in motion?
2. What did you discover about the golf ball as a force in motion?
3. Which ball produced the greater direction/distance and why?
4. Did the balls move farther when a greater or lesser force was applied to the balls?
5. How would the speed of the object and distance change if force had increased or
decreased in strength?
6. What does weight have to do with force?

h. Guide the students in making a list of forces they see every day (examples: kicking a
Ball, shooting an arrow, strong winds blowing, flowing water).
i. Help the students come up with the conclusion that the greater the force applied to an
object, the greater the change in speed or direction it will produce on the object.

FORCES CHART
Ball Soft Movement Hard Movement Greatest Distance
(Measured in cm) (Measured in cm)
Ping pong ball
Golf ball

EVALUATE
1. Instruct the students to write a paragraph considering this case: What would happen if
a golf team decided to practice with a golf club and a ping pong ball instead of a golf
Club and a golf ball?
2. Let the students discuss the relationship between force applied to an object and the
speed or direction of the object.

Strategy 2. Experimentation

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 Experiments are the teachers’ another way of introducing a new idea to the students to
stimulate their engagement in class. The use of experiments allows the teachers to transform
the class into an active learning environment that fosters involvement of the students and
stimulated their mental, affective, and physical activities. The traditional way of using chalk and
board can be improved by facilitating experiments in class so they can better understand and
appreciate the Principles involved in various scientific processes.

The teachers can use experiment instead of, or in addition to more, traditional
approaches for the following reasons:
 Experiments can be used to introduce new ideas or to clarify puzzling aspects of topics
with which the students typically struggle.
 If the result of an experiment is surprising yet convincing, the students are in positions to
build ownership of the new idea and use it to scaffold learning.
 In addition to checking that the conceptual focus of the experiment has been understood
correctly, post-experiment assignments can push the students to describe a follow-up
experiment or to extend the concept to another application.

Classroom experiments keep the learners active in a number of ways depending on the
nature of the particular experiment. During experiments:

 The students are active in generating data or behavioral observations.

 The students analyze data, examples, or models.
 The students answer leading questions posed by the instructor and compare their
answers with those of other students.
 The students work together in groups to solve problems, devise strategies, or
understand class concepts.
 The students predict how changing the experiment will change the outcomes.
 The students compare experimental results to classroom theories and use them to
confirm or critique the theories.

The experimental approach requires the teacher to explain the following steps and guide
the students during the entire experiment. The goal is for the students to be able to understand
the steps and develop their own experiment.
Conducting a classroom experiment entails several significant steps. Among these is the
preparation of the teacher and the students before the experiment, the roles of both parties
during the experiment, and the post experiment tasks.

Strategy 3. Inductive Guided Inquiry

Induction is a thought process wherein the individual observes selected events,

processes, or objects and then constructs a particular pattern of concepts or relationships based
on these limited experiences. Inductive inquiry is a teaching method in which the teachers ask
the students to infer a conclusion, generalization, or pattern of relationships from a set of data or
facts. There are two approaches of inductive inquiry: guided and unguided. If you provide the
specifics-that is, the data or facts- but want the students to make generalizations, then you are
conducting a guided inductive inquiry. On the other hand, if you allow the students to discover
the specific themselves before they make generalizations, the process is an unguided inductive
inquiry. In this particular lesson, we will focus on inductive guided inquiry.

How to Use Guided Inductive Inquiry as a Teaching Strategy?

In guided inductive inquiry, the use of pictures is usually the easiest way to introduce this
concept. For young children, show different pictures of the same scene to the class. Ask the
children to tell what they see in the pictures and to describe patterns they observe. Have them
state these patterns as generalizations. Ask questions that require the students to do some
generalizing themselves, such as “What could cause this type of track in the snow?” or “Where
have we seen these before?”
You need to distinguish clearly between statements based on observations and those
based on inferences. Begin the lesson by explaining and demonstrating the difference between
observations and inferences.

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 The process of inductive reasoning is developed gradually. As the lesson progresses,
prepare a simple chart or list on the blackboard of the students’ observations and inferences.
The students’ understanding of each process will gradually develop from studying these
examples.

Characteristics of Guided Inductive Inquiry Model

1. The learners progress from specific observations to inferences or generalizations.
2. The objective is to learn the process of examining events or objects and then arriving at an
appropriate generalization from the observations.
3. The teachers control the specifics of the lesson and thus acts as the class leader.
4. Each student acts to the specific and attempts to structure a meaningful pattern based on his
or her observations and those of others in the class.
5. The classroom is to be considered a learning laboratory.
6. Usually, a fixed number of generalizations will be elicited from the learners.
7. The teacher encourages each student to communicate his or her generalizations to the class
so that others may benefit from them.

A general Model of Inquiry (Orlich et al., 2007)

Identifying a ▪Being aware of something.

problem

Preparing a statement ▪Proposing testable hypothesis

of research objectives

▪Gathering evidence
Collecting data
▪Conducting an experiment
▪Surveying a sample

Interpreting data ▪Make meaningful statements supported by data.

▪Testing hypothesis

Developing tentative ▪Establishing relationships or patterns

conclusions ▪Specifying generalization

Replication ▪Obtaining new data

▪Revising original conclusions

This model can be adapted to other inquiry models, such as problem solving. These
steps form the basis of what we know as the scientific method. The students can surely develop
the different process skills as they utilize this model effectively.
It has been observed that the teacher’s questioning plays an important role in inquiry
methods because the purpose of inquiry is to pursue an investigation. The teacher thus
becomes a question asker, not the one who is answering the question/s. Teachers who are
masters of guided induction inquiry state that they spend their time interacting with the students
but provide very few answers.
Again, note that these prompting questions helps the students to examine all kinds of
interrelationships-one of the desired goals of inquiry teaching and constructivism.

Strategy 4. Cooperative Learning

Cooperative learning is one of the most sought and studied teaching strategies
nowadays because of its versatility and effectiveness. There are various types of this strategy,
depending on the leaning outcomes and the types of learners. Cooperation is an art of working
together to fulfill shared goals. Therefore, cooperative learning is an instructional strategy in
which the learners work together in small groups to help one another achieve a common
learning goal. It is founded on the principle that the learners can achieve more by working

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collaboratively than by working alone or by passively receiving information from a teacher. It
believes that the learner’s age and ability do not really hinder the success of this approach.
Some teachers claim that they are employing cooperative learning when they have
learners working in groups. On the other hand, Johnson et al. (1993) believed that most group
works are not cooperative learning.
Slavin (1983, 1990, 1995) and Johnson and Johnson (1989, 1994) set the foundation of
cooperative learning. They proposed that there are two important components of all cooperative
learning methods: a cooperative task and a cooperative incentive structure.

Five Basic Elements of Small Group Work

1.There must be positive interdependence
2.There must be an ongoing, direct interaction in which the students help one another
to learn.
3.There must be individual accountability
4.The learners must use appropriate interpersonal skills.
5.The participants become reflective learners as they analyze the outcomes they achieve
and how well the group functions.

Most studies looked at the advantages to the students; few research identified its
benefits to the teachers. The study of Garvie (1994) showed that teachers who employed
cooperative learning are more enthusiastic than those who do not use it. Teachers who used
cooperative learning in their classrooms expressed a significantly greater degree of efficacy in
promoting the learning of slow students compared with teachers who did not employ
cooperative learning in their classroom at all.

Considerations when using cooperative learning

Use cooperative learning if: Do not use cooperative learning if:
▪You want to encourage the learners to develop ▪The students do not have the basic skills
their social skills while learning academic required for collaboration and teamwork.
content.
▪You want the students to use their prior ▪The students lack the prior knowledge to guide
knowledge as a foundation for examining issues their collaborative learning.
in depth.
▪ You want the students to explore issues from ▪There is insufficient time for the students to
multiple perspectives. collaboratively investigate, discuss, and think
about the things you want them to learn.
▪You want the students to develop their ability to
learn collaboratively.
▪The learning task is too big for individual students
to undertake.

Strategy 5. Using Research as a Teaching Strategy

What is a Research?

The word research has its roots in the old French word “recherché”, meaning to
investigate thoroughly. Books on educational research often go a little further and define
research as, “Seeking through methodical processes to add to one’s own body of knowledge
and, hopefully, to that of others, by the discovery of non-trivial facts and insights”. This definition
conveys the idea that research has two important components (Killen, 2009):
1. Inquiry that is carried out systematically and purposefully
2. Inquiry that focuses on revealing some new knowledge.

We can note, then, that there are several very important steps in any research. First,
there must be a clear purpose – we must formulate a question that will answer. Second, there
must be a detailed plan for trying to answer that question so that the research will be
systematic. Third, data must be gathered and analyzed in an attempt to answer the question so
that new knowledge can be revealed. Finally, some conclusions must be reached – either to
answer the original question or to explain why we could not find an answer. To use student
research as a teaching strategy, you have to help the students understand and work through
each of these stages so that they learn how to investigate, experiment, relate information, and
draw logical conclusions.

Page 11 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG

 A prerequisite for using this strategy is that your learners must be capable of working
effectively in groups or individually. If they can work in groups, you can use this strategy in
conjunction with group work, cooperative learning, or problem-solving.
Student research is not always appropriate in all occasions. There are some limitations
to this strategy. The table below shows the advantages and limitations of student research as a
teaching strategy.

Use student research if: Do not use student research if:

▪ The outcomes you want the students to achieve ▪ The students lack the basic skills to work
are readily related to issues beyond the independently or in small groups.
classroom.
▪ The learners have sufficiently high prior ▪ The students have very poor literacy skills.
knowledge to guide their own learning.
▪The students are self – motivated and can learn ▪ The students do not have access to the
with minimal assistance. equipment or information they need to produce
worthwhile data from their research.
▪ You want to encourage the students to take a ▪You cannot allow the students sufficient time to
deep approach to learning. complete the research task.
▪ You want the students to learn how to enjoy
learning.
▪ You want learning to be driven by the students’
curiosity.
▪ You want to encourage the students to be
independent learners.

How to Use Research as a Teaching Strategy

Research is very much a student – centered approach to learning, but it is not something
that you should expect your students to do totally independently. It will not be sufficient to simply
give the students a research question and leave them to their own devices to find the answers.
Instead, you will have to plan each phase of the research carefully and prepare your students by
making sure that they have all the prerequisite skills or that the research project is structured in
such a way that the students will develop these skills as they work through the research.

Strategy 6. Using Case Study as a Teaching Strategy

The use of case study is also called as the case method of teaching or case – based
pedagogy (Killen, 2009), and it has three major components: the case itself, the students’
preparation for engaging with and discussing the case, and the classroom discussion. This
process of case study requires that the students be given access to the case in advance so that
they can prepare for a detailed whole – class discussion.
A case is a story with a message – a narrative that describes an actual, or realistic,
situation in which an individual or group has to make a decision or solve a problem. Most often,
the stories are set in the past and focus on real people or real events, but they may be set in the
present and they can describe fictitious things.
It can be useful to categorize cases in terms of their completeness and openness and in
terms of the action required from the students.

1.Complete – it is a case that describes fully the situation and its real- life conclusion.
2.Incomplete – It refers to a case that explains real events up to a point but does not include
the real outcome of these events.
3.Open – It is a case that may have many possible solutions or actions that could be
recommended.
4.Closed – A case that has a single best response or solution

If you want to test the students’ understanding of well – defined facts and principles, you
can probably use a closed case study. If you want the students to explore many possibilities and
debate their merits, you will structure the case study as an open- ended one.
Thinking about case studies in these different ways will help you select or develop case
studies that best match the outcomes you want the students to achieve. Whichever approach
you take, the case study will engage the students in a collective analysis of a slice of reality with
a common purpose of gaining a deeper understanding of the issues involved. Because the case
is describing a real or realistic situation, it will not have all the relevant information set out in

Page 12 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG

clear, logical steps. Nor will it necessarily contain all the information that the students need to
formulate their arguments. Rather, it will reflect the complexities, ambiguities, and uncertainties
of real situations. The case will not provide an analysis of the situation it describes – this
analysis is left to the students. The case study will provide both intellectual and emotional
exercise for the students, forcing them to engage with complex problems and make critical
decisions – thus preparing them for the realities they will face after their formal education.
Case studies transform the student’s role from “a passive recipient of information to an
intellectual detective”. This helps the students to develop their metacognitive skills. The case
method also provides at least two opportunities for the teacher to deepen their understanding: it
often results in the teacher encountering fresh perspectives on old problems because the
students suggest things the teacher had not thought of, and it can give the teacher a chance to
test classic solutions on new problems. Deeper understanding is also likely to be a product of
the teacher deliberately trying to develop fresh ways of covering well- trodden ground.

Strategy 7. Using Role play as a Teaching Strategy

ANY
educators agree that effective
teaching
helps students to think critically,
communi
-
cate effectively, learn self
-
discipline, develop
an understanding of the self and
others, and culti
-
vates the perpetuation of self
-
Page 13 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG
education (Cherif &
Adams 1993). Teaching methods
that use students'
experiences can help generate
enthusiasm for active
invo
lvement in the learning process.
One effective
technique that encourages such
participation is role
playing. Role playing provides
an opportunity for
"acting out" conflicts, collecting
information about
social issues, learning to take on
the roles of other
s,
and improving students' social
skills. Therefore, we
Page 14 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG
believe that role playing plays an
indispensable part
in human development and
offers a unique opportu
-
nity for resolving interpersonal
and social dilemmas
(Joyce
&
Well 1986).
To emphasize the advant
age of the role
-
playin,
,
,,
teaching method, this paper
provides information on
teaching objectives, various
levels of student involve
Page 15 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG
-
ment, and the importance of
assessment, and lists
some difficulties teachers should
be prepared for in
using this techniqu
e. Finally, we provide one exam
-
ple of role
-
playing activities in
biotechnology that we
have designed and implemented
successfully in the
classroom.
Many educators agree that effective teaching helps students to think critically,
communicate effectively, learn self-discipline, develop an understanding of the self and others,
and cultivates the perpetuation of self-education (Cherif &Adams 1993). Teaching methods
that use students' experiences can help generate enthusiasm for active involvement in the
learning process. One effective technique that encourages such participation is roleplaying.
Role playing provides an opportunity for "acting out" conflicts, collecting information about social
issues, learning to take on the roles of others, and improving students' social skills. Therefore,
we believe that role playing plays an indispensable part in human development and offers a
unique opportunity for resolving interpersonal and social dilemmas (Joyce &Well 1986).To
emphasize the advantage of the role-playing ,teaching method, this paper provides information
on teaching objectives, various levels of student involvement, and the importance of
assessment, and lists some difficulties teachers should be prepared for in using this technique.
The Objectives of the Role-Ploy Teaching Approach -Today's global, multicultural
environment requires people to work cooperatively. Hence, teachers must provide their students

Page 16 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG

with structural learning experiences to develop skills for work in the job climate (Gayford 1989).
Role playing is helpful in meeting our teaching agenda, because it is a technique in which
students spontaneously enact assigned roles in a given historical, literary, or contemporary
situation in order to understand the situation more thoroughly (Hawes &Hawes 1982, )

including them in planning the five factors that make up a typical role-playing situation:
1. The problem to be solved
2. The characters to be played
3. The roles to be followed
4. Essential information to be gathered
5. Procedures for the play to be adapted.

Objectives in this role-playing activity are to help them develop:

1. Team work skills
2. Critical thinking and problem-solving skills
3. Breadth and depth of concepts and vocabulary of biotechnology and their application to
life in our contemporary technological society
4. An understanding of the social, economic and environmental implications and limitations
of biotechnological development
5. An awareness of their own attitudes, feelings and values and how they differ from
others.

To make the role-playing teaching approach more productive, teachers should lead
students towards greater levels of involvement in the process. Many problems of role playing
can be overcome by collaboration between teachers sharing learned techniques and resource
materials, and preparing for roleplaying in advance.
ANY
educators agree that effective
teaching
helps students to think critically,
communi
-
cate effectively, learn self
-
discipline, develop
an understanding of the self and
others, and culti
Page 17 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG
-
vates the perpetuation of self
-
education (Cherif &
Adams 1993). Teaching methods
that use students'
experiences can help generate
enthusiasm for active
invo
lvement in the learning process.
One effective
technique that encourages such
participation is role
playing. Role playing provides
an opportunity for
"acting out" conflicts, collecting
information about
social issues, learning to take on
the roles of other
Page 18 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG
s,
and improving students' social
skills. Therefore, we
believe that role playing plays an
indispensable part
in human development and
offers a unique opportu
-
nity for resolving interpersonal
and social dilemmas
(Joyce
&
Well 1986).
To emphasize the advant
age of the role
-
playin,
,
,,
Page 19 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG
teaching method, this paper
provides information on
teaching objectives, various
levels of student involve
-
ment, and the importance of
assessment, and lists
some difficulties teachers should
be prepared for in
using this techniqu
e. Finally, we provide one exam
-
ple of role
-
playing activities in
biotechnology that we
have designed and implemented
successfully in the
classroom.
Page 20 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG
Strategy 8. Gamification

What is Gamification?

Gamification is described as the process of applying game related principles –

particularly those relating to user experience and engagement – to non game contexts such as
education.
Today's learners are digital natives and have new profile. They grew up with digital
technologies and have different learning styles, new attitude to the learning process and higher
requirements for teaching and learning. Teachers are facing new challenges and have to solve
important issues related to the adaptation of the learning process towards students’ needs,
preferences and requirements. Teachers have to use different teaching methods and
approaches that allow students to be active participants with strong motivation and engagement
to their own learning. Modern pedagogical paradigms and trends in education, reinforced by the
use of ICT, create prerequisites for use of new approaches and techniques in order to
implement active learning. Gamification in training is one of these trends. The aim of the current
work is to study and present the nature and benefits of gamification and to provide some ideas
on how to implement it in education.

Elements of a Game
The goal of gamification is to motivate the learners by incorporating several game
elements in designing instruction:
● Fun ● Narrative
 Mastery ● Rules and levels
 Player control ● Immediate Feedback
 Social Connection ● Progress Indicators
 Rules and levels ● “Scaffolded learning” with challenges that increase

Nature Of Gamification
According to Kapp, gamification is “using game-based mechanics, aesthetics and game
thinking to engage people, motivate action, promote learning, and solve problems. Gamification
is the use of game thinking, approaches and elements in a context different from the games.
Using game mechanics improves motivation and learning in formal and informal conditions.
Various definitions overlap and can be summarized as follows: Gamification is an
integration of game elements and game thinking in activities that are not games.

Games have some distinctive features which play a key role in gamification:
 users are all participants – employees or clients (for companies), students (for
educational institutions);
 challenges/tasks that users perform and progress towards defined objectives;
 points that are accumulated as a result of executing tasks;
 levels which users pass depending on the points;
 badges which serve as rewards for completing actions;
 ranking of users according to their achievements.

Strategy 9. Design Thinking

Design thinking is a mind-set and an approach to learning, collaboration, and problem-

solving. It is structured framework for identifying challenges, gathering information, generating
potential solutions, refining ideas, and testing solutions.
Design thinking allows us to believe in ourselves that we can make a difference and,
brings out our creative and innovative potentials that transform difficult challenges into
opportunities for design. This approach has four characteristics:
1. Human –centered 3. Optimistic
2. Collaborative 4. Experimental

There is recognition on many levels of the inadequacies of current education paradigms

in developing 21st century skills and predictors of student success such as a growth mindset.
Design education through its signature pedagogies, methods and processes already develops
many of these skills. The parallel between these skills and the skills imparted through Design
Thinking and Design education seem to suggest a significant opportunity for a new design-
based education paradigm that focuses on design abductive reasoning and cognitive skills like

Page 21 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG

curiosity, innovation and critical thinking as well as the development of social skills such as
empathy, facilitation and collaboration. The need for the skill of empathy in a diverse range of
professions, and to the 21st century skills in general also suggests that exposure to design
education at primary school could lay a solid foundation that would not only benefit children who
go on to become creative professionals, but would in fact benefit all children and lead to their
greater engagement at school and future success in their professional lives. The success of the
recent experiments with Design Education at primary and secondary lays a foundation for
additional experimentation.

Why is Design Thinking Important?

Consider the rapidly changing world we live in. To thrive in the future students will need
to be adaptable and flexible. They will need to be prepared to face situations that they have
never seen before. Design Thinking is one of the best tools we can give our students to ensure
they:

 Have creative confidence in their abilities to adapt and respond to new challenges.
 Are able to identify and develop innovative, creative solutions to problems they and
others encounter.
Develop as optimistic, empathetic and active members of society who can contribute to solving the
complex challenges the world faces.
How will you teach design thinking

Think about projects you can do with your own students that will help enhance and
deepen their learning. How might you support your students to:

 Develop empathy, insights and understandings.

 Define a problem as an actionable question.
 Generate and visualise ideas.
 Develop prototypes; and
 Evaluate and test their designed solutions.

Page 22 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG

IV.ASSESSMENT

ACTIVITY 1
Directions: Answer the following guide questions..

1.What are the benefits of using observations as a strategy in class?

2.How does it helps the students develop facts, concepts, and scientific knowledge?
3.What are the limitations of experimentation as a teaching strategy?
4.What are the general considerations when using guided inquiry as a strategy in class?
5. What are the limitations of student research as a strategy in class?

ACTIVITY 2
Directions: Prepare a diagram showing the advantages of Cooperative Learning strategy.

ACTIVITY 3
Directions: Give the meaning and sample questions of the following Purpose.

Purpose Definition Sample Question

1.Clarification
2.Elaboration
3.Generalization
4.Structuring

Page 23 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG

 5.Comparison
6.Substantiation
7.Linking
8.Engagement
9.Integration
10.Consensus

ACTIVITY 4
Directions: Given the learning competencies below, develop a sample lesson plan.

Topic: The Surroundings

Grade Level: Grade 3
Learning Competencies
1.Describe the things found in the surroundings.
2.Relate the importance of surroundings to people and other living things.

ENGAGE
________________________________________________________________

EXPLORE
________________________________________________________________

EXPLAIN
________________________________________________________________

ELABORATE
________________________________________________________________

EVALUATE
________________________________________________________________

WEEK 12: ASSESSMENT APPROACHES AND STRATEGIES IN TEACHING SCIENCE

IN THE ELEMENTARY GRADES

I.INTRODUCTION

“Assessment is a highly charged word in educational circles… It is a complex, changing,

and controversial subject that overlaps with major societal issues regarding quality of education,
diversity, and equality of access, the implementation of district and state guidelines, the efforts
to evolve national standards, and many other aspects of our current educational crisis. At its
heart, and at its best, assessment…speaks to the continuing dedicated struggles of teachers
and educators nationwide to improve instruction, to reach out to all students in effective and
stimulating ways.” --From the Introduction to Insights and Outcomes

Objectives: Through this module, learners are enabled to

1. characterize effective assessment.
2. explain the emphasis or focus of modern assessments in science.
3. examine assessment strategies in terms of their advantages and implementation
guide lines.

II.PRELIMINARIES
Pretest
Directions: Identify the kind of assessment explained by the statements below.

_______________1.It is derived from the collections that photographers, models, and artists
assemble to demonstrate their work.
_______________2. It allows students to demonstrate their understanding of concepts and their
ability performing science process skills, values, and attitudes.

Page 24 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG

_______________3.This is challenging and more engaging than formal tests. Online platforms
and application can be used in designing this.
_______________4.This is an interesting and relevant assessment using statistics and
experiment result through computer and data literacies.
_______________5.An assessment showing simplified representations of the world that enable
the students to imagine about it in new ways.

III.LESSON PROPER

Given the disruption that both students and educators have experienced, high quality
assessment strategies are key, and formative assessment is more important than ever. It is
critical upon the return to school that educators identify high quality assessment strategies to
produce expedient, asset-based information to determine students' access points to learning.
Student learning progress should be monitored using multiple data sources, which can include:
teachers, families, and students; embedded formative assessments; classroom summative
assessments; and district-wide interim/benchmark assessments. All of these data, with
emphasis on formative assessment data, should be used together to design instruction, adjust
curriculum, identify targeted supports, and develop flexible groups to ensure that both the in-
depth grade level instruction and just-in-time learning of essential content from the prior grade
occur simultaneously.
Formative Assessment Considerations:
Formative assessments are designed to quickly inform instruction by providing specific
and immediate feedback through daily, ongoing instructional strategies that are student- and
classroom-centered, and that answer "what comes next for student learning?" The formative
assessment process outlined in this graphic is a cycle of learning that can help educators
ensure that all students are getting the support they need to progress in their learning.
Although student learning environments may look different in the 2020-2021 school year,
formative assessment practices should be used to collect evidence of student learning whether
the learning is occurring face-to-face, blended, or online.
The formative assessment process allows students and teachers to gain a deep
understanding of learning goals and envision proficiency in each standard. Feedback from the
evidence of learning is used to adjust instruction and guide every student toward success. This
process gives teachers insight into the variety of student access points and is an essential
source of data to inform and adjust instruction to meet student needs and accelerate learning.

Assessment Strategies

Story writing – Stories help people make sense of their observations in the natural world. Telling
or reading stories is an engaging way to present information; story writing is a great way
to assess student knowledge.
Letter writing – Letters and persuasive writing are central to the process of science and
mathematics, and to the relationship between science and society. Letter writing offers
students opportunities to demonstrate their abilities to apply and communicate concepts
they have learned in science units.
Advertisements – Ads marshal facts and ideas to communicate one point of view. Often
statistics
or experimental results are used in advertising.
Reflections – When teachers ask students to reflect in an open-ended way about what they
know
or wonder about a topic, it broadens students’ view of what is important. Oral reflections
take place in individual and group questioning, discussions, and student presentations.
Written reflections can be recorded as journal entries, persuasive writing, articles for
school
publications, or reports.
Game Playing – Skills and knowledge are vividly revealed when students participate in science
games. For many students, games are less intimidating and more engaging than formal
tests or oral and written presentations.
Pre-Post Testing -- A student who does very well on a culminating test may have understood
the
concepts before the unit began; a student who performed less well may have started out

Page 25 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG

 with misconceptions that were substantially changed during the unit. If students are
assessed in a similar manner before and after the unit, teachers can measure not just
what
Model Making – Models are simplified representations of the world that enable us to think about
it in new ways, make predictions, and test ideas. Model-making is a fundamental part of
scientific practice and allows students to visualize the world in a deeper way than just
looking at it.
Explorations – Despite its open-ended quality, exploration of new landscapes or situations is a
crucial part of the discipline of science. Exploration allows teachers to observe students
exercising important skills such as: using all their senses to observe, recording
observations, making comparisons, formulating questions and hypotheses, and making
inferences.
Experiments – When students design, conduct, and analyze experiments, teachers have
opportunities to observe students: describing variables, designing comparisons and
using
controls, determining appropriate outcomes, critiquing an experiment, and drawing
conclusions.
Investigations – Scientific investigations encompass the entire process of posing and answering
questions, using a variety of tools and strategies to come to the best possible answer.
Students use content and process skills to construct their own pathways, make
observations, collect and analyze data, and draw conclusions.
Conventions, Conferences, and Debates – At a scientific convention, participants meet to share
ideas with the larger science community. They learn about each others’ research and
argue, debate, and evaluate each others’ work. Staging such an event allows teachers to
observe students exercising their skills and knowledge.
Applications – When an activity requires application of knowledge, teachers learn whether
students are able to apply concepts in new and/or real-life situations.
Teacher Observations – Teachers’ open-ended observations of students’ learning progress,
based on specific criteria, can be an important assessment tool particularly during group
or independent learning time, and can also be combined effectively with student self-
evaluation.

Assessments Should:
● look ahead to provide just-in-time information to help teachers identify how to help
each
student access grade-level learning
● identify and build on student assets
● take an approach specific to each content area and grade band
● provide information that is instructionally relevant
● provide teachers, students, and families with specific, actionable, and immediate
feedback about learning
● allow opportunities for student self-reflection on progress towards learning goals
● have structures and curriculum connections that are familiar to students
● occur after relationships have been established between the teacher and students

Remote Formative Assessment Considerations:

Formative assessment practices engage students in learning inside the classroom or in
a virtual setting. They can be used to gauge whole class, small group, or individual student
learning. There are several digital formative assessment tools that can be used to gather
evidence of learning through a variety of formats including:
● short multiple choice/interactive/short answer assessment resources
● audio and video assessment resources
● discussion resources
● game-based assessment resources
● presentation assessments
● data collection applications

IV.BROADENING OF THE CONCEPT

Directions: Answer the following questions.

1. How does a cloud fill up with water?
2. How does looking at distant galaxies allow us to look back in time?

Page 26 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG

 3. Why does the coldest time of the year align with the darkest time of the year?
4. Galaxies look stationary, so why do scientists say that they rotate?

V.ASSESSMENT

ACTIVITY 1
Directions: Discuss with a partner the advantages and disadvantages of each type of test.
Complete the table below with your answer.
Type of Assessment Advantages Disadvantages
Multiple Choice
Gap filling
True-False
Matching

ACTIVITY 2
Directions: In small groups of 3-4 members, choose three strategies below to examine in terms
of advantages and implementation guidelines.
Assessment Strategies Advantages Guidelines for Implementation
Observation
Interview
Group/Peer Assessment
End of unit paper and pen test
End of quarter paper and pen test
Quiz bee
Self- assessment
Performance task/Students
demonstration
Science journal entries
Rubrics/Checklists
Visual displays
Laboratory report
Research report
Pencil and paper tests/drills
Oral recitation
Computer assisted games or
instruction

VI.PERSONAL INSIGHT
1. How does astrology work to our life?
2. How can astrologist help other people ?
3. What are the various ways of observing the weather forecast?
4. What bible verse is related to our discussion?

VII.REFLECTION

1.Why did you choose that bible verse? ____________________________________________

____________________________________________________________________________

VIII.REFERRENCES

Readings:
Hamlyn, Paul, (1961), Treasures of the World, Hamlyn Publishing Group Ltd.,
Alata, E. P. (2020), Teaching Strategies for Elementary Science (Physics, Earth, and
Space Science)
Websites
https://www.ducksters.com/science/physics/work.php Retrieved August 23, 2021

https://www.learner.org/series/essential-science-for-teachers-physical-science/heat-
and- temperature/childrens-ideas-about-heat-and-temperature/
Retrieved September 1,2021

Page 27 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG

 https://byjus.com/physics/ohms-law/ Retrieved September 4,

https://www.sun.ac.za/english/learningteaching/ctl/Documents/Gamification%20in%20ed
ucation.pdf

https://files.eric.ed.gov/fulltext/EJ1137735.pdf

https://www.edsys.in/innovative-science-teaching-methods/

https://www.basu.org.in/wp-content/uploads/2020/08/Meteorology-Climatology-and-
Geography.pdf

https://en.wikipedia.org/wiki/Astronomy

IX.CLOSING PRAYER

Gracious God and Father, help us to do what is right for our life. May we have the
courage and strength to do whatever it is that is being entrusted to us. Help us to be free from
the feeling of being overwhelmed, free to reflect, focus and act in whatever way possible. Help
us not to deceive ourselves but always to grow towards truth and action. We ask this through
the intercession of our Mother Mary and Venerable Ignacia del Espiritu Santo Amen.

Designed by: Checked by:

MRS. CARMELITA T. CARANDANG, LPT MR. LEONARD MONTEZA, LPT

Subject Teacher Internal Quality Assurance In-charge

Recommending Approval:

S. MARYLOU R. DACILLO, RVM

VP for Academics/Principal

Approved:

S. MA. JESUSITA L. BERNATE, RVM

Cluster Head President

Page 28 of 20 TEACHING SCIENCE IN THE ELEMENTARY GRADES MS. CARANDANG