Teaching science module 5

Module 5: Teaching Science

1 : S e s s io n S c ie n c e S c ie n c e

P r o c e s s e s in P r o c e s s e s inTe a c h in gTe a c h in g

S c ie n c e S c ie n c e f o r M u lt ig r a d e f o r M u lt ig r a d e

C la s s e sC la s s e s

Objective• Identify the different science

processes.• Structure teaching activities that

develop the different science processes

• Apply the different process skills in the teaching of science for a multigrade class

O v e r v ie wOur task in the multigrade science teaching is to be certain that not one child is turned off to science. Our approach to teaching science then, should grow out of what we know about the process skills and content of science since the process skills are essential for us to teach the content effectively.

S e s s io n P r o p e rActivity 1:

2.Form five groups to work on the activities as stated in task cards nos. 1-5

3.Allow 10 minutes for the groups to perform the assigned activity.

• Have them discuss their observations.

• Ask each group to report their observations.

TASK CARD NO. 1Get: 5 different kinds of leavesDo: • Observe closely the characteristics/

properties of leaves using one or more materials needed for the activity in every task card.

TASK CARD NO. 12. Record your observations in the

table below.3. Identify the similarities and

differences of subjects observed.Name of Leaf

Observations

Senses used1.

2.

1.

2.

1.

2.

TASK CARD NO. 12. Get three of the leaves and

compare them using one or more of your senses. Write your comparison in a Venn Diagram below. What is the same for all three leaves? Write under 1, 2, and 3? What is the special characteristic/ property of leaf 1? Leaf 2? and leaf 3?

TASK CARD NO. 1

1. Using the different classification scheme, group the leaves as to observable characteristics.

2. Answer :• What did you use as you

observe?• What did you consider in

making the comparison?

• What did you use in grouping the leaves?

• What science processes are used in the activity?

TASK CARD NO. 2Get: sets of pictures ( barren land, a

boy and a dog running away with his lunch bag, lady shouting and a man running away with her hand bag)

Do: 4. Study the pictures. Answer the

questions below based on the pictures.

TASK CARD NO. 22. Write inferences about the pictures.

Write also your observations. Support your inferences. Use the table.

Picture CPicture BPicture A

InferenceObservation

TASK CARD NO. 2Ask:

3. What did you base your inferences on?

4. How does an inference differ from a guess?Paste pictures of events in Task Card No. 3.

Let the participants observe or describe each picture.

TASK CARD NO. 3Get: set of pictures A.

B.

C.

?

?

?

TASK CARD NO. 3Do: 3. Study each set of pictures.4. Answer: “What will most likely

happen if the events continue?”5. Draw your answer in the last frame.

TASK CARD NO. 3Ask:

• What science process did you use in the activity?

• Where do you base your predictions?

TASK CARD NO. 4Get: 8 ice cubes 10 grams of

rock salt filter funnel measuring

cylinderDo: 5. Put ice cubes in a filter funnel.6. Sit the filter funnel in a measuring

cylinder.

TASK CARD NO. 42. Measure the time it takes to

completely melt the ice.3. Put another four ice cubes into the

filter funnel.4. Sit the filter funnel in the measuring

cylinder.5. Sprinkle 10 grams of rock salt over

the ice cubes.6. Measure how long it takes to

completely melt the ice.7. Compare the results.

TASK CARD NO. 4

• How many minutes does it take to completely melt the ice without salt?

• How many minutes does it take to completely melt the ice with salt?

• What science process did we use?

TASK CARD NO. 5Get: an unhealthy plantDo: 4. Observe the unhealthy plant.

Describe it.5. Study the problem: “What

conditions could have affected the growth of the plant?”

TASK CARD NO. 5

2. What hypothesis can you give?3. What are the variables that will

affect the experiment?4. Design an experiment

controlled and manipulative.

1An a ly s is

1. What did you feel while working on the activities?

3. What science processes did you use?

Activity 2:

Ask the participants to list behaviors that would help them develop learner’s skills on science processes. Each group or team may pick two cards.

1. Describe the factors that interact with living organisms.

2. _

3. _

4. _

5. _

PREDICTING

• State as many similarities and differences of plants and animals

• _• _• _• _

OBSERVING

1. _

2. _

3. _

4. _

5. _

COMPARING

1. _

2. _

3. _

4. _

5. _

CLASSIFYING

1. _

2. _

3. _

4. _

5. _

INFERRING

1. _

2. _

3. _

4. _

5. _

QUANTIFYING

1. _

2. _

3. _

4. _

5. _

EXPLAINING/COMMUNICATING

2An a ly s is

a. How do you describe the science skills in the BEC? Explain.

b. What are the basic science processes important in teaching science concepts?

2An a ly s is

a. How does each one differ? Which of them are often used in your teaching Science?

b. What are the basic skills considered in presenting and teaching the science content? How?

Ap p lic a t io n

Ask participants to prepare a teaching plan using any competency in any combination of grade levels using the science processes.

Module 5: Teaching Science

2 : S e s s io n-P r e d ic t -P r e d ic t

-O b s e r v e -O b s e r v eE x p la inE x p la in ( )P O E Ap p r o a c h

Objective

• Discuss the POE approach Discuss the POE approach as a tool for learning Science.as a tool for learning Science.

O v e r v ie w

There is not one best method, approach, strategy, or technique for teaching particular subjects. It depends on the content and skills of the teacher teaching the lesson to use an eclectic1 approach.

O v e r v ie w

As an MG teacher in science, familiarity with a variety of the teaching approaches in science will help develop learners’ critical thinking.

O v e r v ie w

This session will introduce POE and other teaching approaches that will make teaching of Science more interesting and effective.

S e s s io n P r o p e r

Activity:

GUESS-THEN TESTGUESS-THEN TEST

Materials: hard-bound book, paper with the same

size as the book

Directions:

1. Write your predictions on what will happen if we drop the book and the paper on the floor at the same time.

2. Drop both the book and the paper from the same height and at the same time.

3. Record your observation on the table below.

1. Which one hit the floor first?

2. Write your answer and explain.

3. Report your answer.

Prediction Observation

Explanation1.

2.

1.

2.

1.

2.

An a ly s is

1. What did you do with the book and the paper?

2. What were your guess/predictions about the book and the paper?

3. When do we give predictions?4. What did you do after predicting?5. How did the activity help come up

with observations?

An a ly s is

1. Was observing important? Why?

2. What were the things you observed?

3. What were you able to explain? Why?

4. What did you base your explanation on?

5. How did you prove that your predictions were right or wrong?

Ab s t r a c t io n

Prediction-Observation-ExplainPrediction-Observation-Explain or POE Approachor POE Approach

is making learners aware about what they think. Learners are given a situation from which they make predictions then give reasons for their predictions when some changes are made.

Ab s t r a c t io n

The learners are asked to explain the difference between what they expect to happen and what actually happened until the description about the process of prediction and observation is reconciled.

PredictionPrediction

1. The situation must b sufficient familiar to allow learners to give suggestions and make the students feel comfortable to be able to make predictions.

allows teachers and students to become aware about what they think of something. The following are considerations to be made.

1. The situation selected should be a result of surprise to the students.

3. Learners should be encourage to give predictions whether they are sure or not about them.

5. Commitment to a prediction should be sought from every learner. This is usually done to prepare the individual for any contradiction.

ObservationObservation is done as a teacher

demonstrates or a learner does the activity. The teacher has to

be sure that the learners observe carefully and that they discuss these observations by telling , changes, appearance

and so on.

ExplanationExplanation is the final stage of the strategy.

The process of reconnecting prediction and observation is not

an easy task. Learners will be given a chance to talk to one

another about their explanations, the difference between their

observation and predictions and further, experiments is

suggested.

How to use the How to use the s trate gys trate gy

1. Teacher describes very clearly the situations when learners will be required to make a prediction. All questions for clarification should be entertained before proceeding to the activity.

3. All learners should indicate their prediction and reasons to support it.

• Everybody observes the event and write the observations made.

• Learners reconcile any discrepancy between predictions. The teacher should understand that learners are likely to offer different explanations for the conflicting observations.

Ap p lic a t io n

Look for competencies from the BEC/PELC where the approaches could be used. Report your findings to the group.

Competencies:

_______________________________________________________________________________________________________________________

Ap p lic a t io n

How can the POE approach be used?

____________________________________________________________________

This strategy is best used to help develop concepts and

knowledge. The experiments/demonstration

shown for this strategy should allow the students to have good

chances of success in their prediction.

Th e p o es t r a t e g y

1 : S t e p P r e d ic tTeacher shows/demonstrates a

phenomenon. The situation should be reasonable familiar.

Teacher makes one change to his demonstration and asks children/students to predict what will happen.

1 : S t e p P r e d ic tTeacher manage the predictions –

individually, in pairs or groups. The pupils must be comfortable with the situation. It must not be seen as an exercise. “Guessing” is not accepted. Group predictions encourage reasoning and argument among members of the group. A danger in group work is that the students will “copy” the bright student answer. Vary your management of prediction collecting.

2 : S t e pO b s e r v eDemonstrate or let pupils perform the

changed situationRecord observations. Repeat activity

if necessaryCheck observation because people

often see things in different ways. Some people are so committed to their predictions they “refuse to see”.

3 : S t e p E x p la inTeacher may employ various

methods at this stage. Examples: Suchman inquiry, inductive questioning, think-pair share, take a stand or challenge the statement.

Teacher summarizes and checks understanding of students on the concepts presented.

Te aching Te aching Approache s in Approache s in

scie ncescie nce

. a Th e D is c o v e r yAp p r o a c h

The discovery approach helps the learners use the ideas already acquired as a means of discovering new ideas and concepts.

Two Type s of Discove ryTwo Type s of Discove ry

Guided Discoveryis an instructional approach by which the teacher tries to draw out his/her pupils some bits of information through properly organized questions that will lead to the discovery of some concepts or principles.

Pure Discovery is an approach where the pupils are expected to arrive at certain concepts principles by themselves. The teacher gives some guidance with the explanation of particular terms and references

In this approach the teacher plays the role of co-explorer, encourager, questioner and example – setter (role model).

According to Jerome Bruner, this approach will primarily help the learners in the following:

. a Th e D is c o v e r yAp p r o a c h

1. Increase intellectual potency, which means that discovery learning helps students learn how to learn. It helps the students develop skills in problem solving, helps learners to arrange and apply new learning to new situations, shift the responsibility of learning to themselves thereby gaining new ideas.

1. The source of motivation becomes intrinsic rather than extrinsic.

2. According to Bruner, Heuristic means the method through which a person is trained to find out things independently

. b Th e In q u ir yAp p r o a c h

In this approach, the learners perform a science activity through the use of carefully planned operations. The questions are asked by the learners through the careful guidance of the facilitator..

. b Th e In q u ir yAp p r o a c h

The lesson is learner-centered, the facilitator talks less while the learners do most of the talking or asking. The facilitator should also be able to listen well and ask appropriate questions.

. b Th e In q u ir yAp p r o a c h

The facilitator emphasizes the tentative nature of conclusion which make the activity more real-life problem-solving in which decisions are always subject to revisions if and when new data is presented.

All learners should All learners should develop abilities develop abilities

necessary to do scientific necessary to do scientific inquiry inquiry

which includes:which includes:

1. Identifying questions that can be answered through scientific investigation.

2. Designing and conducting scientific investigation.

3. Using appropriate tools and techniques to gather, analyze and interpret data.

1. Developing descriptions, explanations, predictions and models using evidence.

2. Thinking critically and logically to determine the relationships between evidence and explanations.

The steps to Follow During The steps to Follow During the the

Inquiry ApproachInquiry Approach

InquiryInquiry – presenting an inquiry question or discrepant event to stimulate thinking of the learners. It is important that the explanation of the event should be based on ideas in which the learners already have some familiarity. The explanation of the situation should be discovered.

ExplorationExploration – discussing the discrepant (inconsistent) event by generating theories and asking data – gathering questions. Yes – no questions are focused.

DiscoveryDiscovery – freely testing theories or hypothesis until data gathered is satisfactory or lead to discovery.

InvestigationInvestigation – engaging in an active inquiry and investigation of problems.

. c Th e P r o c e s sAp p r o a c h

In this approach, The learners learn by first-hand experience and progress at their individual rate by learning while they find out concepts for themselves.

The process approach The process approach allows children to:allows children to:

1. Understand that change ‘cause and effect’ relationships have been, is now and will continue to be fundamental development in our universe.

2. Attain their maximum potential for effective action and thinking.

1. Increase understanding of themselves and of their relationships to the universe.

2. Sustain the enthusiasm to seek more and more knowledge

3. Accept the challenge that society seeks their best talents and wisdom.

The Steps in the Process The Steps in the Process ApproachApproach

1.1. Guided inquiryGuided inquirya.Arouse interestb.Show or demonstrate

materials.c.Ask questions that to the

problem.

1.1. Guided ExplorationGuided Explorationa.Perform series of activities

using concrete materials.b.Follow a step-by-step basis of

performing the activities for the process or processes involved.

. d M e t a c o g n it iv eM o d e lin g

In this approach, The learners will learn to think about what they already know and identify what they need to learn next about the subject being studied and the purpose of the subject area answered.

. d M e t a c o g n it iv eM o d e lin g

Metacognitive modeling works well in situations where previous instructions have established a base knowledge. This method is integrated to be used with textual presentation of the subject matter.

Steps in Metacognitive Steps in Metacognitive Modeling:Modeling:

1. Distribute the metacognitive model K W L worksheet

What I already What I already KnowKnow

KK

What I What I WWant to ant to knowknow

WW

What I want to What I want to LLeearnarn

LL

1. Instruct the learners to answer the worksheet

3. Follow up with small group discussions.

5. Direct learners to talk and write about

Their understanding of the material/activity (what they know)

What they would like to learn more about (want to learn)

What they learned at the end of the unit of work (what they Learned)

Sharing of the group (or individual) worksheet with the classmates follows.

Module 5: Teaching Science

3 : S e s s io n- Wa lk t h r o u g h o f- Wa lk t h r o u g h o f

S c ie n c e S c ie n c e Le s s o n P la n Le s s o n P la n

Objective

• Discuss the different parts of Discuss the different parts of the lesson plan in Science.the lesson plan in Science.

• Describe each part of the Describe each part of the lesson in science.lesson in science.

O v e r v ie wOne of the difficulties encountered by MG teachers is lesson preparation. Fundamental to this is building on the children’s curiosity. Hence, preparing Science plans for MG classes should not only focus on the learners’ readiness and ability to inquire, explore, and discover but also to the teachers’ careful planning of the direction and pace of learning of learners.

O v e r v ie w

This session will help the participants go over the parts of Science Lesson plan and discuss these parts.

S e s s io n P r o p e r

Divide the participants into five groups.

Give each group a sample lesson plan in Science for MG classes.

1.Tell the group to analyze and discuss the different parts of the Science lesson plan using the following guide questions.

• Is/Are the objective/s for each lesson specific?

• Are the activities adequate to carry out the objectives?

• Are the activities relevant/appropriate?

• Are the activities congruent to the objectives?

• Is the assessment congruent to the objectives?

• Are the materials appropriate in the lesson?

• Are the objectives SMART?1.Ask each group report their

findings to the whole class.

An a ly s is1. What are the parts of a science plan?2. What are the activities under

Preparatory Activities?3. What are the parts under

Developmental Activities?4. In Science, how do we usually asses

pupil learning?5. What are the added features of the

Science Lesson Guides?

Learning guides for specific instructional objectives have been written covering the objectives form the revised BEC-PELC. These plans will serve as models that you can use exactly as prescribed or that you can modify depending on your classroom situation. Let us discuss each one. (Refers to the (Refers to the outline given under abstraction.) outline given under abstraction.)

What are the parts of a What are the parts of a Science lesson plan? Science lesson plan?

Explain/ Describe each part.Explain/ Describe each part.

Ab s t r a c t io n

A. Preparatory ActivitiesA. Preparatory Activities

• Health Inspection-Health Inspection- cleanliness of the pupils body parts are being inspected.

• Weather Report-Weather Report- an assigned pupil tells to the class the weather condition for the day. This is for grades I, II, and III.

• Science News-Science News- a pupil reports about science events. This could be an assigned activity for grades IV to VI.

• Reviews-Reviews- past lessons are being recalled either through questions or games.

A. Developmental ActivitiesA. Developmental Activities

• Motivation-Motivation- the teacher may use varied techniques to catch the learners’ interest.

• Presentation-Presentation- lesson is being introduced or presented through real objects, picture, or models.

• Activity-Activity- pupils may be grouped and asked to do different activities prior to the discussion of the new lesson.

• Analysis/Discussion-Analysis/Discussion- the teacher or pupil report what they did in the activity from their multigrade group .

• Abstraction/Generalization-Abstraction/Generalization- this is the concept learned by the pupils based on the activities done.

• Assessment/Evaluation-Assessment/Evaluation- to check learners’ understanding of the lesson, an activity is given where knowledge/skills will be applied. There will be different groups working at different level on the same topic, in multigrade class.

Ap p lic a t io n

Give each participant a copy of the Synthesis Log. Instruct them to fill in the columns with what they have learned about lesson planning and its parts.

S y n t h e s is lo g

Science Learning Plan

How I can use it

What I Learned

What I Study

By: ______________________ Participant’s Name

Thank You and Good Thank You and Good Day!Day!