This document contains four paragraphs related to teaching science: 1. It discusses how teachers teach science both in the classroom and real-world situations to effectively teach children new things they can apply to life. 2. It provides an example lesson plan for kindergarteners on cleaning body parts that incorporates pictures, group activities, and assessments. 3. It explains that music is an effective way to engage children and allow them to express ideas and knowledge in learning science. 4. A second example lesson plan focuses on identifying living and non-living things and incorporates group work, assessments, and assignments.

1. 1. How the teachers teach sciences to the childrenones?
Answer: Science is a systematized body of knowledge where in children will certainly learn
new things that they will definitely use to their lives. Teachers teach sciences not just in the
classroom but also in an authentic situation because teachers believe that exposing children
to the real situation makes them learn effectively. It is also so very important to teach
sciences in children where sciences teach most of practical works in life that we can’t deny
the fact that each day, we’ve encounter sciences. Through this, children get an ideas and
knowledge’s to be used by them in facing whatever challenges that they might encounter
along their way.
2. Revise anintegrative teaching (eight elements).
Lesson Plan in
Science for Kindergarten
I. OBJECTIVES:
To identify the differentthingsusedtocleanbodyparts.
II. SUBJECT MATTER:
“CleaningOne’sBodypart”
Reference: Preschool Integrated Core Curriculum (Things around Me) pg. 157
Preschool Integrated Core Curriculum (Myself) pg. 103
Materials: different pictures of things such as comb, cotton buds, nail cutter,
toothpaste and toothbrush, shampoo and socks

2. Subject Integration: Language, literacy
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
Different kinds of Weather
2. Motivation:
The teacher will show pictures of different things used in cleaning
body parts such as comb, cotton buds, nail cutter, toothpaste and
toothbrush, shampoo and socks. Ask the children what those things are
and what are the used of those things.
B. Lesson Proper:
1. Presentation:
The teacher will select each things and shows to the class on how to use
those things in cleaning body parts.
2. Group Activities:
The class will be divided into 4 groups. Each group will be given
different pictures of things used in cleaning body parts and they
will show to their classmates on how to use those things.
C. GENERALIZATION:
What are the different things used in cleaning body parts?

3. D. APLICATION:
Color all the things used in cleaning body parts.

4. IV. EVALUATION:
Encircle the pictures of the object that is used in cleaning body parts.

5. V. ASSIGNMENT:
Box all things used in cleaning body parts.

6. 3. How important music in teaching sciences.
Answer: “Learning is Fun”. This quotation implies that learning must be acquired in a
meaningful way. We teach music because we teachers believe that it is one way of capturing the
attention of a certain child and music did not failed in it because music is so effective with
regards on learning. It is also important to teach music because through music children can
express whatever feelings they have, the ideas and most of all the knowledge they have in their
selves.
4. Brain- Based Approach.
Lesson Plan in Science
(Brain- Based)
I. OBJECTIVES:
To identify living things and non-living things
II. SUBJECT MATTER:
“Living and Non-living things”
Reference: Preschool Integrated Core Curriculum (Things around Me) pg. 3-10
Materials: pictures of living and non-living things
Subject Integration: Language

7. III. PROCEDURE:
A. Preparatory Activities:
1. Review:
Parts of a Flower
2. Motivation:
The teacher will show a picture. Ask the pupil of what are the things
that they see in the picture.
B. LESSON PROPER:
1. Presentation:
Teacher will show pictures of living things and non-living things. Tell
to class.
People, animal and plants are living things.
Chairs, dress and other things that have no life are non-living things.
2. Group Activities:
The class will be grouped into 4 groups. Each group will be
given pictures of living and non-living things. Each group will
classify the pictures into living and non-living things.
C. GENERALIZATION:
What are the living and non-living things?

8. D. APPLICATION:
Encircle the pictures of living and Box the non-living things.

9. IV. EVALUATION:
Write L in the box if it is living thing; N if it is a non-living thing.
1.
2.
3.
4.

10. 5.
V. ASSIGNMENT:
Color the pictures of the living, green; the non-living things, brown.