The document provides guidance on using inquiry-based learning through a 7-step guided inquiry process. It involves having students ask an inquiry question, make predictions, gather and analyze data, and draw conclusions. Examples are also given of content standards and learning competencies for teaching properties of matter to grades 5 and 6 using this guided inquiry approach.

1. .
Read the items and
choose the letter of the
correct answer

2. 1. The learners apply their idea/s
to the world around them to see
what happens.
a. abstract
conceptualization
b. active experimentation
c. concrete experience
b. reflective observation

3. 1. The learners apply their idea/s
to the world around them to see
what happens.
a. abstract
conceptualization
b. active experimentation
c. concrete experience
b. reflective observation

4. 2. The stage of the learning cycle wherein
the learners have to encounters a new
experience that creates an opportunity for
learning by actively participating in the
experience so they can learn from it.
a. abstract conceptualization
b. active experimentation
c. concrete experience
b. reflective observation

5. 2. The stage of the learning cycle wherein
the learners have to encounters a new
experience that creates an opportunity for
learning by actively participating in the
experience so they can learn from it.
a. abstract conceptualization
b. active experimentation
c. concrete experience
b. reflective observation

6. 3. This helps students to understand
difficult topics by letting them see
images, graphs and videos that have
something to do with their lessons.
a. differentiation
b. graphic organizers
c. Led classroom
c. technology

7. 3. This helps students to understand
difficult topics by letting them see
images, graphs and videos that have
something to do with their lessons.
a. differentiation
b. graphic organizers
c. Led classroom
d. technology

8. 4. A strategy which stresses self-directed
education, creativity, and discovery, rather
than memorization or traditional lecture-
style education. Students are encouraged
to incorporate their own interests in
learning with the given guidelines.
a. differentiation
b. graphic organizers
c. Led classroom
d. technology

9. 4. A strategy which stresses self-directed
education, creativity, and discovery, rather
than memorization or traditional lecture-
style education. Students are encouraged
to incorporate their own interests in
learning with the given guidelines.
a. differentiation
b. graphic organizers
c. Led classroom
d. technology

10. 5. A strategy which make use
of diagrams, tables, graphs, video to
explain the lesson
a. differentiation
b. graphic organizers
c. Led classroom
d. visualization

11. 5. A strategy which make use
of diagrams, tables, graphs, video to
explain the lesson
a. differentiation
b. graphic organizers
c. Led classroom
d. visualization

12. 5. A strategy which make use
of diagrams, tables, graphs, and
concept map to explain the lesson
a. differentiation
b. graphic organizers
c. Led classroom
d. visualization

13. 5. A strategy which make use
of diagrams, tables, graphs, and
concept map to explain the lesson
a. differentiation
b. graphic organizers
c. Led classroom
d. visualization

14. 6. A strategy which make use
of different styles in teaching the
lesson to the different groups of
students in a class.
a. differentiation
b. graphic organizers
c. Led classroom
d. visualization

15. 6. A strategy which make use
of different styles in teaching the
lesson to the different groups of
students in a class.
a. differentiation
b. graphic organizers
c. Led classroom
d. visualization

16. 7. A strategy which is similar to
experiential learning wherein learners
gain concepts based on inquiry
question and describe the known
concepts that support their
investigation.
a. differentiation
b. Inquiry guided instruction
c. Led classroom
d. visualization

17. 7. A strategy which is similar to
experiential learning wherein learners
gain concepts based on inquiry
question and describe the known
concepts that support their
investigation.
a. differentiation
b. Inquiry guided instruction
c. Led classroom
d. visualization

19. puts the emphasis on scientist
in “student-scientist.”
to promote learning through
student investigation
develop higher-level thinking and
science process skills

20. 1. Define a Question to Investigate
(good question to investigate, and begin
to think of ways to answer it)
2. Make Predictions (make
hypothesis to make a prediction, a
testable statement that describes
what they think the outcome of an
investigation)

21. 3. Gather Data
(Evidence is needed to test the prediction.
Collecting evidence, or data by observing the
natural world, performing an experiment in a
laboratory, or by running a model.)
4. Analyze the Data
(Scientists organize their data in
tables, graphs, or diagrams, include
relevant data from other sources)

22. 5. Draw Conclusions
(Based on whether or not their prediction
came true. If the results are not clear, they
must rethink their procedure. If the results
are clear, scientists write up their findings
and results to share with others. The
conclusions they draw usually lead to new
questions to pursue.
.

23.  engage in higher-level thinking
 students summarizing
knowledge, analyzing data, and
evaluating their findings.
 mirror scientific methods that
lead to more questions and
additional research (Coffman
and Riggs, 2006).

25.  Students work in a counter
clockwise motion, beginning
with writing an Inquiry
Questions.
1. Inquiry Question: Teacher or
student writes an inquiry-based
question.

26. 2. Word List: Teacher or student
writes words that they know or
words that they may want to use to
search for more information.
3. Graphic Organizer: Students
connect the ideas and words using a
graphic organizer or a thinking map
showing the relationship among
words.

27. 4. Hypothesis: Students write a
statement about the inquiry
question that is testable.
5. Websites Used: Students choose
one or more websites (suggested by
teacher) to test their hypothesis and
record the websites used.

28. 6. Data and Graphs: Students
summarize their data by developing
a table or graph.
7. Conclusion: Students analyze the
results by writing a short conclusion,
using a rubric.

29. Content: Properties of Matter1. Mixture and
their Characteristics 1.1 Homogenous and
Heterogeneous mixtures
Content Standard: The learners demonstrate
understanding of the different types of
mixtures and their characteristics.
Performance Standard: The learners should
be able to prepare beneficial and useful
mixtures such as drinks, food, and herbal
medicines.
Learning Competency: The learners should be
able to… 1. describe the appearance and uses
uniform and non-uniform mixtures
Grade 6

30. Properties 1.1 Useful and harmful materials
Content Standard: The learners demonstrate
understanding of properties of materials to
determine whether they are useful or harmful.
Performance Standard: The learners should be
able to uses local, recyclable solid and/or liquid
materials in making useful products. Learning
Competency: The learners should be able to
use the properties of materials whether they
are useful or harmful;
Grade 5

31. Changes that Materials Undergo 2.1. Changes
that are useful
Content Standard: The learners demonstrate
understanding of properties of Changes that are
harmful changes that materials undergo when
exposed to certain conditions.
Performance Standard: The learners should be
able to evaluate whether changes in materials are
useful or harmful to one’s environment.
Learning Competency: identify changes in
materials whether useful or harmful to one’s
environment.
Grade 4

32. a. Plan on how you will teach the competency
to the Grade 5/6 students using the guided
inquiry process.
d. Submit your plan before the period .
b. Prepare a Detailed lesson Plan in groups of
4 members.
c. Refer to the rubric for grading in making
your plan.
What to do:
e. Prepare for a class demonstration next
meeting.

33. .
Rubric: Teaching Module (50 points)
Criteria 10 9 8 7-0
1. Standards All components
are included
All components
are included to
a satisfactory
level
Some
components
are missing.
Most
components
are missing.
2. Objectives Observable,
relatesto purpose.
Includeshigher
thinking skills.
Observable,
relatesto
purpose
Objectives
given
Objectivesnot
to purpose.
3. Activities Meaningful,
motivating,
student centered
objective based.
Objective
based and
student
centered.
Objective
based and
meaningful.
Activities
limited and
doesnot
relate to
objectives
4.Resources
and Materials
Creative,
connected to real
world and
integrates
technology
Creative and
integrates
technology
Resources
included
Resourcesnot
included.
5.
Organization
and Quality
Well-planned,
sequential, clearly
organized
Organized,
sequential
There isa sort
of
organization.
No
organization
at all.
TOTAL:

34. .
Criteria Aguilar’s
Gr.
Claros. Gr. Negros Gr. Matundo’s
Gr.
Villanueva’s
Gr.
1.
Objective
2.
Activities
3.
Resources
and
Materials
4.Organizat
ion and
Quality