This document outlines a science teaching module that focuses on identifying and applying different science processes in a multigrade classroom setting. It includes 5 activity tasks to engage students in observing, comparing, inferring, predicting, and designing experiments using the scientific method. The tasks involve observing leaf characteristics, making inferences from pictures, predicting future events based on picture sequences, observing how salt affects the melting of ice, and hypothesizing how to improve an unhealthy plant. The document discusses using these activities to develop students' science process skills while effectively teaching science content in a multigrade class.

1. Module 5: Teaching Science Session 1: Science Processes in Teaching Science for Multigrade Classes

2. 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

3. Overview Our 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.

4. Session Proper Activity 1: Form five groups to work on the activities as stated in task cards nos. 1-5 Allow 10 minutes for the groups to perform the assigned activity.

5. Have them discuss their observations. Ask each group to report their observations.

6. TASK CARD NO. 1 Get: 5 different kinds of leaves Do: Observe closely the characteristics/ properties of leaves using one or more materials needed for the activity in every task card.

7. TASK CARD NO. 1 Record your observations in the table below. Identify the similarities and differences of subjects observed. Name of Leaf Observations Senses used 1. 2. 1. 2. 1. 2.

8. TASK CARD NO. 1 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?

9. TASK CARD NO. 1

10. Using the different classification scheme, group the leaves as to observable characteristics. Answer : What did you use as you observe? What did you consider in making the comparison?

11. What did you use in grouping the leaves? What science processes are used in the activity?

12. TASK CARD NO. 2 Get: 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: Study the pictures. Answer the questions below based on the pictures.

13. TASK CARD NO. 2 Write inferences about the pictures. Write also your observations. Support your inferences. Use the table. Picture C Picture B Picture A Inference Observation

14. TASK CARD NO. 2 Ask: What did you base your inferences on? 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.

15. TASK CARD NO. 3 Get: set of pictures A. B. C. ? ? ?

16. TASK CARD NO. 3 Do: Study each set of pictures. Answer: “What will most likely happen if the events continue?” Draw your answer in the last frame.

17. TASK CARD NO. 3 Ask: What science process did you use in the activity? Where do you base your predictions?

18. TASK CARD NO. 4 Get: 8 ice cubes 10 grams of rock salt filter funnel measuring cylinder Do: Put ice cubes in a filter funnel. Sit the filter funnel in a measuring cylinder.

19. TASK CARD NO. 4 Measure the time it takes to completely melt the ice. Put another four ice cubes into the filter funnel. Sit the filter funnel in the measuring cylinder. Sprinkle 10 grams of rock salt over the ice cubes. Measure how long it takes to completely melt the ice. Compare the results.

20. 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?

21. TASK CARD NO. 5 Get: an unhealthy plant Do: Observe the unhealthy plant. Describe it. Study the problem: “What conditions could have affected the growth of the plant?”

22. TASK CARD NO. 5 What hypothesis can you give? What are the variables that will affect the experiment? Design an experiment controlled and manipulative.

23. Analysis 1 What did you feel while working on the activities? What science processes did you use?

24. 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.

25. Describe the factors that interact with living organisms. _ _ _ _ PREDICTING

26. State as many similarities and differences of plants and animals _ _ _ _ OBSERVING

27. _ _ _ _ _ COMPARING

28. _ _ _ _ _ CLASSIFYING

29. _ _ _ _ _ INFERRING

30. _ _ _ _ _ QUANTIFYING

31. _ _ _ _ _ EXPLAINING/COMMUNICATING

32. Analysis 2 How do you describe the science skills in the BEC? Explain. What are the basic science processes important in teaching science concepts?

33. Analysis 2 How does each one differ? Which of them are often used in your teaching Science? What are the basic skills considered in presenting and teaching the science content? How?

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

36. Module 5: Teaching Science Session 2: Predict-Observe-Explain (POE Approach)

37. Objective Discuss the POE approach as a tool for learning Science.

38. Overview 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 eclectic 1 approach.

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

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

41. Session Proper Activity: GUESS-THEN TEST Materials: hard-bound book, paper with the same size as the book

42. Directions: Write your predictions on what will happen if we drop the book and the paper on the floor at the same time. Drop both the book and the paper from the same height and at the same time. Record your observation on the table below.

43. Which one hit the floor first? Write your answer and explain. Report your answer. Prediction Observation Explanation 1. 2. 1. 2. 1. 2.

44. Analysis What did you do with the book and the paper? What were your guess/predictions about the book and the paper? When do we give predictions? What did you do after predicting? How did the activity help come up with observations?

45. Analysis Was observing important? Why? What were the things you observed? What were you able to explain? Why? What did you base your explanation on? How did you prove that your predictions were right or wrong?

46. Abstraction Prediction-Observation-Explain or 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.

47. Abstraction 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.

48. Prediction 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.

49. The situation selected should be a result of surprise to the students. Learners should be encourage to give predictions whether they are sure or not about them. Commitment to a prediction should be sought from every learner. This is usually done to prepare the individual for any contradiction.

50. Observation 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.

51. Explanation 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.

52. How to use the strategy

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

54. 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.

55. Application Look for competencies from the BEC/PELC where the approaches could be used. Report your findings to the group. Competencies : _______________________________________________________________________________________________________________________

56. Application How can the POE approach be used? ____________________________________________________________________

57. 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. The poe strategy

58. Step 1: Predict Teacher 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.

59. Step 1: Predict Teacher 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.

60. Demonstrate or let pupils perform the changed situation Record observations. Repeat activity if necessary Check observation because people often see things in different ways. Some people are so committed to their predictions they “refuse to see”. Step 2: Observe

61. Teacher 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. Step 3: Explain

62. Teaching Approaches in science

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

64. Two Types of Discovery

65. is 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. Guided Discovery

66. 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 Pure Discovery

67. 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. The Discovery Approach

68. 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.

69. The source of motivation becomes intrinsic rather than extrinsic. According to Bruner, Heuristic means the method through which a person is trained to find out things independently

70. 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. The Inquiry Approach

71. 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. The Inquiry Approach

72. 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. b. The Inquiry Approach

73. All learners should develop abilities necessary to do scientific inquiry which includes:

74. Identifying questions that can be answered through scientific investigation. Designing and conducting scientific investigation. Using appropriate tools and techniques to gather, analyze and interpret data.

75. Developing descriptions, explanations, predictions and models using evidence. Thinking critically and logically to determine the relationships between evidence and explanations.

76. The steps to Follow During the Inquiry Approach

77. Inquiry – 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.

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

79. Discovery – freely testing theories or hypothesis until data gathered is satisfactory or lead to discovery. Investigation – engaging in an active inquiry and investigation of problems.

80. 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. c. The Process Approach

81. The process approach allows children to:

82. Understand that change ‘cause and effect’ relationships have been, is now and will continue to be fundamental development in our universe. Attain their maximum potential for effective action and thinking.

83. Increase understanding of themselves and of their relationships to the universe. Sustain the enthusiasm to seek more and more knowledge Accept the challenge that society seeks their best talents and wisdom.

84. The Steps in the Process Approach

85. Guided inquiry Arouse interest Show or demonstrate materials. Ask questions that to the problem.

86. Guided Exploration Perform series of activities using concrete materials. Follow a step-by-step basis of performing the activities for the process or processes involved.

87. 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. Metacognitive Modeling

88. 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. d. Metacognitive Modeling

89. Steps in Metacognitive Modeling:

90. Distribute the metacognitive model K W L worksheet What I already Know K What I W ant to know W What I want to L e arn L

91. Instruct the learners to answer the worksheet Follow up with small group discussions. Direct learners to talk and write about

92. Their understanding of the material/activity (what they know) What they would like to learn more about (want to learn)

93. 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.

94. Module 5: Teaching Science Session 3: Walk-through of Science Lesson Plan

95. Objective Discuss the different parts of the lesson plan in Science. Describe each part of the lesson in science.

96. Overview One 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.

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

98. Session Proper Divide the participants into five groups. Give each group a sample lesson plan in Science for MG classes.

99. 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?

100. • 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? Ask each group report their findings to the whole class.

101. Analysis What are the parts of a science plan? What are the activities under Preparatory Activities? What are the parts under Developmental Activities? In Science, how do we usually asses pupil learning? What are the added features of the Science Lesson Guides?

102. 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 outline given under abstraction.)

103. What are the parts of a Science lesson plan? Explain/ Describe each part. Abstraction

104. A. Preparatory Activities Health Inspection- cleanliness of the pupils body parts are being inspected. Weather Report- an assigned pupil tells to the class the weather condition for the day. This is for grades I, II, and III.

105. Science News- a pupil reports about science events. This could be an assigned activity for grades IV to VI. Reviews- past lessons are being recalled either through questions or games.

106. A. Developmental Activities Motivation- the teacher may use varied techniques to catch the learners’ interest. Presentation- lesson is being introduced or presented through real objects, picture, or models.

107. Activity- pupils may be grouped and asked to do different activities prior to the discussion of the new lesson. Analysis/Discussion- the teacher or pupil report what they did in the activity from their multigrade group .

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

109. Application 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.

110. Synthesis log By: ___________ Participant’s Name Science Learning Plan How I can use it What I Learned What I Study

111. Thank You and Good Day!