This document outlines the curriculum for Integrated Science in the first quarter. Students will learn about the scientific method and how to apply it through a teacher-guided community investigation. They will formulate problems, hypotheses, experiment designs and analyze results to draw conclusions. The goal is for students to understand how scientific inquiry helps solve problems and make informed decisions to protect the environment.
The purpose of this study was to investigate student scientific attitudes toward civic education lesson through inquiry-based learning. The samples in this study were selected using stratified random sampling technique. Interactive data analysis consists of two stages: data collection and data display. The data were gathered by observation and interviews. Statistical results indicated that the student scientific attitudes towards civic education were a positive. Inquiry-based learning enhances student scientific attitude, where the most visible indicator of scientific attitudes is students' curiosity. Building scientific attitude can provide a logical solution to the problem student faced in their daily life and has scientific thinking skills. Creating and using science concepts related to students’ lives and interests will provide opportunities for a student to build their scientific attitude through meaningful learning activities. Scientific attitudes are grown through a series of experiences that students discover on their own during the learning process.
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
The purpose of this study was to investigate student scientific attitudes toward civic education lesson through inquiry-based learning. The samples in this study were selected using stratified random sampling technique. Interactive data analysis consists of two stages: data collection and data display. The data were gathered by observation and interviews. Statistical results indicated that the student scientific attitudes towards civic education were a positive. Inquiry-based learning enhances student scientific attitude, where the most visible indicator of scientific attitudes is students' curiosity. Building scientific attitude can provide a logical solution to the problem student faced in their daily life and has scientific thinking skills. Creating and using science concepts related to students’ lives and interests will provide opportunities for a student to build their scientific attitude through meaningful learning activities. Scientific attitudes are grown through a series of experiences that students discover on their own during the learning process.
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
Experimental Study of Effectiveness of Constructivism Based Learning Model 5 Eijtsrd
The goals of this examination were to consider the social study of social science understudy in the time of learning through 5 ‘e'. Some example utilized popular in examination was ninth standard Social Science Studies understudies using Thirty eight understudies who were concentrating in the auxiliary school scholarly year 2019 in Bangalore. Which chose by bunch irregular testing. The exploration devices remained exercise strategy, the Five ‘E' knowledge series prototypical related to atmosphere and Climate, Social Science accomplishment assessment. The exploration was done through a set of Pre and Post Test plan. Information was investigated utilizing M Mean , SD, rate and ‘t' test for a ward. Aftereffects related to the examination was like the following 1 Social Science understudy instructors consume remained guidance with the Five ‘E' have Social Science accomplishment Pre Test ‘M' score 57.76 subsequent to education related to Pre Test M values is 29.68 82.81 . Dr. Praveen Kumar T. D "Experimental Study of Effectiveness of Constructivism Based Learning Model 5 "E"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47527.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47527/experimental-study-of-effectiveness-of-constructivism-based-learning-model-5-e/dr-praveen-kumar-t-d
Unit I: Science Education # Philosophical Bases of Science Educationgarimatandon10
Note- It covers topics related to Unit I of M.Ed. Semester 4th Science education. It is with special reference to syllabus of BHU. Hopefully students of other Universities those have similar topics to be studied under another paper may found it useful to an extent. In case of this topic, it’s my humble request to the viewers that try search this topic from other sources as well.
Modern Model of Students Scientific Activities in the Field of Physical Educa...YogeshIJTSRD
At the same time as the implementation of the national training program in Uzbekistan, a large scale design work is being carried out in higher education institutions, the application of integrated modern models of student management. Umaraliyeva Dilfuza Umaraliyevna "Modern Model of Students 'Scientific Activities in the Field of Physical Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39886.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/39886/modern-model-of-students-scientific-activities-in-the-field-of-physical-education/umaraliyeva-dilfuza-umaraliyevna
Experimental Study of Effectiveness of Constructivism Based Learning Model 5 Eijtsrd
The goals of this examination were to consider the social study of social science understudy in the time of learning through 5 ‘e'. Some example utilized popular in examination was ninth standard Social Science Studies understudies using Thirty eight understudies who were concentrating in the auxiliary school scholarly year 2019 in Bangalore. Which chose by bunch irregular testing. The exploration devices remained exercise strategy, the Five ‘E' knowledge series prototypical related to atmosphere and Climate, Social Science accomplishment assessment. The exploration was done through a set of Pre and Post Test plan. Information was investigated utilizing M Mean , SD, rate and ‘t' test for a ward. Aftereffects related to the examination was like the following 1 Social Science understudy instructors consume remained guidance with the Five ‘E' have Social Science accomplishment Pre Test ‘M' score 57.76 subsequent to education related to Pre Test M values is 29.68 82.81 . Dr. Praveen Kumar T. D "Experimental Study of Effectiveness of Constructivism Based Learning Model 5 "E"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47527.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47527/experimental-study-of-effectiveness-of-constructivism-based-learning-model-5-e/dr-praveen-kumar-t-d
Unit I: Science Education # Philosophical Bases of Science Educationgarimatandon10
Note- It covers topics related to Unit I of M.Ed. Semester 4th Science education. It is with special reference to syllabus of BHU. Hopefully students of other Universities those have similar topics to be studied under another paper may found it useful to an extent. In case of this topic, it’s my humble request to the viewers that try search this topic from other sources as well.
Modern Model of Students Scientific Activities in the Field of Physical Educa...YogeshIJTSRD
At the same time as the implementation of the national training program in Uzbekistan, a large scale design work is being carried out in higher education institutions, the application of integrated modern models of student management. Umaraliyeva Dilfuza Umaraliyevna "Modern Model of Students 'Scientific Activities in the Field of Physical Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39886.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/39886/modern-model-of-students-scientific-activities-in-the-field-of-physical-education/umaraliyeva-dilfuza-umaraliyevna
Best Practices in the Teaching of ScienceRizaMendoza10
Reported By Ms. Princess Venerao in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
1 Grade One Science Standards of Learning for Virginia PAbbyWhyte974
1
Grade One Science Standards of Learning for Virginia
Public Schools – January 2010
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content
for essential components of the science curriculum at different grade levels. Standards are
identified for kindergarten through grade five, for middle school, and for a core set of
high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a
student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as
they are studied at various grade levels in grades K-6, and are represented indirectly
throughout the high school courses. These strands are
Scientific Investigation, Reasoning, and Logic;
Force, Motion, and Energy;
Matter;
Life Processes;
Living Systems;
Interrelationships in Earth/Space Systems;
Earth Patterns, Cycles, and Change; and
Earth Resources.
Five key components of the science standards that are critical to implementation and
necessary for student success in achieving science literacy are 1) Goals; 2) K-12 Safety;
3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is
imperative to science instruction that the local curriculum consider and address how these
components are incorporated in the design of the kindergarten through high school
science program.
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest
for knowledge and understanding and to preserve and enhance the quality of the human
experience. Therefore, as a result of science instruction, students will be able to achieve
the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
2
5. Experience the richness and excitement of scientific discovery of the natural
world through the collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues, taking into account the
following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
patience and persistence.
8. Develop an understanding of the interrelationship of science with technology,
engineering and mathematics.
9. Exp ...
1
Grade One Science Standards of Learning for Virginia
Public Schools – January 2010
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content
for essential components of the science curriculum at different grade levels. Standards are
identified for kindergarten through grade five, for middle school, and for a core set of
high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a
student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as
they are studied at various grade levels in grades K-6, and are represented indirectly
throughout the high school courses. These strands are
Scientific Investigation, Reasoning, and Logic;
Force, Motion, and Energy;
Matter;
Life Processes;
Living Systems;
Interrelationships in Earth/Space Systems;
Earth Patterns, Cycles, and Change; and
Earth Resources.
Five key components of the science standards that are critical to implementation and
necessary for student success in achieving science literacy are 1) Goals; 2) K-12 Safety;
3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is
imperative to science instruction that the local curriculum consider and address how these
components are incorporated in the design of the kindergarten through high school
science program.
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest
for knowledge and understanding and to preserve and enhance the quality of the human
experience. Therefore, as a result of science instruction, students will be able to achieve
the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
2
5. Experience the richness and excitement of scientific discovery of the natural
world through the collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues, taking into account the
following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
patience and persistence.
8. Develop an understanding of the interrelationship of science with technology,
engineering and mathematics.
9. Exp ...
Applying language learning theories to the use of virtual classroom in teaching literature –a pilot study
John Dewey, Jean Piaget, and Audrey Gray are some of the proponents of Constructivism. Constructivism represents a paradigm shift from education based on behaviourism to education based on cognitive theory. Behaviourist model for instructional design develops a set of instructional sequences having predefined outputs which are used for subject development. Cognitive theory concentrates on the conceptualization of students’ learning processes and exploration of the way information is received, organized, retained and used by the brain (Thompson et al, 1996).
Gagnon and Collay (1999) state that in constructivist paradigm, knowledge is constructed by learners during (1) active learning, (2) making their own representation of action, (3) conveying meaning to others, and (4) explaining things they don‘t understand completely. At the minimum, a learning environment contains: the student and a setting or space wherein the student acts, uses tools and devices, collects and interprets information, interacts with others, etc. (Wilson, 1996)
According to constructivists, knowledge is not received from the outside or from someone else; it is the individual student’s interpretation and processing of what is received through the senses that creates knowledge. Students should be allowed to construct knowledge rather than being given knowledge through instruction (Duffy & Cunningham, 1996).
Introduction to Research & Research methodology
2. Selection and formulation of research problem
3. Research design and plan
4. Experimental designs
5. Sampling and sampling strategy or plan
6. Measurement and scaling techniques
7. Data collection methods and techniques
8. Testing of hypotheses
9. Statistical techniques for processing & analysis of data
10. Analysis, interpretation and drawing inferences
11. Report writing
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Tg science q1 scientific method
1. 2010 Secondary Education Curriculum
Integrated Science
INTEGRATED SCIENCE
General Standard: The learner demonstrates understanding of fundamental concepts
and processes in Chemistry, Physics, Space Science, and Ecology
in an integrative way to analyze/solve problems critically, think
innovatively/ creatively, and make informed decisions in order to
protect the environment, conserve resources and sustain quality
life.
1
2. 2010 Secondary Education Curriculum
Integrated Science
Quarter 1 : The Scientific Method and Topic: The Scientific Method Time Frame: 25-30 days
Matter
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of the value of Learners perform in groups at least one teacher-guided
scientific methods when internalized as a process. community-based investigation using scientific methods.
Essential Understanding(s): Essential Question(s):
Scientific methods are valuable when internalized as a process When do scientific methods become valuable?
(a) to solve problems in life, (b) to explain natural phenomena,
and (c) to develop/ invent useful product(s).
Learners will know: Learners will be able to:
• Formulation of the research problem • make qualitative and quantitative observations in their
• Formulation of hypotheses community through note taking
• Planning the research/investigation design • predict and hypothesize
• Conduct of an experiment/ investigation • explain cause and effect relationships
• Detecting patterns and trends in the data collected • design an experiment/investigation
• Making conclusions and recommendations • apply appropriate/correct lab techniques and safety
• Writing the abstract measures
• Conduct of peer review • identify and manipulate variables and controls
• estimate
• classify and interpret data
• make inferences
• communicate results based on empirical data
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Learners should be able to demonstrate
Conduct of a teacher-guided community- understanding by covering the six (6) Performance assessment of a teacher-
based science investigation using facets of understanding: guided science investigation based on the
scientific methods following criteria:
EXPLANATION
1. Community-based
Synthesizing how scientific knowledge is 2. Application of scientific methods
acquired and validated.
2
3. 2010 Secondary Education Curriculum
Integrated Science
Criteria
a. Thorough
b. Clear
INTERPRETATION
Making sense of the importance of
translating the data collected through
tables and graphs while using scientific
methods.
Criteria
a. Meaningful
b. Illustrative
APPLICATION
Using scientific methods in solving
problem at home/community (eg. increase
of insect pests) considering either
economic, social, cultural or other factors.
Criteria
a. Appropriate
b. Practical
c. Efficient
d. Effective
PERSPECTIVE
Analyzing how approaches/ procedures
of investigations done by some scientists
differ from or similar to those of others.
3
4. 2010 Secondary Education Curriculum
Integrated Science
Criteria
a. Insightful
b. Credible
c. Reflective of critical thinking
EMPATHY
Assuming the role of a scientist.
Being open to emulate scientists the way
they develop their attitudes and values
while using scientific method/s.
Criteria
a. Perceptive
b. Receptive
c. Responsive
SELF-KNOWLEDGE
Recognizing one’s best contribution to
community using scientific method/s.
Criteria
a. Reflective
b. Responsive
4
5. 2010 Secondary Education Curriculum
Integrated Science
Stage 3
Teaching/Learning Sequence:
EXPLORE:
As part of initial activities, learners shall be given an overview of the scientific method, what they are expected to learn and how
their learning shall be assessed. In this stage, diagnosis of their understanding of basic and integrated science processes
gained from elementary science shall form part of the prerequisites.
Learners shall:
1. undergo a hands-on assessment to diagnose what they learned previously on science processes. (Teacher’s Note/s or TN:
Diagnosis covers processes such as observing, classifying, measuring and using numbers, inferring, predicting,
communicating, using space-time relationship, interpreting data, defining operationally, controlling variables, making
hypothesis and experimenting. Results of this diagnosis shall be used to determine the prior knowledge and/or
misconceptions if there is any);
2. conduct additional hands-on/practical activities to learn science processes not mastered;
3. define science operationally (TN: Strategies to be used may include picture analysis, context clues, graphic organizer, etc);
4. tell stories about how some scientists were able to solve problems. (TN: Learners shall be asked to show pictures of
scientists and talk about their discoveries);
5. be oriented on the topic the scientific method and its subtopics such as formulating a research problem, formulating
hypotheses, planning the research design, experimentation, detecting patterns and trends in the data collected, making
conclusions and recommendations, writing the abstract, and conduct of peer review;
5
6. 2010 Secondary Education Curriculum
Integrated Science
6. be informed that they need to demonstrate understanding of scientific methods. (TN: Take care not to give away the EU);
7. be oriented on related and varied resources and materials to be used in understanding the scientific method (see resources
and equipment/materials needed);
8. be given time to formulate questions on scientific methods and cluster these to initially find out what is/are interesting for
them;
9. be given time to formulate other questions leading to Essential Question focusing on the value of scientific methods (TN:
Strategies to use include either KWL, Focus Group Discussion, brainstorming, think-pair &square, dyads, round robin, etc.);
10. generate as many tentative ideas (TI) to the Essential Question (EQ) as possible to show what they already know about
scientific methods (TN: strategies to use include either brainstorming, Focus Group Discussion, graphic organizer, concept
mapping, etc. At this point, the teacher shall be careful not to reject learners’ opinion but shall encourage them to give their
ideas without being judged as right or wrong. Each tentative idea (TI) shall be published on the board);
11. be grouped accordingly to choose some of the identified prior knowledge, misconceptions and tentative ideas (TI). (TN:
Whatever each group of learners selected, the group shall be asked to challenge or explore the validity of these prior
knowledge, misconceptions or tentative ideas during the Firm Up Stage);
12. be oriented that they need to show their understanding of scientific methods by conducting in groups at least one teacher-
guided science investigation; and
13. be informed that this teacher-guided investigation shall be based on the following criteria: (a) community-based, and (b)
application of scientific method/s(TN: Brainstorming may be used to discuss how these criteria shall be used. Learners need
to be clarified on the details on how their product or performance shall be assessed. Such details of criteria may be revised
based on agreements reached).
6
7. 2010 Secondary Education Curriculum
Integrated Science
FIRM-UP
Varied learning experiences shall be introduced to help learners disprove misconceptions, examine/assess prior knowledge
and begin to discover the validity of tentative ideas (TI) to the EQ; make their understanding of the scientific method real;
equip them with skills and knowledge for them to be successful throughout the topic; and undergo differentiated instruction to
address their unique strengths and needs. This involves acquiring scientific knowledge which is about accessing information,
i.e., what information is needed, where information can be located and how information can be gathered focusing on scientific
methods. This also involves understanding or making meanings out of the scientific knowledge obtained.
Formulating Research Problem
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
14. survey existing problems in the community
14.1 develop interview guide(s) / questionnaire(s) / checklist (use multidisciplinary approach in developing the material);
14.2 coordinate with community officials regarding visit to the identified area or locality;
14.3 Use questionnaire or checklist to survey existing problems in a community;
14.4 analyze the information collected;
14.5 select a research topic based on existing problems in the community;
14.6 use multiple sources to develop the selected research topic (conduct library search, internet search, experts interview);
and
14.7 document and record in a project data book all pertinent information related to the research (must be accomplished
continuously until the research is completed).
7
8. 2010 Secondary Education Curriculum
Integrated Science
15. work in groups to conduct activities on actual formulation of research problems.
15.1 state main problem and sub-problems/question/objectives;
15.2 state significance of the research problem; and
15.3 state scope and limitations of the research problem;
16. revise the formulated research problem; and
17. revisit prior knowledge, and/or TI on formulating research problem, if any. (TN: The teacher may ask each group of learners
to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group
shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities
conducted and analyses made.)
Formulating Hypothesis
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
18. define hypothesis operationally;
19. discuss the three ways of stating hypothesis;
20. work in groups to formulate the hypothesis or hypotheses;
21. demonstrate simple activities to facilitate identification of variables in an experiment (independent, dependent, controlled/
extraneous); and
22. revisit prior knowledge, misconceptions and/or TI on formulating hypotheses, if any. (TN: The teacher may ask each group
of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation.
This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the
activities conducted and analyses made.)
8
9. 2010 Secondary Education Curriculum
Integrated Science
Planning the Research/Investigation Design
Using the chosen prior knowledge, misconceptions and tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
23. obtain checklist on the preparation of research/investigation design;
24. work in groups to critique sample of research/investigation designs;
24.1 make a plan of the research/investigation design;
24.2 describe research as a process;
24.3 differentiate applied research and basic research;
24.4 analyze how approaches/procedures of investigation done by some scientists differ from or similar to those of others
(FU: Perspective);
24.5 analyze experimental design (control group design)/ design of investigation;
24.6 write the time table;
24.7 identify materials and methods; and
24.8 write the step – by – step procedure ( the experiment must be able to be repeated exactly the way the learners did it.)
25. undergo a panel presentation of the research design (may be done through peer review or by inviting teachers or experts);
and
26. revisit prior knowledge, misconceptions and/or TI on planning the research design, if any. (TN: The teacher may ask each
group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for
investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the
light of the activities conducted and analyses made.)
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Conduct of the Actual Experiment/Investigation
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
27. be familiarized with laboratory apparatus/equipment (TN: Learners shall use manual for the safety use of laboratory
apparatus and precautionary measures);
28. demonstrate proper use of laboratory apparatus/equipment (TN: Learners shall use manual for the safety use of laboratory
apparatus and precautionary measures);
29. be aware of proper handling and disposal procedure while conducting the research (TN: Learners shall use manual for the
safety use of laboratory apparatus and precautionary measures);
30. perform the actual experiment;
31. collect data applying the process science skills and using qualitative and quantitative observations; and
32. revisit prior knowledge, misconceptions and/or TI on experimentation, if any. (TN: The teacher may ask each group of
learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This
group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities
conducted and analyses made.)
Detecting Patterns and Trends in the Data Collected
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
33. classify data collected;
34. record and organize data using graphs and tables;
35. describe data collected;
35.1 analyze data by determining if there are any trends or patterns in the data;
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Integrated Science
35.2 find out whether data support hypothesis or prediction;
35.3 work in groups to critique tabulated /graphed data based on the experiment or investigation conducted; and
35.4 make sense of the importance of translating the data collected through tables and graphs (FU: Interpretation).
36. revisit prior knowledge, misconceptions and/or TI on detecting patterns and trends in the data collected. (TN: The teacher
may ask each group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously
chose for investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these
respectively in the light of the activities conducted and analyses made.)
Making Conclusions and Recommendations
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
37. make, write correct, relevant and valid conclusions, taking into consideration the identified research questions;
38. make useful recommendations;
39. work in groups to critique conclusions and recommendations; and
40. revisit prior knowledge, misconceptions and/or TI on detecting patterns and trends in making conclusions and
recommendations, if any. (TN: The teacher may ask each group of learners to discuss those prior knowledge,
misconceptions and/or TI which the group previously chose for investigation. This group shall be asked to reason out for
either assessing, confirming or rejecting these respectively in the light of the activities conducted and analyses made.)
Writing the Abstract
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
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41. analyze contents of some sample abstracts;
42. write the abstract of the community-based investigation conducted;
43. work in groups to critique the written abstract; and
44. revisit prior knowledge, misconceptions and/or TI on writing the abstract, if any. (TN: The teacher may ask each group of
learners to discuss those prior knowledge, misconceptions and TI which the group previously chose for investigation. This group
shall be asked to reason out for either assessing, confirming or rejecting these in the light of the activities conducted and
analyses made.)
Conduct of Peer Review
Using the chosen prior knowledge, misconception and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
45. writing the report of the community-based investigation by: (a) following the standard/ prescribed/ appropriate format;
46. explain how results of science investigations are subjected to review and testing of other scientists;
47. conduct mock science congress in the classroom where each group critiques the investigation conducted by the others;
48. revise the report made by integrating important suggestions that surfaced during the peer review and those given by the
teacher;
49. submit the final paper; and
50. revisit prior knowledge, misconceptions and/or TI on conduct of peer review, if any. (TN: The teacher may ask each group of
learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This
group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities
conducted and analyses made.)
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Note: Orientation of learners on the preparation of display boards. The actual preparation of display boards shall be done during
break time or spare time of learners. These shall be done prior to the conduct of mock science congress.
DEEPEN
Here, learners shall be engaged in understanding scientific knowledge which includes the processing and making meanings
out of the information. Learners need to reflect, revisit, revise and rethink their ideas; express their understandings and engage
in meaningful self-evaluation; and undergo in-depth exploration of scientific methods using multiple sources of information and
various modalities of manifesting learning.
Learners shall:
51. record instances on how scientific processes and scientific methods are used in one’s life using reflective journal; and
52. evaluate their future career and occupational prospect(s) of science fields by attending related career orientation program(s)
inside and outside school premises.
At the level of understanding, learners shall:
53. synthesize how scientific knowledge is acquired and validated (FU: Explanation);
54. use scientific methods in solving problem at home/community (e.g. increase of insect pests) considering economic, social,
cultural and other factors (FU: Application);
55. assume the role of a scientist; be open to emulate scientists as they develop scientific attitudes and values while using
scientific method/s (FU: Empathy); and
56. self-assess how to one’s best contribution to community using scientific method/s (FU: Self-knowledge).
To draw out the essential understanding, learners shall:
57. contemplate on the essential question “When do scientific methods become valuable?”;
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58. reexamine their revised TI; and
59. justify their previous answers based on the understanding(s) gained.
TRANSFER ++
There is a need to encourage learners to organize their learning experiences so that they can move from teacher-guided and
concrete activities to independent applications where they create or produce new knowledge in science. This is to challenge
learners to transfer their learning in new settings and use this creatively to generate new ideas, view things differently and
reengineers processes. Learners shall be involved in designing, constructing, planning, producing new knowledge and/or
inventing products which can contribute to the protection of the environment and sustainable use of resources.
Learners shall:
60. evaluate their product/ performance;
61. prepare a presentation;
62. prepare the exhibit area; and
63. showcase in a science exhibit their community-based investigation (teachers and experts shall be invited during the
presentation where they shall: (1) ask questions pertinent to the investigation conducted, (2) ask questions involving facets
of understanding, (3) ask essential question to draw out essential understanding. .
Resources (Web sites, Software, etc.)
1. Activity Sheets on science processes
2. Checklist of science skills
3. Learner Resource Handbook (contains Scientific Thinking Handbook, La Handbook, Math Handbook, and Note-Taking
Handbook)
4. Questionnaire or checklist to survey existing problems in a community
5. Activity sheets on formulating research problems
6. Science Research Process Handbook pp. 7-9; sample investigatory projects; Learner Resource Handbook
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7. Activity sheets on formulating hypotheses
8. Science Research Process Handbook pp. 10-17; Learner Resource Handbook
9. Internet sources
10. Sample investigatory projects.
11. Samples of research design
12. Manual on the use of lab. Apparatus/ equipment
13. Laboratory apparatus/ equipment
14. Learner Resource Handbook
15. Manual on the safety use of laboratory equipment/ apparatus
16. Learner Research Process Handbook pp. 18-34
17. Sample tables and graphs
18. Science Research Process Handbook pp. 2-6, pp. 35-37, pp. 38-39, pp. 40-41(Format of Write-up)
19. Rubrics made on each part of the investigation report
20. Guide in preparing display boards
21. Criteria in assessing facets of understanding
22. Weblinks
• http://www.deped.gov.ph/iSchool Web Board/Science Web Board
• http://www.deped.gov.ph/skoool.ph
• http://www.deped.gov.ph/e-turo
• http://www.deped.gov.ph/BSE/iDEP
• http://www.pjoedu.wordpress/Philippine Studies/FREE TEXTBOOKS
• http://www.teacherplanet.com
• http://www.pil.ph
• http://www.alcob.com/ICT Model School Network
• http://www.APEC Cyber Academy.com
• http://www.globalclassroom.net
• http://www.think.com
Equipment Needed:
• Laboratory apparatus/ equipment or other materials needed
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