Final draft science tg q1 scientific method

2010 Secondary Education Curriculum
Integrated Science
1
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.

Integrated Science
Quarter 1 : The Scientific Method and
Matter
Topic: The Scientific Method Time Frame: 25 days
Stage 1
Content Standard:
The learner demonstrates understanding of the value of
scientific methods when internalized as a process.
Performance Standard:
Learners perform in groups at least one teacher-guided
community-based investigation using scientific methods.
Essential Understanding(s):
Scientific methods are valuable when internalized as a process
(a) to solve problems in life, (b) to explain natural phenomena,
and (c) to develop/ invent useful product(s).
Essential Question(s):
When do scientific methods become valuable?
Learners will know:
• Formulation of the research problem
• Formulation of hypotheses
• Planning the research design
• Conduct of an experiment
• Detecting patterns and trends in the data collected
• Making conclusions and recommendations
• Writing the abstract
• Conduct of peer review
Learners will be able to:
• make qualitative and quantitative observations in their
community through note taking
• predict and hypothesize
• explain cause and effect relationships
• design an experiment
• use science laboratory apparatus/ equipment
• 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:
Conduct of a teacher-guided community-based
science investigation using
scientific methods
Evidence at the level of understanding
Learners should be able to demonstrate
understanding by covering the six (6)
facets of understanding:
EXPLANATION
Synthesizing how scientific knowledge is
acquired and validated.
Evidence at the level of performance
Performance assessment of a teacher-guided
science investigation based on the
following criteria:
1. Community-based
2. Application of scientific methods
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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.
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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
Stage 3
Teaching/Learning Sequence:
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Integrated Science
EXPLORE:
Learners shall:
· 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);
· conduct additional hands-on/practical activities to learn science processes not mastered;
· define science operationally (TN: Strategies to be used may include picture analysis, context clues, graphic organizer, etc);
· 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);
· 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;
· be informed that they need to demonstrate understanding of scientific methods. (TN: Take care not to give away the EU);
· be oriented on related and varied resources and materials to be used in understanding the scientific method (see resources
5
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.

Integrated Science
and equipment/materials needed);
· be given time to formulate questions on scientific methods and cluster these to initially find out what is/are interesting for
them;
· 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.);
· 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);
· 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);
· be oriented that they need to show their understanding of scientific methods by conducting in groups at least one teacher-guided
science investigation; and
· 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).
FIRM-UP
6
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.

Integrated Science
Formulating Research Problem (6 days)
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
1. survey existing problems in the community
· develop interview guide(s) / questionnaire(s) / checklist (use multidisciplinary approach in developing the material);
· coordinate with community officials regarding visit to the identified area or locality;
· Use questionnaire or checklist to survey existing problems in a community;
· analyze the information collected;
· select a research topic based on existing problems in the community;
· use multiple sources to develop the selected research topic (conduct library search, internet search, experts
interview); and
· document and record in a project data book all pertinent information related to the research (must be accomplished
continuously until the research is completed).
2. work in groups to conduct activities on actual formulation of research problems.
· state main problem and sub-problems/question/objectives;
· state significance of the research problem;
· state scope and limitations of the research problem;
3. revise the formulated research problem; and
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Integrated Science
4. 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 (2 days)
learners shall:
1. define hypothesis operationally;
2. discuss the three ways of stating hypothesis;
3. work in groups to formulate the hypothesis or hypotheses;
4. demonstrate simple activities to facilitate identification of variables in an experiment (independent, dependent, controlled/
extraneous); and
5. 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.)
Planning the Research Design (4 days)
Using the chosen prior knowledge, misconceptions and tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
1. obtain checklist on the preparation of research design;
2. work in groups to critique sample of research designs;
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Integrated Science
3. make a plan of the research design;
· describe research as a process.
· differentiate applied and Basic research
· analyze how approaches/procedures of investigation done by some scientists differ from or similar to those
of others (FU: Perspective)
· analyze experimental design (control group design)
· write the time table
· identify materials and methods
· write the step – by – step procedure ( the experiment must be able to be repeated exactly the way the learners did it.)
4. undergo a panel presentation of the research design (may be done through peer review or by inviting teachers or experts);
and
5. 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.)
Conduct of the Actual Experiment (4 days)
learners shall:
1. be familiarized with laboratory apparatus/equipment (TN: Learners shall use manual for the safety use of laboratory
apparatus and precautionary measures);
2. demonstrate proper use of laboratory apparatus/equipment (TN: Learners shall use manual for the safety use of laboratory
apparatus and precautionary measures);
3. 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);
4. perform the actual experiment;
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Integrated Science
5. collect data applying the process science skills and using qualitative and quantitative observations; and
6. 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
Detecting Patterns and Trends in the Data Collected (3 days)
learners shall:
1. classify data collected;
2. record and organize data using graphs and tables;
3. describe data collected;
· analyze data by determining if there are any trends or patterns in the data
· find out whether data support hypothesis or prediction.
· work in groups to critique tabulated /graphed data based on the experiment or investigation conducted
· make sense of the importance of translating the data collected through tables and graphs (FU: Interpretation)
4. 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 (1 day)
learners shall:
1. make, write correct, relevant and valid conclusions, taking into consideration the identified research questions;
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Integrated Science
2. make useful recommendations;
3. work in groups to critique conclusions and recommendations; and
4. 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 (1 day)
learners shall:
1. analyze contents of some sample abstracts;
2. write the abstract of the community-based investigation conducted;
3. Work in groups to critique the written abstract; and
4. 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 (1 day)
Using the chosen prior knowledge, misconception and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
1. conduct mock science congress in the classroom where each group critiques the investigation conducted by the others;
2. explain how results of science investigations are subjected to review and testing of other scientists; and
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Integrated Science
3. 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
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
Learners shall:
· record instances on how scientific processes and scientific methods are used in one’s life using reflective journal; and
· 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:
· synthesize how scientific knowledge is acquired and validated (FU: Explanation);
· use scientific methods in solving problem at home/community (e.g. increase of insect pests) considering economic, social,
cultural and other factors (FU: Application);
· 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
12
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.

Integrated Science
· 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:
· contemplate on the essential question “When do scientific methods become valuable?”;
· reexamine their revised TI; and
· justify their previous answers based on the understanding(s) gained.
TRANSFER ++ (3 days)
Learners shall:
· organize the report on a community-based science investigation following correct format;
· revise draft and submit final paper;
· evaluate their product/ performance;
· prepare a presentation;
· prepare the exhibit area; and
13
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.

Integrated Science
· 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
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
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Integrated Science
· 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
15

Final draft science tg q1 scientific method

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