UNIT 1 The Nature of Science

Introduction
Science in the curriculum has always been
given high priority. This is because of the significant
influence of science in everything we do. Our life is
anchored on Science. By the time we are born in this
world, we interact with science. All the things that we
are using and enjoying are product of science. In
school, science in the early years (Kinder up to grade
2) is incorporated in other subject areas to develop
Healthy Habits, Curiosity about Self and Environment,
Use of Basic Science Process Skills and Develop Basic Scientific Knowledge or
Concepts. In the upper grade levels, from Grade 3 to Grade 6, Science as a learning
area include essential skills in scientific inquiry to include Designing Simple
Investigations, Using Appropriate Procedure and Tools to gather evidence, observe
patterns, determine relationship, draw conclusion and communicate ideas. Further, to
develop essential skills for scientific inquiry, the learners will apply content and skills
to maintain good health, ensure protection of the environment and practice safety
measures.

Your role as would-be science teachers will revolve around these key
standards for Science in secondary. You should be prepared to motivate, inspire and
guide learners in the wonderful world of science.

This is the preliminary chapter that prepares teachers What to Teach, How
to Teach and Why Teach Science in the secondary level.

Lesson 1 GOALS, AIMS AND OBJECTIVES IN SCIENCE

EDUCATION

Learning Outcomes:

At the end of the lesson, you are expected to:

1. explain the goals and objectives in science education embedded in the K to 12

framework.
2. reflect on the nature of the national framework for science in the K to 12
curriculum.

Activity 1.

Please answer the following questions in your own point of view.

 What do you expect to teach in Science?
 What comes first to your mind when you are to teach Science?
 In the K to 12 Curriculum, what is the national framework for Science
in all grade levels?
 Have you ever come across with an acronym in science, which is STL? It
means Scientific and Technological Literacy. It is the ultimate goal of Science
Learning under the K to 12 Curriculum. It includes the ability to apply scientific and
technological concepts, using the process skills and embracing scientific attitudes in
life.

This lesson will engage you to all these as the Science Framework from
Kindergarten to grade 12 and beyond.
ANALYSIS

The Science Framework in the K to 12

Science as a whole, as provided by the national framework of the Department

of Education responds to the 21st Century Literacy which is the Scientific and
Technological Literacy. It involves three important components, 1. Understanding
and Applying Scientific Knowledge, 2. Developing and Demonstrating
Attitudes and Values, and 3. Demonstrating Scientific Inquiry Skills.

Based on these phases, all science learners who aim to be scientifically and
technologically literate should be:

 Critical and Creative Problem Solver

 Responsible Steward of Nature
 Innovative and Inventive Thinker
 Informed Decision Maker, and
 Effective Communicator
 As a future science teacher, you should bear in mind, that you will be
assisting or guiding your learners to acquire these scientific and technological skills

How are these skills developed? Based on the framework, the foundations
of scientific and technological literacy are characterized by the following models,
approaches and practices which are fully anchored on several learning theories:

1. Multidisciplinary-Interdisciplinary Approach – Interrelationships and

Interaction of different disciplines like science and mathematics, science and social
studies, science and history and many others.

2. Science-Technology-Society (STS) Approach – One way to appreciate

science is to link it with technology and how it influence people and their ways of life.

3. Problem/Issue Based Learning – Making use of identified problem or

issues surrounding the environment will give more meaning to learning science.

4. Inquiry-Based Approach – It supports the science learning principle

which states that science learning is an active process. Inquiry is a process of
producing knowledge. Akin to this process, it is the way students create new
knowledge and modifying it in the light of new evidences. The children in our
classroom should be viewed as scientists too. To help them gain competency in the
process of inquiry, it is necessary that the learners are provided with opportunities to
do hands-on, minds-on and hearts-on activities, appreciate “how we know and what
we know. The learners’ take ownership of a problem or a need and have the desire
to solve it.

5. Constructivism –Constructivist learning assumed that knowledge is not

acquired passively. Students are actively engaged in exploring knowledge and
meaning making. The teacher and the learner roles are characterized by negotiation
rather than imposition of knowledge through transmission by the teacher to the
students. Problem-solving is achieved through conceptual understanding rather than
the application of a prescribed method that is to be memorized by the students and
reinforced through drill and practice.

6. Social Cognition Learning Model –This learning model postulated that

learning can be facilitated by observing others while interacting, working and
experiencing with them.

7. Learning Style Theory. One would not expect that when instruction is
given to the whole class of students, there would be similarities in the structure of
knowledge formed in the students’ minds. Each of these minds is a different receptor
that depends largely on the way the student prefers to learn what is instructed to
him/her. Therefore, as teachers of science, there is a need to accommodate the
various learning styles of our students. Teaching style should match the learning
style of the students. In order to do that, we must first find out the learning styles of
our students. The VARK model for example, identifies Visual, Auditory,
Reading/Riting and Kinesthetic learners who respond to different kinds of learning.
There are so many other types of learning style.
 This means that to teach science for learners to learn, a future teacher like
you, will use the above theories, principle and models in teaching.

ASSESSMENT

Let us check your knowledge and understanding by providing answers to the

following questions:

1. What is the overall goal of basic education in science?

___________________________________________________________________
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2. What is the content of the science curriculum?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. How is the content of the science curriculum organized?

___________________________________________________________________
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Lesson 2 The Teaching of Science

 Science and Technological Literacy is the ultimate goal of science learning.
Its development starts early and formally begins in K (Kinder) to a completion of a
degree and throughout life. A country whose citizens are science and technologically
literate will be educationally and scientifically advanced. The study of science should
enable students to seek meaning in every day phenomena through the use of the
process skills in science to develop knowledge and understanding in a direct,
personal, and active manner. Knowledge and understanding and understanding of
the content of science has to develop in conjunction with the appreciation of issues of
moral and social values. These three (knowledge, process skills, and values)
constitute the nature of science. These three are essential elements to any learning
program in science. The diagram below shows the interactions of these three
essential elements.

Science Process Skills

Science Content Scientific Attitudes and

Values

The picture of science as an amalgamation of content, processes, and

attitudes and values should govern how science should be taught in the schools. The
three components that comprise the nature of science are very important in
designing learning experiences for students. Without knowing the content, the
students will not be able to understand what is happening around them. Without
engaging them in science process, they will not be able to experience what scientists
have experienced in their search for knowledge – the excitement, the success, and
even failures encountered in every search. Finally, without experiencing the attitudes
and values that scientists’ hold, students will not be able to value the scientific
knowledge gained. If they are to learn science, they must experience it in all the
facets.

To achieve this goal, there are three intervening skills needed to be

addressed.

1. Understanding and Applying Scientific Knowledge . Science literacy starts with

knowledge acquisition (ideas, concepts, generalizations, theories). However, such
knowledge should be understood and applied. Thus, in teaching science, teachers
should remember that although memorization of facts is important, however, these
facts, knowledge, generalization and theories should be understood and used in daily
lives.

To understand better scientific knowledge, it is better to understand first what

science is. Science consists of two things: a body of knowledge and the process by
which that knowledge is produced. More often, science is defined as only as a body
of knowledge. However, science process is the other component that describes the
way of thinking and knowing about the world. Scientific knowledge is not absolute or
certain. Knowledge, including facts, theories and laws, is all tentative and subject to
change due to evidence brought about by advances in theory and technology.
Science knowledge is also socially and culturally embedded.

2. Performing Scientific Inquiry Skills. Other than understanding and applying

science knowledge, it is also the foundation of scientific and technological literacy to
perform inquiry skills. Scientific inquiry skills can be seen as skills to be learned by
the students to include the science processes of the AAAs, the performance of the
scientific investigations and the cognitive outcomes the students will achieve. What
students will be able to do is the performance of inquiry and based on what the
students know about inquiry. In short, scientific inquiry is a systematic approached
used by scientists in order to answer mind boggling questions.

3. Developing and Demonstrating Scientific Attitudes and Values. The

development and demonstration of scientific attitudes and values is a very important
component of scientific literacy. What are scientific attitude and values?

Unless the process of searching for knowledge is valued and the knowledge
gained is appreciated, there can be no realization of a true understanding of the
nature of science. Therefore, it is important for science teachers to help students
develop the right habits of mind and attitudes in their quest for knowledge about the
world around them. These attitudes are referred to as scientific attitudes.

Scientific Attitude is a way of viewing things, a curiosity to know how and why
things happen with an open mind on governed facts. It is a way of thinking, feeling,
acting and a disposition towards science. Attitude can be positive or negative.
Science attitude is oftentimes attributed to characteristics of scientists, but learners
can also develop scientific attitudes.

A. SCIENCE AS A BODY OF KNOWLEDGE

There are many sources of information that provide the knowledge necessary to
understand what is happening around us.

Knowledge has the following dimensions:

1. FACTUAL KNOWLEDGE. The basic elements must know to be acquainted with

science. Here are some examples of scientific facts:
a. The freezing point of water is 00C or 320F.
b. The earth rotates on its axis
c. Green plants contain chlorophyll.

2. CONCEPTUAL KNOWLEDGE. The interrelationships among the basic elements;

the combination of several facts or observations.
a. It takes more force to pull a cart on a rough surface than on a smooth surface.
b. A tightened string of a guitar will produce a high pitch when plucked.
c. Heat increases the rate of evaporation

3. THEORIES. These are explanations that appear to be true.

a. Theory of Evolution: Species adapt to their environment; those that are most fit
survive

b. Cellular Theory of Life: Living things are made up of cells.

c. Atomic Theory: The atom contains a nucleus with protons and neutrons, and a
 vast space with electrons moving rapidly around the nucleus.

4. LAWS AND PRINCIPLES. These are explanations that are proven to be true.

a. The law of Conservation of Matter: Matter can neither be created nor

destroyed.

b. The Law of Universal Gravitation: All objects with a force that depends on their
masses and the distance between them.

c. Diffusion Principle: Particles move from areas of high concentration.

As students engage in science activities, they discover facts and develop

numerous theories, concepts and principles.

B. SCIENCE AS A PROCESS OF INQUIRY

The understanding of concepts embodied in each science topic can only be
realized through activities which engage students in the use of scientific processes.
They are the techniques or methods used by scientists as they gather, interpret, and
disseminate information. The processes of science are also the methods used by
students as they work with direct, hands-on science activities to gather, interpret and
disseminate information. Wolfinger (2000) has categorized these science processes
into three:

1. Basic Processes
a. Observing
b. Communicating
c. Classifying
d. Using Numbers
e. Using space-time relations
f. Stating operational questions

2. Experimental Processes
g. Controlling variables
h. Hypothesizing
i. Experimenting
j. Interpreting data
k. Making operational questions

3. Causal Processes
l. Inferencing
m. Predicting
n. Making conclusion
o. Stating cause and effect
p. Identifying interaction and systems

The processes of science are also known as process skills. The list of
process skills varies from one another. Those in the list mentioned previously are not
found in the list that follows are developed much later in the secondary grades. The
following are generally considered appropriate for the elementary grades (Tolman,
2002; Tolman, 2002; Martin, 2003).

PROCESS SKILLS
1. Observing –. Collecting information through the
use of the senses.

An observation is a statement which

describes a property or characteristic of an
object or event. Such a description is perceived
through the senses.

2. Comparing – As the student gets skilled in

observing, he soon discovers that some objects
retain their colors, sizes or shapes. This skill is developed as soon as the child is able
to recognize some similarities and differences in the properties of objects and living
things observed.

3. Classifying – The process of arranging, grouping or sorting objects or things on

the basis of certain attributes or characteristics that the objects possess.

Forms:

a. Classification from resemblance sorting – kinder level through grade three

where sorting is done on the basis of one attribute.

b. Multiple traits sorting – using two or more characteristics at a time; intermediate

level

c. Hierarchical classification – involves the use of sets and subsets of categories

(e.g. classification system used in biology)

4. Communicating – the process of transmitting information to others through:

a. painting, drawing, movement
b. oral and written descriptions of observations made
c. charts, graphs, posters

5. Using numbers – counting, computing, using number relationships.

6. Measuring – making quantitative observations. This can be accurately answered

by using a standard device in comparing two quantities.

The five (5) basic entities that are measured in science are:
a. Length c. Time e. Temperature
b. Weight or mass d. Volume

7. Predicting – forecasting future events or conditions based on patterns previously

observed; answering, “what would happen next in a given situation?”

8. Inferring – explaining an observation made and answering, “why it happened that

way”. An inference is an idea, a tentative explanation or a conclusion based on
observed facts.

9. Using space-time relationship – identifying relative position and motion of objects,

as well as changes over a period of time.

10. Defining operationally – finding an equivalent way of measuring something

indirectly that cannot be conveniently measured directly.
11. Interpreting data – looking for patterns in the information collected and using
them to express a conclusion (it is best to put data in visual form such as table of
graph).

12. Formulating hypothesis – making an intelligent guess that needs to be proven.

13. Identifying and controlling variables – spotting the variable that affects the result
of the experiment; manipulating this variable and holding other variables as constant.

14. Experimenting – investigating the effects of variables. This is the process skill
that makes use of a lot of other processes of science.

15. Model-building – making concrete representations of things or phenomena that

we cannot see.

The first nine in the list are the basis skills while the last six are integrated
skills. The basic process skills are those fundamental to any science activity, whether
the activity is for elementary or secondary (middle school and high school) use.

For example, the process of classifying which is introduced in the lower elementary is
very important in interpreting data which is one of the experimental or integrated
processes developed in the upper elementary and continues to be used in the
secondary level.

Example:
Have students classify the given rocks according to hardness. Then have
them discuss the relationship between hardness and the uses of rocks for specific
purposes.

Similarly, hypothesizing which is an integrated process skill is fundamental to making

cause and effect relationship, a causal process that is frequently developed in
science activities for the secondary level

Example:
Have students formulate hypothesis on making powerful electromagnet. Let
them design an experiment to test their hypothesis. Then let them draw conclu-
sions based on the results of their experiments focus on cause-effect relationship.

The basic process skills of observing and measuring developed in the lower
elementary are always used in performing experiments in subsequent grade levels.
They are used along with other process skills to gain information

C. SCIENCE AS A SET OF VALUE

Unless the process of searching for knowledge is valued and knowledge

gained is appreciated, there can be no realization of a true understating of the nature
of science. Therefore, it is important for science teachers to help students develop
the right habits of mind and attitudes in their quest for knowledge about the world
around them. These attitudes are referred to as scientific attitudes.
 Following is a list of scientific attitudes. Wolfinger (2000) suggests that
science teachers should model for students at all levels.
 Curiosity
 Humility
 Open-mindedness
 Intellectual honesty
 Perseverance
 Skepticism
 Creative and Critical Thinker
 Rational
 Objectivity
 Innovative
 Respect for the environment
 Lack of superstition

Scientific values form the basis on which scientific attitudes are

derived.

The scientific attitudes of skepticism and the willingness to suspend judgment

are derived from the scientific value of questioning all things. Skepticism is one in
which the individual maintains a doubting attitude. This individual cannot simply
accept what is told, He questions sources in the process of searching for meaning.
He does not give up searching until all doubt is resolved. He is willing to wait until all
the facts he is looking for are in before he makes judgment or draw a conclusion.
This clearly shows that the value of questioning results in the attitudes of scepticism
and willingness to suspend judgment.

Following is a list of scientific values promulgated by the National Research

Council (1996).

 Longing to know and understand

 Questioning of all things
 Search for data and their meaning
 Demand for verification
 Respect for logic
 Consideration of premises
 Consideration of consequences

These above-mentioned values have to be understood clearly by students so

they could become part of the way they do things in life. If they are to understand
how scientists think and behave, then they need to understand the values on which
scientist base their behavior.

As students carry out the science activities in their classrooms, the behavior
they manifest guide their thinking and the manner in which they search for meaning.
If they possess the kind of attitude that scientists hold, they would be able to
understand more clearly the importance of the methods of inquiry and the knowledge
derived from these methods.

The teacher’s role is crucial in the development of scientific attitudes. Unless

the teacher models these attitudes, it is unlikely that the processes of science being
developed in students will be carried out effectively. Research indicates that the
effective aspects of instruction are most strongly influenced by the teacher
(Wolfinger, 2000).

Scientific ways of thinking are developed through the

scientific
attitudes modeled by the teacher.

The following table contained the different scientific attitudes taken from the
list prepared by Wolfinger (2000).

The Scientific Attitudes

Scientific Description
Attitudes

Curiosity The spontaneous desire to learn the environment and

investigate its phenomena

Honesty The reporting of the true outcome of an investigation

Willingness to The desire to wait until all of the facts are in before making any
suspend judgment judgment or conclusion

Open-mindedness The ability to welcome all evidences and opinions about an

issue
Maintaining a doubting attitude and continuing to find
Skepticism information until all doubt is resolved

Objectivity Looking at many sides of an issue without prejudice

Positive approach The ability to try and try again until one’s hypothesis is
to failure supported by new information gathered
Respect for the
environment Showing concern for all aspects of the environment

Lack of superstition Looking for logical, physical causes for phenomena rather for
explanations based on paranormal or unproven phenomena

Scientific attitudes provide an important link between the science content learned and
the behavior of the learner. They aid in the internationalization and the processing of
information into memory. Here are some ways of developing scientific attitudes in
students.

1. Use of discrepant events to arouse curiosity. Discrepant events provide a puzzle

that has to be resolved.
2. Encourage students to present many different results and discuss the factors that
contribute to the success or failure in obtaining the desired outcome. This is a
good way of developing honesty in reporting for it does not take into account only
those results that are consistent with what is expected.
3. Engage students in resoling an issue by stressing the need to answer the following
questions:
a. What was your source of information?
b. What evidence do you have to support that idea?
c. Did you consider all of the information before making your conclusion?
d. How valid do you think your sources of information were?
4. Discuss new advances in science that maybe in conflict with a material on hand.
This will encourage students to be skeptical about the kind of information they get
from just one source and that it is important to consult a variety of sources before
accepting any information.
5. Engage students in oral arguments or debates in which all sides are considered.
This will enable them to have an open mind to controversial issues discussed.
6. Discuss the data collected from both operational questions and experiments in
which incorrect predictions were made, trying to show what has been learned from
those data. This is a positive approach to a failed experiment.
7. To show respect for the environment and all those that make it up, use CD-ROM
and other programs that make use of simulations; for example the use of a
simulated
dissection rather than dissecting preserved organisms killed for the purpose of
dissection.
8. To promote objectivity pose questions in a neutral form so students must base
their answers to the questions on the data collected rather than on the thrust of
the question.
9. To discourage superstition, have students check the validity of any belief by
subjecting it to a scientific test.

“Science is one of mankind’s greatest achievements, and

without some knowledge of history, some appreciation of
the personal genius of famous scientists in determining the
course of science, and some insights into the particular
way in which science searches for truth, a student will have
little insights into what science, seen as human activity, is
really like”
UNIT 2 The Content in
Science

Lesson 1: Standards in Science for the Entire K to

12

A. Core Learning Standard:

The learners demonstrate understanding of basic science concepts and
application of science-inquiry skills. They exhibit scientific attitudes and values to
solve problems critically, innovate beneficial products, protect the environment and
conserve resources, enhance the integrity and wellness of people, make informed
decisions, and engage in discussions of relevant issues that involve science,
technology, and environment.

B: Key Stage Standards (STANDARDS FOR SCIENCE LEARNING

AREAS FOR
Grades 7-10)

At the end of Grade 10, the learners should have developed scientific,
technological, and environmental literacy and can make that would lead to rational
choices on issues confronting them. Having been exposed to scientific investigations
related to real life, they should recognize that the central feature of an investigation is
that if one variable is changed (while controlling all others), the effect of the change
on another variable can be measured. The context of the investigation can be
problems at the local or national level to allow them to communicate with learners in
other parts of the Philippines or even from other countries using appropriate
technology.

The learners should demonstrate an understanding of science concepts and apply

science inquiry skills in addressing real-world problems through scientific
investigations.

C. Grade Level Standards

Grade 7
At the end of Grade 7, learners can distinguish mixtures from substances
through semi-guided investigations. They realize the importance of air testing when
conducting investigations. After studying how organ systems work together in plants
and animals in the lower grade levels, learners can use a microscope when
observing very small organisms and structures. They recognize that living things are
organized into different levels: Cells, tissues, organs, organ systems, and organisms.
These organisms comprise populations and communities, which interact with non-
living things in ecosystems.
Learners can describe the motion of objects in terms of distance and speed, and
represent this in tables, graphs, charts, and equations. They can describe how
various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the
resources found in the archipelago. They can explain the occurrence of breezes,
monsoons, and ITCZ, and how these weather systems affect people. They can
explain why seasons change and demonstrate how eclipses occur.

Grade 8

At the end of Grade 8, learners can describe the factors that affect the motion
of an object based on the Laws of Motion. They can differentiate the concept of work
as used in science and in layman’s language. They know the factors that affect the
transfer of energy, such as temperature difference, and the type (solid, liquid, or gas)
of the medium.

Learners can explain how active faults generate earthquakes and how
tropical cyclones originate from warm ocean waters. They recognize other members
of the solar system.

Learners can explain the behaviour of matter in terms of the particles it is

made of. They recognize that ingredients in food and medical products are made up
of these particles and are absorbed by the body in the form of ions.

Learners recognize reproduction as a process of cell division resulting in

growth of organisms. They have delved deeper into the process of digestion as
studied in the lower grades, giving emphasis on proper nutrition for overall wellness.
They can participate in activities that protect and conserve economically important
species used for food.

Grade 9

At the end of Grade 9, learners have gained a a deeper understanding of the

digestive, respiratory, and circulatory systems to promote overall health. They have
become familiar with some technologies that introduce desired traits in economically
important plants and animals. Learners can explain how new materials are formed
when atoms are rearranged. They recognize that a wide variety of useful compounds
may arise from such rearrangements.

Learners can identify volcanoes and distinguish between active and inactive
ones. They can explain how energy from volcanoes may be tapped for human use.
They are familiar with climatic phenomena that occur on a global scale. They can
explain why certain constellations can be seen only at certain times of the year.

Learners can predict the outcomes of interactions among objects in real life
applying the laws of conservation of energy and momentum.
Grade 10
At the end of Grade 10, learners realize that volcanoes and earthquakes
occur in the same places in the world and that these are related to plate boundaries.
They can demonstrate ways to ensure safety and reduce damage during
earthquakes, tsunamis, and volcanic eruptions. Learners can explain the factors
affecting the balance and stability of an object to help them practice appropriate
positions and movements to achieve efficiency and safety such as in sports and
dancing. They can analyze situations in which energy is harnessed for human use
whereby heat is released, affecting the physical and biological components of the
environment. Learners will have completed the study of the entire organism with their
deeper study of the excretory and reproductive systems. They can explain in greater
detail how genetic information is passed from parents to offspring, and how diversity
of species increases the probability of adaptation and survival in changing
environments. Learners can explain the importance of controlling the conditions
under which a chemical reaction occurs. They recognize that cells and tissues of the
human body are made up of water, a few kinds of ions, and biomolecules. These
biomolecules may also be found in the food they eat.

G7 G8 G9 G10

Quarter 1 Matter Force, Motion,& Living Things

Energy and Their Earth & Space
Environment
Living Things
Quarter 2 and Their Earth & Space Matter Force, Motion,&
Environment Energy
Living Things
Quarter 3 Force, Motion,& Matter Earth & Space and Their
Energy Environment
Living Things Force,
Quarter 4 Earth & Space and Their Motion,& Matter
Environment Energy
 SPIRALLING OF CONCEPTS GRADE 7 – GRADE 10

MATTER
Grade 7 Grade 8 Grade 9 Grade 10
PROPERTIES AND STRUCTURE OF MATTER
In Grade 7, Using models, Using their under- Learners inves-
learners investigate
learners learn that standing of atomic tigate how gases
properties of solutions matter is made up of structure learned in behave in different
that are homogeneous particles, the smallest Grade 8, learners conditions based on
mixtures. They learn of which is the atom. describe how atoms their knowledge of
how to express
These particles are too can form units called the motion of and
concentrations of
small to be seen molecules. They distances between
solutions qualitatively through a microscope. also learn about gas particles.
and quantitatively.
The properties of ions. Further, they Learners then
They distinguish
materials that they explain how atoms confirm whether their
mixtures from
have observed in form bonds (ionic explanations are
substances based on a earlier grades can now and covalent) with consistent with the
set of properties. be explained by the other atoms by the Kinetic Molecular
type of particles transfer or sharing Theory. They also
Learners begin to involved and the of electrons. learn the relation-
do guided and semi- attraction between ships between
guided investigations, these particles. They also learn volume, temperature,
making sure that the that the forces and pressure using
experiment they are holding metals established gas laws.
together are caused
conducting is a fair
by the attraction In Grade 9,
test.
between flowing learners learned that
electrons and the the bonding charac-
positively charged teristics of carbon
metal ions. result in the
formation of large
Learners explain variety of com-
how covalent bon- pounds. In Grade 10,
ding in carbon forms they learn more
a wide variety of about these
carbon compounds. compounds that
include biomolecules
Recognizing that such as carbo-
matter consists of an hydrates, lipids,
extremely large proteins, and nucleic
number of very small acids. Further, they
particles, counting will recognize that
these particles is not the structure of these
practical. So, compounds com-
learners are prises repeating units
introduced to the that are made up of a
unit-mole. limited number of
elements such as
carbon, hydrogen,
oxygen, and
nitrogen.
 CHANGES THAT MATTER UNDERGO
Learners recognize Learners learn that Learners explain In Grade 9,
that materials combine particles are always in how new compounds learners described
in various ways and motion. They can now are formed in terms how particles
through different explain that the of the rearrangement rearrange to form
processes, contributing changes from solid to of particles. They new substances. In
to the wide variety of liquid, solid to gas,
also recognize that a Grade 10, they learn
materials. Given this liquid to solid, and
wide variety of useful that the rearrange-
diversity, they liquid to gas, involve
recognize the changes in the motion compounds may ment of particles
importance of a of and relative arise from such happen when
classification system. distances between the rearrangements. substances undergo
They become familiar particles, as well as the chemical reaction.
with elements and attraction between They further explain
compounds, metals them. that when this
and non-metals, and rearrangement
acids and bases. They also recognize happens the total
that the same particles number of atoms and
Further, learners are involved when total mass of newly
demonstrate that these changes occur. formed substances
homogeneous In effect, no new remain the same.
mixtures can be substances are This is the Law of
separated using formed. Conservation of
various techniques. Mass. Applying this
law, learners learn to
balance chemical
equations and solve
simple mole-mole,
mole- mass, and
mass-mass
problems.

LIVING THINGS AND THEIR ENVIRONMENT

 Grade 7 Grade 8 Grade 9 Grade 10
PARTS AND FUNCTION: ANIMALS AND PLANTS
In Grade 7, In Grade 8, Learners study Learners learn
learners are learners gain the coordinated that organisms
introduced to the knowledge of how functions of the have feedback
levels of the body breaks digestive, mechanisms that
organization in the down food into respiratory, and are coordinated
human body and forms that can be circulatory
by the nervous
other organisms. absorbed through systems.
and endocrine
They learn that the digestive system
organisms consist and transported to systems. These
They also
of cells, most of cells. learn that mechanisms help
which are grouped nutrients enter the organisms
into organ Learners learn the blood-stream maintain homeo-
systems that that gases are and combine stasis to
perform exchanged through with oxygen reproduce and
specialized the res-piratory taken in through survive.
functions. system. This the respi-ratory
provides the oxygen system.
needed by cells to Together, they
release the energy are trans-ported
stored in food. to the cells
where oxygen is
They also learn used to release
that dissolved the stored
wastes are removed energy.
through the urinary
system while solid
wastes are
eliminated through
the excretory
system.
HEREDITY: INHERITANCE AND VARIATION

After learning Learners study Learners study Learners are

how flowering the process of cell the structure of introduced to the
and non-flowering division by mitosis genes and structure of the
plants reproduce, and meiosis. They chromosomes, DNA molecule and
Grade 7 learners understand that and the functions its function.
meiosis is an early they perform in
are taught that
step in sexual the transmission They also learn
asexual
reproduction that of traits from that changes that
reproduction leads to variation. parents to
results in gene- take place in sex
offspring. cells are inherited
tically identical
offspring whereas while changes in
sexual reproduce- body cells are not
tion gives rise to passed on.
variation.

BIODIVERSITY AND EVOLUTION

 Learners learn Learners learn that Learners learn Learners revisit
that the cells in species refers to a that most species the mechanisms
similar tissues group of organisms that have once involved in the
and organs in that can mate with existed are now inheritance of traits
other animals are one another to extinct. Species and the changes
become extinct
similar to those in produce fertile that result from
when they fail to
human beings but offspring. They learn these mechanisms.
adapt to changes
differ somewhat that biodiversity is the in the Learners explain
from cells found in collective variety of environment. how natural selec-
plants. species living in an tion has produced
ecosystem. This a succession of
serves as an diverse new spe-
introduction to the cies. Variation
topic on hierarchical increases the
taxonomic system. chance of living
things to survive in
a changing
environ-ment.
ECOSYSTEMS

Learners learn Learners learn Learners learn Learners inves-

that interactions how energy is how plants capture tigate the impact of
occur among the transformed and how energy from the human activities
different levels of materials are cycled Sun and store and other
organization in in ecosystems. energy in sugar organisms on eco-
systems. They
ecosystems. molecules (photo-
learn how bio-
Orga-nisms of the synthesis). This
diversity influences
same kind interact stored energy is the stability of eco-
with each other to used by cells systems.
form populations; during cellular
pop-ulations respiration. These
interact with other two processes are
pop-ulations to related to each
form communities. other.

FORCE, MOTION AND ENERGY

 Grade 7 Grade 8 Grade 9 Grade 10
FORCE AND MOTION

From a simple This time, learners To deepen their From learning the
understanding of study the concept of understanding of basics of forces in
motion, learners force and its motion, learners Grade 8, learners
study more relationship to motion. use the Law of extend their under-
scientific ways of They use Newton’s Conservation of standing of forces
Momentum to by describing how
describing (in terms Laws of Motion to
further explain the balanced and
of distance, speed, explain why objects
motion of objects. unbalanced forces,
and acceleration) move (or do not From motion in one either by solids or
and representing move) the way they dimension in the liquids, affect the
(using motion do (as described in previous grades, movement,
diagrams, charts, Grade 7). They also they learn at this balance, and stabi-
and graphs) the realize that if force is level about motion lity of objects.
motion of objects in applied on a body, in two dimensions
one dimension. work can be done and using projectile
may cause a change motion as an
in the energy of the example.
body.
ENERGY

This time learners Learners realize Learners explain Learners acquire

recognize that that transferred energy how conservation more knowledge
different forms of may cause changes in of mechanical about the pro-
energy travel in the properties of the energy is applied in perties of light as
different ways—light object. They relate the some structures, applied in optical
and sound travel such as roller instruments.
observable changes in
through waves, heat coasters, and in
temperature, amount
travels through natural environ- Learners also use
moving or vibrating of current, and speed ments like water- the concept of
particles, and elec- of sound to the falls. They further moving charges
trical energy travels changes in energy of describe the trans- and magnetic fields
through moving the particles. formation of energy in explaining the
charges. that takes place in principle behind
hydroelectric power generators and
In Grade 5, they plants. motors.
learned about the
different modes of Learners also
heat transfer. This learn about the
relationship bet-
time, they explain
ween heat and
these modes in
work, and apply
terms of the this concept to
movement of explain how geo-
particles. thermal power
plants operate.
After they have
learned how elec-
tricity is generated
in power plants,
learners further
 develop their
understanding of
transmission of
electricity from
power stations to
homes.

EARTH AND SPACE

Grade 7 Grade 8 Grade 9 Grade 10
GEOLOGY

Learners will As a result of being Being located Using maps,

explore and locate located along the Ring along the Ring of learners will dis-
places using a of Fire, the Philippines Fire, the Philip- cover that volca-
coordinate system. is prone to pines is home to noes, earthquake
They will discover earthquakes. Using many volcanoes. epicenters, and
models, learners will
that our country’s Using models, mountain ranges
explain how quakes are
location near the learners will are not randomly
generated by faults.
equator and along They will try to identify explain what scattered in dif-
the Ring of Fire faults in the community happens when ferent places but
influences elements and differentiate active volcanoes erupt. are located in the
of the Philippine faults from inactive They will describe same areas. This
environment (e.g., ones. the different types will lead to an
natural resources of volcanoes and appreciation of
and climate). differentiate active plate tectonics - a
volcanoes from theory that binds
inactive ones. many geologic
They will also processes such as
explain how volcanism and
energy from earthquakes.
volcanoes may be
tapped for human
use.

METEOROLOGY

Learners will Being located beside In this grade Note: The theory
explain the the Pacific Ocean, the level, learners will of plate tectonics
occurrence of Philippines is prone to distinguish is the sole topic in
atmospheric phe- typhoons. In Grade 5, between weather Earth and Space
nomena (breezes, the effects of typhoons and climate. They in Grade 10. This
monsoons, and ITCZ) were tackled. Here, will explain how is because the
that are commonly learners will explain different factors theory binds many
experienced in the how typhoons deve- affect the climate of the topics in
country as a result of lop, how typhoons are of an area. They previous grade
the Philippines’ affected by landforms will also be levels, and more
location with respect and bodies of water, introduced to time is needed to
to the equator, and and why typhoons climatic explore connect-
surrounding bodies of follow certain paths as phenomena that ions and deepen
water and land- they move within the occur over a wide learners’ under-
 Philippine Area of area (e.g., El Niño standing.
Responsibility. and global
masses. warming).
ASTRONOMY

Learners will Learners will now

complete their survey leave the Solar
of the Solar System by System and learn
describing the about the stars
Learners will explain
characteristics of beyond. They will
the occurrence of the
asteroids, comets, and infer the
seasons and eclipses
other members of the characteristics of
as a result of the
Solar System. stars based on the
motions of the Earth
characteristics of
and the Moon. Using
the Sun. Using
models, learners will
models, learners
explain that because
will show that
the Earth revolves
constellations move
around the Sun, the
in the course of a
seasons change, and
night because of
because the Moon
Earth’s rotation,
revolves around the
while different
Earth, eclipses
constellations are
sometimes occur.
observed in the
course of a year
because of the
Earth’s revolution.

UNIT3 Planning Instruction and

Management
Lesson 1: INSTRUCTIONAL OBJECTIVES
Introduction

Let us ponder on the conversation between three neophyte teachers in a

barangay high school.

Emmie: “Mario, Jen, why do they insist that we need to give importance to the
statement of instructional objectives? Isn’t mastery of the subject matter
enough?

Jen: “I don’t know. But I think as long as I do my job as a teacher, I’m doing
fine”.

Mario: “But that’s exactly the point. How could you do a good job of teaching
when you don’t know what behavior in your students you would like to
see after you have taught?”

Emmie and Jen seem confused. But there may be a lot of Emmies and Jens
among teachers. We need Mario to remind us of the importance of stating very
clearly what instructional objectives are.

Learning Outcomes:
At the end of this lesson, you should be able to:

1. explain the relation of instructional objectives to the learning experiences provided

during the teaching-learning phase of instruction;
2. distinguish the instructional objectives in the cognitive domain from those in the
affective and psychomotor domains;
3. discuss the steps in defining instructional objectives and stating specific learning
outcomes
4. summarize the guides in identifying and defining instructional objectives
5. list illustrative verbs for stating specific learning outcomes in the cognitive,
affective, and psychomotor domain; and
6. construct instructional behavioral objectives in any learning area in science.

Concept Map

Educational Objectives

Objectives set by others

(DepEd, textbooks, Bloom’s Teaching Materials
References) Taxonomy Philosophy of School,
Teaching Methods
 Cognitive Affective Psychomotor

Knowledge Receiving Perception

Comprehension Responding Set

Application Valuing Guided Response

Analysis Organization Mechanism

Synthesis Characterization by Complex Overt Response

a value of or
value complex
Evaluation Adaptation

Origination
Mario is right! You should not merely “teach”. Our teaching should be manifested in
the performance of our learners. This means that they should exhibit a behavior
which was all intended to be the outcome of the teaching done. This is what we call a
learning outcomes. This learning outcome is also our instructional objective. Here
we are trying to show that the learning experiences we design for the teaching-
learning process are actually guided by the learning outcomes the way we would like
to see in our learners. This is graphically shown in the figure below.

STUDENT TEACHING-LEARNING PROCESS LEARNING OUTCOMES

(Learning experiences, (Instructional objectives,
e.g. laboratory exercises e.g. knowledge, application, analysis
preparation of research report, synthesis, evaluation, etc.)
solving problems, working
on projects, etc.)

Figure1. The relationship between learning outcomes and learning experiences

The diagram shows that the learning experiences such as laboratory

exercise, solving problems, preparation of research/laboratory reports, etc. provided
during the teaching learning process are instruments to bring about the desired
learning outcomes. This can be achieved by our students through proper correlation
between subject matter content, teaching techniques and instructional materials. It is
also evident from the figure that the first step in instructional planning is to identify
and define our instructional objectives or the learning outcomes. This means that the
type of performance (whether knowledge, understanding, skills, appreciation,
attitudes, etc. we want our students to achieve after a course of instruction.

Our statement of instructional objectives as learning outcomes will greatly

contribute to the teaching-learning process in the following ways:
a. it can serve as direction in our instruction;
b. guide us in the proper selection of subject matter content, teaching techniques,
the materials to be used in our instruction, test construction and other instruments
for evaluating the performance of students.

Stating the General Instructional Outcomes

The formulation of instructional objectives as learning outcomes sounds

simple but sometimes it is difficult. We are face with problems, such as how to
choose and construct, instructional objectives that will convey the learning outcomes
we expect at the end of the period of instruction, thus we commit errors in formulating
general instructional objectives.

One of these errors is describing objectives in terms of teacher behavior rather

than student behavior. Examine the two objectives below. Which one indicates an
instructional outcome?

1. To comprehend the basic principles of Mendel’s Law of Heredity.

2. To increase the student’s understanding on the basic principles of Mendel’s law of
heredity

The first objective indicates an instructional outcome, though a general one. The
second objective explicitly gives us the impression that it is the teacher who is going
to do the increasing rather than the student; therefore it is teacher activity.

Another common error is stating an objective in terms of the learning process

rather than in terms of the learning product. The following statements will explain
clearly the difference between the learning process and the learning product. Which
one is state in terms of the learning product, that is a learning outcome?

1. To gain knowledge of the basic principles of Mendel’s law of heredity.

2. To apply Mendel’s law of heredity to experimental findings of plant genetics.
If you choose the 2nd objective you are correct! It clearly indicates which type of
behavior the student can accomplish at the end of the instructional period. While the
first objective stresses the gaining of knowledge which is a learning process, it does
not tells us the type of behavior we want our students to manifest as an evidence that
learning has taken place.

Another common error is listing the subject to be covered. This error is clearly
shown in a comparison between the two objectives. Which one is properly stated?

1. Principles of heredity.
2. Summarizes the basic principles of heredity

It is obvious that the correct answer is the second objective. The first objective only
tells us that it is a subject matter. It does not indicate the behavior the student is
expected to do with regards to the principles of heredity.

Another common error is including more than one type of learning outcome in
each general objective. Examine the two objectives below. Which objective
contains a single outcome?

1. To define heredity.
2. To enumerate the principles of heredity and relate them to experimental findings
on plant genetics.

If you choose number 1, you’re right! The first objective contains a single outcome,
defines, while the second objective includes two learning outcomes, enumerate and
relate. It is advisable to formulate separate learning abilities, so some of them may
not be able to accomplish all the learning outcomes listed in one statement.
Furthermore, with separate statements, we can define each objective in terms of
specific learning outcomes and thus determine how well each objective can be best
attained.

Aside from avoiding the common errors in the formulation of general instructional
objectives, there is also the problem of selecting the proper level of generality,
that will clearly indicate the expected learning outcomes and that is definable by
specific types of student behavior. Let’s look at the following objectives that illustrate
the problem of selecting the proper level of generality. Which of the following
represents a general objective?

1. To understand the principle of heredity

2. To define heredity.

Right! The first objective represents a general learning outcome. The term
“understand” includes naming, identifying, defining, etc. The second objective
specifies the learning outcomes to be attained by the student.

After we have identified a tentative list of general instructional objectives our next
step is to define each objective in terms of specific learning outcomes, that is,
identifying and listing under each objective representative samples of specific
behavior that can be used as evidenced that the objective has been attained. Here
is an example of a general objective and under it are learning outcomes in terms of
specific behavior (behavioral terms).
1. To define heredity.
2. To name the principles of heredity.
3. To explain the principles of heredity.

Note that each specific learning outcome (define, name, explain) starts with an
action verb. This indicates observable behavior, that is, behavior that can be seen
by an outside observer. These verbs describe the specific behavioral reactions we
expect from out students to manifests as evidences that they have achieved the
general instructional objective “understand the principles of heredity”.

Read the following objectives. Which one is stated in behavioral terms?

1. To explain the principles of heredity.
2. To recognize the importance of the principles of heredity.

You are correct, if you selected the first objective. The term “explain” indicates
behavior that is specific and observable, while the term “recognize” does not specify
how the student will demonstrate that he “recognizes” the importance of the
principle…? Terms like recognize, realize, realize, etc. are subject to many
interpretations.

After stating the instructional objectives as expected learning outcomes our next step
is to decide the number of specific learning outcomes under the general learning
outcome. This would depend upon the nature of the subject to be taught and the
level (elementary, secondary, tertiary, graduate) of our students.

There is also a necessity to revise the original list of objectives when needed, to
adjust to the changing times, for example in the field of science, new discoveries, and
technologies should be incorporated in our instruction; to adjust to the students
learning ability, availability of instructional materials, and teaching strategies.

Before we leave this topic, let us be reminded that complex objectives (critical
thinking, appreciation, etc.) should not be omitted just because they are difficult to
define in terms of specific learning outcomes. These are the skills needed in scientific
researchers and in all fields of study.

It is sometimes necessary to consult reference books and other relevant materials for
suggestions concerning specific types of behavior that might be appropriate for
particular objectives. These sources are especially useful when defining critical
thinking, scientific attitude, etc.

Guides in Identifying and Defining Instructional Objective

One of the most useful guides that we can use is the Taxonomy of Educational
Objectives developed by committees under the direction of Bloom (1956) and
Krathwohl (1964). This is a system of classifying objectives into a hierarchy of
behavior. The taxonomy is divided into three major domains namely: (1) the cognitive
domain, (2) the affective domain, and (3) the psychomotor domain.

The cognitive domain includes those objectives that emphasize intellectual

outcomes, such as knowledge, understanding and thinking skills. The affective
domain includes those objectives that appreciation and methods of adjustment. The
psychomotor domain includes those objectives that emphasize motor skills, such as
handwriting, typing, swimming, etc.
Let us look more closely at each of these domains. The cognitive domain is divided
into six levels arranged from the most simple to the most complex cognitive skill. You
will find the different levels and sublevels (if there are any). You will also be given
examples of objectives to illustrate the cognitive domain.

Occupying the lowest level is knowledge. This is the most simple cognitive skill.
Knowledge involves the recall of specifics and universals, methods, processes,
pattern, structure, setting, terminologies, classification, principles and theories.
Knowledge objectives emphasize most the psychological process of remembering. It
also involves a process of relating since a knowledge test situation requires
organization and reorganization of a problem. In the classification of the knowledge
objectives, the arrangement is from specific and relatively concrete types of
behaviors to the more complex and abstract ones. Knowledge is subdivided into
three sublevels. The first, is knowledge of specific facts. Below are sample
objectives to illustrate this sublevel.

1. To define potential energy

2. To recall the physical and chemical properties of oxygen and carbon.

The second sublevel is knowledge of ways and means of dealing with specifics.
This is about knowledge of the ways of organizing, studying, judging and criticizing
ideas and phenomena. Ways and means refer to processes. This includes
conversions which are the usages, styles and practices; trends and sequences which
involve processes, directions and movements; and classifications, categories, and
methodologies. Below are some illustrative objectives.

1. To pick out the symbols used in weather map making.

2. To enumerate the rules used in preparing topographic maps.
3. To define the types of frictional forces.
4. To identify the parts of the human digestive system.
5. To name the types of simple machines.
6. To list down the steps in writing a laboratory report.

The third sublevel is knowledge of the universals and abstractions in a field. This
pertains to the knowledge of the major schemes and patterns by which phenomena
and ideas are organized. These are the large structures, theories and generalizations
which dominate a subject field or which are generally used in studying phenomena or
solving problems. These are the highest levels of abstractions and complexity. This
includes principles, generalizations, theories and structures. Below are sample
objectives to illustrate this sublevel:

1. To specify the biological principles involved in osmosis.

2. To recall the different theories about the origin of the solar system.
3. To name the different theories of diastrophism.

The second level of cognitive domain is comprehension. It involves more than

simple recall. Comprehension represents the lowest level of understanding. This
means that your students can understand or can grasp the message in a
communication either in oral or in written form, in verbal or in symbolic form.
Comprehension is divided into three sublevels. The first is translation, which means
an individual can put a communication into other language, into other terms, or into
another form of communication. Below are objectives to illustrate this sublevel:

1. To plot/graph distance against time from the experimental data.

2. To graph elongation of a spiral spring against number of washers from the
 experimental data.

The second sublevel is interpretation. This is the explanation or summarization of a

communication. It involves a reordering, a rearrangement or a new view of the
material. Below are sample objectives.

1. To interpret the graph of distance against time.

2. To explain the meaning of the graph obtained by plotting elongation of a spring
against number of washers.

The third sublevel is extrapolation. This is the extension of trends or tendencies

beyond the given data to determine implications, consequences, effects, and etc.

Here are illustrative objectives:

1. To summarize the concepts learned from the experiment performed.
2. To predict factors which may affect the result of the experiment.
3. To estimate the effect of adding more load to the elongation of a spring.

The third level of cognitive domain is application. This is the use of abstractions in
particular and concrete situations. The abstractions may be in the form of general
ideas, rules of procedures or generalized methods, technical principles, ideas, and
theories which must be remembered and applied.

Below are sample objectives involving application:

1. To predict the probable effect of a change in a factor on a biological principle
previously at equilibrium.
2. To relate some science principles with daily activities.
3. To use Mendel’s law of inheritance to experimental findings on plant genetics

The fourth level of cognitive domain is analysis. This is the breakdown of a

communication into its constituent elements or parts.
It is divided into three sublevels, analysis of elements – which means the
identification of the elements included in a communication; analysis of relationship
– which are the connections and interactions between elements and parts of a
communication; and the analysis of organizational principles. Below are some
objectives to illustrate the three sublevels:

1. Analysis of elements
a. To distinguish facts from hypothesis.
b. To differentiate rocks from minerals
2. Analysis of relationships
a. To analyze the relationship between distance and time, given a set of data.
b. To check the consistency of hypotheses with given information and
assumptions.
3. Analysis of organizational principles
a. To differentiate the principle of dominance from the principle of
independent assortment

The fifth level of cognitive domain is synthesis. This is putting together of elements
and parts so as to form a whole. Synthesis is divided into three sublevels:
production of a unique communication – which is the development of a
communication in which the writer or speaker attempts to convey ideas, feelings or
experience to others; production of a plan, or proposed set of operations; and
derivation of set of abstract relations.
Here are some objectives to illustrate the three sublevels:

1. Production of unique communication

a. To write a laboratory report using the prescribed format.
2. Production of a plan or proposed set of operations
a. To propose ways of testing hypothesis
b. To integrate the results of an investigation into an effective plan or solution
to solve a problem
3. Derivation of a set of abstract relations
a. To formulate appropriate hypothesis based upon an analysis of factors
involved.
b. To modify such hypothesis in the light of new factors and considerations.

The sixth and last level of cognitive domain is evaluation. This is the most complex
of the cognitive skills. Evaluation is making judgments about the value of materials
and methods for given purposes. This is divided into: judgment in terms of internal
evidence and judgment in terms of external criteria, which is evaluation of material
with reference to selected or remembered criteria.

Here are some illustrative objectives:

1. Judgment in terms of internal evidence
a. To indicate logical fallacies in arguments
2. Judgment in terms of external criteria
a. To assess health beliefs critically.
b. To discern superstitious beliefs from scientific principles

Let us proceed to another domain, the affective domain. This domain has also
different levels and sublevels and these are described and illustrated in the following
paragraphs.

The first level is receiving. This refers to the student’s willingness to attend to
particular phenomena in stimuli. This is the lowest level of learning outcomes in the
affective domain. This level is divided into three sublevels. The first is awareness.
Here the learner is conscious of something – that he takes into account a situation,
phenomenon or object. Below are some objectives to illustrate awareness:

1. To recognize that there may be more than one acceptable point of view.
2. To realize the importance of energy conservation.
3. To be aware that there are two possible solutions in solving some algebraic
problems.

The second sublevel is willingness to receive. This describes the behavior of being
willing to tolerate given stimulus. Here are some sample objectives:

1. To listen to the opinion of others (for example in a debate)

2. To recognize students as individuals with different needs and abilities.

The third sublevel is controlled or selected attention. This is to differentiate a given

stimulus. Below are illustrative objectives.

1. To appreciate the contribution of Newton towards making life more comfortable.

2. To listen and distinguish carefully to the sound produced by the vibrating tuning
fork.
The second level in the affective domain is responding. This refers to active
participation on the part of the student, This is divided into three sublevels; the first is
acquiescence in responding. Here, there is an element of compliance or
obedience. Below are illustrative objectives to illustrate this sublevel:

1. To comply with the policies on water conservation.

2. To observe the rules on the wise use of electricity.

The second sublevel is willingness to respond. This implies voluntary activity. Here
are sample objectives:

1. To actively participate in research projects.

2. To practice the rules of conservation for water and light.
3. To voluntarily seek new or additional information about the planet Neptune.
4. To perform simple experiments about acids (to satisfy his curiosity).
5. To cooperate with the members of the group in performing the activity or in solving
mathematical problems.

The third sublevel is satisfaction in response. This means the behavior is

accompanied by a feeling of satisfaction, an emotional response generally of
enjoyment or pleasure.

Below are illustrative objectives under this sublevel:

1. To show a keen interest in the physical surroundings such as rocks, insects, etc.
2. To participate in various science projects.

The third level in the affective domain is valuing, that is, considering that a thing,
phenomenon or behavior has worth. This is subdivided into three sublevels: the first
is acceptance of value. This is a belief which means emotional acceptance of a
proposition or doctrine. Here is an example of objective to illustrate this sublevel:

1. To join with the group in preparing a good laboratory report.

The second sublevel is preference for a value. Here, the individual is sufficiently
committed to the value to pursue it, to seek it out or want it. Below are sample
objectives.

1. To share ideas in the panel discussion about nuclear energy.

2. To write letters to the National Pollution Control Commission regarding smoke-
belching vehicles.

The third sublevel is commitment. This involves firm acceptance of a belief; and
loyalty to a position, group or cause. Here are some illustrative objectives.

1. To have faith in the power of reason and in the methods of experiment and
discussion.
2. To accept the role of science in everyday living.

The fourth level in the affective domain is organization. This is bringing together
different values, resolving conflicts between them, and beginning the building of an
internally consistent value system. The first is conceptualization. This involves
abstraction. Below is an objective to illustrate this:

To organize a committee who will work on the community problem of soil erosion.
The second is organization of a value system. The objectives under this level
require the learner to bring together a complex of values into an ordered relationship
with one another, which is harmonious and consistent. Below are some objectives to
illustrate this sublevel:

1. To determine how conception of a democratic society can be related to

conservation of human and natural resources.
2. To plan activities for promoting science consciousness.

The fifth and the highest level is characterization by a value or value complex. At
this level, the individual is described in terms of (a) his unique personal
characteristics and (b) his philosophy of life. This category can or perhaps be
achieved at the end of the course. This is divided into two sublevels: the first is
generalized set. It gives an internal consistency to the system of attitudes and
values at any particular moment. Some sample objectives to illustrate this sublevel
are:

1. To integrate the concepts learned in the lesson with values.

2. To relate the methods of science in finding answers to questions about the
physical world.

The second is characterization. This concerns objectives about one’s view of the
universe, one’s philosophy of life.

Characterization objectives are so encompassing that they tend to characterize the

individual almost completely. Below are sample objectives:

1. To solve problems objectively.

2. To practice sense of responsibility.
3. To develop a consistent philosophy of life.

The last domain is the psychomotor domain which emphasizes manipulative

skills. This is divided into the following levels and sublevels. The first is perception.
This is concerned with the use of the sense organs to obtain cues that guide motor
activity. This level ranges from sensory stimulation (awareness of stimulus) through
cue selection (selecting task-relevant clues), to translation (relating cue perception to
action in a performance). Below are illustrative specific learning outcomes:

1. To distinguish acids from bases using the taste test (to s few acids and bases).
2. To detect the frequency produced by the tuning fork.

The second level is set. This refers to readiness to take a particular type of action.
This includes mental set (mental readiness to act), physical set (physical readiness to
act), and emotional set (willingness to act). Here are some examples of this type:

1. To volunteer in taking accurate measurement of the temperature of water.

2. To proceed systematically in carrying out the experiment.

The third level is adaptation. This refers to skills that are so well developed that the
student can modify movement, patterns to fit special requirements or to meet a
problem situation. Below are some specific learning outcomes:

1. To construct a volume measurer.

2. To fix a leaking faucet.
The fourth level is origination. This deals with creating new movement patterns to fit
a particular situation or specific problem.

Creativity is emphasized at this level. Some general learning outcomes are:

1. To set up the distilling apparatus.
2. To operate the pH meter.

The fifth level is guided response which is concerned with the early stages in
learning a complex skill; it includes imitation and trial and error. Below is a general
learning outcome of this level:

To perform the experiment as instructed.

The sixth level is mechanism. This refers to performance acts where the learned
responses have become habitual and the movements can be performed with some
confidence and proficiency. Learning outcomes at this level are concerned with
performance skills. An example is:

To rearrange the sequence in constructing a model stream table.

The seventh and the most complex level in the psychomotor domain is complex
over response. It deals with the skillful performance of motor acts that involve
complex movement patterns. This includes resolution of uncertainty (performs
without hesitation) and automatic performance (movements are made with ease and
good muscle control). Here are some examples of these objectives:
1. To design a procedure for the activity ”Germination of Seeds”.
2. To construct a rain gauge.

In addition to the Taxonomy of Educational Objectives our teaching methods offer

another source of ideas for instructional objectives. Some instructional objectives are
direct outcomes of the methods used. For example, having students perform an
experiment, may imply that you value learning outcomes, such as define, explain the
results, interpret, distinguish, relate the findings to everyday situation, etc.

We can also refer to the list of objectives developed by others. This may be obtained
from textbooks, reference materials, and from curriculum guides (e.g. those
prepared by the Department of Education, DepEd). In using these sources, care
must be taken because of differences in emphasis and coverage and also due to the
way the objectives are stated. In short, our list of objectives should fit our instructional
situation.

Assesment:

A. Identify the levels in the cognitive domain illustrated by the following objectives.
1. To distinguish faults from folds.
2. To compute the density of a block wood.
3. To interpret the line graph obtained by plotting mass against volume.
4. To name the types of simple machines.
5. To explain how mountains were formed.
6. to summarize the concepts learned in the activity
7. To label the parts of a compound microscope
B. Is the affective domain as important as the cognitive domain? If so, what
proportion of your objectives should be in affective domain?
C. In your daily instruction, in what topics can you apply the psychomotor domain?
Lesson 2 Instructional Planning

Introduction
We know that the key to successful
teaching is good planning. It is a compre-
hensive and systematic way of applying
the basic educational principles that should
operate in good teaching and learning
situation. Good planning helps create dis-
cipline, pleasant class atmosphere, and
purposely activity. In short, good planning
will result in worthwhile learning. No one
can teach well without planning.

Objectives
At the end of this unit, you should be able to:
 cite the importance of planning;
 explain the principles of instructional planning;
 explain the principles of instructional planning;
 differentiate a long-term plan from an intermediate plan;
 outline the steps in writing a long-term plan and short term-plan;
 enumerate the advantages and disadvantages of preparing short-term plans;
 construct a sample short-term plan, and

Importance of Planning

Let us begin by saying that teaching has to do with shaping human dispositions ---
beliefs, behavior, actions --- through the use of meaningful materials. This would
mean a deliberate intervention in the lives of our learners. Now let me repeat that:
Teaching is s deliberate intervention in the lives of our learners.

According to Airasian (1994), the instructional process is made up of three steps: (1)
planning instruction; (2) delivery of instruction, and (3) assessment of learning. This
means that teaching begins even before a teacher steps in front of a class and
begins a lesson. This also means that teachers are expected to be able to organize
and develop a plan for teaching, implement that plan, and measure how effectively
they implemented a plan.

Teaching, therefore, does not happen by chance. It is planned. We, teachers, plan
for one day, one week, one month, even for a semester or an entire academic year.
We plan the objectives. We plan the content. We plan our teaching strategies and
methodologies. We plan our learning experiences out students will undergo. We
even plan for the assessment of the results of our teaching. In short, teaching
requires a good deal of planning; thus, a good teacher should be a good planner.

This is our challenge and our responsibility. Organizing a program for the
preparations of plans, whether they are long-term, intermediate or short-term, is a
major task for us. As teachers, we are key figures in the classroom; thus, we are in
the forefront insofar as planning is concerned. We think of plans that will bring out the
best qualities in our students ---- emotionally, intellectually, socially, physically, and
morally. In other words, plans should consider the development of the total
personality of our students. Our plan should give our students direction and purpose
in their lives, and should make them better persons, imbued with values, abilities,
and capabilities that will make them ready to face the challenges in life.

Planning is a careful selection and systematic formulation of learning outcomes and

the teaching strategies that will help achieve these outcomes. Our instruction should
be thoroughly planned to achieve maximum and effective learning in our students.

We should bear in mind that instructional planning to be effective should provide

opportunities for students to exercise desired behavior. It should extend further to
application of this knowledge to life situations, both in and out of school.

Instructional planning should allow continuity in learning. Whatever our students will
learn from the preparatory level up to the college or graduate level will be reflected in
the careful planning of the teacher.

Planning should also take into consideration the readiness of the students. This
requires the teacher’s ability to gauge the maturity --- emotional, intellectual, moral,
social and physiological --- previous experiences and motivation of the learner.
He/She must be able to recognize individual differences in interests, needs and
abilities and should be familiar with several teaching methods, instructional materials
and evaluation instruments that will suit these differences.

Instructional planning differs greatly from school to school and from one school
system to another. Public schools are generally provided with planned courses of
study, syllabi or curriculum guides. If we teach in these, schools, then we are luck.
But this does not mean that we can no longer be creative or innovative. It does not
mean that we should be constrained by what is written in these ready – made plans;
we can augment and enrich these materials according to our resources and needs of
students.

Some school systems do not provide plans or guides. The planning rests solely on
the teachers. If we belong to this type of school, we will have far more work to do
than the other group of teachers. And this we have to do before our students start
trooping to school.

We have to prepare our instruction, taking into consideration the long-term,

intermediate and short-term plans. These three types of plans are interrelated with
one another; the long-term plan (syllabus) to the total school curriculum, the
intermediate plan (unit plan) to the long-term plan and the short-term plan (daily
lesson plan) to the intermediate plan. This relationship is shown in the diagram:
 School Curriculum
Science-oriented

English
Social Studies Science Filipino Mathematics, etc.

year level courses

I II III IV

Long-term plan (syllabus)

Intermediate plan (unit lessons)
Short-term plan (daily lesson)

The first aspect of instructional planning is a long-term plan. What is the long-term
plan? It is a course of study designed to be accomplished during the entire academic
year or semester. In other words, it is the syllabus which lists the two essential
characteristics:

(1) It provides an overview of the course for the school year or semester by listing in
sequence the units to be covered, and (2) indicates the content and the time to be
devoted to each unit.

Long-term planning involves several steps: First and foremost is the to list down the
general objectives to be achieved. (Refer to Lesson 1). These objectives consist of
desirable changes in skills, understandings, appreciations, attitudes, and etc. In
actual practice, during the first meeting of classes we should present the general
objectives we have formulated for the entire course to be achieve by our students.
Then, at the end of the term, we should go back to the objectives to check if these
were achieved.

The second step is to analyze the particular subject to be taught. This covers the
nature and scope of the course, the relationship between topics be covered, and the
teaching strategies to be used.

The third step is to make a tentative list of major topics to be covered during the
semester or school year by referring to all possible resources available like the
curriculum guides, other teachers in the same field, textbooks, periodicals, teaching
aids and your own ideas. The final selection of topics can be done in two ways: by
eliminating the least desirable topics from the tentative list or by selecting the most
desirable ones. We can do either of these by assessing the importance and
relevance the topics have to the subject area and how interesting they are to the
students. This should result in the formulation of the final content outline.

The fourth and last step is to set up a tentative time allotment for each topic in the
content outline. In preparing the time table, we should our school calendar giving
allowances for school meetings, school activities, natural calamities and examination
days.

Stated in another way, these tell us what is to be learned, why it should be learned,
the order of sequence in which learning experiences should take place and the time
to be allotted to each learning experience.

After preparing the long-term plan or the syllabus, we proceed to the intermediate
plan by breaking the syllabus into workable units, the second aspect of instructional
planning.

This plan contains more precise instructional objectives, content appropriate to the
achievement of those objectives specific learning experiences related to both the
objectives and the content and instructional materials. It usually begins with a
rationale stating the reason and relevance of a particular unit and the skills to be
acquired in it in relation to the total learning experience in the course. The
intermediate plan ends with an evaluation instrument.

Like the long-term plan, the intermediate plan consists of the following parts: First, we
should formulate the objectives or expected learning outcomes based on the general
objectives of the entire course. This step requires proper consideration of and
emphasis on all taxonomic domains and level.

Next we should select the most important and relevant subject matter content from a
variety of sources. (same as intermediate plan). This should cover all the information
our students will need to achieve the objectives.

Careful selection of learning experiences or activities follow. Like the content, each
learning experiences should be chosen on the basis of how it will help our students
achieve the expected learning outcomes. We should provide different learning
activities to suit the individual needs of the students. Optional activities may also be
included. These contain enrichment activities designed for more advanced students.

Finally, we have the evaluation instrument which may be oral, written, or practical.
Our evaluation should be able to measure our objectives have been or not been
achieved.

The third and final aspect of instructional planning is short-term plan. We generally
call this our day-to-day lessons. This short-term plan is intended for a short period of
instruction (1 hour depending upon the time allotted by the school) and devoted to a
very specific topic, skill or concept.

In some schools, daily lesson plans are not required as long as there is a detailed
intermediate plan; but others require Daily Lesson Logs (DLL). These are checked by
supervisors/principals/head of the department.

We often debate whether lesson planning is necessary or not necessary. For the
teachers who favor daily lesson plans, these are the points they raised:
1. daily lesson plans specify the instructional objective of the lesson, thus keeping the
main purpose of the lesson in focus;
2. they give assurance that everything will be taken up since they contain all the
important topics/contents;
3. They include all teaching – learning activities that are determined to help students
achieve the instructional objectives;
4. they determine the effectiveness of a particular teaching-learning activity; thus
helping us modify by providing immediate feedback or make necessary adjustments
on our instructional methods as needed.

Those who oppose daily preparation daily preparation of lesson planning present the
following points:
1. lesson plans are largely unnecessary since most experienced teachers are
already knowledgeable on the what and how they are going to teach;
2. so much time is consumed in writing daily lessons plans rather than in gathering
instructional materials, preparing visual aids, and in constructing good and reliable
examinations;
3. teachers tend to follow to the letter, particularly when observers are present,
everything written on the plan. In other words, daily lesson plans do not allow
flexibility that should meet the immediate needs and interests of the students.

Pursuant to the implementation of Republic Act (RA) No. 10533 or the

Enhanced Basic Education Act of 2013, the Department of Education (DepEd) has
issued DepEd Order No. 42, s. 2016 on the “Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic Education Program”.

1. In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced
Basic Education Act of 2013, the Department of Education (DepEd) issues the
enclosed Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program.

2. Planning lessons is fundamental to ensuring the delivery of teaching and learning

in schools. These guidelines aim to support teachers in organizing and managing
their classes and lessons effectively and efficiently and ensure the achievement of
learning outcomes.

3. Furthermore, these guidelines affirm the role of the K to 12 teacher as a facilitator

of learning. Preparing for lessons through the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) and provides teachers with an opportunity for reflection on what
learners need to learn, how learners learn, and how best to facilitate the learning
process. These guidelines also aim to empower teachers to carry out quality
instruction that recognizes the diversity of learners inside the classroom, is
committed to learners’ success, allows the use of varied instructional and formative
assessment strategies including the use of information and communications
technologies (ICTs), and enables the teacher to guide, mentor, and support learners
in developing and assessing their learning across the curriculum.

4. These guidelines will remain in force and in effect unless sooner repealed,
amended, or rescinded. All issuances inconsistent with this Order are hereby
rescinded.

5. Immediate dissemination of and strict compliance with this Order is directed.

Rationale

The Department of Education (DepEd) recognizes that instructional

planning is essential to successful teaching and learning (Dick & Reiser 1996).
Instructional planning is the process of determining what learning opportunities
students in school will have by planning “the content of instruction, selecting teaching
materials, designing the learning activities and grouping methods, and deciding on
the pacing and allocation of instructional time” (Virginia Department of Education).
According to Airasian (1994), planning is a vital step in the instructional process. It
involves identifying expectations for learners and choosing the materials and
organizing the sequential activities that will help learners reach those expectations.
Instructional planning guarantees that teaching and learning are the central focus of
classroom activity. Furthermore, it helps ensure that the time spent inside the
classroom is maximized for instruction, is responsive to learners’ needs, and
therefore communicates expectations of achievement to learners (Stronge, 2007).

Research shows that effective teachers organize and plan their instruction
(Misulis 1997; Stronge 2007). With content and performance standards and learning
competencies firmly articulated in the K to 12 curriculum, it is easier for teachers to
carry out both short-term and long-term instructional planning. Under the K to 12
Basic Education Program, teachers can in fact plan student learning for a year, a
semester, a quarter, a unit, or a lesson and secure coverage of the curriculum.

DepEd issues these guidelines on daily lesson preparation based on the

belief that planning is fundamental to ensuring the delivery of teaching and learning
in schools. Daily lesson preparation also encourages reflective practice since it
requires teachers to think about and reflect on their instructional practices on a daily
basis. Article IV, Section 2 of the Code of Ethics for Professional Teachers adopted
in 1997 through Board Resolution No. 435 by the Board of Professional Teachers
states that “every teacher shall uphold the highest standards of quality
education, shall make the best preparations for the career of teaching, and
shall be at his best at all times in the practice of his profession.” This policy is
therefore meant to support teachers in upholding quality education standards by
affirming the importance of instructional planning through Daily Lesson Log (DLL) or
Detailed Lesson Plan (DLP) preparation. These guidelines ultimately aim to assist
teachers in not only effectively managing instruction but also managing the
performance of one of their core functions, which is to facilitate learning inside their
classrooms.

Scope of the Policy

This DepEd Order provides the guidelines in the preparation of daily lessons
through the DLP and DLL by teachers from K to 12. This was also developed in
collaboration with teachers and school heads to ensure that those affected by the
policy would be consulted.

a. Instruction refers to the methods and processes used to direct learning.

b. Instructional planning is the process of systematically planning, developing,

evaluating, and managing the instructional process by using principles of teaching
and learning.
c. Daily Lesson Log (DLL) is a template teachers use to log parts of their daily
lesson. The DLL covers a day’s or a week’s worth of lessons and contains the
following parts: Objectives, Content, Learning Resources, Procedures, Remarks and
Reflection.

d. Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It contains a

detailed description of the steps a teacher will take to teach a particular topic. A
typical DLP contains the following parts: Objectives, Content, Learning Resources,
Procedures, Remarks and Reflection.

Policy Statement

DepEd hereby issues these guidelines on daily lesson preparation to

institutionalize instructional planning as a critical part of the teaching and learning
process. These guidelines are meant to support teachers in effectively organizing
and managing K to 12 classrooms to be genuinely responsive to learners’ needs.
Moreover, these guidelines in the preparation of DLP and DLL shall inculcate
reflective practice among teachers by providing them opportunities to think about and
reflect on their instructional practices. Daily lesson preparation is part of the teacher’s
core function as a facilitator of learning inside the classroom as affirmed through
DepEd’s Results-based Performance Management System (RPMS). Well-prepared
and well-planned lessons are fundamental to ensuring the delivery of quality teaching
and learning in schools.

Lesson planning

Lesson planning is one way of planning instruction. Lesson planning is a way of

visualizing a lesson before it is taught. According to Scrivener (2005), planning a
lesson entails “prediction, anticipation, sequencing, and simplifying.” Lesson planning
is a critical part of the teaching and learning process.

The objective of lesson planning is learning. Lesson planning helps teachers

set learning targets for learners. It also helps teachers guarantee that learners reach
those targets. By planning lessons, teachers are able to see to it that daily activities
inside the classroom lead to learner progress and achievement or the attainment of
learning outcomes.

Lesson planning is a hallmark of effective teaching. As mentioned, effective

teachers organize and plan instruction to ensure learners’ success inside the
classroom. According to Stronge (2007), research shows that instructional planning
for effective teaching has the following elements:

a. Identifying clear lesson and learning objectives while carefully linking activities to
them, which is essential for effectiveness

b. Creating quality assignments, which is positively associated with quality instruction

and quality student work

c. Planning lessons that have clear goals, are logically structured, and progress
through the content step-by-step
d. Planning the instructional strategies to be deployed in the classroom and the
timing of these strategies

e. Using advance organizers, graphic organizers, and outlines to plan for effective
instructional delivery

f. Considering student attention spans and learning styles when designing lessons

g. Systematically developing objectives, questions, and activities that reflect higher-

level and lower-level cognitive skills as appropriate for the content and the
student therefore, have learner-centered objectives that are aligned with the
standards of the curriculum.

In preparing daily lessons, teachers can also make use of multiple resources
that are available to them including the Teacher’s Guide (TG), Learner’s Material
(LM), additional materials from the Learning Resources Management and
Development System (LRMDS) portal, textbooks, and others supplementary
materials, whether digital, multimedia, or online, including those that are teacher-
made. However, these materials should be used by teachers as resources, not as
the curriculum.

How should it be taught? With a lesson plan, teachers can predict which parts of
the lesson learners will have difficulty understanding. Teachers can then prepare
strategies that help learners learn, build learners’ understanding and respond to
learners’ needs. Teachers can explore utilizing different instructional strategies that
consider learners’ varying characteristics including cognitive ability, learning style,
readiness level, multiple intelligences, gender, socioeconomic background, ethnicity,
culture, physical ability, personality, special needs, and the different ways learners
master the content of a particular learning area. This presupposes flexibility in the
way a teacher plans lessons. This means that a teacher can prepare a lesson plan
but must remain open to the possibility of adjusting instruction to respond to the
needs of learners.

Furthermore, this requires teachers to treat learners not as passive recipients

of knowledge but as active agents in their own learning. A lesson plan therefore
should show what the teacher and learners will do in the classroom to build
understanding of the lesson together. Beyond demonstrating what a teacher needs to
do inside the classroom, a lesson plan should describe what learners need to do as
co-constructors of knowledge inside the classroom.

How should learning be assessed? Effective teachers do not only prepare

lesson plans, they also prepare an assessment plan or specifically a formative
assessment plan. As defined in DepEd Order No. 8, s. 2015 entitled Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education Program,
formative assessment “refers to the on-going forms of assessment that are closely
linked to the learning process. It is characteristically informal and is intended to help
students identify strengths and weaknesses in order to learn from the assessment
experience.” Once the objectives of the lesson have been identified, teachers need to
prepare a formative assessment plan integrated into the lesson and aligned with the
lesson objectives. This means that a teacher needs to rely on multiple ways of
assessing learning inside the classroom. DepEd Order No. 8, s. 2015 presents a list
of formative assessment methods that teachers can use during different parts of a
lesson.

This also means that a lesson plan should embody the unity of instruction and
assessment. While planning lessons, teachers need to be able to identify reliable
ways to measure learners’ understanding. This means that teachers need to
communicate to learners what they are expected to learn, involve them in assessing
their own learning at the beginning, during, and end of every lesson, and use data
from the assessment to continually adjust instruction to ensure attainment of learning
outcomes.

Parts of a lesson plan

As stated previously, the basic parts of a lesson plan include a beginning,

middle, and end. These are referred to as Before the Lesson, the Lesson Proper, and
After the Lesson.

Before the Lesson. This is the lesson opening or the “beginning” of lesson
implementation. Before the actual lesson starts, the teacher can do a variety of things
including but not limited to the following: a) review the previous lesson/s; b) clarify
concepts from the previous lesson that learners had difficulty understanding; c)
introduce the new lesson; d) inform the class of the connection between the old and
new lesson and establish a purpose for the new lesson; and e) state the new
lesson’s objectives as a guide for the learners.

This part of the lesson is the time to check learners’ background knowledge
on the new lesson. It can also be a time to connect the new lesson to what learners
already know. It is during this time that teachers are encouraged to get learners to be
interested in the new lesson through the use of “start-up” or “warm-up” activities.
Teachers should also allow learners to ask questions about the new lesson at this
time to assess if learners understand the purpose of learning the new lesson.

The Lesson Proper. This is the “middle” or main part of the lesson. During this
time, the teacher presents the new material to the class. This is the time when a
teacher “explains, models, demonstrates, and illustrates the concepts, ideas, skills,
or processes that students will eventually internalize” (Teach for America 2011). This
is also the part of the lesson in which teachers convey new information to the
learners, help them understand and master that information, provide learners with
feedback, and regularly check for learners’ understanding. If teachers require more
time to teach a certain topic, then this part of the lesson can also be a continuation of
a previously introduced topic.

After the Lesson. This is the lesson closing or the “end” of the lesson. This can be
done through different “wrap-up” activities. Teachers can provide a summary of the
lesson or ask students to summarize what they have learned. Teachers can also ask
learners to recall the lesson’s key activities and concepts. The lesson closing is
meant to reinforce what the teacher has taught and assess whether or not learners
have mastered the day’s lesson.
Instructional models, strategies, and methods

In planning lessons, teachers can choose from a variety of instructional

models and their corresponding strategies and methods. An instructional model is a
teacher’s philosophical orientation to teaching. It is related to theories of learning
including behaviorism, cognitivism, constructivism, social interactionism, and others.
An instructional strategy is a teaching approach influenced by the abovementioned
educational philosophies, while an instructional method is the specific activity that
teachers and learners will do in the classroom.

An instructional strategy is what a teacher uses inside the classroom to

achieve the objectives of a lesson. A teacher can use a strategy or a combination of
strategies to do this. Below are examples of different instructional strategies briefly
explained (Saskatchewan Education 1991):

a. Direct instruction is systematic, structured and sequential teaching. Its basic

steps include presenting the material, explaining, and reinforcing it. According to
Borich (2001), direct instruction methods are used to teach facts, rules, and action
sequences. Direct instruction methods include compare and contrast,
demonstrations, didactic questions, drill and practice, guides for reading, listening
and viewing, lecture, etc.

b. Indirect instruction is a teaching strategy in which the learner is an active and

not passive participant. Indirect instruction methods are used for concept learning,
inquiry learning and problem-centered learning (Borich 2011). Indirect instruction
methods include case study, cloze procedure, concept formation, inquiry, problem
solving, reflective discussion, etc.

c. Interactive instruction is teaching that addresses learners’ need to be active in

their learning and interact with others including their teachers and peers. Interactive
methods of teaching include brainstorming, debates, cooperative learning,
interviewing, small group discussion, whole class discussion, etc.

d. Experiential instruction is teaching students by directly involving them in a

learning experience. This strategy emphasizes the process and not the product of
learning. Experiential learning methods include games, experiments, field trips,
model building, field observations, role play, simulations, etc.

e. Independent study is teaching in which the teacher’s external control is reduced

and students interact more with the content (Petrina in press). Independent study
methods aim to develop learners’ initiative, self-reliance, and self-improvement and
include assigned questions, correspondence lessons, computer assisted instruction,
essays, homework, learning contracts, reports, research projects, etc.

In planning lessons, teachers can employ and combine a variety of teaching

strategies and methods to deliver instruction. In choosing strategies and methods to
use in teaching, the teacher has to consider learner diversity and whether or not the
strategies or methods will respond to what learners inside the classroom need.
Features of the K to 12 Curriculum

In preparing daily lessons, teachers are encouraged to emphasize the

features of the K to 12 curriculum as discussed briefly below:

Spiral progression. The K to 12 curriculum follows a spiral progression of content.

This means that students learn concepts while young and learn the same concepts
repeatedly at a higher degree of complexity as they move from one grade level to
another. According to Bruner (1960), this helps learners organize their knowledge,
connect what they know, and master it. Teachers should make sure that in preparing
lessons, learners are able to revisit previously encountered topics with an increasing
level of complexity and that lessons build on previous learning.

Constructivism. The K to 12 curriculum views learners as active constructors of

knowledge. This means that in planning lessons, teachers should provide learners
with opportunities to organize or re-organize their thinking and construct knowledge
that is meaningful to them (Piaget 1950). This can be done by ensuring that lessons
engage and challenge learners and tap into the learners’ zone of proximal
development (ZPD) or the distance between the learners’ actual development level
and the level of potential development (Vygotsky 1978). Vygotsky (1978) suggests
that to do this, teachers can employ strategies that allow collaboration among
learners, so that learners of varying skills can benefit from interaction with one
another.

Differentiated instruction. All K to 12 teachers are encouraged to differentiate their

teaching in order to help different kinds of learners meet the outcomes expected in
each lesson. Differentiation or differentiated instruction means providing multiple
learning options in the classroom so that learners of varying interests, abilities, and
needs are able to take in the same content appropriate to their needs, According to
Ravitch (2007), differentiation is instruction that aims to “maximize each student s
growth by recognizing that students have different ways of learning, different
interests, and different ways of responding to instruction.”

Differentiation is just one of the strategies available to teachers in the K to 12

classroom. In planning lessons, teachers are encouraged to think about and include
in their lessons options for different kinds of learners to understand and learn the
lesson’s topic. This means that teachers need to continually conduct formative
assessment of learners to be able to articulate these options for learners. However, it
shall still be up to the individual teacher to decide when to utilize differentiated
instruction in the classroom.

Importance of lesson planning

1. Planning lessons increases a teacher’s chances of carrying out a lesson

successfully. It also allows teachers to be more confident before starting a lesson.

2. Lesson planning inculcates reflective practice as it allows teachers to think about

their teaching. By planning lessons daily, teachers are able to think about and reflect
on different strategies that work inside the classroom including research-based
strategies. Making a habit of lesson planning ensures that teachers truly facilitate
learning and respond to learners’ needs inside the classroom.
3. Additionally, lesson planning helps teachers’ master learning area content.
Through the preparation of effective lesson plans, teachers are able to relearn what
they need to teach. In the classroom, well-prepared teachers show ownership of the
learning area they teach. Lesson planning helps teachers know their learners and
teach what students need to learn and therefore ensures curriculum coverage.

Elements of a lesson plan

As mentioned, a lesson plan serves as a teacher’s “road map” for a particular lesson.
It is a guide for instruction and contains details of what a teacher and learners will do
in order to tackle a particular topic. Experts agree that a lesson plan should aim to
answer the following questions (Virginia Department of Education):

a) What should be taught?

b) How should it be taught?

c) How should learning be assessed?

What should be taught? Teachers must have a deep understanding of the

curriculum and strive to teach its content. In planning daily lessons, teachers need to
follow the Curriculum Guide (CG) of the learning area being taught. Using the CG,
teachers can plan the many ways to teach what it contains including the content
standards or the essential knowledge that students need to learn, performance
standards or the abilities and skills learners need to demonstrate in relation to the
knowledge they have learned, and learning competencies or the knowledge, skills,
and attitudes learners need to demonstrate in every lesson.

Following the CG, teachers can also plan their instruction backwards. That is, they
can set a long-term vision of what learners need to be able to master in terms of
content and competencies at the end of the school-year and endeavor to achieve this
goal. At the end of the year, learners should have mastery of grade level standards
and demonstrate readiness to learn the curriculum standards of the next grade level.
Teachers can guarantee this by taking advantage of and maximizing the coded
curriculum. The lessons teachers plan daily should aid learners in mastering the
content and competencies of the curriculum progressively. Each lesson plan should,

Contextualization. Section 5 of RA 10533 or the Enhanced Basic Education Act of

2013 states that the K to 12 curriculum shall be learner-centered, inclusive and
developmentally appropriate, relevant, responsive, research-based, culture-sensitive,
contextualized, global, and flexible enough to allow schools to localize, indigenize,
and enhance the same based on their respective educational and social contexts. K
to 12 teachers are allowed to use contextualization strategies in their lessons.

According to DepEd Order No. 32, s. 2015 entitled Adopting The Indigenous Peoples
Education Curriculum Framework, contextualization is “the educational process of
relating the curriculum to a particular setting, situation, or area of application to make
the competencies relevant, meaningful, and useful to all learners.” The degree of
contextualization can be further distinguished into localization which involves relating
curriculum content to information and materials found in the learners’ immediate
community, and indigenization which involves enhancing curriculum competencies,
learning resources, and the even the instructional process in relation to the bio-
geographical, historical, and socio-cultural context of the learners’ community. In
preparing lessons, teachers are encouraged to make full use of these
contextualization strategies, if necessary, to make lessons more relevant and
meaningful to learners.

ICT integration

ICTs are basically information-handling tools that are used to produce, store,
process, distribute, and exchange information (Anderson 2010). ICT integration in
teaching and learning involves all activities and processes with the use of technology
that will help promote learning and enhance the abilities and skills of both learners
and teachers. With the availability of ICTs in schools, teachers can integrate
technology in the planning, delivery, and assessment of instruction.

The use of computers can speed up the preparation of daily lessons. Lesson
plans may be computerized or handwritten. Schools may also use ICTs to store the
lessons that their teachers prepare. They can create a databank/database of lesson
plans and feature exemplary lesson plans in the school website or submit exemplary
lesson plans for uploading to the LRMDS portal. Teachers can then use the portal as
a resource for their daily lesson preparation. This way, teachers can support each
other by having a repository of lesson plans to refer to in preparing for their daily
lesson.

Teachers can also integrate the use of technology into different parts of a
lesson. Various instructional strategies and methods can be delivered using ICT
equipment, peripherals, and applications. Teachers can plan learning opportunities
that allow learners to access, organize and process information; create and develop
products; communicate and collaborate with others using ICTs. Use of ICTs in
lessons is also one way of differentiating instruction inside the K to 12 classroom.

The DLL covers a day's or a week's worth of lessons and contains the
following parts: Objectives, Content, Learning Resources, Procedures, Remarks
and Reflection.

I. OBJECTIVES
A. Content Standards
B. Performance standard
C. Learning Competencies/Objectives (Write the LC Code for each)

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURE
A. Reviewing previous lesson or Presenting the new lesson
 B. Establishing a purpose for the lesson
C. Presenting examples/instances of the lesson
D. Discussing new concepts and Practicing new skills #1
E .Discussing new concepts and Practicing new skills #2
F. Developing mastery (Leads to Formative Assessment 3)
G. Finding Practical applications of Concepts and skills in daily living
H. Making generalizations and abstractions
I. Evaluating of Learning
J. Assignment

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation.
C. Did the remedial lessons work? No. Of learners who have caught up the with the
lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me
solve?
G. What innovation or localized materials did I use/discover which I wish to share
with other teachers?

ASSESSMENT
1. It is said that planning rests solely in the teacher. Can planning be done by a
committee? What are the advantages and disadvantages of such practice?
Lesson 3 CLASSROOM MANAGEMENT

Classroom is a
complex interaction of
students, teachers and
learning materials. A
competent teacher should
have the skills in
managing instruction,
classroom environment,
time, and discipline in
order to impart knowledge
and skills to students.

Learning Outcome:

At the end of the lesson, you are expected to manage instruction,

relationship, physical environment, discipline, time and routines effectively.

Introduction:

Should teachers still worry about students who chew gum? What should
teachers do about students whose cell phones ring in class? How should teachers
react when they hear students using offensive language?

Teachers wonder what to do about these and the countless other learner
behaviours that they witness each school day. Are these the issues that should
concern them or should they focus exclusively on the more serious problems
confronting the students?

Classroom management is the business of getting students to what teachetrs

want them to do. If the teacher is good at it, a lot of things get done and students
enjoy coming to class.

Classroom management has consistently been found to distinguish between

effective and ineffective teachers (Muijs and Reynolds, 2005). Effective teachers
always ensure that the activities they carry out with students blend into each other
well and that their students are kept on-task.

Elements of Effective Classroom Management

1. Clear rules and procedure.

2. Suitable work space
3. Smooth transition between stages of lesson development
4. Appropriate materials
5. Provision for a science learning center

Clear Rules and Procedure

The establishment of clear rules and procedures right from the start will
ensure a smooth operation of the activities in the science classroom. The teacher
must communicate the rules clearly to the students. Clear communication entails a
clear discussion of every rule and its rationale. A final and crucial strategy is to find
out if students understand the rules and commit to abide by them. Class rules,
procedures, and notice of upcoming activities are posted in convenient places to help
students stay on track. Students follow class routines for daily chores without
nagging. In a well-disciplined class, students understand what they are expected to
achieve each day and how they are to go about them.

Rules are more formal, usually written statements that specify

what students are allowed to do or expected not to do. Procedures are
more informal arrangements that specify how things are to be done in a
particular classroom.

Muijs and Reynolds, 2005

 Examples of rules are those formulated by the school to maintain good
discipline of students. Another example includes classroom rules that maybe jointly
formulated by the teacher and students at the beginning of the school year

Classroom rules consist of:

 rules regarding traffic flow in obtaining materials, using them, and

returning them properly
 rules pertaining to time management so that students can finish their
work on time

Examples of these rules are:

 Keep on task.
 Cooperate with one another.
 Avoid arguments, learn to negotiate so that there is no loss in time.

For rules to be carried out effectively they need to be discussed and clarified
to students. They must know the reason why they exist. They must also understand
that when rules are broken there are corresponding measures to undertake. These
measures should be developed collaboratively by both the teachers and students.
Sole ownership of rules may be moved to students as they get older.

Rules need to become an automatic part of the

student behavior. This requires a great deal of practice
from one activity to another. For example, rules on moving
around in an orderly way, working in groups quietly, and
waiting for one’s turn during discussions should become
part of routine activities that need constant reinforcement.

Following is a checklist that incorporates the rule of

behaviour during group work. To ensure they are consistently
implemented, a discipline master for every group maybe assigned. This is one of the
roles that students in a group may carry out during group work activities. The other
roles are leader, recorder, materials officer, and clean-up monitor. All members of the
group should assume each of these roles on a rotation basis.

A sample checklist of behaviors during group work:

- Waits for one’s turn during discussion

- Is always on task
- Talks politely with group members
- Starts the activity on time
- Listens attentively to other

Just like rules, procedures need to be consistently implemented. Since they

constitute specific steps on how things are to be done, they have to be followed
according to the order they appear. An example of a procedure in passing papers is
shown below.

Pass your papers to the middle.

Middle monitors, pass them forward starting from the
back.
Front monitors, place them on the table.

If the science activity requires the use of a procedure that the students are not
familiar with, the teacher has to model the procedure for the students. This is
specially true with younger students who are less proficient in the medium of
instruction. To check for understanding, students may be asked to retell the
procedure in their own words.

Suitable Work Space

Another important aspect of classroom management is the provision of a

suitable work space to perform hands-on activities in science. The most vital element
of a science work space is a flat surface (Abruscato, 2004). Therefore, the classroom
should be equipped with tables and chairs instead of desks with slanted tops. Table
have flat surface that can be used to hold materials firmly during experiments. In the
absence of tables, the experiments and other hands-on activities can be done on the
floor. Classrooms that cannot do away with desks need to have tables along the
periphery of the room. Students can use those tables during hands-on activities, like
experiments. They can use their desks for writing purposes and for whole class
discussion.
 Whole-class discussion often takes place after some work in the group has
been accomplished. The discussion gives the teacher a chance to make unobtrusive
corrections, to give further encouragement, to point out relationships, to highlight
what is relevant, and obscure what is trivial (Halen, 2001).

Smooth Transitioning

In order to transition from one stage of lesson development to another,

teachers need to devise techniques that are appropriate for the lesson. Examples of
these techniques are:

 Recall of rules for group work when transitioning from one lesson
introduction to exploration.
 Visualizing and then drawing the product output of the group’s
exploration while waiting for everybody to finish the activity before
going to the generalization stage of lesson development.
 Assigning of a particular student from each group to clear away
materials used in the experiment before starting the class discussion.
One of the roles that students can assume as part of group work is
that of a clean-up monitor. It is a good idea to give this role to different
students within the group.
 Cueing students that a transition is about to occur (Muijs and
Reynolds, 2005). An example that is often used during seatwork is
telling students that they have 5 more minutes to finish their work.

If transition between lesson segments is not managed properly, it can lead to

time wastage, Opportunity to learn will be diminished. In a recent research, Muijs and
Reynolds, (2005) found out that poor transitioning can take up a significant part of the
lesson, about 15% of lesson time.

Appropriate Materials

The learning environment should be equipped with appropriate materials that

are supportive of science inquiry. Following are the materials that a science teacher
needs to obtain as teaching aids. They are categorized into two.

1. Permanent materials (items

that do not need to be replaced
unless broken or lost)

2. Consumables (items to be
Replaced as used)

Permanent Materials
Hot plate Thermometers Safety goggles
Droppers Test tubes Magnifiers
Graduated cylinder Test tube racks Plastic buckets
Metric rulers Wires and alligator clips Force measurers
Balances Mirrors Magnets (varied shapes)
Microscope Lenses Aquarium
Rock collections Switches Watch glass
Bulb holders Circuit boards Tuning forks

Consumables
Plastic cups pH paper Plastic bowls
Baking soda Plastic gloves Metals (assorted)
Vinegar Stirrers Batteries
Plastic bags (Assorted sizes) Soil test kits Plaster of Paris
Food coloring Modelling clay Light papers
Filter papers

The above mentioned science materials need to be stored properly. Some

useful ways to store them include the use of:

 Plastic bins place in an open shelves

 Cabinets with drawers
 It is important that the bins or drawers that contain the materials are labelled.
 It is useful to color code and symbol code general supplies

Management of materials takes into account safety in using them. For this
reason the following need to be prepared:
  Safety guidelines
 Safety equipment – safety goggles, aprons, gloves, wash up place with
soap and water, fire extinguishers, first aid kit
 Safety posters
 Safety rules

Management of resources is not confined only to concrete materials that are

used for experiments and other exploration activities but also extended to media and
technology resources. The most common media materials are still pictures,
transparencies for OHP, slides, charts and posters. These materials should be
properly stored so that they can be used over and over again. Transparencies and
pictures should be placed in folders with plastic sheets. Charts and posters should be
put in huge hanging files with plastic encasement. In the case of computer materials,
their use to support and facilitate learning in science should be mastered by
teachers. Continuous professional development that focuses on effective
pedagogical use of ICT and the corresponding technical skills that go with it should
be provided.

Provision for a Science Learning Center

A science learning center is a place in the classroom where one or several

students can do science activities independently through materials and directiobs
found there (Peters and Gega, 2002). The materials in this center include:

 Activity cards and worksheets

 Science Equipment, tools, specimens, and other instructional
materials
 Books
 Record sheet

The directions in the activity cards should be short and simple. The procedure
should be easy to follow. The drawing of pictures beside key words is helpful.

Materials that accompany the activity cards should be put in boxes with
proper labels. It is a good idea to color code the boxes. Both activity card and boxes
should have the same color.

After completing the task in the activity card, students answer the questions in
the worksheet. Completed worksheets can be placed on the teacher’s table for
assessment.

Record sheets indicate what students have done. Students write their names
opposite the list of activities they have completed.
 REFERENCES

1. Rajendran, K.K. (2015) Teaching Science. Center for Distance Education

2. 2014. Teaching Science at All Levels of Education.
3. Staver, J.R. (2007). Teaching Science. International Academy of Education
4. Ferrer, Lourdes M. (2008). B.E.S.T. Building Effective Strategies for
Teaching Science. Rex Book Store
5. Moore, ChristopherTeaching. (2019). Teaching Science Thinking. Using
Scientific Reasoning in the Classroom. Routledge, Taylor and Francis
Group
6. Borabo, Milagros and Borabo, Heidi Grace (2015). Interactive and
Innovative Teaching Strategies Volumes 1 to 6 . OBE and K to 12
Based. Lorimar Publishing Inc.
7. UP NESMID (2003). Supervision of Science and Mathematics Teaching
8. Salandanan, Gloria G. The Teaching of Science. Phoenix Publishing House
9. DepEd Curriculum Guide in Science (2016)
10. Dimaandal, Lerma M. UPOU Module in Science Teaching and Testing
11. Grant, P., Johnson, L. and Sanders Y. BETTER LINKS: Teaching
Strategies in the Science Classroom. Stav Publishing
12. http://lrmds.dep.ed.gov.ph/.
13. https://www.fizicseducation.com.au/articles/methods-for-teaching-science
14. https://www.edsys.in/innovative-science-teaching-methods
 COURSE GUIDE

Course: EducSci 315 – The Teaching Semester: 1st School Year: 2022-2023
of Science (Teaching Science in
the Specialized Field)
Professor: Dr. Rowena A. Catuday
Course Description
Deals with the goals, materials, content assessment, management of and methods of
teaching science at the secondary level; provides opportunities for class observation and
demonstration teaching.

Course Outline
TOPIC REFERENCES
UNIT 1- The Nature of Science
1. Goals, Aims and Objectives in Science Education DepEd CG (K to 12)
(K to 12 Framework) Ferrer (2011)
2. The Teaching of Science

UNIT 2 – The Science Content

1. Standards in Science (Science for the Entire K to 12) CG (2016)
2. Sequence of Domain/Strands Per Quarter
3. Spiralling of Concepts from Grade 7 to Grade 10
UNIT 3 – Planning Instruction and Management Salandanan
1. Instructional Behavioral Objectives Ferrer (2011)
2. Instructional Planning UPNISMED
3. Classroom Management Dimaandal
UNIT 4 – Approaches and Strategies in Teaching
Science
1. Constructivist Teaching
2. Cooperative Learning and Group Discussion Salandanan
Strategies Ferrer (2011)
3. Interdisciplinary Approach UP NISMED
4. Integrated-Approach Borabo (2015)
5. Science-Technology-Society (STS) Approach
6. Project-Based Learning
7. A Taxonomy of Teaching Methods

MID-TERM EXAMINATION

UNIT 5 – Equipment and Materials Support

1. Common Materials Used in Science Activities
2. Substitute Materials
3. Improvised Equipment
4. Developing Self-Made Instructional Materials
5. The Use of Models in Science Teaching
6. Use, Care, and Handling of Science Equipment
7. Safety Rules, Habits and Laboratory Management

UNIT 6 - Assessment of Student Learning

1. Purpose of Evaluation
2. Bases for Evaluation
3. Techniques of Evaluation Salandanan
4. Assessment Data
5. Assessing Cognitive Learning
6. Assessing Affective Learning
7. Assessing Psychomotor Learning
8. Assessing the Individual Learner
UNIT 7 – The Science Teacher
1. The Science Teacher as an Individual Salandanan
2. The Science Teacher as Professional
FINAL EXAMINATIONS
Course Learning Outcomes Required Output

After completing this course, the you must have: a. Chapter Learning
1. exhibited mastery on the nature of science, its goals, Activities
objectives based on the conceptual framework. b. Detailed Lesson
2. explained the spiral progression and mastered the basic Plan
science concepts related to it. c. Teaching Demo
3. gained pedagogical knowledge and utilized variety of effective
d. Develp Instructional
strategies in teaching and learning science.
4. developed skills in making appropriate instructional support
Materials
materials
5. utilized technology to promote creativity and innovations in
 teaching science.
6. assessed learning through the use appropriate
tools/techniques.
7. practiced scientific inquiry, positive attitudes and values in
teaching science
Course Policies Grading System

1. All students are required to finish and pass The grades shall be computed as:
all the required outputs within the given
amount of time. 60% - Chapter Assessments
2. Students are required to use a separate 40% - Mid-term/Final Exam
bond paper in answering all the chapter 100%
Exercises.
3. Compilation of chapter exercises must be
placed in a folder labelled with student’s
NAME, STUDENT NUMBER, COURSE and
SECTION.
4. Students are encouraged to contact their
instructors. Contact details can be found in
this course guide.
References:

1. Rajendran, K.K. (2015) Teaching Science. Center for Distance Education

2. 2014. Teaching Science at All Levels of Education.
3. Staver, J.R. (2007). Teaching Science. International Academy of Education
4. Ferrer, Lourdes M. (2011). B.E.S.T. Building Effective Strategies for Teaching
Science. Rex Book Store
5. Moore, Christopher T. (2019). Teaching Science Thinking. Using Scientific
Reasoning in the Classroom. Routledge, Taylor and Francis Group
6. Borabo, Milagros and Borabo, Heidi Grace (2015). Interactive and Innovative
Teaching Strategies Volumes 1 to 6 . OBE and K to 12 Based. Lorimar
Publishing Inc.
7. UP NESMID (2003). Supervision of Science and Mathematics Teaching
8. Salandanan, Gloria G. The Teaching of Science. Phoenix Publishing House
9. DepEd Curriculum Guide in Science (2016)
10. Dimaandal, Lerma M. UPOU Module in Science Teaching and Testing
11. Grant, P., Johnson, L. and Sanders Y. BETTER LINKS: Teaching Strategies in
the Science Classroom. Stav Publishing
12. http://lrmds.dep.ed.gov.ph/.
13. https://www.fizicseducation.com.au/articles/methods-for-teaching-science /
14. https://www.edsys.in/innovative-science-teaching-methods

Consultation Schedule/ Professor’s Contact Details

Monday to Friday 9:00 – 11:00 am

FB / Messenger: Rowena Amosco Catuday

Prepared by: Approved:

 ROWENA A. CATUDAY ARNEL A. BALBIN, PhD.
Asso. Prof. 5/BSED Program Head College Dean

QUALITY POLICY

We commit to provide quality instruction, research,

extension and production grounded on excellence,
accountability and service as we move towards
exceeding stakeholder’s satisfaction in compliance with
relevant requirements and well-defined continual
improvement measures.

“ De kalidad nga edukasyon

Kinabuhi nga mainuswagon”