EEd. Spec.

212 – Teaching Science in the Elementary Grades (Biology and Chemistry)

Lesson Planning in Teaching Sciences

LESSON PLANNING IN TEACHING which activities are relevant for success of If we look back at the objectives of
SCIENCES the teaching learning process. teaching science in early twentieth century,
then we see major stress was on teaching
Objectives A meaningfully stated objective is of facts. As the time passed and various
that clearly communicate the readers the committee and commissions recommended
In this unit, an overview of following writer’s intention- It states the behavioral changes according to need of changing
points will be given to you. After reading outcome students after completing a time, still we see the stress was on
this unit, you would be able to: chapter. The most important characteristics acquisition of knowledge.
of useful objectives are that it identifies the
Formulate instructional objectives of kind of performance that will be accepted
teaching science. as evidence that the learner has achiever
Plan a teaching unit of science. the objective.
Plan a lesson effectively according
to different approaches. According to B.S. Bloom
Know the process of developing
improvised teaching aids in general “Educational objectives are not only
science. the goals towards which curriculum is
shaped and towards which instruction in
Introduction guided, but they are also the goals that
provide, the detailed specification for the
If you are keen in making lesson construction and use of education This show learning experiences are
plans which may help you in achieving your techniques”. provided by teaching activities to achieve
identified objectives, then they should be educational objectives and change of
stated clearly. If objectives are not clearly According to E.J. Frust behavior is evaluated in terms of
defined, it is impossible to evaluate a educational objectives.
student, a lesson, a unit, a course or a “An educational objective may be defined
programme effectively. This leads to as a desired change in behavior in a Objectives are of two types:
teaching disaster. Unless you have clear person that we are trying to bring about
picture of instructional intention, you will be through education”. i. Educational Objectives
unable to select test items it the objectives ii. Teaching / Instructional Objectives
are clearly defined, then students know

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

Educational Objectives classroom objectives we will see them one 2. The pupil develops an
by one. understanding of various scientific
These objectives are broad and terms, facts, definitions, concepts,
related to educational system and school. A. Classroom Instructional Objectives laws, theories, procedures, etc.

Teaching / Instructional Objectives 1. The pupil acquires knowledge of Specifications:

scientific facts, terms, concepts,
These objectives are narrow and principles, theories. a. The pupil sees a relationship
specific and are concerned with classroom between different facts, concepts
teaching. The educational objective Specifications: i.e., mass and volume.
stretches to a longer period of time say b. The pupil cites examples of metals
from primary level to university level, i. The pupil recalls…… and metalloids.
whereas instructional objectives may be c. The pupil classifies plant kingdom
realized within the stipulated period of 40 a. The facts, terminology. and animal kingdom.
minutes duration. b. The definition of various laws, d. The pupil selects appropriate for
principles. performing experiment.
For example – Educational c. The names of different parts of e. The pupil compares the
objectives is “To develop the feeling of flower, leaf, plants. characteristic of metals, non-metals
national integration”. d. The concept of classification of etc.
substances. f. The pupil defects errors in a given
This includes several teaching e. The names of types of diseases. example.
objectives like knowledge, understanding, g. The pupil rectifies errors in a given
application, interest, attitude of national ii. The pupil ‘lists all the elements on the statement, diagram, formula,
integration. periodic table’. example etc.
h. The pupil verifies the answer by
Formulation of instructional objectives iii. The pupil recognizes……… substituting the values in a given
problem or equation.
Benjamin S. Bloom has divided the a. Different apparatus used in various i. The pupil uses an appropriate
cognitive objectives into six categories. But experiments. method to solve a problem, to do
instructional objectives are related to titration.

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

j. Pupil cites illustrations of different i. The pupil interprets various graphs, i. The pupil draws conclusions.
types of chemical equations. charts etc. j. The pupil summarizes observations
3. The pupil applies his knowledge and j. The pupil translates statements into after the experiment.
understanding in new and unfamiliar symbols.
situation. B. Personality Objectives
4. The pupil develops the skills
Specifications: required for science learning. 5. The pupil develops interest in
science.
a. The pupil analyses the given Specifications:
example into what in given and what Specifications:
to be found out. a. The pupil checks the feasibility on
b. The pupil formulates hypothesis to instruments before using them. a. The pupil reads on his own, a
organize the elements. b. The pupil rectifies the defects in the number of books, magazines,
c. The pupil collects relevant data instruments e.g., the presence of air newspapers related to scientific
related to a hypothesis. bubble in the burette during titration. information.
d. The pupil selects relevant data, i.e., c. The pupil sets up appropriate b. The pupil visits places of scientific
facts and principles for a particular apparatus for perform different importance and interest e.g.,
situation e.g., Relationship among experiment. planetarium, laboratories, science
different group elements. d. The pupil measures with reasonable center’s etc.
e. The pupil judges the adequacy of accuracy the length of pendulum c. The pupil participates in activities
data or procedure or apparatus e.g., and period of oscillations. like debates, projects, talks,
to check laws of reflection, e. The pupil reads the log table, elocution, in or outside school.
refraction, etc. mathematical symbol, different d. The pupil collects, picture,
f. The pupil suggests new illustrations tables. specimens, data, of scientific
for different types of lenses, f. The pupil records the observation importance from books, journals,
propagation of lights etc. accurately and neatly. gardens etc.
g. The pupil predicts various g. The pupil makes accurate e. The pupil prepares models, charts,
applicability of laws. observations while reading graphs, pictures etc.
h. The pupil solves the problems on tables etc. f. Contributes exhibits censuring
velocity, momentum, etc. h. The pupil uses the relevant data to scientific facts for display in or
reach at a solution. outside schools.

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

g. The pupil writes articles, news items f. The pupil reconsiders his own
related to scientific concepts. judgments and beliefs in the light of
h. The pupil prefers to attend to new knowledge and theories.
program related to science on TV, g. The pupil cooperates with others in
Radio, etc. arranging scientific, models, charts,
i. The pupil meets scientist astronauts materials, etc. in proper places.
etc. h. The pupil faces problems with full
j. The pupil helps in maintenance of a confidence.
science laboratory, science club,
museum, herbarium etc. 7. The pupil appreciates the
contribution of science in every walk
6. The pupil develops positive scientific of life and knowledge.
attitude.
Specifications: c. The pupil derives a sense of
Specifications: pleasure in understanding the
a. The pupil expresses his appreciation achievement of science e.g., God
a. The pupil respects research finding of man’s effort to conquer nature particle, travel to space, satellites
or new approaches contrary to and natural forces. etc.
existing theory. b. The pupil recognizes the contribution
b. The pupil accepts those conclusions of scientists to the modern world. INSTRUCTIONAL PLANNING IN
based on logical reasoning. SCIENCE
c. The pupil expresses his ideas in a
logical sequence. The 4A Lesson Activity Plan
d. The pupil arrives at a judgment after
weighing all possible evidence The 4A Lesson Plan is said to be
carefully. “learner-centered”, where the teacher acts
e. The pupil considers new ideas, as a facilitator. This is commonly used by
discoveries, inventions free from public school teachers for any subject. It
prejudice. seems to be anchored on constructivism,
and other learning theories previously
mentioned, focusing on how information is
received by the learner, organized, stored
NELMAR N. TULIAO, Instructor
College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

to memory, and retrieved by the mind when In the third part, the PROCEDURE, current lesson. The teacher has to
needed. Teachers make sure that they is where you find the 4As. After the teacher decide what prerequisite skills
teach in an organized, well-sequenced is done with the preliminary classroom students need to understand the
manner and present lessons that are activities (prayer, energizer, attendance new lesson and makes sure the
comprehensible and meaningful. This helps check, assignment check, or recall of skills are developed first before the
promote retention of information, recall, and classroom rules among others) and the new lesson is taught, so that the
learning of higher order thinking skills. developing activities (review, drills, or students can build upon their prior
unlocking of needed knowledge or skills knowledge. This can be done by
This lesson plan has information like unlocking vocabulary among others), holding a discussion or by giving an
regarding the OBJECTIVES for content the teacher will then proceed with the 4As. activity that will help students
(What should the students know?), harness their thinking skills from
performance (What should the students be 1. Activity - In this phase, the teacher lower order thinking skills
able to do with what they know?), and motivates the students with an (knowledge, comprehension, and
specific learning objectives for a particular activity that will hook their interest to application to a new problem
lesson (aligned with the DepEd Curriculum learn the new topic and activate prior situation) to higher order thinking
Guide and with objectives for knowledge, knowledge. This could be a review skills (analysis, synthesis, and
skills, and attitudes). quiz or a game among others. The evaluation). This can also be done
teacher then provides an activity that even by asking students to do a self-
The second part, the CONTENT, will provide a link to the new lesson. evaluation, finding out how they
presents the list of (a) learning resources or This could be a picture, a video, a were able to solve a problem or
references used by the teacher in creating story, a song, or a poem to analyze, answer a complex question.
the lesson (the DepEd Curriculum Guide, a group activity, and an experiment
teachers' guide, learner's material or among other possible activities 3. Abstraction - Previously, in the
student's textbook, books, and additional where students explore, do concrete Activity phase, the students did
materials like online resources), (b) other hands-on activities, and discover concrete hands-on learning. An
resources (like charts, videos, activity new knowledge. analysis phase follows to check for
sheets or worksheets, or drill cards among understanding and make the
others), and (c) values integration. You can 2. Analysis - Based on the results of students ready for the next phase
include what science process skills you are the previous phase, this part is (abstraction). In the Analysis phase,
enhancing as many as possible. where the teacher analyzes whether the teacher (a) introduces or
or not the students are ready for the presents the new lesson in proper

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

sequence, from simple to complex, The remaining parts of a regular lesson development of generalizations. Finally,
chunking information to make it plan are as follows: evaluation, assignment there is (4) application, where students are
more comprehensible, even using (or enrichment or remediation, as the case given the opportunity to apply their new
graphic organizers, mnemonic may be), remarks, and reflection. knowledge to a new situation.
devices, and visual aids to help
students understand the lesson
structure and to easily relate content
and retain knowledge. The teacher LESSON SUMMARY
then (b) holds a discussion and (c) The 5E Inquiry-based Learning Plan
facilitates an activity to check if the In this lesson, you had the
students learned something from the opportunity to use the 4As lesson plan, THINK
new lesson. This is like having a which is currently being promoted for use
guided and independent practice, as by DepEd in various subjects. The 4As are Before talking about the 5E, let us
found in other lesson plan formats. actually found in the Procedure part of a first talk about scientific inquiry in science
Then, (d) a generalization statement regular lesson plan. It starts with (1) learning, regardless of the science
can be made. activity, where the teacher introduces a discipline. The main goal of studying this is
motivating, interesting, hands-on, and to be able to develop scientific inquiry
So, the different phases up to here concrete activity that can link prior practices and habits of mind among future
moved from simple to complex and from knowledge to the new lesson. This is students. Although inquiry-based learning
concrete to abstract. followed by (2) analysis, where the teacher (IBL) is used in different subjects, it is one
finds out the readiness of the students for of the most popular teaching methods used
4. Application - The next phase of the the new lesson, checking for in science.
4As lesson plan is all about making understanding, making sure that the
students apply their newly acquired prerequisite skills are acquired, facilitating At the start of this unit, we talked
knowledge or skill to a new situation. discussions moving from lower to higher about how, from a very young age, many, if
This can be done by group activity, order thinking skills, and introducing the not all humans, have been wondering
using worksheets, or other teaching new lesson. Then comes (3) abstraction, so about the phenomena happening around
strategies like games, problem- students can go from concrete to abstract, us in the natural and material world, asking
solving, and many others. with the teacher giving guided and questions, and seeking answers to them.
independent practice for more in-depth Inquiry-based learning is basically just that.
understanding, followed by the It involves exploring, asking questions, and

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

making new discoveries in the process of compute for density. (9) they record these observes the students, meets the groups,
trying to understand things around us. in a table of observations and discuss and checks for content understanding and
Scientific inquiry is flexible and results; and then, (10) the students take a science process skill practices. The teacher
involves the following: asking questions or written quiz about density. This may seem here is more of a "guide on the side." In the
developing hypotheses that can be very organized, but it is also focused on the end, the whole class will revisit the original
investigated, designing, and doing the test. mass questions and correct any misconceptions.
investigation, and communicating the
results or explanation. However, in a scientific inquiry In this method of teaching, you will
Moving from a "Cookbook" Science classroom, the teacher might start with an notice that students take ownership of their
Lesson to a Scientific Inquiry Science intriguing question like "What keeps a ship own learning, explore their own questions,
Lesson from sinking?" Many people think that and have already been trained to think of
heavy objects sink, while light objects float scientific ways on how to find the answers
In a regular science classroom, let in water. The teacher will then ask students to their questions. Students learn what is
us say we have this topic (density): (1) the to predict an outcome first before allowing essential instead of just repeating through
teacher gives a short lecture about density; them to test whether an object will sink or drills of what they already know.
(2) the students search for the science float in water. Several objects are tested.
vocabulary in their textbooks and write the By this time, students' interest will make Inquiry-based learning is a critical
definitions on their notebooks; (3) the them wonder and ask, Why do some component of the scientific method. It was
teacher does a demonstration, showing objects sink or float in water? They might a core idea of student-centered learning by
several objects that float on or sink in also wonder, What if we use other liquids John Dewey and Maria Montessori, and the
water; (4) the class discusses why some other than water? The many different theory of constructivism by Jean Piaget.
objects float and some objects sink in questions of the students in class are
water; (5) the teacher explains the new narrowed down to the most challenging, Different Levels or Types of Inquiry
lesson about computing density using n open-ended, and testable questions. In
and volume; (6) the teacher makes the small groups, the students will choose You do not have to worry about not
students copy the formula for density; (7) which question to investigate, predict the being able to do inquiry-based learning
by pairs or small groups, the students do outcome, do the experiments with different (IBL) right away. There are different levels
the same experiment that was materials, collect and record data, make or types of inquiry depending on the
demonstrated by the teacher; (8) by using conclusions, and share their results. All this experience of the teacher and the
several objects, the students measure the time, the teacher is in the background experience of the students.
mass and volume of the objects and facilitating the whole activity. The teacher

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

Confirmation Inquiry-This level is more research process, or how they will form an The four phases of inquiry include
"teacher-centered" or "closed." In this type experiment, the product, or solution. It is, orientation, conceptualization, investigation,
of inquiry, the teacher leads the class by therefore, important at this stage that the and conclusion.
teaching the concepts and creating the students already developed, to a certain
questions. The teacher then models the degree, the different science process skills 1. Orientation - This is a form of
process for the students. Basically, the from basic to integrated. discussion where the key idea is presented.
students are still learning how to do inquiry This is sometimes known as "provocation."
Possibly, the label of this level is from Free Inquiry - This is also known as This is when the teacher provides pictures
having the students confirm a previous "open," "independent," or "true" inquiry. In or real-life objects in the science table or
experiment found in a reference. This is this level or type of inquiry, the students science area of the classroom
usually done if the students are not yet choose their own topics, formulate, or ask
ready to investigate things by themselves, their own questions, and find the answers 2. Conceptualization - In this phase, the
or are still learning how to do inquiry, themselves. They design their own students generate questions and define a
and/or if the teacher is new to IBL. experiments and decide how they will do hypothesis. The teacher can ask these
their investigation or research. They collect questions: "What do you see?," "What do
Structured Inquiry-In this type of inquiry, their own data and share their findings. The you notice," and "What do you wonder?"
the teacher creates the initial set of students rely on each other and use Students then ask many questions. The
questions. The teacher also shares the various resources. The teacher facilitates teacher sorts and posts the questions in a
procedures with the students. The students the whole activity. In science, students can bulletin board (Wonder Wall). The
follow the teacher's lead. The whole class submit a science fair project, or conduct questions are sorted, grouped, and
engages in one inquiry together. But here, experiments like what science-oriented narrowed to testable questions. This is
the students go through the rest of the shows do on television. Engaging in open guided by student interest while still
inquiry process by collecting and analyzing inquiry lets students own their learning and keeping in mind the DepEd Curriculum
the data by themselves and drawing their keeps them curious. Students eventually Guide. Teachers can provoke
own conclusion. learn how to ask great questions, find the investigations with big essential questions,
answers, and share their results. games or game questions, a mystery to
Guided Inquiry - Here, the teacher still figure out, a problem to solve, simulation,
chooses the topics or creates the initial The Four Phases of Inquiry role-playing, or other methods.
research questions but does not tell the
students how they will solve the problem. 3. Investigation - Students research,
The students themselves design the explore, discover, do experiments, and

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

interpret data in a flexible, dynamic, and together and label the different parts with one student holding one card
cyclical manner. in the digestive system model. each and figuring out where to line
up.
4. Conclusion - Students make a  Given a DIY box of parts of a cabinet
conclusion based on their findings. Make and one instruction sheet, students  There was a pond of water in the
sure that you allow your students to should figure out how to assemble school compound and the students
immediately share what they have the cabinet. wondered if they could put fish in it.
discovered and learned. Also, take note of Students investigated the pond,
the student discussions while they are  Flu season has arrived, and the collected data, took water samples,
building their knowledge. Conversations, class is currently discussing bacteria and researched the types of fish that
discussions, and reflections of students and viruses. The teacher solicits were native to the ponds in their
build part of the teacher's assessment in prior knowledge of the students and area. They decided on a fish and
IBL. It is good to have a knowledge circle, some questions they have regarding persuaded the school principal to
so the students realize that the learning this topic. After producing a long list have this kind of fish placed in the
comes from the whole community of of questions, the class discusses the pond.
learners, not just from the teacher. questions and narrows the list down
Sentence starters can be given to students to the testable questions or those The 5E Inquiry-based Lesson Plan
to allow for better buildup of ideas, aside that can be investigated through
from just adding a new idea all the time. experiments. Now that we have a better idea of
what inquiry is, let us learn about the SE
More examples of scientific inquiry:  Given blocks, books, or other kinds inquiry-based lesson plan, or also known
of material, the students are asked as the 5E Model for Teaching Inquiry
 While making ice cream one might by the teacher to build a bridge. Science. 5E stands for Engage, Explore,
ask: How can we make this taste Explain, Elaborate, and Evaluate.
better or have a smoother texture?  Task card sort: Given pictures of
different animals (one animal per Engagement
 Given a puzzle of the digestive picture) with descriptions of who
system made from different colored eats what, or what eats the animal, In this initial stage of curiosity, or
sheets of paper, and some the students will figure out how to engagement, the students' past and
description cards, the students have make a food chain and a food web. present experiences are connected, and
to figure out how to put the puzzle This may also be done as a class, whatever prior knowledge and

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

misconceptions are revealed. Ask yourself observe, notice, and wonder about. Do not
the following questions: think "I will tell them..." or "I will show As the teacher, make sure your
them..." Instead, just help the students students learn how to observe, describe,
1. How will I capture the students' reflect on what they already know and what record, compare, and share ideas and
interest? they do not understand yet. experiences. Take note of their
conversations, as they express how they
2. What object, event, or question Exploration are developing an understanding of the
should I use to engage my concept being studied. Many times,
students? In this next stage, students gather teachers do a photo documentation of this
information about what has piqued their learning process, to be displayed on the
3. What connections can be made curiosity. Describe to the students what walls of the classroom. Do not think "I will
between what students already hands-on or minds-on activities they will be give them the answer...," "I will demonstrate
know and what they can do? doing. to them...," or "I will show them a model
(activation of prior knowledge) of..." Instead, think of how you can lead
 Make sure you list the big idea or the your students in unpacking a problem,
4. What kind of questions should the essential question that the students discovering a solution, developing a model,
students be asking themselves after will be focusing on in their and gathering data. Let constructivism
the engagement? exploration. happen with experiential learning and
manipulatives and experiments, with you,
As the teacher, you will start with asking  Let the students explore the objects the teacher, as facilitator or guide, while the
a question, showing something interesting, and phenomena. They can interact students actually do the investigation.
or posing a problem. Let the students with materials and ideas using whole
reflect, ask questions; tickle their curiosity class and small-group discussions. Explanation
and interest. Determine their level of
understanding about scientific inquiry, so  Let the students do hands-on In this stage, students try to make
you would know at which level you will activities with guidance. sense of their data. Ask yourself the
facilitate their learning. Invite students to following questions:
ask their own questions and compare their  Encourage the students to consider
ideas with others' ideas. When presenting different ways to solve a problem or 1. What questions or techniques will I
provocative objects, events, or pictures, different ways to frame a question use to help students connect their
you can ask students what they see, and compare results and ideas. experiences in the exploration stage

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

of the concept we are currently their previous thoughts before they started
studying? the exploration. During student 1. How is this knowledge applied to my
explanations, guide their reasoning and ask daily life? (concept to self-
2. What higher order thinking appropriate questions. After students connection)
questions can use to encourage present their explanations, you can direct
students to explain and justify their them to additional helpful resources. 2. How is this knowledge connected to
explanation? another concept that learned
Take note that student explanations should before? (concept to concept
You can ask students questions like: be done first before you, as the teacher, connection).
introduce new terms or explanations, 3. How is this knowledge connected to
a. How did you answer the question? concepts, and skills. The word "explain" concepts about issues in society? in
here no longer means having the teacher the 3. (concept to world connection)
b. How did you solve the problem? talk the whole time, nor asking simple world?
questions like "What did...?" or "What
c. What evidence do you have to was..." Explanation here means finding out Allow students to also make concept
support your claim? if the essential question has been connections between new and former
answered or if the problem was solved and experiences they had. In short, in this
As the teacher, allow the students to using supporting evidence to support one's stage, the activities or challenges you
explain their understanding of concepts and claims. provide as the teacher will give
processes based on the exploration they opportunities for students to connect ideas,
did earlier. Let them use their own words in Elaboration solve problems, and apply their
explaining. Let them listen to others' understanding of concepts to new
explanations and compare the explanations In this stage, students extend their situations or contexts. This stage allows
of their classmates with their own. They learning to new situations. As the teacher, students to communicate their
might even have the opportunity to defend you will let students develop a deeper, understanding to other people.
their claims based on their interpretation of more sophisticated understanding of the
the evidence they gathered themselves. Let concepts and processes currently being Evaluation
the students record their ideas and current studied. You may give other additional
understanding, revise their ideas, and use activities or challenges and ask students to In this last stage, both students and
labels, terms, and formal language. Let make connections by letting them ask teachers evaluate. Ask yourself the
them compare their current thinking with themselves the following questions: following questions:

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

can evaluate not just their own Then, students go through (2)
1. How will my students demonstrate investigation, but also the investigation Exploration, where they experience hands-
that they have achieved the done by their classmates. Students will also on activities in order to answer the question
objective of the lesson? be assessing their own progress by posted by the teacher. Note that for higher
comparing their previous understanding of levels of inquiry, students also explore to
2. How can the students assess their the concept being studied with their current answer their own driving questions.
progress in their knowledge, skills, understanding of the concept.
and abilities? This is followed by (3) Explanation,
LESSON SUMMARY where students make sense of the
3. How will my students share their exploration they did earlier, making sense
current thinking with others? In this lesson, we discussed how the of data and trying to justify their
SE inquiry-based lesson plan can be used explanations using higher order thinking
4. How will I evaluate my students' in making learning very engaging. 5E skills. Students explain how they answered
progress? stands for Engage, Explore, Explain, or solved the essential question/s posted at
Elaborate, and Evaluate. Inquiry-based the start of the lesson. They also show
5. How will I evaluate my own learning is one of the most popular and evidence to support their claim. It is also
progress? significant teaching methods used in here where the teacher can add
teaching science. The SE inquiry-based explanations to the concept being studied.
Here, to "evaluate" does not simply lesson plan format guides teachers and
mean giving vocabulary assessments or students through "structured" to "guided" to Then, students extend their learning
letting students simply write on journals. It "true inquiry" levels, so that the teachers to new situations in the (4) Elaboration
now means reflecting critically on the and students systematically go through the phase, where more complex activities are
investigative process. It also gives students activities, using inquiry skills or science done.
an opportunity to reflect on the hypothesis process skills along the way.
and phenomena being studied. With rubrics Finally, there is the (5) Evaluation
and criteria for success, students will be It starts with (1) Engagement, where phase, where students demonstrate that
able to assess their knowledge, skills, and the teacher provides an object, event, or they have achieved the objective of the
abilities and reflect on their hypothesis and question that would engage and/or provoke lesson. They can do a self-assessment
investigative process. Students should also the students' curiosity and explore their regarding their progress in their science
be able to demonstrate their knowledge prior knowledge. content knowledge and science process
about scientific inquiry and how well they

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

skills and abilities. They share their current revisions in solutions can be done when
thinking with peers and other people. needed, and also involve self-evaluation of In problem-based learning (PBL),
what students are doing and how they are although it also starts with a challenge or
Project-based Learning and Problem- doing it. They also do evaluation of their question, the challenge is a real-world
based Learning final outcome (a solution or a project problem, which students will solve through
artifact). are going investigation. Students investigate, test,
THINK and discover in order to find a viable
What Is the Difference? solution. In PBL, aside from conducting
Another popular teaching method research, students have the opportunity to
used in science is the project-based IBL vs PBL and PJBL integrate theory and practice while applying
learning (PBL). A subset of this is problem- their knowledge and skills from across the
based learning (PBL), focusing on a Recall that inquiry-based learning curriculum and developing a solution to a
problem existing in society, instead of (IBL) starts with a question. The essential defined problem. This involves critical
planning just any project. The terms question used can cover curriculum thinking, collaboration, and communication.
inquiry-based, problem-based, and project- outcomes required, and at the same time, This can be done within one subject like
based are used interchangeably because inspire curiosity among the students IBL science, or be used in a theme-based
they all focus on solving a problem. Just focuses on the active learning process and curriculum, not specific to only one subject.
like inquiry-based learning (IBL), project- the development of a deeper understanding
and problem-based learning are also of concepts, events, or phenomena. Project-based learning (PBL), on the
student-centered and based on Students access information through other hand, can be long term. This is where
constructivism. This means, people are experiences and technology. much like students work on real-world problems in
believed to be active learners, making investigators. Learning this way is said to order to produce a concrete, tangible
sense of ideas and experiences they retain knowledge among students longer product or artifact. Students are
encounter. They all involve active and than when teachers merely lecture students encouraged to design, investigate, think
authentic real-world learning. They involve about a concept. Students go through steps critically, and solve problems. Although
asking questions, personal experiences, of wondering investigating what they are students take a lead in the project, the
and small group collaboration. They also all wondering about, constructing knowledge, teacher sets parameters like deadlines,
involve communicative, persuasive, and expressing or communicating what they having groups work on similar topics and
negotiating skills. All of them focus on the found out, reflecting, and making demonstrate similar forms of knowledge,
process of learning while the investigations connections to the self, the society, and the even if the project artifacts differ
a on. They are cyclical in a sense, since world. considerably. Even if the project seems to

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

be the most important aspect of this are given the opportunity to suggest some interesting if students are asked to do
approach, it is the process of learning that ideas. The students then reflect on what significant, real-life projects.
is still of importance, since the students they have learned through discussions,
face challenges in the process of producing formative assessment, and critique of the Example 1: You, as the teacher,
the product. work of their peers. They then revise their announced a project to be made to solve
work based on those reflections. The final some issues with a product. The groups of
The challenges in all three project is shared with an audience. This students analyzed the current product and
approaches include academic and socio- can result in higher engagement and brainstormed the issues about the current
emotional challenges like the ability to work deeper content knowledge. product. The team then went out in the field
with others who do not share the same to collect data from online sources and
opinion, having to defend one's point of Examples of Project-based Learning research articles and/or interview the
view, trying to persuade others, and dealing "experts" (the people who actually use the
with frustration. An example of a project in real life is product). Their comments and suggestions
when you own a home business and you were vital. The teams then came back to
Projects vs Project-based Learning want to improve your product, like how to the classroom and shared what they found
make your soap product more eco-friendly, out in the field. They gave suggestions on
Projects are limited in scope and how to make your ice cream product more how to improve the product and created
duration. They are a good way for students smooth and creamy, or how to make your prototypes in each group. Then, as a class,
to work with concepts that they already eco bag product more convenient yet all the best features of each prototype were
learned. Projects are some sort of stylish, and so on. Innovators and combined and narrowed down to create a
summative assessment. In contrast, in entrepreneurs also think of how to make new version of the product. Thus, the new
project-based learning (PBL), students their products or services better, more product is based on research and not just
learn through the project, PJBL is used to unique, more practical, more interesting, from a figment of one or two person's
address a real-world problem or a driving more attractive, and so on. In all these imagination. The project involved critical
question that cannot be answered by cases, you embark on making a project. thinking, collaboration, and communication.
simply searching on the Internet, and it has
no single right answer. And very similar to How about in school? In a traditional Example 2: As a teacher, when your
IBL and PBL, students are given the setting, students will just be sitting in class, lesson in science is about microorganisms,
opportunity to have their voices heard and listening to the teacher, and memorizing instead of just giving a lecture about it and
to make their own choices. They gain facts that they will answer within an exam. then giving an exam on how much your
ownership of their learning because they With PjBL, schoolwork can be more students remember, you should start a

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

project with your class (especially if this Unlike simply making the students (5) reviewing the results, and (6) presenting
happens during flu season, with many create a project about what the students the results to an audience.
students becoming absent due to the flu). learned at the end of your lecture on
This project then becomes very timely, microorganisms, in project-based learning, Example 1: As the teacher, here are the
authentic, and significant. You may start by the learning of the students happens while steps:
asking the class why so many of their they are doing the project. They will do the
classmates are absent. This discussion can research themselves and find out the Step 1: Form small groups (three to five
lead to students asking many questions answers to their questions on their own. students each).
and wanting to learn more about the topic. You, as the teacher, will act as a facilitator.
You, as the teacher, can announce that the Step 2: Present the problem. This is one
class project is to help the students in Example 3: There is a river near the problem statement, which can be done in
school learn how not to get sick. You may school, and you want to know if it is safe for several ways: a printed worksheet, a video,
ask the class to do research about what you and your friends to swim there. Your or a picture among others. Comprehensive
causes the flu and how we can prevent it. class then embarks on getting water data should be given to the students, but
Divide the class into teams, then let the samples and testing them. do not let them read the solution. An
students ask questions, do research, example of a problem statement is a case
collaborate, and think critically in giving Example 4: There is an active study of a person with type 2 diabetes.
each other feedback and figuring out the volcano near your community. You wonder
best ways to communicate this to the other if it is safe to live near the area. You ask: Step 3: Activate the groups. Let the
children in school. One team might choose How far away is safe? and What is the groups brainstorm ideas (e.g., causes). As
to make a video about the positive effects probability of a major eruption in the next the students learn on their own, you, as the
of washing hands and how it helps to avoid hundred years? An output can be a city teacher, will be meeting the various groups.
getting sick, or a video tutorial on how to plan that identifies potential evacuation The groups may request more data (like
wash hands properly. Another team might sites. the common diet of the person). You will
want to make a poster to show how germs, Examples of Problem-based Learning need to teach this to your students. The
bacteria, and viruses spread. All these acronym here is DENT: Define, Explore,
projects are presented to an audience (the This follows the normal problem- Narrow, and Test.
other children in school, as well as their solving cycle: (1) defining the problem, (2)
parents and other school staff). brainstorming for solutions, (3) picking 1. Define the problem. Is it just one
solution/s, (4) implementing the solution/s, problem? Does it have components?

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

2. Explore possible solutions. The chalkboard their proposed hypothesis or https://cpb-cac1.wpmucdn.com/

brainstorming of ideas occurs here. topic for investigation (i.e., one of the learningnetwork.setbc.org/dist/9/213/files/
The science concepts are learned. causes). You can start by asking: If you can 2016/11/4e. FreeBIES 6-8
Students discuss what they know ask for three laboratory results of this Presentation_Rubric_non-CCSS-
and need to know. They also explore person, what would that be? As the 12g3r7a.pdf
connections to previous problems or teacher, you should provide continuous
other experiences they had in the feedback to keep your students interested. Rubric for project design in PBL:
past. Note that in exploring
solutions, students can use books, Step 5: Ask for a solution. The students https://cpb-ca-c1.wpmucdn.com/
journals, online searches, and would need an explanation for the solution learningnetwork.setbc.org/dist/9/213/files/
interviews of experts in the field and they chose. 2016/11/2b.Project_ Design Rubric_1-
other community members. 26awny6.pdf
Example 2: Following the same
3. Narrow the choices. After making a steps on the previous page (DENT), you A simpler version of a product design rubric
list of hypotheses, students will have can present the case of the decreasing in PBL is found in:
to sort, narrow. and rank them as to amount of fish in an overly harvested
which is their priority hypothesis. mangrove forest. https://cpb-ca-c1.wpmucdn.com/
They will also determine what data learningnetwork.setbc.org/dist/9/213/files/
they need to test each hypothesis. Other examples include 2016/11/1.Essential_Project_Design_Elem
sustainability in a community near a ents-t55hox.pdf
4. Test the solution. The students will materials recovery facility; life near a water
need to ask for data from the dam; conditions in an organic farm; living
teacher to test their ideas. If their near a volcano; the case of wilting plants;
first hypothesis is not supported by forest fires; virus outbreak; and food
data, they can repeat the cycle and allergies among others.
test for other solutions until they find
one that is supported by evidence or For self-assessment, you will need rubrics LESSON SUMMARY
by clinical data. for the project and the presentation.
In this lesson, we discussed project-
Step 4: Provide feedback. Let a Rubric for student presentation in PBL: based and problem-based learning. We
representative from each group write on the compared these with inquiry-base learning

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

and created a problem-based lesson or a In project-based learning (PjBL), the

lesson plan for problem-based learning. outcome is usually a concrete tangible It must be emphasized here that
product a problem or is an answer to an PJBL is different from simply using projects
Problem-based learning (PBL) essential question stated or posted at the to show what students have learned at the
focuses on a real-world problem in a beginning of the class. P involves exploring end of a lesson. In PjBL, the learning
society, which students solve through an answer. Its goals have been set or the happens while students are doing the
investigation, instead of just planning any end product has been specified. PBL often project.
project. It is usually involves one subject multidisciplinary and tends to last longer, by
like science, but can also involve other weeks or months. It follows general steps Experiential Learning
subjects in a theme-based curriculum. PBL with various names, and the output can be
is a possible solution to the problem a product or a performance presented to an THINK
posted. PBL is considered as a subset of audience. Pa often involves real-world
project-based learning (PjBL). In the topics. In PjBL, the scientific inquiry People learn from experience. The
template presented, a scenario is set, an process directly affects the product or moment we learn how to walk after
essential question is asked, students find artifact. Here, the teacher acts as the countless trial and error, eat solid food, or
credible solutions while having a certain instructor, coach, or facilitator, while babble words that make sense, these are
role, and students present the solution. students learn is cooperative groups, from examples of learning from experience. It is
PBL involves discovering a the posted trial and error, while creating their open- a process of going through the experience
problem which is open-ended, non- ended projects. These projects may be of "doing" and "reflecting on what we are
structured, and with value in the real world. inquiry-based. Although PjBL can involve doing." We can also learn how to cook,
In P students share outcomes and set problem-solving, it is not always bake, sew, play a musical instrument, sing,
learning goals with the teacher or design by necessarily focused on a problem. and and dance the same way. We always try to
a question, it tends to be shorter than a improve ourselves; practicing, reflecting,
project-based lesson. It follows specific Since both focus on solving a understanding, and trying again. This is the
steps, and the output may be a proposed problem and involve authentic real-world main concept of "learning by doing" by
solution presented in a written or an oral learning, they are sometimes used John Dewey, Jean Piaget, and others.
presentation. It often uses case studies or interchangeably. These are also student- Experiential learning by David Kolb and
fictitious situations The teacher here acts centered and based on just like inquiry- Ron Fry is a refinement of this theory,
as a tutor, and PBL may not have all the based learning (IBL). They both involve whereby learning is achieved through the
components of a project. an collaboration, critical thinking, and transformation from experience. In school,
communication. constructivism,

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

this means hands-on activities and The element of "Concrete Experience" or of

constant reflection on what we are doing. There is such a thing called Kolb's "Experiencing":
Experiential Learning Cycle. The
Sometimes, it is said that it is only continuous cycle demonstrates how Step 1: CONCRETE EXPERIENCE -
when a person actually goes through the reflection helps us make sense of our During this time, let your students do an
experience with all his/her senses can experiences. The cycle does not simply experiment or perform a task. This stage is
he/she say that he/she really understands a repeat its steps. It evolves as it goes associated with the saying "Just do it!" or
concept or a phenomenon. through the same steps, developing more "Act." The students receive factual
complex understanding of what is being information through perception using as
Experiential learning is a very broad studied. It has four elements that are found many senses as possible (touch/feel, sight,
umbrella term, which encompasses several in the six steps of the experiential learning hearing, taste, and smell). This stage is
approaches like learning by doing, hands- lesson plan: concerned with what is here and now.
on learning, laboratory work, workshop,
apprenticeship (practicum or internship), Step 2: SHARE-Ask the students to share
field trips, field research, and cooperative the results or to describe their experience
learning. This also includes problem-based and reactions. Ask them "What
learning, project-based learning, and happened?," "What did you do?," and
inquiry-based learning. Common to these "What did you experience?" Then, ask
approaches are active experimentation, them to reflect on the experience.
concrete experiences, reflection, and
conceptualization of abstract ideas. This The element of "Reflective Observation" or
method of experiential learning is very of "Reflecting":
popularly used in science.
Step 3: PROCESS-Ask the students to
Common to all the experiential reflect on their experience and probe their
learning approaches are the elements of feelings. Let them assess and analyze what
reflection, critical thinking, synthesis, they did and the consequences of their
analysis, decision-making, initiative, actions, so that they can learn from their
accountability, creativity, intellectual, socio experience. Ask them "What went well?,"
emotional, and physical engagement, and "What did not go so well?," and "What
learning from our mistakes and successes.

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

important things did you learn from your They have just learned from experience analyzing, and adjusting, these are all part
experience?" and are now ready to implement their of the learning through experience cycle.
revised theory. This is where they test their The template presented here includes a
The element of "Abstract new ideas and check the validity of their six-step procedure which involves: (1) an
Conceptualization" or of "Concluding": new understanding into a real-world context Introduction, where connections are made
or adapting to similar or another situation. between prior knowledge and the current
STEP 4: GENERALIZE - Ask the students And since this is a similar or another lesson; (2) Exploring, where students
what their conclusion is based on what they different situation, the cycle can repeat experience an activity with little or no help
have learned from the experience. Let the itself, refining the learning and adapting from the teacher; (3) Sharing, where
students reflect and ask them, "Why did each time. students share what happened, the results
you think this happened?: "So what?," or of the experience, and their observations
"What is the significance of knowing this?" Although we know that experiential among others; (4) Processing, where
Students can relate present experience or learning happens when we do PBL, PJBL, students examine the important concepts
current concepts they learned from or 1BL, as discussed earlier, there also that they learned through reflection,
previous ones. This is where they can exists an experiential learning lesson plan analysis, and discussion; (5) Generalizing,
connect the past to the present and the template. This one has one additional step where students connect their experience
future and revise their previous included, which is the Introduction. Then, with real-life examples, exploring the
misconceptions that could help the the rest of the steps are similar to what was significance to their personal life, to the
conceptualization of new ideas. discussed previously. community, and to the world; and (6)
This is also where you ask your students to Applying, where students apply what they
connect their current experience to other LESSON SUMMARY have learned from this experience to a
examples in the real-world context. similar or different situation.
This lesson explored the umbrella
The element of "Active Experimentation" or approach of Experiential Learning and Science, Technology, and Society (STS)
of "Application": compared it to other learner-centered,
hands-on approaches to teaching. It THINK
Ask the students to plan or try out presented its own template for an
what they have learned. This step is Experiential Learning Lesson Plan. Perhaps by now you can already
concerned with the future. Ask your see that science is actually interdisciplinary
students, "Now what?" and "What will you Learning by doing things, practicing, by nature. You will notice that when
do now based on what you have learned?" going through trial and error, reflecting, students measure observations, math skills

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

are involved. When students communicate Reading: read a story about birds; Writing: In Science, Technology, and Society
experiences and findings, language skills write a short story of what you will be able (STS), the approach is similar to the Rose
are needed. And with the previous lessons to see if you could fly like a bird; Science: Model, but the topics selected for
of experiential learning, problem-based, classify pictures of birds; Math: count the investigation deal with science and
project-based, and inquiry-based number of birds that you find in the bird technology and with interdependence to
approaches, you see that there is a close cage (or in a bird fountain in one week); social issues. Examples would be topics
link of science with technology and with Social Studies: show a map of the about air pollution, animals, conservation,
issues in society. There are several ways of migration route of a particular bird; Art: endangered animals and plants, health, the
interdisciplinary learning experiences in using a paper plate, some art paper, and rain forest, space travel, substance abuse,
science, the Daisy Model, the Rose Model, colored feathers, create a model of a bird; water pollution, and weather among others.
the Science, Technology, and Society Music: sing a song about birds; and Notice that it is all about science and
(STS) approach, and the Science, Physical Education: create and do a bird technology and its place in the world, or
Technology, Engineering, Arts, and Math dance. how it fits into society. It shows that science
(STEAM) approach. Other ways of is not just simply conducted in isolation but
integration in science, but not mentioned The Rose Model is connected to our culture. STS shows
here in detail, are: (1) the use of literature, how social, political, and cultural values
like stories and poems, in teaching science; The Rose Model is a little more affect research in science and technology,
and (2) the use of creative drama in interconnected or interwoven. This is and vice versa.
teaching science. problem-centered, so here is where PBL,
PJBL, and IBL come in. Just as it was LESSON SUMMARY
The Daisy Model mentioned in the previous lessons, you
start with a problem, a question, or a topic, In this lesson, you had the
With the Daisy Model, the main brainstorming of questions follows, opportunity to integrate several subjects
subject is in the center, and other subjects narrowed down to testable questions, and make a meaningful lesson plan for
are attached as petals of a daisy. The investigations are done, and sharing of science, technology, and society (STS).
teacher starts by selecting a topic, then findings culminates these approaches. Common topics for STS include air
other disciplines are added like Math, Art, pollution, animals, conservation,
Writing, Physical Education, Science, Science, Technology, and Society (STS) endangered plants and animals, health
Music, Reading, and Social Studies. This Approach issues like pandemics, the conservation of
method is common especially in natural resources like the rain forest, space
kindergarten. For example: Topic: birds; travel, substance abuse, land, water, and

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

air pollution, weather, GMO, and protection STEAM, on the other hand, added concepts, science processes, physics,
of biodiversity among others. the design principles and processes from biology, chemistry, space, geosciences,
the arts, more specifically, from the liberal and biochemistry.
Although a lesson plan template is arts. For example, there is the use of T-TECHNOLOGY refers to the
presented here, STS can follow a SE IBL or numbers and interpretation of data (Math), nature of technology, technology and
PBL/PJBL lesson. science concepts (Science), and research society, design world abilities, designed
and development (Technology) to develop world, architecture, biomedicine,
The essence of STS is how science a final product (Engineering). STEM and biotechnology, information communication,
and technology can contribute to society. STEAM may be two sides of the same coin. manufacturing, construction, transportation,
This helps address Both are student centered students are power, and energy.
engaged in experiential learning, problem-
issues and problems that concern the solving, collaboration, innovation, and E-ENGINEERING refers to
general public. This can hopefully make life creativity. They both explore inquiry and aerospace, fluid, architectural engineering,
easier and improve human conditions. connections. They both deepen the agricultural engineering, computer
understanding of content and give students engineering, civil engineering, mining,
Science, Technology, Engineering, Arts, an opportunity to solve real-world acoustical engineering, chemical
and Math (STEAM) problems. They involve at least two engineering, environmental engineering,
standards from STEM and the Arts (both industrial/systems engineering, materials
THINK taught and assessed). They start with an engineering, ocean, electrical, mechanical,
essential question and use inquiry-based naval, and architectural engineering.
Another way of integrating different learning and collaboration. The lesson
subjects is Science, Technology, plans apply Bloom's Taxonomy and A-ARTS refers to liberal arts
Engineering, and Math (STEM) and Understanding by Design for curriculum including humanities [fine arts, visual arts,
Science, Technology, Engineering, Arts, and instruction, as well as assessment. The and performing arts (music and theater)];
and Math (STEAM). In real life, many additional A for arts in STEAM is not simply physiology (manual, physical, and
subjects are actually interdependent with an addition of a splash of color on the psychological); and social studies
each other. STEM focuses on the inquiry projects of the students. These are the [anthropology, philosophy, and international
with the integration of Science, Technology, components of the STEAM framework: relations (history, STS, economics, politics,
Engineering, and Mathematics. education, and futurology)].
S-SCIENCE refers to the history of
science, nature of science, science

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

M-MATH refers to the use of engineering and so on. Remember that the we can study it in detail. It can show how
numbers and operations, algebra, Arts (A) in STEAM goes beyond just something looks or works and is used to
geometry, measurement, data analysis, coloring illustrations of an experimental explain phenomena. It can also be used to
statistics, probability, problem-solving, setup or a specimen. The Arts (A) refers to analyze systems or how something with a
reason and proof, communication, theory, liberal arts like fine arts, visual arts, certain design will perform. Examples
calculus, and trigonometry. performing arts, music, theater, social include a globe, a DNA model, a diagram, a
studies, STS, and economics among math or a science formula, and a computer
LESSON SUMMARY others. Math (M) involves the use of simulation.
numbers and operations, algebra, and
In this lesson, you were able to geometry among others. When we think of something, we
collaborate in making a STEAM lesson plan have a mental model of it. This is
that integrated science with technology, The lesson plan includes: (1) a topic something personal, and nobody can see
engineering, arts, and mathematics. This is concept, (2) a summary of essential what you are thinking. In Modeling
a multidisciplinary integration. This is how concepts, including at least one for each of Instruction, we are taking this mental model
cohesive the integration of the subjects the components of STEAM, (3) an in a person's head and making an analog, a
should be in order to facilitate transfer or integrated basic plan, which synthesizes physical conceptual model analogous to
application to real-world context. Just like project elements from each subject, and (4) what you are thinking in your mind.
other experiential learning teaching a reality-based learning component, which
methods mentioned in this chapter, STEAM identifies which part of the project can help These models are clear and can be
involves collaboration, real-world problem- society solve a problem. shared with everyone. What are models
solving, innovation, and creativity. This also used for, or what can the models show?
involves inquiry, meaning the science Modeling Instruction Method The models can be STRUCTURAL, like
process skills are involved. showing the structure of DNA, so we can
THINK explain how it works. It can also be
Science (S) involves science BEHAVIORAL, like showing the behavior of
concepts, science process skills, biology, Another way of teaching science is wind in a wind tunnel. It can be
and chemistry among others. Technology the Modeling Instruction Method. Before we FUNCTIONAL, like showing the lines of
(T) involves technology and society and proceed, let us recall what a model is, as magnetism around a magnet.
biotechnology among others. Engineering presented in the previous science process
(E) involves computer, chemical, skills lesson. A model is a simple How can the models be made?
environmental, architectural, and materials representation of something in nature, so Models can be in the form of a diagram,

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

like showing the water cycle, or how Starting in the elementary grades, groups. After which, the whole class
speciation happens. Models can be a students can draw objects that they are discusses all the models and may come up
replica (virtual like a computer replica, or studying, like an animal and labeling its with a class model. Through questioning
actual), as in showing the structure of an parts. When they do an experiment with a the students, and the students questioning
atom, a molecule, DNA, or myoglobin car rolling down a ramp, they can draw the the models of others, there is a better
among others. whole setup and put labels appropriately. understanding of the phenomenon being
As students grow up, in the high school studied.
Analogy can also be used in making a years, they will be able to draw models that
model, like if you can understand how represent phenomena. Like the drawing You may want to brief the students
water flows inside garden hose, you can with the car and the ramp earlier, it can on how to use their whiteboards (or paper)
understand how blood flows in the blood now have labels of "force," "matter," and before you start this method. Tell students
vessels. Models can also be in the form of "acceleration," not just "car" and "ramp." that the model should be illustrated very
a mathematical model like the ideal gas law Later, students can be skilled enough to clearly, using arrows and labels as needed.
formula, explaining the relationship make simulations and other more complex Color also works well in the model. They
between pressure, volume, and representations of what they are thinking. can also use a "zoom-in bubble" to illustrate
temperature, or the formula that shows the They can later develop models to test a details that are not normally seen by the
relationship of force, matter, and design. naked eye.
acceleration. Models can also be in the
form of a computer simulation, showing So, what is this modeling instruction Much like "think-pair-share" strategy,
how osmosis happens or how a virus model? In a typical classroom, the teacher once the students have made their own
attacks a body cell among others. When may stand in front and show a model of models, they can now work in a small
integrating engineering in science lessons, what he/she wants to explain. In modeling group, even by threes. Then, if there is
we can use models to test designs, like instruction model, the teacher gives the enough time, a whole class model can be
crash test of cars, testing the car itself, its class an experience, an experiment, or a made.
airbags. or seat belts among others. phenomenon to follow. Then, the teacher
Models can also be used to build designs lets each student construct his/her own LESSON SUMMARY
with a computer-aided software (CAD) and model (individually) on a whiteboard or a
print out in a 3D printer so students can piece of white paper. This is a physical In this lesson, you were able to
build their design. design representation of the model that the make a lesson plan using a relatively
students have in their heads. Then, the recent way of teaching science, with the
students will create models by small use of models. This is called the modeling

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

instruction method. It makes use of models questioning the students and the students
to represent ideas of students about questioning their peers will allow for a This chapter presents
something in order to study it in detail or deeper understanding of the concept at Understanding by Design (UBD) and how
become aware of how things work. It can hand. to use it for planning a unit in science
also be used to explain a phenomenon, education.
how to analyze systems, or learn how CHAPTER SUMMARY
something with a certain design will Learning Outcomes
perform. In this chapter, we discussed the
DepEd framework for teaching science, the At the end of this chapter, the
Models can be structural like the attributes, goals, learning theories, and learners should be able to:
structure of a DNA; behavioral, like wind various ways of doing science education
movements; or functional like that of through various teaching methods. The 1. explain what UBD is; and
magnetism. goal was to explore different ways of
teaching science, making a good fit in 2. demonstrate how to use it in
Models can be in the form of a matching certain science topics with planning a science unit.
diagram, like that of the water cycle; a particular methods of teaching. The
replica like that of an atom; an analogy like methods presented here were: the 4A THINK
a garden hose representing how blood Lesson Activity Plan; the 5E Inquiry-based
flows in our circulatory system; a Learning Plan, Project-based Learning, and Understanding by Design (UBD), as
mathematical model like gas law; a Problem based Learning; Experiential presented by Grant Wiggins and Jay
computer simulation like one showing Learning; Science, Technology, and McTighe, is based on constructivism. As
dehydration; a test design to know how well Society (STS); Science, Technology, we experience something new, we
a project works; or a computer-aided Engineering, Arts, and Math (STEAM); and internalize it, but this is influenced by our
design like a 3D printer printout. Modeling Instruction Method, all of which past experiences, biases, beliefs, feelings,
are student centered and based on hands- and values.
The method includes letting students on learning and constructivism.
experience an experiment or phenomenon, UBD is also known as the Backward
then each student will construct a model in USING A UBD UNIT PLANNER IN Design. Beginning with the end in mind
his/her head on to a small whiteboard or TEACHING SCIENCE makes way for a clear understanding of
paper. Then by small groups, then as a where you are going. This means making
class. A discussion with teachers Introduction sure that all the activities you do in making

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

a lesson plan are all relevant and leading to "The students will be able to learn (topic)
the final goal you have set to achieve. This 1. Established Goals - This is based so that in the long run, they will be able, on
is not another "flavor of the month" on DepEd content and standards their own, to (long-term desired
teaching strategy that the Department of (from the prescribed curriculum). accomplishment that shows a transfer of
Education (DepEd) forced upon teachers Example: "The students will learning)..."
before. This is more of a way of planning-a explain..."
way of thinking carefully about how you 3. Essential Question (EQ) - (What
design your lessons. 2. Enduring Understanding (EU) thought-provoking questions can I
use that will foster inquiry among my
UBD has three major stages: (1) a. Understandings - (What "big ideas" students?)
identifying the desired results (based on the do I want students to understand by
standards), (2) determining evidence to the end of the unit? What are the The following are samples of essential
show that the lesson was learned (planning enduring understandings that the questions in relation to the Enduring
the assessment), and (3) planning the students must get? Note: Enduring Understanding above. Note that one EQ
learning experiences to make sure that the Understandings can be searched on can be used for making one lesson each.
desired results will be achieved (planning the Internet.) So, in this example, one unit has four
the lesson). Although the assessment was lessons. The teacher enters the classroom
planned first, it does not mean that the Example: and writes this on the board (or flashes this
assessment will be given first when in a slide). One essential question will start
teaching. Assessment is planned first to "The students will understand that the inquiry lesson. The following are
make sure that all the activities in the scientists study and compare organisms, examples of essential questions coming
lesson lead to how it will be assessed. This places, ideas, and events to make sense of from an Internet source.
is why it is called "backward design." The our world."
teaching procedure, however, still remains a. "Why should we compare and
the same, where assessment is presented b. Transfer (What do I want my contrast organisms, places, ideas,
to the class after the learning has occurred. students to accomplish in the long and events?"
In relation to the UBD template, which we run or long term?)
will be using in this chapter, let us look at b. "Why should we recognize universal
its different stages and parts. Example: patterns that exist within our world?"

Stage 1: DESIRED RESULTS

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

c. "What tools can scientists use to 2) and in making the learning plan (stage However, make sure that students
compare and contrast organisms, 3). use their own words to present and
places, ideas, and events?" explain what they understand,
Six Facets of Understanding instead of recalling a definition or a
d. "How can technology help us study standard explanation. Let them
and compare organisms, places, 1. Explanation - If the students really justify the connections they make
and events? understood, then they can explain. and to support their conclusions.
They can give an accurate Remember to let students link
4. Knowledge and Skill (What should the explanation of a phenomenon. This specific facts with larger ideas, so
students know, understand, and be able helps students understand how that at the end of the unit, you can
to do?) things work, what connections can guide them to answer the essential
be made, and what are the questions and lead them to the
a. Knowledge-"Students will know..." implications of events among others. enduring understanding that you set
(These are assessed in Your unit plan must give the out in the beginning.
examinations.) students opportunities in tasks and
assignments or assessments 2. Interpretation - If the students really
b. Skill "Students will be skilled at..." (performance task, project, prompt, understood, then they can interpret.
(These are assessed through or test) that require them to They can give meaningful
demonstrations or performance EXPLAIN what they know, explain interpretations. Students should be
tasks.) why things happen or how things are given the opportunity to INTERPRET
done a certain way, how things data from experiments, parables
Incidentally, in relation to "knowledge work, what they imply, where they (when using these as a hook or
and skill," although you, as the teacher, can connect, and so on, and also give motivation), analogies, and
refer to the DepEd Curriculum Guide, you supporting pieces of evidence for connections. From Bloom's
can, in addition, also be guided by what is their claim. From the Bloom's Taxonomy, you can use the words
known as the Six Facets of Understanding Taxonomy, you can choose words "analogy," "critique," "document,"
to reinforce your decision-making. Since like "explain," "justify" "generalize," "evaluate," "illustrate," "judge,"
everything in a unit plan should be aligned, "predict," "verify," "prove," "exhibit," "make meaning of," "make sense of"
the six facets of understanding can also "support," "express," "model," "provide metaphors," "read between
help you in planning for assessment (stage "substantiate," "instruct," and the lines," "represent," "tell a story
"synthesize" among others. of," or "translate."

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

backgrounds and cultures. From the students should always do skits or

3. Application - If students really Bloom's Taxonomy, you can use the role-playing, while some students do
understood, then they can effectively words "analyze," "contrast," not really understand what is going
apply what they learned to real-life "compare," or "infer." on. Sometimes, simple deep
situations. You should give the discussions or reflections can bring
students an opportunity to 5. Empathy - If students really about the desired facet of
SYNTHESIZE and APPLY what they understood, then they could understanding.
learned. They can use their sensitively empathize with others.
knowledge, adapt, or customize it Another manifestation of 6. Self-Knowledge - If students really
depending on the context. This is "perspective" is the ability to understood, then they can show they
facilitated by the use of real-world empathize or at least to sympathize. are aware of themselves. They have
contexts and letting students take To "walk in another person's shoes," self-knowledge. They know their
the role of an engineer, a scholar, a to understand what someone is strengths, weaknesses, desires,
nutritionist, an administrator, an going through, or to try to prejudices, what they already know,
artist, or other professionals in understand a person based on and what they still need to know
solving problems. In planning, you his/her culture, age, gender, socio- among others. Give the students
can use words from Bloom's economic status in life, or from the opportunities to assess themselves
Taxonomy like "adapt," "build," context of the times or era. Give the with the use of rubrics and other
"create," "debug," "decide," "design," students opportunities to manifest activities. From the Bloom's
"exhibit," "invent," "perform," sympathy by letting them question Taxonomy, you can use words like
"produce," "propose," "solve," "test," their own ideas and search for signs "be aware of," "realize," "recognize,"
or "use." of bias and inconsiderations. From "reflect," or "self-assess."
the Bloom's Taxonomy, you can use
4. Perspective - If students really the words "assume role of," Now, let us go back to the UBD stages.
understood, then they would be able "believe," "be like," "pretend," "be The next stage is aligned with the first
to give a credible perspective. This open to consider," "imagine," stage. Keeping in mind the six facets of
means they should be able to weigh "relate," or "role-play." Make sure understanding, you fill in the: "Performance
in different plausible explanations that you do not end up making skits Task/s" and "Other Tasks."
and interpretations from different all the time because some teachers
points of view. This is specially true think that to show understanding Stage 2: ASSESSMENT EVIDENCE
if students come from different though "empathy" means that

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

1. Performance Task/s-Ask yourself, A is for real-world Audience. Identify scoring guides, examples, or
"What authentic performance task the target audience in the context of checklists.
will allow students to demonstrate the scenario. For your planning, you
understanding?" This component is can use the words: "board 2. Other Tasks - This is a list of quizzes,
outlined in the acronym GRASPS: members," "barangay," "neighbors," tests, observations, homework, journal,
"pen pals," "jury," "historical figure," reflection, self-assessment, and oral or
G is for real-world Goal. Provide a "community," "school board," or written response to the essential
statement of the task. What are the "government." question.
goal, the problem to be solved, and
the 'challenge or obstacle in the S is for real-world Situation. Set the Stage 3: THE LEARNING PLAN
task? For specifying the goal, you context of the scenario.
can use these words in your Now that you have laid out where
planning: "design," "teach," P is for real-world Products or you are going and how you will assess
"explain," "inform," "create," Performances. Clarify what the evidence of learning, you can now create
"persuade," "defend," "critique," or students are expected to create and your learning plan or lesson plan. At this
"improve." why they should create it. You can point, you can decide on what kind of
use: "banner," "meal plan," lesson plan you want to use among those
R is for real-world Role. Define the "cartoon," "scrapbook," that we explored in the previous chapter.
role of the students in the task, to "advertisement," "game," "script," These are all learner-centered and hands-
take perspective and empathy in the "blog" or "vlog," "debate," "rap," on. However, if you may, you can also
process of explaining, interpreting, "proposal," "brochure," "slide show," choose to use the learning plan template of
synthesizing, applying what they or "puppet show" among others. UBD at this stage. This component is
learned, and in solving the problem. Examples: "Create a museum outlined in the acronym WHERETO. Ask
In your planning, you can use: display" or "write a letter to." yourself "What learning experiences and
"advertiser," "principal," "illustrator," instruction will allow my students to activate
"coach," "candidate," "manager," S is for Standards or Criteria to the desired results?"
"chef," "engineer," "teacher," judge a product or performance.
"eyewitness," "medical doctor," Provide the students with a clear W is for Where. Make a statement of
"newscaster," "editor," or "politician" picture of success, with specific your learning objectives. Help the
among others. standards, usually using rubrics, students know where the lesson is
going and what is expected. Explore

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

their prior knowledge and interest, E is for Evaluate. Allow your This chapter presented how Understanding
too. students to evaluate or assess their by Design can be used in planning a unit in
own work and its implications with science education. It presented its own
H is for Hook and Hold. Grab the the use of rubrics or checklists for format but is open to include other methods
attention of all students and hold self-awareness and allow them to of teaching lessons when it comes to the
their interest with a question, video, improve their work. third stage.
photograph, problem, puzzle, or
issue among others. This is T is for Tailored. Personalize or tailor The three major stages of UBD include: (1)
analogous to "motivation" or the lesson according to individual identifying the desired results, (2)
"anticipatory set" in other lesson needs, interests, and abilities of the determining evidence to show that the
plans. students. lesson was learned, and (3) planning.the
learning experiences to make sure that the
E is for Equip and Experience. Equip O is for Organized. When you desired results will be achieved
students with knowledge. Provide organize your lesson, let us say from
them with the experience, so they simple to complex and from concrete The Desired Results (stage 1) include the
can learn the key ideas and explore to abstract, you actually maximize established goals (based on standards),
the issues being tackled. Previously the initial engagement of the the Enduring Understanding, which is a
studied lesson plans also have this students and sustain it for effective main concept or understanding we want
portion. learning. our students to learn and retain for so many
years, even after they leave school and
R is for Rethink and Revise. Provide When you make your learning grow old, and what we want our students to
your students opportunities to plan, ask yourself the following: accomplish in the long run. This stage also
rethink and revise their "What do I need to teach?", "How includes the thought-provoking Essential
understanding and work after should I teach it?", "How will it hit the Question. which is used to foster inquiry
learning from their experience. This desired performance standards and among the students. Also found in this
is analogous to reflections and goals that would lead to enduring stage is the list of knowledge and skills that
processing or thinking about what understanding?", and "How should I the students are expected to know,
the students experienced, as found order the lesson activities?" understand, and be able to do. The
in other kinds of lesson plans. following six facets of understanding are
CHAPTER SUMMARY the skills that show evidence that a student
really understands the topic: (1) accurately

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan
EEd. Spec. 212 – Teaching Science in the Elementary Grades (Biology and Chemistry)
Lesson Planning in Teaching Sciences

explain a phenomenon; (2) give meaningful the lesson is going and what is expected; H Sharma, R.C. Modern science teaching,
interpretations of data and events; (3) (Hook and Hold) - the motivation; E (Equip Dhanpat Rai Publishing company (P) ltd,
effectively apply what he/she learned to and Experience) - equip students with New Delhi, 2006.
real-life situations; (4) give credible knowledge and experience so they can Yadav, M.S. Teaching of science, Anmol
perspective, weighing different plausible learn the key ideas; R (Rethink and Revise) Publications, PVT. Ltd, New Delhi, 2004.
explanations and interpretations from a - provide students opportunities to rethink
different point of view; (5) sensitively and revise their understanding and work; E Zaidi, S.M. Modern teaching of science,
empathize with others; and (6) have self- (Evaluate) - allow students to evaluate or Anmol Publications PVT. Ltd. New Delhi,
knowledge of his/her strengths and assess and improve their own work; T 2004.
weaknesses, aware of what he/she knows (Tailored) -personalize or tailor the lesson
and still needs to know. according to individual needs, interests,
and abilities; and O (Organized) - organize
Assessment Evidence (stage 2) includes from simple to complex and from concrete
performance tasks and other tasks. The to abstract.
performance tasks should allow students to
demonstrate understanding. It is outlined in References:
the acronym GRASPS, with G for real-
world goal; R for real-world role; A for real- Ching, Johnny A. PhD., Duka, Ivan Marcelo
world audience; S for real-world situation; P A., Mingoa, Thelma R. PhD., A Course
for real-world products or performance; and Module for Teaching Science in the
S for standard in evaluating the Primary Grades (Biology and Chemistry).,
performance or product. Other tasks would Rex Bookstore, Inc. 2021
be quizzes or tests among others.
Das, R.C. Science teaching in Schools,
The Learning Plan (stage 3) or lesson plan sterling publication PVT. Ltd. 1985.
can actually be any kind of hands-on,
learner-centered lesson plan that will lead Kulshreshtha, S.P. Teaching of Science,
to the desired results and is aligned with and Pasricha, H Surya Publication, 2007
the assessment plan. It can also use the
learning plan in UBD that follows the
acronym WHERETO: W (Where) - where

NELMAR N. TULIAO, Instructor

College of Education, Isabela State University - Cabagan