TEACHING

SCIENCE
Chapter 2
 THE DEPED
FRAMEWORK FOR
TEACHING SCIENCE
Lesson 2.1
 The Curriculum Guide given by
the Department of Education
TEACHING
SCIENCE

emphasizes the need to develop

science literacy and culture among
the Filipinos.
THE DEPED FRAMEWORK FOR TEACHING
Lesson 2.1
SCIENCE
TEACHING
SCIENCE

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
The Curriculum Guide given by the Department of
Education emphasizes the need to develop science
literacy and culture among the Filipinos.
 The conceptual framework of
science education in the Philippines
has a circle divided into three
parts.
TEACHING

• Understanding and applying scientific

SCIENCE

knowledge
• Demonstrating scientific inquiry skills
• Developing and demonstrating scientific
attitudes and values.
THE DEPED FRAMEWORK FOR TEACHING
Lesson 2.1
SCIENCE
The Curriculum Guide given by the Department of
Education emphasizes the need to develop science
literacy and culture among the Filipinos.
 The conceptual framework of science
education in the Philippines has a
circle divided into three parts.
• Understanding and applying scientific
knowledge
TEACHING

Includes topics about the human body, care &

SCIENCE


nourishment, plants, animals, and other living
things, light, energy, environment, water, air,
sound, simple machines, weather, rocks, minerals,
the Earth, magnetism, effect of gravity, and
space and planets among many other topics.

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
The conceptual framework of science education in the Philippines has a circle
divided into three parts.
• Understanding and applying scientific knowledge
• Demonstrating scientific inquiry skills
• Developing and demonstrating scientific attitudes and values.
 The conceptual framework of science
education in the Philippines has a
circle divided into three parts.
• Demonstrating scientific inquiry skills
TEACHING

 Includes the science process skills of observing,

SCIENCE

communicating, measuring, classifying, inferencing,

predicting, identifying and controlling variables,
formulating and testing hypotheses, defining
operationally, interpreting data, experimenting,
and constructing models.

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
The conceptual framework of science education in the Philippines has a circle
divided into three parts.
• Understanding and applying scientific knowledge
• Demonstrating scientific inquiry skills
• Developing and demonstrating scientific attitudes and values.
 The conceptual framework of science
education in the Philippines has a
circle divided into three parts.
• Developing and demonstrating scientific
TEACHING

attitudes and values

SCIENCE

 Includes curiosity, imagination, the love of asking

questions (inquisitiveness), a desire to solve
problems, and respect for scientific methods and
values.

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
The conceptual framework of science education in the Philippines has a circle
divided into three parts.
• Understanding and applying scientific knowledge
• Demonstrating scientific inquiry skills
• Developing and demonstrating scientific attitudes and values
TEACHING
SCIENCE

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
The Curriculum Guide given by the Department of
Education emphasizes the need to develop science
literacy and culture among the Filipinos.
 Attributes Needed in Science
1. Effective Communicators

2. Critical & Creative Problem Solvers

TEACHING
SCIENCE

3. Informed Decision Makers

4. Innovative or Inventive Thinkers

5. Responsible Stewards of Nature

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
 Attributes Needed in Science
1. Effective Communicators
• Can clearly articulate what they are
TEACHING

thinking in verbal, nonverbal, or

SCIENCE

written form. They also know how to

listen and understand.

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
Attributes Needed in Science
1. Effective Communicators 4. Innovative or Inventive Thinkers

2. Critical & Creative Problem Solvers 5. Responsible Stewards of Nature

3. Informed Decision Makers

 Attributes Needed in Science
2. Critical & Creative Problem Solvers
• Analyzes and tries to solve problems
TEACHING

in both common and uncommon

SCIENCE

innovative ways.

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
Attributes Needed in Science
1. Effective Communicators 4. Innovative or Inventive Thinkers

2. Critical & Creative Problem Solvers 5. Responsible Stewards of Nature

3. Informed Decision Makers

 Attributes Needed in Science
3. Informed Decision Makers
• Uses evidence in making sound
TEACHING

judgements and decisions.

SCIENCE

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
Attributes Needed in Science
1. Effective Communicators 4. Innovative or Inventive Thinkers

2. Critical & Creative Problem Solvers 5. Responsible Stewards of Nature

3. Informed Decision Makers

 Attributes Needed in Science
4. Innovative or Inventive Thinkers
• Uses various techniques in producing
TEACHING

creative ideas, like brainstorming, and

SCIENCE

use creativity, analysis, and evaluation

in creating solutions that are tangible
and useful to society.

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
Attributes Needed in Science
1. Effective Communicators 4. Innovative or Inventive Thinkers

2. Critical & Creative Problem Solvers 5. Responsible Stewards of Nature

3. Informed Decision Makers

 Attributes Needed in Science
5. Responsible Stewards of Nature
• Uses and protects the natural
TEACHING

environment. They learn and practice

SCIENCE

conservation and environmental

sustainability.

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
Attributes Needed in Science
1. Effective Communicators 4. Innovative or Inventive Thinkers

2. Critical & Creative Problem Solvers 5. Responsible Stewards of Nature

3. Informed Decision Makers

TEACHING
SCIENCE

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
The Curriculum Guide given by the Department of
Education emphasizes the need to develop science
literacy and culture among the Filipinos.
 Learning Theories and Teaching
Approaches
1. Constructivism
TEACHING

2. Social Cognition Learning Model

SCIENCE

3. Learning Style Theory

4. Brain-Based Learning

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
 Learning Theories and Teaching
Approaches
1. Constructivism
TEACHING

• Is ‘an approach to learning that holds

SCIENCE

that people actively construct or

make their own knowledge and that
reality is determined by the
experiences of the learner

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
Learning Theories and Teaching
Approaches
1. Constructivism 3. Learning Style Theory
2. Social Cognition Learning Model 4. Brain-Based Learning
 Learning Theories and Teaching
Approaches
2. Social Cognition Learning Model
• The theory suggests that humans learn
TEACHING

behaviors by observing others and

SCIENCE

choosing which behaviors to imitate.

Behaviors that are rewarded are more
likely to be repeated, whereas behaviors
that are punished are less likely to be
repeated.
THE DEPED FRAMEWORK FOR TEACHING
Lesson 2.1
SCIENCE
Learning Theories and Teaching
Approaches
1. Constructivism 3. Learning Style Theory
2. Social Cognition Learning Model 4. Brain-Based Learning
 Learning Theories and Teaching Approaches
3. Learning Style Theory
• Focuses on the ways we perceive
information. The learning styles focus on
TEACHING

how we process information using our senses.

SCIENCE

• The theory’s three learning styles are

auditory (hearing), visual (seeing), and
tactile/kinesthetic (touching and moving).
Learners most often prefer one style over
the others.

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
Learning Theories and Teaching
Approaches
1. Constructivism 3. Learning Style Theory
2. Social Cognition Learning Model 4. Brain-Based Learning
 Learning Theories and Teaching Approaches
4. Brain-Based Learning
• uses neuroscience to create an informed
curriculum and lesson design. The goal? Speedy
and efficient learning. The research that informs
TEACHING

this method centers around the brain’s ability

SCIENCE

to change, remap, and reorganize itself while

someone is learning new information. This ability
is influenced by things like exercise, diet, and
stress level. A person’s emotional state also
impacts their learning ability.

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
Learning Theories and Teaching
Approaches
1. Constructivism 3. Learning Style Theory
2. Social Cognition Learning Model 4. Brain-Based Learning
 4 Basic Elements of BBL
1. Approach
TEACHING

2. Priming
SCIENCE

3. Novelty

4. Motivational Strategies

THE DEPED FRAMEWORK FOR TEACHING

Lesson 2.1
SCIENCE
 THE 4A LESSON
ACTIVITY PLAN
Lesson 2.2
 A 4A Lesson Plan is a “learner-
centered” type, where the teacher
acts as a facilitator. Teachers
TEACHING

make sure that they teach in an

SCIENCE

organized, well-sequenced manner

and present lessons that are
comprehensible and meaningful.

Lesson 2.2 The 4a lesson activity plan

 The 4As
1. Activity
Analysis
TEACHING

2.
SCIENCE

3. Abstraction
4. Application

Lesson 2.2 The 4a lesson activity plan

 The 4As
1. Activity
 This will bring understanding to what
TEACHING

the learners already know and clarity

to what learners should learn further.
SCIENCE

At this early stage, the student should

already have a retrospect of what they
will be learning through the activity
that will be presented.

Lesson 2.2 The 4a lesson activity plan

The 4As
1. Activity 3. Abstraction
2. Analysis 4. Application
 The 4As
2. Analysis
 A more in-depth understanding of the lesson, it
is another phase where the students will process
TEACHING

and classify what is valid and not. The teacher

on this part will ask further questions and will
SCIENCE

also lead as a facilitator rather than mere

lecturing and sharing facts and ideas. The
students now gains a wider view of the lesson
but at the same time draws closer to the main
topic.

Lesson 2.2 The 4a lesson activity plan

The 4As
1. Activity 3. Abstraction
2. Analysis 4. Application
 The 4As
3. Abstraction
 The teacher on this part will now focus
entirely on the lesson being presented and
TEACHING

ask more lead questions to lead the

SCIENCE

students in reinforcing what they know and

should know more. The student here starts
to feel more the importance of the lesson
to her and see the necessity of it to
his/her life.

Lesson 2.2 The 4a lesson activity plan

The 4As
1. Activity 3. Abstraction
2. Analysis 4. Application
 The 4As
4. Application
 The word itself describes the stage
TEACHING

as bringing the student to a more

SCIENCE

practical way of using HOW are

they going to use what they have
learned and thinking of new ways
on how it can be improve further.

Lesson 2.2 The 4a lesson activity plan

The 4As
1. Activity 3. Abstraction
2. Analysis 4. Application
 THE 5E INQUIRY-
BASED
LEARNING PLAN
Lesson 2.3
 Focuses on allowing students to
understand a concept over time
TEACHING

through a series of established

SCIENCE

steps, or phases. These phases

include Engage, Explore, Explain,
Elaborate, and Evaluate.
Lesson 2.3 THE 5e inquiry-based learning plan
 Different Levels or Types of
Inquiry
Confirmation Inquiry
TEACHING

1.
SCIENCE

2. Structured Inquiry
3. Guided Inquiry
4. Free Inquiry

Lesson 2.3 THE 5e inquiry-based learning plan

 Different Levels or Types of Inquiry
1. Confirmation Inquiry
• Learners are given a question, as well
TEACHING

as a method, to which the result is

SCIENCE

already known. The goal is to confirm

the results. This enables learners to
reinforce already established ideas, and
to practice their investigative skills.

Lesson 2.3 THE 5e inquiry-based learning plan

Different Levels or Types of Inquiry
1. Confirmation Inquiry 3. Guided Inquiry
2. Structured Inquiry 4. Free Inquiry
 Different Levels or Types of Inquiry
2. Structured Inquiry
• Learners are given the question and
TEACHING

the method of achieving the result,

SCIENCE

but the goal is to provide an

explanation that is already supported
by the evidence gathered during and
through the investigative process.

Lesson 2.3 THE 5e inquiry-based learning plan

Different Levels or Types of Inquiry
1. Confirmation Inquiry 3. Guided Inquiry
2. Structured Inquiry 4. Free Inquiry
 Different Levels or Types of Inquiry
3. Guided Inquiry
• Learners are only given a question.
TEACHING

The main goal is to design the method

SCIENCE

of investigation and then test the

question itself. This type of inquiry is
not typically as structured as the
previously mentioned forms.

Lesson 2.3 THE 5e inquiry-based learning plan

Different Levels or Types of Inquiry
1. Confirmation Inquiry 3. Guided Inquiry
2. Structured Inquiry 4. Free Inquiry
 Different Levels or Types of Inquiry
4. Free Inquiry
• Learners must form their own
TEACHING

questions, design investigative methods,

SCIENCE

and then carry out the inquiry itself.

They must present their results at the
end of the process.

Lesson 2.3 THE 5e inquiry-based learning plan

Different Levels or Types of Inquiry
1. Confirmation Inquiry 3. Guided Inquiry
2. Structured Inquiry 4. Free Inquiry
 Phases of Inquiry
1. Orientation
TEACHING

2. Conceptualization
SCIENCE

3. Investigation

4. Conclusion

Lesson 2.3 THE 5e inquiry-based learning plan

 Phases of Inquiry
1. Orientation

The key idea is presented.

TEACHING

•
SCIENCE

2. Conceptualization
• Generating question/define
hypothesis

Lesson 2.3 THE 5e inquiry-based learning plan

Phases of Inquiry
1. Orientation 3. Investigation
2. Conceptualization 4. Conclusion
 Phases of Inquiry
3. Investigation
Collecting evidences and information
TEACHING

•
SCIENCE

4. Conclusion
• Analyzing the evidence and making
up your mind

Lesson 2.3 THE 5e inquiry-based learning plan

Phases of Inquiry
1. Orientation 3. Investigation
2. Conceptualization 4. Conclusion
 Phases of the 5E Inquiry-Based
Lesson Plan
1. Engage
Explore
TEACHING

2.
SCIENCE

3. Explain
4. Elaborate
5. Evaluate

Lesson 2.3 THE 5e inquiry-based learning plan

 Phases of the 5E Inquiry-Based
Lesson Plan
1. Engage
The teacher works to gain an
TEACHING

•
understanding of the students’ prior
SCIENCE

knowledge and identify any knowledge

gaps. It is also important to foster
an interest in the upcoming concepts
so students will be ready to learn.

Lesson 2.3 THE 5e inquiry-based learning plan

Phases of the 5E Inquiry-Based
Lesson Plan 3. Explain
1. Engage 4. Elaborate
2. Explore 5. Evaluate
 Phases of the 5E Inquiry-Based
Lesson Plan
2. Explore
• Students actively explore the new concept
TEACHING

through concrete learning experiences.

SCIENCE

They might be asked to go through the

scientific method and communicate with
their peers to make observations. This
phase allows students to learn in a hands-
on way.

Lesson 2.3 THE 5e inquiry-based learning plan

Phases of the 5E Inquiry-Based
Lesson Plan 3. Explain
1. Engage 4. Elaborate
2. Explore 5. Evaluate
 Phases of the 5E Inquiry-Based Lesson
Plan
3. Explain
• This is a teacher-led phase that helps
TEACHING

students synthesize new knowledge and ask

questions if they need further clarification.
SCIENCE

For the Explain phase to be effective,

teachers should ask students to share what
they learned during the Explore phase before
introducing technical information in a more
direct manner.

Lesson 2.3 THE 5e inquiry-based learning plan

Phases of the 5E Inquiry-Based
Lesson Plan 3. Explain
1. Engage 4. Elaborate
2. Explore 5. Evaluate
 Phases of the 5E Inquiry-Based Lesson
Plan
4. Elaborate
• Focuses on giving students space to apply
TEACHING

what they’ve learned. This helps them to

develop a deeper understanding. Teachers
SCIENCE

may ask students to create presentations or

conduct additional investigations to reinforce
new skills. This phase allows students to
cement their knowledge before evaluation.

Lesson 2.3 THE 5e inquiry-based learning plan

Phases of the 5E Inquiry-Based
Lesson Plan 3. Explain
1. Engage 4. Elaborate
2. Explore 5. Evaluate
 Phases of the 5E Inquiry-Based Lesson
Plan
5. Evaluate
• Teachers can observe their students and see
TEACHING

whether they have a complete grasp of the

core concepts. It is also helpful to note
SCIENCE

whether students approach problems in a

different way based on what they learned.
Other helpful elements of the Evaluate phase
include self-assessment, peer-assessment,
writing assignments, and exams.

Lesson 2.3 THE 5e inquiry-based learning plan

Phases of the 5E Inquiry-Based
Lesson Plan 3. Explain
1. Engage 4. Elaborate
2. Explore 5. Evaluate
 PROJECT-BASED
LEARNING &
PROBLEM-BASED
LEARNING
Lesson 2.4
 Project-based learning (PjBL) or
project-based instruction is an
instructional approach designed to
give students the opportunity to
TEACHING

develop knowledge and skills through

SCIENCE

engaging projects set around

challenges and problems they may
face in the real world.
Lesson 2.4 Project/problem-based learning
 Problem-Based Learning (PBL) style presents
students with a real-world issue and asks them
to produce a well-constructed answer. They
can tap into online resources, use their
TEACHING

previously-taught knowledge, and ask critical

questions to brainstorm and present a solid
SCIENCE

solution. Unlike traditional learning, there

might not be just one right answer, but the
process encourages young minds to stay active
and think for themselves.

Lesson 2.4 Project/problem-based learning

 EXPERIENTIAL
LEARNING
Lesson 2.5
 Experiential learning
encompasses several approaches
like learning by doing, hands-on
learning, laboratory work,
TEACHING
SCIENCE

workshop, apprenticeship, field

trips, filed research, and
cooperative learning.
Lesson 2.5 Experiential learning (David kolb and ron fry)
 Also includes problem-based
learning, project-based learning,
and inquiry-based learning.
Common to these approaches are
TEACHING

active experimentation, concrete

SCIENCE

experiences, reflection, and

conceptualization of abstract
ideas.
Lesson 2.5 Experiential learning (David kolb and ron fry)
Kolb’s experiential learning cycle
 The element of “Concrete
Experience” or of “Experiencing”

Step 1. CONCRETE EXPERIENCE

TEACHING
SCIENCE

• During this time, let your students

do an experiment or perform a
task. This stage is concerned with
what is here and now.

Four elements found in the six steps of the experiential

Lesson 2.5
learning lesson plan
Four Elements
1. Concrete Experience 3. Abstract Conceptualization
2. Reflective Observation 4. Active Experimentation
 The element of “Concrete Experience”
or of “Experiencing”

Step 2. SHARE
TEACHING

• Ask the students to share the results

SCIENCE

or to describe their experience and

reactions.
• “What happened?”, “What did you
do?”, and “What did you experience?”

Four elements found in the six steps of the experiential

Lesson 2.5
learning lesson plan
Four Elements
1. Concrete Experience 3. Abstract Conceptualization
2. Reflective Observation 4. Active Experimentation
 The element of “Reflective
Observation” or of “Reflecting”

Step 3. PROCESS
TEACHING

• Ask the students to reflect on their

SCIENCE

experience and probe their feelings. Let

them assess and analyze what they did
and the consequences of their actions, so
that they can learn from their
experience.
Four elements found in the six steps of the experiential
Lesson 2.5
learning lesson plan
Four Elements
1. Concrete Experience 3. Abstract Conceptualization
2. Reflective Observation 4. Active Experimentation
 The element of “Abstract Conceptualization” or
of “Concluding”

Step 4. GENERALIZE
• Ask the students what their conclusion is based on
TEACHING

what they have learned from the experience. This is

SCIENCE

where they can connect the past to the present

and the future and revise their previous
misconceptions that could help the conceptualization
of new ideas. This is also where your students
connect their current experience to other examples
in the real-world context.
Four elements found in the six steps of the experiential
Lesson 2.5
learning lesson plan
Four Elements
1. Concrete Experience 3. Abstract Conceptualization
2. Reflective Observation 4. Active Experimentation
 The element of “Active
Experimentation” or of “Application”

Steps 5 and 6:
TEACHING

Ask the students to plan or try out what

SCIENCE

they have learned. This step is concerned

with the future. Ask your students, “Now
what?” and “What will you do now based
on what you have learned?”
Four elements found in the six steps of the experiential
Lesson 2.5
learning lesson plan
Four Elements
1. Concrete Experience 3. Abstract Conceptualization
2. Reflective Observation 4. Active Experimentation
 The element of “Active
Experimentation” or of “Application”

Steps 5 and 6 :
TEACHING

Students are now ready to implement their

SCIENCE

revised theory. This is where they test their

new ideas and check the validity of their
new understanding into a real-world context,
or adapting to similar or another situation.

Four elements found in the six steps of the experiential

Lesson 2.5
learning lesson plan
Four Elements
1. Concrete Experience 3. Abstract Conceptualization
2. Reflective Observation 4. Active Experimentation
Experiential Learning Lesson Plan
Template
Teacher:

Date:

Subject/Grade Level:

Title of Lesson

Goals

Learning Objectives

Purpose/Rationale

Prior Teacher Preparation

Materials/Resources

Differentiation Strategies to Meet Learner Needs

Assessment

Self-Evaluation
 Differentiation Strategies to Meet
Learner Needs’ Six-step Procedure

Step 1: Introduction
• Make connection between prior knowledge and this current lesson;
uncover misconceptions, use teaching arts, books, handouts, or
models, among others, organize class into cooperative learning
groups, class discussion, and individual worksheet or journal work.
Step 2: Exploring ( “Just do it” )
• Let students EXPERIENCE an activity or perform a task with little
or no help from the facilitating teacher.
Step 3: Sharing ( “Tell us what happened” )
• Let students publicly SHARE the results of the experience or the
exploration. Share their reactions, observation, and feelings.
 Differentiation Strategies to Meet
Learner Needs’ Six-step Procedure

Step 4: Processing ( “What is important?” )

• Examine how the students learned. Let students PROCESS the
whole experience. Let them reflect, analyze, and discuss problems
or issues brought about by the experience and how they were
addressed.
Step 5: Generalizing ( “So what?” )
• Let students GENERALIZE or connect the experience with real-
life examples.
Step 6: Applying ( “Now what?” )
• Let your students APPLY or take what they learned from this
experience and apply it to a similar or a different situation. Let
them learn from past experiences and practice.
 SCIENCE,
TECHNOLOGY, AND
SOCIETY (STS)
Lesson 2.6
 1. The Daisy Model
2. The Rose Model
3. Science, Technology, and
TEACHING

Society (STS) Approach

SCIENCE

4. Science, Technology,
Engineering, Arts, and Math
(STEAM) Approach
INTERDISCIPLINARY LEARNING
Lesson 2.6
EXPERIENCES IN SCIENCE
 1. The Daisy Model
• With the Daisy Model, the main
subject is in the center, and other
subjects are attached as petals of a
TEACHING

daisy. The teacher starts by selecting a

SCIENCE

topic, then other disciplines are added

like Math, Art, Writing, Physical
Education, Science, Music, Reading, and
Social Studies. This method is common
especially in kindergarten.
INTERDISCIPLINARY LEARNING
Lesson 2.6
EXPERIENCES IN SCIENCE
1. The Daisy Model
2. The Rose Model
3. Science, Technology, and
Society (STS) Approach
 2. The Rose Model
• The Rose Model is a little more
interconnected or interwoven. This is a
problem-centered, so here is where
TEACHING

PBL, PjBL, and IBL come in. You start

with a problem, a question, or a topic,
SCIENCE

brainstorming of questions follows,

narrowed down to testable questions,
investigation are done, and sharing of
findings culminates these approaches.
INTERDISCIPLINARY LEARNING
Lesson 2.6
EXPERIENCES IN SCIENCE
1. The Daisy Model
2. The Rose Model
3. Science, Technology, and
Society (STS) Approach
 3. Science, Technology, and Society
(STS) Approach
• The approach is similar to the Rose
Model, but the topics selected for
TEACHING

investigation deal with science and

SCIENCE

technology and with interdependence

to social issues. Examples are about air
pollution, animals, conservation,
endangered animals and plants,
weather, among others.
INTERDISCIPLINARY LEARNING
Lesson 2.6
EXPERIENCES IN SCIENCE
1. The Daisy Model
2. The Rose Model
3. Science, Technology, and
Society (STS) Approach
 3. Science, Technology, and Society
(STS) Approach
• Science is not just simply conducted
in isolation, but is connected to our
TEACHING

culture. STS shows how social,

SCIENCE

political, and cultural values affect

research in science and technology,
and vice versa.

INTERDISCIPLINARY LEARNING
Lesson 2.6
EXPERIENCES IN SCIENCE
1. The Daisy Model
2. The Rose Model
3. Science, Technology, and
Society (STS) Approach
 STS Lesson Plan Template
Teacher:

Date:

Subject/Grade Level:

Title of Lesson

Purpose (Your goal as teacher)

Learning Objectives

Purpose/Rationale

Background

Materials/Resources

Differentiation Strategies to Meet Learner Needs

Procedure

Extension
 SCIENCE,
TECHNOLOGY,
ENGINEERING, ARTS,
AND MATH (STEAM)
Lesson 2.7
 STEM
• Science, Technology, Engineering,
and Math
TEACHING

STEAM
SCIENCE

• Science, Technology, Engineering,

Arts, and Math

Lesson 2.7 (stem vs steam)

 Difference of stem and steam

STEM STEAM
• Focuses on the inquiry with • Added the design principles
the integration of Science, and processes from the arts,
Technology, Engineering, more specifically, from the
and Mathematics liberal arts
 1. Both are student-centered—students are
TEACHING
SCIENCE engaged in experiential learning, problem-
solving, collaboration, innovation, and
creativity.
2. Both explore inquiry and connections.
3. Both deepen the understanding of
content and give students an opportunity to
solve real-world problems.

Lesson 2.7 Stem and Steam as two sides of the same coin
 4. They start with an essential question and
use inquiry-based learning and collaboration.
5. The lesson plans apply Bloom’s Taxonomy
TEACHING

and Understanding by Design for curriculum

SCIENCE

and instruction, as well as assessment.

6. They involve at least two standards from
STEAM and the Arts (both taught and
assessed).

Lesson 2.7 Stem and Steam as two sides of the same coin
 Components of the steam framework:
S- SCIENCE
• Refers to the history of science, nature of science, science concepts, science processes, physics,
biology, chemistry, geosciences, and biochemistry

T- TECHNOLOGY
• Refers to the nature of technology, technology and society, design world abilities, designed world,
architecture, biomedicine, biotechnology, information communication, manufacturing, construction,
transportation, power, and energy

E- ENGINEERING
• Refers to aerospace, fluid, architectural engineering, computer engineering, civil engineering,
mining, materials engineering, electrical, mechanical, naval, among others.

A- ARTS
• Refers to liberal arts including humanities (fine arts, visual arts, and performing arts (music and
theater); physiology; and social studies [ anthropology, philosophy, and international relations
(history, STS, economics, politics, education, and futurology)]

M-MATH
• Refers to the use of numbers and operations, algebra, geometry, measurement, data analysis,
statistics, probability, calculus, and trigonometry, among others.
 STEAM Education Lesson Plan

The lesson plan includes: (1) a topic

concept, (2) a summary of essential
concepts, including at least one for each
of the components of STEAM, (3) an
integrated basic plan, which
synthesizes project elements from each
subject, and (4) a reality-based learning
component, which identifies which part
of the project can help society solve a
problem.
 STEAM Education Lesson Plan
Template
Creative Title:
Name of Teachers:

Skill/Grade Level:

Lesson Overview
• Central Theme
• Topic Concept of Theme
• Summary of Essential Concepts
• Integrated Basic Plan
• RBL (Reality-based Learning)
• Duration
• Materials/Supplies
• IT, Additional Resources
• Career Clusters
• Audience
• Miscellaneous
• Photos
 MODELING
INSTRUCTION
METHOD
Lesson 2.8
TEACHING
SCIENCE

Lesson 2.8 Modeling instruction method

A model is a simple representation of something
in nature, so we can study in detail. It can show
something looks or works and is used to explain
phenomena.
 Modeling Instruction Method makes use
of models to represent ideas of
students about something in order to
study it in detail or become aware of
TEACHING

how things work.

SCIENCE

• It can also be used to explain a

phenomenon, how to analyze systems,
or learn how something with a certain
design will perform.

Lesson 2.8 Modeling instruction method

 1. Structural
• Like showing the
TEACHING

structure of DNA,
SCIENCE

so we can explain
how it works.

Lesson 2.8 What are models used for?

1. Structural
2. Behavioral
3. Functional
 2. Behavioral
• Like showing the
TEACHING

behavior of wind in
SCIENCE

a wind tunnel

Lesson 2.8 What are models used for?

1. Structural
2. Behavioral
3. Functional
 3. FUNCTIONAL
• Like showing the
TEACHING

lines of magnetism
SCIENCE

around a magnet.

Lesson 2.8 What are models used for?

1. Structural
2. Behavioral
3. Functional
 Models can be:
• A diagram
• Replica
• Analogy
TEACHING

• Mathematical model
SCIENCE

• Computer simulation
• Test design
• Computer-aided design
Lesson 2.8 Modeling instructional method
In engineering, models are used to test designs, like crash
test of cars, its airbags, or seatbelts, among others. Models
can also be used to build designs.
 • In modeling instruction model,
the teacher gives the class an
experience, an experiment, or a
phenomenon to follow.
TEACHING

• Then, the teacher lets each

SCIENCE

student construct his/her own

model (individually) on a
whiteboard or a piece of paper.

Lesson 2.8 Modeling instruction model

 • Then, the students will create
models by small groups.
• After which, the whole class
TEACHING

discusses all the models and

SCIENCE

may come up with a class

model.

Lesson 2.8 Modeling instruction model

Through questioning the students, and the students
questioning the models of others, there is a better
understanding of the phenomenon being studied.
 Modeling Instruction Lesson Plan

Teacher:

Date:
Subject/Grade Level:

Title of Lesson:

Learning Objectives:

Background:

Materials/Resources:

Differentiation Strategies to Meet Learner Needs

Procedure:
• EXPERIMENTATION
• QUESTIONING
• DEVELOPING A MODEL (Individual Model Making, Small Group Model Making)
• DEPLOYING THE MODEL
Thank you for
listening!