SCIENTIFIC INVESTIGATIONS

Leron Leron Sinta

Leron Leron Sinta Gumising ka Neneng

Buko ng papaya Tayo’y manampalok
Dala-dala’y buslo Dalhin mo ang buslo
Sisdlan ng bunga Sisidlan ng hinog
Padgating sa dulo’y Pagdating sa dulo’y
Nabali ang sanga Lalambalambayog
Kapos kapalaran Kumapit ka Neneng
Humanap ng iba Baka ka mahulog
Short Overview
Short Review
Name one of the important components/parts of
a scientific investigation?

What are some of the things that you can do to

make sure that your experiment is a fair test?

Why is it important that experiments we do in

science are/follow fair test?
Lesson Purpose and Intention
Lesson Purpose and Intention

 Describing and writing the components of

a scientific investigation.

 How important this is for learning and

when answering questions in science.
Lesson Language Practice
 RESULTS What you are trying to prove

CONCLUSION What you measured

What you learned from your results

AIM
Lesson Activity
Fair Testing
Gabriel blew up some balloons with air and tied them along a fence in his
backyard to see what happened to them in sunlight. Some balloons were in the
shade of the tree.
Gabriel wondered why some balloons started to get bigger – some even got so big
that they popped when they got very hot.
“I think the balloons are getting bigger when the temperature is getting higher.”
He said to himself. “I wonder what experiment I could do to find out the answer
and make sure it’s a fair test?”
Gabriel blew up some balloons with air and tied them along a fence in his backyard to see
what happened to them in sunlight. Some balloons were in the shade of the tree.
Gabriel wondered why some balloons started to get bigger – some even got so big that they
popped when they got very hot. “I think the balloons are getting bigger when the
temperature is getting higher.” He said to himself. “I wonder what experiment I could do to
find out the answer and make sure it’s a fair test?”

Q1: What should Gabriel use to measure the air temperatures?

Q2. How should Gabriel work out/ measure the size of the balloons
accurately?
Q3: What are some of the things that Gabriel needs to make sure that they
stay the same during his experiment so that it’s a fair test.
Q1: What should Gabriel use to measure the air
temperatures?
Q2. How should Gabriel work out/ measure the size of
the balloons accurately?
Q3: What are some of the things that Gabriel needs to
make sure that they stay the same during his experiment
so that it’s a fair test?
Question 1:

What should Gabriel use to

measure the air
temperatures?
Question 2:

How should he work out the

size of the balloons
accurately?
Question 3:
What are some of the things
that Gabriel needs to make sure
that they stay the same during
his experiments so that it’s a
fair test?
Fair Testing
Gabriel blew up some balloons with air and tied them along a fence in his
backyard to see what happened to them in sunlight. Some balloons were
in the shade of the tree.
Gabriel wondered why some balloons started to get bigger – some even
got so big that they popped when they got very hot. “I think the balloons
are getting bigger when the temperature is getting higher.” He said to
himself. “I wonder what experiment I could do to find out the answer and
make sure it’s a fair test?”
● Q1. How should Gabriel write down all his
measurements?
● Q2. What is Gabriel’s aim for the experiment?
● Q3. If Gabriel’s experiment works out, how he
thought it would what should he write as his
conclusion?
Question 4:

How should Gabriel write

down all his measurements?
Question 5:

What is Gabriel’s aim for

the experiment?
Question 6:
If Gabriel’s experiment
works out how he thought it
would, what should he write
as his conclusion?
TRY this:
You would like to know if commercial fertilizer helps a
plant grow taller.

Q1: What is the aim of the investigation?

Q2. How should you measure the height of the plant?
Q3: What are some of the things that you need to make
sure that they stay the same during the experiment, so
that it’s a fair test?
Lesson Conclusion
Question 1:
Has this lesson helped you to
better understand what fair
testing means in Science? If
so, how?
Question 2:
Has this lesson helped you to
remember the components of
a scientific investigation? If so,
how?
REMINDER:
Submit your worksheet.
SCIENTIFIC INVESTIGATIONS
SOME COMMENTS ON NLC
MATERIALS / LESSONS
The lesson structure is designed for mastery.
However, lessons lack fun-filled activities.

Lessons are not about mastery they are about

helping students understand, conceptualise and
apply Key content that have already encountered
through problem solving. The focus is on
engagement, not about fun-filled activities, although it is
expected students will enjoy their successes and
challenges in the questions.
Chief trainers were looking for more
interactive activities.
The interaction is all through all lessons and
involves the use of 21st Century skills such as
discussion, explanation, critical thinking, justifying,
etc. The interaction is to push the students
understanding of concepts by talk and formulating
their ideas and sharing with the teacher and class.
These are review lessons of content taught helping
students to work to their next level of development.
Some instructions are not easy to understand
by the learners.
If this is the case, the teacher will need to explain
what it means and support the students in
implementing what is to be done. The teacher is in
charge and must react to student needs in their
group.
Some words used in the materials are not
common to the learners.
This is why each lesson has a Language
component (Component 3) especially designed to
help students with Language. Also, Component 4A
also has a language component more directly
relevant to the problem that acts as the stem for
sets of questions.
Insufficient number of questions to attain
mastery.
This Camp is not about mastery of particular bits of
information. This should have been completed over
the past year. This is about students increased
understanding of concepts by applying or using
their knowledge, skills and understandings in
different problem situations. Once basic subject
knowledge is developed, students need applying
information through problem solving to help them
proceed in conceptual awareness.