Group-1-Five-E-Model-in-Planning-Science-Lesson.docx

**Five E Model in Planning Science Lesson** 1\. **Engage** It aims to capture students\' interest, elicit their prior knowledge, and set the learning in a meaningful context. Teachers can use short activities such as: \- Introducing a problem or discrepant event \- Showing thought-provoking imag...

**Five E Model in Planning Science Lesson** 1\. **Engage** It aims to capture students\' interest, elicit their prior knowledge, and set the learning in a meaningful context. Teachers can use short activities such as: \- Introducing a problem or discrepant event \- Showing thought-provoking images or videos \- Asking open-ended questions to start a discussion \- Conducting a simple demonstration or experiment 2\. **Explore** Students investigate a problem or phenomenon through guided inquiry activities. They make observations, share ideas, use critical thinking, and collaborate with their peers. Some examples of Explore activities include: \- Conducting hands-on investigations or lab experiments \- Analyzing primary or secondary sources \- Exploring a problem and proposing hypotheses \- Engaging in collaborative problem-solving tasks 3\. **Explain** The teacher guides students in constructing their own understanding of the concepts. Students explain their thinking, ask questions, and clarify misconceptions. The teacher introduces new terms and concepts, providing explanations that build on students\' existing knowledge. This phase helps students develop a deeper understanding of the science concepts. 4\. **Elaborate** The Elaborate phase challenges students to apply their newfound knowledge to new contexts and situations. Students engage in activities that deepen their understanding and make connections to real-world applications. Examples of Elaborate activities include: \- Solving complex problems or case studies \- Designing and conducting additional investigations \- Creating models or simulations \- Engaging in project-based learning tasks 5\. **Evaluate** The final phase, Evaluate, assesses students\' understanding of the science concepts and their progress towards the learning objectives. Teachers can use a variety of assessment methods, such as: \- Formal assessments (e.g., tests, quizzes, performance tasks) \- Informal assessments (e.g., observations, discussions, exit tickets) \- Self-assessments (e.g., reflections, peer feedback) **DEVELOPING INSTRUCTIONAL PLANS IN SECONDARY SCIENCE** I. UNDERSTANDING THE CONTEXT - Instructional plans must be aligned with the **National Standards.** - K-12 curriculum guide - Most Essential Learning Competencies (MELC's) - **Learner characteristics** - Age - Cognitive development - Cultural background - Available **resources** This is always on the list of the chrothings to consider in developing instructional plans for activities and assessments included in the instructional plan will not materialize without the resources available. For instance, a teacher cannot plan for a laboratory activity if he/she is currently teaching in a school in a far-flung area, where there is no laboratory equipment. **STEPS IN DEVELOPING INSTRUCTIONAL PLAN FOR SECONDARY SCIENCE** **1.** IDENTIFY LEARNING OBJECTIVES - Begin with the end in mind - Align objectives with the national curriculum and the DepEd-provided MELCs - Aligning with 3 Domains (Cognitive, Psychomotor, and Affective). In developing an instructional plan, we must align it with the National standard such as DepEd MELCs. In creating an objective, we must begin with the end, setting standards for our students on what they need to attain at the end of the lesson. Lastly, aligning it with the 3 Domains (Cognitive, Psychomotor, and Affective domain). As a teacher, we must not focus on one domain therefore we must ensure to align it with the 3 Domains, developing them holistically. **2**. CHOOSE INSTRUCTIONAL STRATEGIES - Select appropriate strategies - Includes, but not limited to: - Inquiry-based learning - Cooperative learning - Demonstration - Laboratory experiments - Technology-enhanced learning In this step, we must ensure that select the appropriate strategies we can use. As stated, no one-size-fits-all, our learners are diverse because of that we must use not only one teaching strategy to cater to their needs. Selecting appropriate strategies which are also aligned with the student's interest to engage them meaningfully. **3**. DESIGN LEARNING ACTIVITIES - Engaging and meaningful activities - Align with instructional strategies - Incorporate contextualization Learning activities need to be aligned with learning outcomes and assessments to provide students with opportunities to develop relevant and appropriate skills, knowledge, values, and attitudes. The learning activities must be engaging and meaningful therefore our students will be interestedin cooperatingwith our class. **4.** DEVELOP ASSESSMENT TOOLS - Formative - Summative - Performance-based assessment Assessment tools aid in assessing and evaluating student learning and can provide different options to assess students beyond the traditional exam. We can use several assessment tools including, formative, summative, and performance-based assessment. **5**. PLAN FOR DIFFERENTIATION - Consider the diverse needs of students This is where you as a teacher consider the diverse needs of your learners. Plan activities that would cater to the different learning styles and abilities of your students. This might include group work, individual projects, and other activities, where students would learn and grow their knowledge. **Additional Tips:** 1. **Engage students' ideas** 2. **Organized by units** 3. **Create routines and rhythms** 4. **Use direct instructional modeling** 5. **Incorporate hands-on activities** 6. **Reflect and Revise** **THE POWER OF OBSERVATION IN SCIENCE EDUCATION** **LEARNING OBJECTIVES** **At the end of the lesson, the learner is expected to:** - **Define observation** - **Analyze the role of observation in fostering scientific inquiry;** - **Identify the topic or content of the instruction;** - **Evaluate the effectiveness of various observation-based teaching strategies for promoting a deeper understanding of scientific concepts.** "People's minds are changed through observation and not through argument.\" \- **Will Rogers** \"Reason, Observation, and Experience; the Holy Trinity of Science.\" \- **Robert Green Ingersoll** **WHAT IS OBSERVATION?** Observation is the core, foundation principle, and rationale for the existence of science. Moreover, it is driven by curiosity and the need to find patterns and answers to questions. Technically, observation is defined as an act of recognizing and noting a fact or occurrence often involving measurement with instruments (Merriam-Webster). It involves not only one skill but actually two or more skills. Basic knowledge is learned through sense observations. Observing is not unique to scientists; every human being uses observations, consciously or unconsciously, daily to make decisions. **Bronowski (1981) says:** "Science is not only rational; it is also empirical. Science is an experiment, that is an orderly and reasoned activity. It does not watch the world, it tackles it". (p. 104) **TEACHING AND LEARNING THROUGH OBSERVATION** - Observing helps construct reality and make sense of the classroom environment. - Watching children and listening to them while they are engaged in science activities provide a wealth of data about what they are learning. - Instructional strategies, curriculum content, and assessment techniques can be revised or deleted according to the set of facts collected during observations of children (Foster, 1999). - Gathering data from actual teaching experiences is much more effective than exclusively trusting curriculum guides to inform the teachers about the best practices**.** **IMPORTANCE OF OBSERVATION** **1. The Development of Facts from Observations** - Why are observations important to scientists? Usually, they attempt to find answers to questions by looking for patterns in nature, numbers, or controlled experiments. These patterns are detected in data collected through the use of sense, which we will call sense data (Foster, 1999). Patterns are interpretations made by the observer of the collected data. **2. The Development of Concepts From Observational Facts** - A new view of education is taking shape that reflects the understanding of relationships between systems and their parts. The emphasis is on process rather than products, and through processes, relationships among facts (products) become apparent and meaningful. The contemporary view of science is based on understanding patterns and relationships among organized ideas, which are called concepts. **3. The Indirect Observations** - Most of the time, we collect data through direct observations. In other science disciplines including biology, chemistry, and physics, there are instances wherein we rely on indirect observation. Scientists cannot directly observe the intricate processes within the human body, the motion and structure of molecules or galaxies, or the other layers of the earth. - The knowledge created through indirect observation is referred to as inference (Foster, 1999). In other words, conclusions are deduced from indirect data. Knowledge bases in biology, chemistry, and physics began with direct observation, but the desire to know more has taken the knowledge to levels that must rely on technology for collecting data TOPIC 4: **Experimentations In Science Education and Inductive Guided Inquiry/Inductive Reasoning** **EXPERIMENTATIONS IN SCIENCE EDUCATION AND INDUCTIVE GUIDED INQUIRY/INDUCTIVE REASONING** - **WHAT IS AN EXPERIMENT?** - A scientific procedure that is undertaken to make a discovery, test a hypothesis, or demonstrate a known fact. - **IMPORTANCE OF EXPERIMENTS IN SCIENCE EDUCATION** - Experiments provide students with practical experiences that develop their critical thinking abilities and enhance their comprehension of scientific ideas. - **TYPES OF EXPERIMENTS** 1. **Controlled Experiments** - Manipulate one variable while keeping others constant. 2. **Observational Experiments** - Observe and record natural phenomena. 3. **Modeling Experiments** - Simulate real-world phenomena - **WHAT IS INDUCTIVE INQUIRY?** - Is a teaching method in which the teachers ask the students to infer a conclusion, generalization, or pattern of relationships from a set of data or facts. - **TWO (2) APPROACHES OF INDUCTIVE INQUIRY** 1. **Guided Inductive Inquiry** - When teachers provide the specific- that is, the data or facts- but want the students to make generalizations. 2. **Unguided Inductive Inquiry** - When teachers allow the students to discover the specifics themselves before they make generalizations. - **A GENERAL MODEL OF INQUIRY** 1. **Identifying a Problem** - Being aware of something; what do you want to investigate 2. **Preparing a Statement of Research Objectives** - Proposing a testable hypothesis 3. **Collecting Data** - Gathering evidence - Conducting an experiment - Surveying a sample 4. **Interpreting Data** - Make a meaningful statement supported by data - Testing hypothesis 5. **Developing Tentative Conclusions** - Establishing relationships or patterns - Specifying generalizations 6. **Replication** - Obtaining new data - Revising original conclusions