PSEd 7

2. How the teacher teaches sciences
considering the young learners?
The teacher teaches sciences considering the
young learners by connecting the lesson to be
learned in their daily life so the children can
easily comprehend. Creates an environment that
promotes science by setting up an area in the
classroom where they can be exposed to a
variety of materials like books, mock-ups and
realia. Encourage also the children to be aware
of their surroundings and prepare simple
activities both indoors and outdoors that will
promote their skills in observing and analyzing.

3. How important music in teaching science?
Music is important in teaching science
because it supports the imaginative thinking and
self-expression of the children. Children love
songs, rhymes and chants. So, as a teacher it is
a great tool to help preschoolers learn reading,
mathematics, art and science. Singing the song
everyday will help them to familiarize and
memorize easily the words associated in a song.
Some of the songs like “Old MacDonald Had a
Farm” (where children will know the kinds of
animals living in the farm); “Mary, Mary, Quite
Contrary”(will lead the children to the world of
plants); and “Roses are Red” (encourages
children to explore the five senses) could be use
in teaching science.

4. Integrative Approach in Teaching Science
Sample Semi-Detailed Lesson Plan
I. Objective
 Classifying the objects that are soft, hard, smooth and rough.
II. Subject Matter
Topic : My Hands
Reference : Enhanced Science Power K2 (Placido, L. and Placido, M., 2007)
Transformative Science Learning (Licsi, D.R., et al, 2006)
Materials : real objects, poster, pictures
III. Procedure
A. Preparatory Activities
 Prayer
 Energizer ( I Have Two Hands )
1. Review
2. Motivation
 Reading a short poem about my hands.
B. Developmental Activities
Presentation
 Call children to solve the puzzle in the board.
 Let the children identify the figure form in the puzzle.
 Show the poster of hands
My Hands
These are my hands.
I use them to touch soft and hard objects.
I use them to touch smooth and rough objects.
C. Activities
First Activity
Magic Box
 The teacher will show four small boxes full of different
objects.
 Let the child close his/her eyes while taking the object from
the box.
 Let the child guess the object he/she pick from the box.
 Ask also the child about the texture of the object.
 Repeat the procedure for the remaining boxes.

5. Second Activity
Feeling the Object
 Show the children some common ingredients they can find
in the kitchen.
 Ask them what they feel when they touch the object.
 Does it feel soft, hard, smooth or rough?
D. Generalization
 Ask the children what part of the body they use to feel the
object s.
 Ask the children what are the four characteristics of object we
discussed.
IV. Evaluation
Classifying Objects
Color the objects that are soft.
Color the objects that are hard.
Color the objects that are smooth.
Color the objects that are rough.

6. V. Assignment
Connect the objects with their characteristics. Draw a line between them.
rough
smooth
soft
hard

7. Brain-Based Approach in Teaching
Sample Semi-Detailed Lesson Plan
I. Objective
 Identify plant parts- leaf, flower, stem and roots.
II. Subject Matter
Topic : Plants
Reference : Enhanced Science Power K2 (Placido, L. and Placido, M., 2007)
Transformative Science Learning (Licsi, D.R., et al, 2006)
Materials : real plants, poster, pictures
III. Procedure
A. Preparatory Activities
 Prayer
 Energizer ( Let’s Water the Plants Today )
1. Review
2. Motivation
 Reading a short story about plants.
B. Developmental Activities
Unlocking Difficulties:
Leaf- makes food with help from the sun.
Flower- grows fruit and seeds for new plant.
Stem- carries water and food from roots to all the parts of the plants.
Root- absorbs water and mineral from the soil.
Presentation
 Post the picture of plant in the board.
 Bring also a real plant; introduce to the class a plant.
 Point to all parts and explain their function.
C. Activities
Divide the class into three groups.
Group I
 Arrange the cut-out parts of plants and put them in the
correct order.
Group II
 Trace the dots to form plant and name its part.

8. Group III
 Let the group perform the action song about plants.
 Post and check their work on the board.
 Give appreciation to the work and performance of every group.
D. Generalization
 Show a poster of a plant. Ask the children about the parts of
the plant.
 Let them explain what each part does.
IV. Evaluation
Identify the parts of the plants. Choose the correct word in the box.
V. Assignment
Draw a plant, color and label its parts.
stem roots leaf flower