ubd science Day 3 stage 3

3 STAGES UNDER THE
CURRICULUM DESIGN
STAGE 1 STAGE 2 STAGE 3
RESULTS/
ASSESSMENT DESIRED
LEARNING PLAN
OUTCOMES
-Details the instructional activities
that students will go through to
attain the standards

3 STAGES UNDER THE
CURRICULUM DESIGN
RESULTS/
ASSESSMENT DESIRED
LEARNING PLAN
OUTCOMES
Elements
•Suggested Instructional Activities
•Resources
-Details the instructional
activities that students will
go through to attain the
standards

RESULTS/
DESIRED
OUTCOMES
ASSESSMENT LEARNING PLAN
Teaching Guide (TG)

Implementing UBD-based Learning
Plans

Quarter 1 : Topic: Time Frame:
Stage 1
Content Standard: Performance Standard:
Essential Understanding(s): Essential Question(s):
Students will know: Students will be able to do:
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Stage 3
Teaching/Learning Sequence:
Resources (Web sites, Software, etc.)
Materials/Equipment Needed:

U N D E R S T A N D I N G
W H E R E T O
Explore
Firm Up
Deepen
Transfer++
(Create,
Add value)
Content Standard Perf. Standard
Assessment

W H E R E T O
W- How shall we help students know where they’re
headed and why they’re going there? Where is the
unit/lesson going? What is expected? In what ways
will students be evaluated?
H- How shall we hook and engage students’ interest
through thought-provoking experiences at the
beginning of each instructional episode?

W H E R E T O
E- What experiences shall we provide to help
students make their understandings real? How
shall we equip them for success throughout the
unit or course?
R- How shall we cause students to reflect, revisit,
revise, and rethink?
E- How shall students express their understandings
and engage in meaningful self-evaluation?

W H E R E T O
T- How shall we tailor (differentiate) our
instruction to address the unique
strengths and needs of every
learner?
O- How shall we organize learning
experiences so that students move
from teacher-guided and concrete
activities to independent applications
that emphasize growing conceptual
understandings?
Ref. Brown, J. (2004). Making the Most of Understanding by Design. VA:ASCD.

Learning/Instructional Plan
I. Explore
– Diagnose.
– Activate prior knowledge.
– Clarify expectations and how learning shall be
assessed: standards; products/performances;
criteria, tools.
– Hook and engage student interest.
– Ask EQ; encourage student questions;
welcome tentative responses as guide to
further exploration.

I. EXPLORE
• CONDUCT diagnosis of learners’ prior
knowledge, misconceptions and/or
alternative conceptions on prerequisite
skills/knowledge gained from elementary
science
• INFORM learners to know what they are
expected to learn and do and how their
learning shall be assessed.

Diagnose Learners
Q1- The Scientific Method
Eg. undergo a hands-on assessment to diagnose what
they learned on science processes.
(Teacher’s Notes or TN: diagnosis covers processes
such as observing, classifying, measuring and using
numbers, inferring, predicting, communicating,
using space-time relationship, interpreting data,
defining operationally, controlling variables, making
hypothesis and experimenting. Results of this
diagnosis shall be used to determine the prior
knowledge and/or misconceptions if there is any);

Q1a – The Scientific Method
Prerequisite:
science processes gained from elementary
years such as observing, classifying, measuring
and using numbers, inferring, predicting,
communicating, using space-time relationship,
interpreting data, defining operationally,
controlling variables, making hypothesis and
experimenting

Q1b – Matter, Its Properties and
Changes
Prerequisite:
certain topics in elementary science such as
matter, mixtures and solutions,
physical/chemical change and materials

Q2a – Laws of Motion
Prerequisite:
Knowledge on motion concepts, how it is
being described and why bodies move
from with uniform velocity and uniform
acceleration

Q2b – Energy Transfer
Prerequisite:
Knowledge on energy, energy transfer, heat,
work, power, efficiency of machines,
power ratings of electrical appliances
individually or in pairs

Q2c – Plate Tectonics
Prerequisite:
Knowledge on structure of the earth,
movement of the earth crust, earthquake
and volcano

Q3a – Sun-Moon-Earth System
Prerequisite
Knowledge on the moon, earth and sun and
occurrence of tides, eclipse and seasons

Q3b- Earth and Space Explorations
Prerequisite:
Knowledge on earth’s water, solar system
and beyond the solar system

Q4 – Basics of Ecology and Human
Impact on Ecosystems
Prerequisite:
Knowledge on ecosystems

Hook and engage students
Q2c- Plate Tectonics
The learner shall :
· be introduced to the topic plate tectonics and its
subtopics such as lithosphere and
asthenospheres, continental drift theory,
seafloor spreading, plate tectonics and its
relation to laws of motion and energy,
earthquake, tsunami, mountain formation, and
volcano (TN: strategies to use include either
film showing of a documentary film on any of
the subtopics or science fiction films such as
“Volcano”, “2012”, picture analysis, etc);

Q3a- Sun-Moon-Earth System
The learner shall :
· listen and interpret part of the song “Whispers in
the Dark” which says “…life without love is like
the Earth without the Sun, it only whispers in
the dark.”
• be introduced to the topic Sun-Moon-Earth
System and its subtopics such as day and night
cycle, seasonal patterns, phases of the moon,
eclipses, and tides.

Q4- Basics of Ecology and Human Impact on
Ecosystem
The learner shall:
· be introduced to the topic basics of ecology and
human impact on ecosystems and subtopics such
as Basic Units of Ecology Components of
Ecosystems, Characteristics of Ecosystems,
Functions of the ecosystems (TN: Teacher may
initially (a) play an environmental song or ask
some students present some environmental songs
accompanied by musical instruments before
introducing said topic and subtopics; or (b) show a
trailer/segment of a film about the environment).

Orient learners on standards, products/
performances, criteria and tools
The learner shall:
• be oriented that they need to show their
understanding of scientific methods by
conducting in groups at least one teacher-guided
investigation; and
• be informed that this teacher-guided
investigation shall be based on the
following criteria: (a) community-based,
and (b) application of scientific method/s

Ask EQ(s); encourage student questions;
further exploration
Q1a- The Scientific Method
The learner shall:
• be given time to formulate questions on scientific
methods and cluster these to initially find out what
is/are interesting for them;
• be given time to formulate other questions leading to
Essential Question focusing on the value of
scientific methods (TN: strategies to use include
either KWL, Focus Group Discussion, brainstorming,
think-pair &square, dyads, round robin, etc.);

further exploration
The learner shall:
• generate as many tentative ideas (TI) to the Essential
Question (EQ) as possible to show what they already
know about scientific methods (TN: strategies to use
include either brainstorming, Focus Group
Discussion, graphic organizer, concept mapping,
etc. At this point, the teacher shall be careful not to
reject learners’ opinion but shall encourage them to
give their ideas without being judged as right or
wrong. Each tentative idea (TI) shall be published on
the board);

further exploration
The learner shall:
• be grouped accordingly to choose some of the
identified prior knowledge, misconceptions and
tentative ideas (TI). (TN: Whatever each group of
learners selected, the group shall be asked to
challenge or explore the validity of these prior
knowledge, misconceptions or tentative ideas
during the Firm Up Stage);

II. FIRM UP
The teacher shall:
• Provide a variety of learning resources
• Provide a variety of differentiated activities to
validate responses to EQ
• Process students’ meanings and check these
against the EU
• Encourage students to reflect, revise, or rethink
their understanding
• Check for understanding; provide feedback;
check against content standard

FIRM UP
• GUIDE learners to acquire scientific knowledge which
is about accessing information, i.e., what information is
needed, where information can be located and how
information can be gathered focusing on certain science
concepts
• ENABLE learners to disprove misconceptions,
examine/assess prior knowledge and begin to
discover the validity of tentative ideas (TI) to the EQ;
make their understanding of the scientific method real;
equip them with skills and knowledge for them to be
successful throughout the topic; and undergo
differentiated instruction to address their unique
strengths and needs.

Provide a variety of learning resources
– http://www.deped.gov.ph/iSchool Web
Board/Science Web Board
– http://www.deped.gov.ph/skoool.ph
– http://www.deped.gov.ph/e-turo
– http://www.deped.gov.ph/BSE/iDEP
– http://www.pjoedu.wordpress/Philippine
Studies/FREE TEXTBOOKS
– http://www.teacherplanet.com
– http://www.pil.ph
– http://www.alcob.com/ICT Model School Network
– http://www.APEC Cyber Academy.com
– http://www.globalclassroom.net
– http://www.think.com

• Activity Sheets on science processes
• Checklist of science skills
• Learner Resource Handbook (contains Scientific
Thinking Handbook, La Handbook, Math
Handbook, and Note-Taking Handbook)
• Questionnaire or checklist to survey existing
problems in a community
• Activity sheets on formulating research problems
• Science Research Process Handbook pp. 7-9;
sample investigatory projects; Learner Resource
Handbook
• Activity sheets on formulating hypotheses
• Science Research Process Handbook pp. 10-17;
Learner Resource Handbook
• Internet sources
• Sample investigatory projects.

Materials/Equipment Needed:
• Sample diagnostic sheets on scientific thinking
skills
• Questionnaire/ Checklists/ Interview Guide
• Sample investigatory project manuscripts
• Science Research Process Handbook
• Learner Resource Handbook
• Manual on the safety use of laboratory
equipment/ apparatus

Process students’ meanings and check
these against the EU
Eg.
revisit prior knowledge, and/or TI on
formulating research problem, if any. (TN: The
teacher may ask each group of learners to
discuss those prior knowledge, misconceptions
and/or TI which the group previously chose for
investigation. This group shall be asked to
reason out for either assessing, confirming or
rejecting these respectively in the light of the
activities conducted and analyses made.)

Provide a variety of differentiated
activities

Reactions and Interactions
Recognize that the ability of a reaction to occur and the extent to which it
proceeds depends upon the relative stability of the reactants compared to
the products and the condition under which the reaction occurs
EXAMPLE 1
Ms. Barnes prepared for the lab on simple reactions
between metals and acids. At the conclusion of the
experiment, she wanted students to understand that
there is a direct relationship between the concentration
of an acid and the reaction rate. To help them
understand this important direct relationship, she set up
different test stations for students to observe. Each
station has the same mass of a given metal. Each of the
containers held increasing concentrations of HCl.
Students had to combine the reactants and analyze the
data for trends in the reaction rates.

Reactions and Interactions
Recognize that the ability of a reaction to occur and the extent to which it
proceeds depends upon the relative stability of the reactants compared to
the products and the condition under which the reaction occurs
EXAMPLE 2
Mr. Luther knew at the outset of his chemistry unit on reaction
rates that he had students who not only had different levels
of prior knowledge about aspects of chemistry, but also
learned more quickly than others in the class. He decided to
provide most of his students with a hands-on lab that
helped students understand that there is a direct
relationship between the concentration of an acid and the
reaction rate.
He provided the remaining students with the same metal and
solutions as the other group, but invited them to find the
ideal conditions for the fastest reaction time.

Greenhouse Effect
Investigate how the atmosphere is heated from Earth’s surface due to absorption of
solar energy, which is reradiated as thermal energy and trapped by selective
absorbers.
Example 1
Mrs. Moore began her week long unit on the Greenhouse Effect and global warming
with two journal prompts: What is your definition of global warming? and How does
it affect our environment?
Students read, Early Signs of Spring Global Warming (
http://www.ucsusa.org/global_warming ) and Mrs. Moore asked questions such as:
What is the urban heat-island effect and how does it contribute to our
understanding of global warming? In addition, she reviewed the greenhouse effect
as well as the enhanced greenhouse effect.
The concluding activity was a simulation and students could choose the membership
for their groups. Each group became an organization concerned about global
warming and was about to attend a local global warming summit. Each group had
to name themselves and come up with a series of strategy statements to better
control greenhouse gases. They were invited to use any resources and given the
following questions:
What are greenhouse gases? What effects do the gases have on our environment?
What solutions are already in place to restrict the emission of greenhouse gases?
What other solutions would your team like to put into place?

Greenhouse Effect
absorbers.
Example 2
Ms. Jason began her two week unit with clips from “An Inconvenient Truth” to
hook her students into the content of the upcoming lessons and a pre-assessment
to determine her students’ background knowledge about this
critical contemporary topic.
She spent the next several days explaining –with the aid of her text and
visual and audio internet resources – the greenhouse effect and the
enhanced greenhouse effect. She used heterogeneous small groups and
reciprocal teaching to ensure that students understood these abstract
processes. Above-grade level students were invited to find, summarize
and post their findings on 3-5 of the most current articles on the impact of
global warming. She rotated to the groups to determine misconceptions
and ask critical, leading questions.

Greenhouse Effect
absorbers.
Example 2, continuation
• Mrs. Jason left the last week for a culminating project in which students
had to summarize the evidence for/against the role of human activity in
global warming. Based on her observations, she assigned students to one
of five groups based on their ability to handle abstract, complex material:
(1) coral bleaching; (2) warming of the oceans; (3) glacial melting; (4) the
relationship among the formation of ozone holes, global warming and
greenhouse effect; and (5) the concentration of greenhouse gas over time.
• Each group was responsible for a 5-8 minute presentation to share their
evidence and conclusion about the extent of the role of human activity in
global warming. Extension for interested students: View “An Inconvenient
Truth in its entirety with the following questions in mind: Is there any
evidence that Gore’s hypothesis may be “hot air”? (see
http:///ww.bbc.co.uk/blogs/today/tomfeilden/2009/09/an-inconvenient
_truth_about_gl.html

TOWER BUILDING
• ACTIVITY 1:
Materials allowed: 5 sheets of newspaper, 1 meter of sticky tape,
scissors
Task: Using only these materials, build the tallest tower possible which
can stand without being attached at the top.
• ACTIVITY 2:
Materials allowed: 5 sheets of newspaper, 1 meter of sticky tape,
scissors
Task: Using only these materials, build the tallest tower possible which
can stand without being attached at the top. Members of the group
should discuss the task before constructing the tower and should
agree on the construction design
• ACTIVITY 3
Materials allowed: Any materials which students can obtain
Task: To build the tallest, lightest tower possible, in the time of a single
period, which can stand on its own without being attached at the top.
Timeline: 30 minutes planning, 30 minutes building

Encourage students to reflect, revise, or
rethink their understanding
Eg.
revisit prior knowledge, and/or tentative idea
(TI) on formulating research problem, if any.
(TN: The teacher may ask each group of
learners to discuss those prior knowledge,
misconceptions and/or TI which the group
previously chose for investigation. This group
shall be asked to reason out for either
assessing, confirming or rejecting these
respectively in the light of the activities
conducted and analyses made.)

III. Deepen
– Provide a variety of learning resources and
differentiated activities/learning experiences in
similar contexts to further validate student
understanding.
– Encourage students to reflect, rethink, revise
their understanding.
– Have students express their understanding
– Check for mastery of EU; provide feedback;
check against content standard.

III. DEEPEN
• ENGAGE learners to understand scientific
knowledge which includes the processing
and making meanings out of the information.
• ENCOURAGE learners to express their
understandings and engage in meaningful
self-evaluation; and undergo in-depth study of
science using multiple sources of information
and various modalities of manifesting learning.

Assessing Facets of
Understanding:
• requires developing the prerequisites
before assessing them
• involves the use of certain criteria
• may be done in varied ways – (a)
randomly asking more than 5 learners per
FU, (b) conducting an exhibit/science fair,
etc.

Synthesizing how scientific knowledge is
acquired and validated
Prerequisite Skills
• Identifying questions that can be answered
through scientific investigations
• Designing and conducting scientific investigation
• Thinking logically to make the relationships
between evidence and explain
• Recognize alternative explanations and
predictions

Making sense of the importance of translating
data collected through graphs and tables using
scientific method(s)
Prerequisite Skills
• Classifying data
• Recording and organizing data using
tables and graphs
• Describing the collected data

Using scientific methods in solving problems at
home considering social, cultural, economic and/or
other factors
Prerequisite Skills
• Gathering, synthesizing and evaluating
information from multiple sources
• Identifying specific problems at
home/community
• Proposing solutions from the alternative
solutions identified

Analyze how approaches/procedures of
investigations done by some scientists differ from or
similar to those of others.
Prerequisite Skills
• Noting details or features of approaches
• Comparing these approaches based on
the similarities
• Contrasting these approaches based on
the differences

Assuming the role of scientist/s
Becoming open to emulate scientists the way
they develop their attitudes and values while using
Prerequisite Skills
• Recognizing varied scientific attitudes and
values
• Detecting how the identified scientist
works using scientific method

Recognizing one’s best
contribution to community using
Prerequisite Skills
• Recognizing one’s potentials
• Determining how the knowledge of
scientific methods improve/ affect one’s
view and/or potentials

Criteria used in assessing FU
Explanation
a. Thorough ( demonstrating knowledge of a range of
facts, scientific concepts, principles, relationships,
laws, and relating them to natural phenomena and
technology)
b. Justifiable (providing depth and breadth of
scientific reasoning)
c. Clear (clearly expressing one’s scientific thoughts
in written or oral form)
d. Accurate (providing objectivity in conveying
correct data/ information of science concepts and
processes)

Interpretation
a. Meaningful ( giving brief yet substantial
discussion on the importance of a science
concept, idea or event)
b. Illustrative (using graphs and tables to show
the relationship or connections of science
concepts/ processes to technology and
natural phenomena; making use of
inference to draw out meaning from varied
observations)

Application
a. Appropriate (using/ adapting/ customizing the
solutions/,processes proposed measures/
procedures/ activities in different/several situations
or contexts)
b. Practical ( doing/using the solutions/,processes
proposed measures/ procedures/ activities easily)
c. Efficient ( employing the productive use of time and
resources)
d. Effective (achieving the desired/ expected
results/outputs written or oral form)

Perspective
a. Insightful ( developing his own view after
considering all the situations/ views)
b. Credible ( citing authoritative sources of
information while arguing or defending a
point of view)
c. Critical ( combining research, knowledge of
historical context, and balanced judgment;
deciding to choose the most reasonable view
based on objectivity and discretion to
disregard personal biases/ prejudices)

Empathy
a. Perceptive (recognizing emotions/ worldviews
of others)
b. Open-minded/Receptive (accepting or
listening readily/ willingly the ideas,
experiences, concepts, emotions, worldviews
that might seem strange or unusual)
c. Sensitive/ Responsive (exhibiting one’s
feelings and worldviews)

Self- Knowledge
a. Reflective (becoming aware of one’s
limitations, and of how one’s though is
influenced/ shaped by certain factors (eg.
acquisition of comprehensive knowledge and
skills on something)
b. Responsive (reacting positively as a result of
redirecting/ changing one’s thought or view)

Way of Assessing FUs
Eg. Q1a – The Scientific Method
The learner shall:
• prepare the exhibit area; and
• showcase in a science exhibit their community-based
investigation (teachers and experts shall
be invited during the presentation where they
shall: (1) ask questions pertinent to the
investigation conducted, (2) ask questions
involving facets of understanding, (3) ask
essential question to draw out essential
understanding. .

Way of Assessing FUs
Eg. Q1a – Matter, Its Properties and Changes
The learner shall:
• develop products manifesting changes in the
properties of matter which, at the same time
beneficial or useful to society; and
· conduct “Tiangge sa Iskul”, a classroom product
fair or agri-fair (for learners to present products and
for the teacher, parents and community members to
assess the product, draw out facets of
understanding and Essential Understanding)

Drawing Out of the EU(s)
Learners shall:
• contemplate on the Essential Question
• reexamine their revised tentative idea (TI).
• justify the TI based on the understanding(s)
gained with or without modifications

IV. Transfer
– Provide for transfer of learning to a new or
different context.
– Evaluate product/performance; check against
performance standard.

IV. TRANSFER++
• ENCOURAGE learners to organize their learning
experiences so that they can move from teacher-guided
and concrete activities to independent
applications where they create or produce new
knowledge in science.
• CHALLENGE learners to transfer their learning
in new settings and use this creatively to
generate new ideas, view things differently
and reengineers processes.
• INVOLVE learners to design, construct, plan,
produce new knowledge and/or invent
products which can contribute to the protection of
the environment and sustainable use of resources.

Evaluating product/ performance; check
against performance standard
• Conduct of a science exhibit their community-based
investigation (teachers and experts shall
be invited during the presentation where they
shall: (1) ask questions pertinent to the
investigation conducted, (2) ask questions
involving facets of understanding, (3) ask
essential question to draw out essential
understanding.

Evaluating product/ performance; check
against performance standard
· conduct of “Tiangge sa Klasrum”, a
classroom product fair or agri-fair (for
learners to present products and for the
teacher to draw out facets of
understanding and EUs; for the parents
and community members to assess the
product/s )

Activity
•Find 9
hidden
images

Activity
•Answer this
question:
How many
animals consist
this face?

Activity
•Briefly
describe what
you see in the
illustration.

Science
Process
(Basic)
Definition Example Purpose
Observing Becoming aware
of an object or
event by using
any of the five
senses to identify
properties
Using one or
more of the five
senses to gather
or collect
information about
objects and
phenomena or
events
Looking at a
leaf to identify
its color,
texture,
shape, etc.
By observing we learn
about the world around
us. The information we
gain leads to further
investigation or use of
other processes such as
inferring ,communicating,
predicting, measuring,
and classifying

Activity
Procedure
•Find a partner.
•Ask your partner to get a pen and a
scratch paper and let him/her face the
back side of this hall.
•Look at the illustration.

PROCEDURE:
•Think about how you might describe this
figure to your partner in sufficient details so
that he/she could draw it from your
description. Your partner will need to know
what kind of lines to draw, where to place
them, and how long they should be.
•Look at the figure again and keep looking at
it for 2 minutes until you perceive it in a way
that is different from how you initially
perceived it.
•Carefully consider how you will describe
the figure to your partner before you begin
speaking.
•Without your partner seeing the figure,
effectively communicate to him/her how to
make lines so that the completed drawing
looks as much as like the figure.
FIGURE

Science
Process
(Basic)
Communicating Giving or
exchanging
information
verbally, orally
and/or in writing
Expressing ideas
in many forms
Describing the
shape of a
leaf.
This process enables an
individual to express
ideas, feelings, and
needs to others.
Communication is basic
to problem solving.

Models Graph Symbols Maps
Oral
Descriptions
Body
Language
Music
Data Tables
Numbers
Drawings
Written
Language
Concept
Maps
Charts

ACTIVITY
Direction: Read and analyze this text carefully.
SKALOOTERS AND DISEASE
Skalooters may enter any part of the body of a larger living thing.
When they enter they may rapidly avornate. This often takes place
if a greik is weak, tired, poorly fed or injured. As the skalooters
grow and reproduce poisonous morogums called tameloses. The
skalooter that causes sunatet, muirdiriclos sunateti, is an example.
The skalooter is killed by featsure from the air, but produces
tantiser naquims which can survive in the soil. If the soil containing
these naquims gets into a deep wound where there is no featsure
the naquims will cenable and grow. Muirdiriclos sunateti then
makes a tamelose which enters the body from the would and
causes sunatet. This tamelose is very strong. One gram of the
tamelose could kill millions of guinea pigs.

COMMUNICATING involves the use of
language of science. When we communicate we
consider these three premises:
1.Learning the language of science is a major
part (if not the major part ) of science education.
Every science lesson is a language lesson.
2. Language is a major barrier (if not the major
barrier) to most pupils in learning science.
3. There are many practical strategies which can
help to overcome these barriers.

Activity
The chart below shows a binary classification system of identified observable
properties of pasta shapes.
Original Set of Pasta Shapes (Spiral, shell, elbow, bowtie,
wheel, tube)
Observable
Properties
Yes No
1. Cylindrical
shape
Tube, wheel, elbow Spiral, shell,
bowtie
2. Twists or turns Tube, elbow, spiral Shell, wheel,
bowtie
3. Has
compartments
Wheel Spiral, shell,
elbow, bowtie,
tube
4. Ribbed surfaces Tube, wheel, shell Spiral, elbow,
bowtie
Use the same set of data to construct the following:
A.A multi-stage classification system for a set of pasta shapes
B.A serial order classification for a set of pasta shapes

Original Set of Pasta Shapes
_____________________
Surface Ribbed
_______________
Surface Not Ribbed
________________
Cylindrical shape
___________
Not cylindrical shape
____________
Twists or Turns
____________
Not Twists or Turns
___________
Cylinder Has
Compartments
___________
Hollow
_________
Not Hollow
__________
Cylinder has no
compartments
______
A MULTI-STAGE
CLASSIFICATION
SYSTEM

A SERIAL ORDER
CLASSIFICATION
SYSTEM
Least Most
Surface Area
Shortest Longest
Length

Original Set of Pasta Shapes
Spiral, shell, elbow, wheel,
tube
Surface Ribbed
Tube, shell, wheel
Surface Not Ribbed
Spiral, elbow, bowtie
Cylindrical shape
Tube, wheel
Not cylindrical shape
Shell
Twists or Turns
Spiral, elbow
Not Twists or Turns
Bowtie
Cylinder Has
Compartments
Wheel
Hollow
Elbow
Not Hollow
Spiral
Cylinder has no
compartments
Tube
A MULTI-STAGE
CLASSIFICATION
SYSTEM

A SERIAL ORDER
CLASSIFICATION
SYSTEM
spiral, tube
Most
Shell elbow wheel
Surface Area
Shortest Longest
Length
Least
bowtie
Shell elbow wheel spiral, tube bowtie

Science
Process
(Basic)
Classifying Grouping or
ordering objects
or events
according to an
established
scheme
Arranging or
distributing
objects, events or
information
representing
objects or events
in classes
according to
some method or
system
Put into an order
Arranging
leaves
according to
shape
Classify organisms,
things, phenomena,
event, etc into different
groups
Helpful in the formation
of concepts

Activity
Direction: Determine whether the following should be
measured in meters, liters, or kilograms
Properties Appropriate measurement
(s)
1. The volume of liquid in a soda bottle
2. The mass of the contents of a cereal box
3. The height of a ladder
4. The length of a ladder
5. The volume of gasoline in a container
6. Your body mass

Science
Process
(Basic)
Measuring and
Using Numbers
Comparing
objects to
arbitrary units that
may or may not
be standardized.
A skill essential to
most
investigations
Applying
mathematical
rules or formulas
to calculate
quantities or
determine
relationships from
basic
measurements
(using numbers)
Using a stop
watch to
measure the
time taken (in
minutes) for a
piece of ice to
melt
Helpful to make
observation more precise
This can be used to
communicate effectively
to others

Activity
Direction: Determine the possible conditions/reasons for the following observations:
Observations Conditions/
reasons
1. The brass knob on the door is not bright and shiny.
2. There is a spot in the from yard where grass does not grow.
3. Iodine is seen turning purple when put on a potato chip.
4. The pages of a book are yellow.
5. Through a window, the flag is seen waving.
6. The fish are floating on top of the tank.
7. The drinking water smells like rotten eggs.
8. The cabbages that were growing in the garden are gone and
there are droppings on the ground.
9. One star is brighter than the others.

Answer
Direction: Determine the possible conditions/reasons for the following observations:
Observations Conditions/ reasons
1. The brass knob on the door is not bright
The office is not used often.
and shiny.
2. There is a spot in the from yard where
grass does not grow.
Someone may have spilled a toxic substance.
3. Iodine is seen turning purple when put on
a potato chip.
The chip has starch in it.
4. The pages of a book are yellow. Either that the book is old or that the paper
was dyed yellow to give it an old appearance.
5. Through a window, the flag is seen
waving.
It must be windy outside.
6. The fish are floating on top of the tank. Perhaps no one fed the fish.
7. The drinking water smells like rotten eggs. Maybe it has become contaminated
8. The cabbages that were growing in the
The rabbits have been there.
garden are gone and there are droppings on
the ground.
9. One star is brighter than the others. This star is closer to Earth than the others.

Science
Process
(Basic)
Inferring Making an early
conclusion based
on certain
observations
There are
holes on the
leaf and we
infer that the
leaf is eaten
by caterpillars
We have better
appreciation of our
environment when we
are able to interpret and
explain things around us.

Activity
Direction: The chart below is an example showing the relationship between the date and
the time of the day the sun appears to rise at certain place on Earth. Study the chart and
answer the questions that follow:
Date Sunrise Time Date Sunrise Time
January 1 7.24 May 1 5.00
January 12 7.20 June 1 4.31
February 1 7.12 July 1 4.33
February 15 6.52 August 1 4.56
March 1 6.35 September 1 5.25
March 15 6.08 October 1 5.24
April 1 5.42 November 1 6.28
April 15 5.21 December 1 7.01
Questions:
1.What time did the sun appear to rise on Jan. 1?................On Feb. 1?......
2.Would you expect the sunrise time for Jan. 15 to be about halfway between
sunrise times for Jan. 1 and Feb.1?............Is it? ………………….(Check the
observed time. Note that Jan. 15 is not exactly halfway between Jan. 1 and Feb. 1
but it is close.
3.Use the halfway method to determine the sunrise time for Feb. 15. (Try not to
look until you have figured it). What is your answer?
4.What is the possible sunrise time for October 15?
5.Suppose you wanted to guess sunrise time for a date that was not halfway
between two other given dates? Using the table, determine the sunrise time for
September 10.

Science
Process
(Basic)
Predicting Making a forecast
of future events
or conditions
expected to
happen
Stating that an
ice cube that
weighs two
times heavier
than that of
another will
require twice
the time to
melt.
The ability to make
predictions about objects
and events allow us to
determine appropriate
action toward our
environment.

All of these are Gligs.
None of these is a Glig.
Which of these are Gligs?
What are Gligs?

All of these are Shlooms.
None of these is a Shloom.
Which of these are Shlooms?
What are Shlooms?

All of these are Wibbles.
None of these is a Wibble.
Which of these are Wibbles?
What are Wibbles?

Science
Process
(Integrated)
Defining
Operationally
Stating specific
information about
an object or
phenomena
based on
experiences with
it
Skill in making
working
definitions
Hydrochloric
acid contains
hydrogen.
Nitric acid
contains
hydrogen.
What kind of
substance is
an acid?
This helps us give a
precise explanation

Activity
Direction: Construct a hypothesis related to the following
problems:
Problem Hypothesis/ Hypotheses
1.What affects the speed of a
car? (Select the variable size of
tires to test)
2.What factors determine the rate
at which an object falls through
air?
3.What affects how fast salt
dissolves in water?

Answer
Direction: Construct a hypothesis related to the following problems:
Problem Hypothesis/ Hypotheses
1.What affects the speed of a car? (Select
the variable size of tires to test)
As the size of its tires increase, the
speed of car decreases
2.What factors determine the rate at which
an object falls through air?
As the volume of an object
increases, the rate at which it falls
through air decreases
As the surface area of an object
increases, the rate at which it falls
through air decreases
The longer (or farther) an object falls
through air, the faster it will fall
The more weight an object has, the
faster it will fall through air
3.What affects how fast salt dissolves in
water?
The greater the quantity of salt, the
longer it will take to dissolve

Science
Process
(Integrated)
Constructing
Hypothesis/
hypotheses
Constructing a
statement that is
tentative about
what is thought to
be true based on
reasoning and
observations.
It is a way of
providing
statement on the
relationship
between two
variables.
Making
statement(s)
to be used as
the basis for
an
investigation
Hypotheses give
directions for a person to
carry out further
investigations.

Activity
Direction: Based on the given problems, identify the
factors that may affect the following.
Problem Factors
1. the speed of a car
2. the rate at which an object falls
through air
3. the rate at which the salt
dissolves in water
Answer the following questions:
1.Which is/are manipulated or changed in items 1, 2
and 3?
2.Which is/are the results in items 1,2 and 3?

Science
Processes
(Integrated)
Identifying
and
controlling
variables
Recognizing the
characteristics
of objects of
factors in events
that are
constant or
change under
different
conditions
Listing or describing
the factors that are
thought to, or would
influence the rate at
which the ice cube
melts (eg.
Temperature, air
movement)
The process of
identifying and controlling
variables is very
important in scientific
inquiry. The most
definitive results of an
investigation are
obtained when the
variables can be
identified and carefully
controlled.
Defining
variables
operationally
Specifying the
variables and
how they can be
measured. They
may be
specified
differently for
different
investigations.
In studying about the
effects of fertilizer on
the rate of growth, rate
of growth can be
defined as the
increase in height in
mm per week. The
amount of fertilizer can
be defined as the
weight of the fertilizer
in mg given to the
This skill is very useful in
carrying out
investigations so that
precise data can be
obtained

Activity
Direction: Here is a written description of an investigation.
Read the paragraph and record the data in the
accompanying table.
Results of an investigation
The heights that balls bounced when dropped at different distances were
measured. A ball dropped 50 cm bounced 40 cm high. A 10 cm drop
bounced 8 cm. A ball bounced 24 cm when dropped 30 cm. The bounce
was 56 cm high for 70 cm drop. A 100 cm drop bounced 80 cm.
Length of Drop (cm) Height of Bounce (cm)
10
30
50
70
100

Activity
Direction: Here is a written description of an investigation.
Read the paragraph.
Results of an investigation
A study was conducted to see if the number of surfers on the beach was
affected by the average height of waves. It was found out that for average
height of 15 waves, there was only one surfer. For an average height of 45
waves, there were two surfers. On the other hand, when the average height
of waves reached 75, three were observed to surf. Finally, for an average
height of 105 waves, four surfers were observed.
Construct a graph from the data obtained by doing the
following :
1.Label the x-axis as the manipulated variable and y-axis as
the responding variable
2.Determine an interval scale for each axis that is appropriate
for the data to be plotted.
3.Plot the data pairs as data points on a graph.

Science
Processes
(Integrated)
Recording Data Collecting bits of
information about objects
and events that illustrate a
specific situation
Gathering information
about observations and
measurements in a
systematic way.
Converting numerical
quantities into a diagram
that shows the
relationships among the
quantities
Taking notes,
graphing or
tabulating data or
readings of a
thermometer
during an
investigation
Data collected in a
proper manner will help
us identify patterns in
the results.
Interpreting
Data
Analyzing data that have
been obtained and
organized by determining
apparent patterns or
relationships in the data
Studying a graph,
chart, or table of
data
Skill of interpreting
data will help a person
understand what
others try to explain. In
everyday life, we are
constantly interpreting
data when we watch
the news in television
or when we read
weather maps.

1.Problem: What affects how fast salt dissolves in water?
2.Hypothesis: The greater the quantity of salt, the longer it will take to dissolve.
3.Design: Differing amounts of salt ( t6, 12, 19, 24 and 30 grains) will be measured and placed in 250 ml
of water. The water will be stirred until no more salt crystals are observed and the length of time it
takes for the salt to disappear will be recorded. The procedure will be repeated two more times and
the average time to dissolve will be calculated. The constant variables are : temperature of water, kind
of salt used and the manner of stirring.
4. Data in table:
Amount of
Salt
Time to dissolve (seconds) Average
5. Relationship (observed between variables: The greater the amount of salt added to the water, the
longer it took to dissolve).
6. Findings: The data supported the hypothesis.
Time to
1 2 3 dissolve
6 35 34 35 35
12 53 51 53 52
19 60 60 61 60
24 75 77 73 75
30 86 87 87 87

Science
Process
(Integrate
d)
Experiment
ing
Experimenting is
the activity that
puts together all
the process skills
from identifying
problems to
making
conclusions
Experiment
to study the
solubility of
sugar in
water
This skill helps
students to act
like a scientist.
In everyday
life, it helps a
person solve a
problem
systematically
and
scientifically.

Science
Processes
Definition Example
Basic Skills that form the
foundation for later and
more complex skills
Observing,
communicating,
classifying,
measuring,
inferring, and
predicting.
Integrated Skills in which an individual
will need to learn to design
and conduct scientific
investigations. These
empower individuals to
answer many of their
questions.
Defining
operationally,
identifying and
controlling
variables, recording
and interpreting
data, constructing
hypothesis, and
experimenting

What is Science?
It means…
•Growing plants
•Collecting rocks
•Mixing chemicals
•Measuring shadows
•Looking at stars
•Finding out how planets move
•Finding out what happens to food
when we eat it
•Determining why dinosaurs became
extinct
•Discovering, explaining, questioning,
gathering data, testing, describing

What is Science?
It means…
•Making concrete that is stronger,
rivers that are cleaner, detergents
that are less harmful, diets that are
more wholesome
•Inventing ways to lift heavy objects,
to get tennis balls off the roof, to
keep elephants off the garden
•Inventing/creating/ producing/
doing microwave ovens, fiber optics,
robotics, spaceships, nuclear power,
heart transplants and in-vitro
fertilization

What is Science?
It means studying…
•People who undertake scientific
activity in laboratories, in forests, in the
Antarctic;
•People who control science in our
government and institutions;
•People who use the results of science;
•Those whose lives are affected by
science

What is Science?
It means …
•Thinking, building, feeling, expressing,
believing, resolving, organizing,
enjoying
•Working in teams and working alone,
gaining confidence and developing
abilities and approaches that are
important in many aspects of our lives.
•Valuing, caring, being responsible,
making decisions and taking action

ACTIVITY
Direction:
1.Individually, write all the things that you want to know about the
scientific method.
2.Reflect on the questions made and check those questions that
interest you most.
3. Group yourselves into four.
4. Select your leader and a secretary within your group
5. Share your most important questions
6. As a group, cluster the questions appropriately and retain only
one question among those that are similar
7. Collectively discuss the tentative answers to the remaining
important questions that are clustered together.
8. Let the leader share the questions and their tentative
answer(s) to the class.
9. Let the each group select the question with TI that they will
discover, probe further/ validate in the Firm Up.

Community-Based
Investigation
In looking for a topic for investigation, a
group of student-researchers first
conducted a survey of the existing
problems in a farming community.
They interviewed community officials
and observed the community. From the
interviews and observations, the
students identified certain problems.

Identified Problems
• Absence of an irrigation system
• Lack of farm-to-market roads
• Abundance of farm pests like locusts and
rats
• Laziness of the farmers
• High cost of farm inputs particularly
fertilizer

Activity
Discuss within your group which among these
identified problems can be solved by students at
their level
• Absence of an irrigation system
• Lack of farm-to-market roads
• Abundance of farm pests like locusts and rats
• Laziness of the farmers
• High cost of farm inputs particularly fertilizer

Answer
Identified
Problems
Can be solved by
students at their level
Reason
Yes No
Absence of an
irrigation system
Lack of farm-to-market
roads
Abundance of farm
pests like locusts
and rats
Laziness of the
farmers
High cost of farm
inputs particularly
fertilizer

Answer
Identified
Problems
Can be solved by
students at their level
Reason
Yes No
Absence of an
irrigation system
Very expensive to undertake
Lack of farm-to-market
roads
Very expensive to undertake
Abundance of farm
pests like locusts
and rats
Covers a wide scope that involves the
simultaneous conduct of many other
researches and requires expertise
beyond the ability of the student-researchers
Laziness of the
farmers
It is a social problem and is very difficult
for the student-researchers to handle
High cost of farm
inputs particularly
fertilizer
Practical for students to work on

Activity
Your group decided to focus on the response of okra
plant to horse manure and urea. Based on this
agreement formulate the research problem by :
• Stating the main problem and sub-problems of this
investigation
• State the significance of the research problem
• State the scope and limitations of the research
problem; and
• Identify the variables involved in the study
(independent, dependent and extraneous)

Response of Okra to Horse Manure
and Urea: A Comparative Study
Main Problem: Compare the effect of horse manure and
urea on the growth of okra plant
Sub-problems:
1. How will the effect of horse manure and urea on the
growth of okra plants differ in terms of:
• height of the okra plant?
• time of flowering per okra plant?
• number of pods per okra plant?
• final weight of each of the okra plants?
• final total weight of the pods per okra plant?

Response of Okra to Horse Manure
and Urea: A Comparative Study
Main Problem: Compare the effect of horse manure and
urea on the growth of okra plant
Sub-problems:
2. How will the use of horse manure and urea affect the
following:
• average height per plant?
• time of flowering per plant?
• number of pods per plant?
• number of leaves per plant?
• total weight of plants per plot?

Variables
Independent
• Kind of fertilizer used (horse manure and
urea)
Dependent
• Response (growth) of okra
• Effect (plant height, time of flowering,
number of pods, and final weight of the
plants
Extraneous variables
• Quality of okra seed planted (size and age)
• Sources of horse manure and urea

ACTIVITY
Ways of Formulating Hypotheses
Direction: Construct the hypothesis based on the formulated research
problem
Stated Problem Null Alternative Cause and
Effect
Comparing the effects
of horse manure on the
ff. variables:
1.Average height per
plant
2.Time of flowering per
plant
3.Number of pods per
plant
4.Number of leaves per
plant
5.Total weight of plants
per plot

Answer
Ways of Formulating Hypothesis
Direction: Construct the hypothesis based on the formulated research problem
Stated Problem Null Alternative Cause and Effect
Comparing the effects of
horse manure on the ff.
variables:
plant
plant
plant
plant
per plot
There is no significant
difference between the
effects of horse manure
and urea on the
following variables:
plant
plant
plant
plant
per plot
There is a significant
and urea on the
following variables:
plant
plant
plant
plant
per plot
If there is a significant
and urea, then the
growth of the plants
differ significantly in
terms of:
plant
plant
plant
plant
per plot

Activity
Provide a Time Table (Gantt Chart). It should be detailed
enough indicating the time needed to finish all the activities
you plan to do.
ACTIVITIES DURATION (Weeks)
1st 2nd 3rd 4th 5th
1. Planning the experiment

1st 2nd 3rd 4th 5th 6th
1. Planning the experiment
2. Setting of experimental
design
3. Preparation of
experimental plots by
elevating the soil to the
desired level
4. Procurement of supplies
and materials
5. Selecting seeds
(separating viable from
non-viable)
6. Germination of viable
seeds
7. Selection of seedlings
8. Planting seedlings
9. Treatment of planted plots
with varying amounts of
horse manure and urea

1st 2nd 3rd 4th 5th 6th
10. Care and management
a. Regular watering of the
plants
b. Periodic weeding
c. Removal of destructive
insects by hand
11. Data gathering and
recording
a. Elongation and expansion
of stem
b. Number of leaves
c. Time of flowering
d. Number of pods
e. Weight of the whole plant
after the experiment
12. Writing of results

MATERIALS AND METHODS (of the sample experiment)
To determine the effect of horse manure and urea on
plant growth and development, 3 garden plots were
prepared in school on an area receiving sufficient
sunlight the whole day. Thirty sacks of garden soil were
bought from Manila Seedlings Bank. The plots (A, B and
C), each measuring 150 cm long by 60 cm wide received
10 sacks of garden soil forming an elevation of about 30
cm. Canals were dug around the 3 plots to provide
drainage. One kilogram or urea was bought from an
agricultural shop while one sack of horse manure was
obtained from a stud farm in Los Banos, Laguna. The
Bureau of Plant Industry in Manila provided one bag of
okra seeds. The plots were watered once a day for a
period of 5 days to settle the soil particles.

Meanwhile, seeds of okra seeds were germinated in tray lined with 3 layers
of wet absorbent paper. Exactly one week after germination, the seedlings
were transplanted in the garden plots.
After another week, seedlings of okra were randomly selected and planted
25 cm apart in 6 rows and 3 columns in plots A, B and C. There were 18
plants per plot or a total of 54 plants per plot or a total of 54 plants in the 3
plots. Since measurements obtained from each plant were likely to vary
even if each plot was treated alike, replications in terms of having 18 plants
per plot was agreed upon.

To find out how okra seedlings were affected by horse manure and
urea, it was decided that plant response be measured in terms of plant
height, number of leaves, number of days before flowering starts,
number of pods that develops and later, the total weight of the
groupos of plants in each of the 3 plants
To enable the seedlings to adjust to environmental conditions, fertilizer
was applied on the 4th week. However, before fertilizer treatment, initial
measurements of height and leaf counts were done in all three plots.
Initial data collected were summarized in a table.

ACTIVITY : Identifying activities for Micro
Teaching
PROCEDURE
1.Group yourselves into two to represent two
topics – (a) The Scientific Method, and (b)
Matter, Its Properties and Changes
2.Refer to the TG of the topic assigned to the
group.
3. Go over the three stages of the instructional
plan.
4. Focus on the four phases of the teaching
learning sequence under Stage 3.

ACTIVITY : Identifying activities for Micro
Teaching
PROCEDURE
5. Divide the group members into 4 sub-groups.
Each sub-group shall work on each phase –
Explore, Firm Up, Deepen and Transfer.
6. Under each sub-group, assign each member to
think of activities to carry out the most difficult
bulleted activity.
7. Prepare to do a micro teaching

ACTIVITY : Micro-teaching Proper
PROCEDURE
1.Assign some observers .
2.Let these observers take note their observations

ACTIVITY : Post – teaching Conference
PROCEDURE
1.Observers shall give their comments and
observations based on the micro teaching
2. Demo teachers shall answer the following
questions:
• What would you do differently and better if
you would do a re-run of the lesson?
• Why would you do those things differently?

ACTIVITY
PROCEDURE
1. Express orally and in
writing your understanding of
Stage 3

ubd science Day 3 stage 3

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