TEACHER’S GUIDE FOR OHSP ONLINE MODULE
GRADE 7 SCIENCE
THE INVESTIGATORY PROCESS (MAKING SENSE OF THE SCIENTIFIC METHOD)
Writers: CIELO ALCERA AND CYRIL B. LUSUEGRO
SECTION 1. GENERAL INSTRUCTIONAL DESIGN
QUARTER: FIRST
UNIT TOPIC(S): THE INVESTIGATORY PROCESS
MODULE MAP:
INVESTIGATORY
PROCESS
SCIENTISTS AND
SCIENTIFIC VALUES
THE SCIENTIFIC METHOD
DESIGNING AN EXPERIMENT
STAGE I: ESTABLISHING DESIRED LEARNING OUTCOMES
CONTENT STANDARD:
The learner demonstrates understanding of scientific way of acquiring knowledge and
solving problems
1
PERFORMANCE STANDARD:
The learner conducts simple investigations using the inquiry approach
(A) LEARNING COMPETENCIES:
a. Discuss the importance of scientific values in decision-making and problem
solving in daily life
b. Discuss the different steps of the scientific method
c. Identify the components of an investigation: research problem, hypothesis,
method for testing hypothesis (identifying independent/dependent variables),
and conclusions based on evidence
d. Describe what is meant by fair test.
e. Recognize that the design of an investigation should show fair testing.
f. Conduct simple investigations using processes involving mixtures common to
the locality.
g. Choose an interesting topic for investigation.
- formulate a research problem.
- formulate a hypothesis.
- design a procedure to test the hypothesis.
- collect, organize and interpret data.
- make conclusions based on the data, accounting and rejecting the
hypothesis.
- write a brief summary of the report.
- share and present the results of the investigations with other classmates or
schoolmates.
(M) ENDURING UNDERSTANDING: Students will understand that…

Scientific methods are valuable when internalized as a process a) to solve
problems b) to explain natural phenomena and c) to develop and invent useful
products.

Scientific knowledge develops through carefully controlled investigation. The
scientific method deliberately isolates and controls key variables. (It is not simply
trial and error)
ESSENTIAL QUESTION:

Why is it important to acquire the right attitude in doing an investigation?

How can we solve problems in a scientific way?

When do scientific methods become valuable?
2
(T) TRANSFER GOAL: Students on their own will be able to…
Use the scientific method in solving daily life problems and apply scientific thinking in
improving the quality of life.
NOTES:
1. The Unit Map. This unit covers the topic The Investigatory Process. The module
map shows that the unit will cover the following sub-topics, namely: Scientist and
Scientific Values, The Scientific Method and Designing an Experiment. Scientist and
Scientific Values shall focus on the importance of scientific values in decisionmaking and problem solving in daily life. The Scientific Method contains thorough
discussions on the steps of scientific method and how to make sample of each step.
Designing an experiment guides the students on step-by-step process on how to
conduct and make simple investigations using the inquiry approach to come up with
a Science Investigatory Project. This learning unit is different from other units
because this is the only unit from grades 3-10 in Science where there is a specific
discussion on the investigatory process. This is so because the key stage standard
from grades 7-10 would like the students to develop scientific, technological and
environmental literacy by conducting scientific investigations related to real life.
Scientific and research skills discussions are also embedded in other units from
grades 8-10. This unit allows the students to be exposed in the basic conduct of
scientific investigation. This unit does not include discussions on the different
statistical tools and complex research skills.
2. The Content Standard and Enduring Understanding. As indicated by the content
standard, the goal for this unit topic is for students to understand that scientific
methods are valuable when internalized as a process and that the scientific
knowledge develops through carefully controlled investigation. This is important
because students will use these understandings to solve daily life problems and to
improve the quality of life.
This aspect of the unit topic is important to understand because our students
nowadays lack scientific inquiry (investigation) skills. One of the reasons is that
scientific inquiry (investigation) skills are not explicitly specified throughout the
curriculum and there is no ample time allotted for practical work. According to the
document released by UP NISMED on Science in the K to 12 Curriculum last
October 26-28,2011 at UP NISMED, UP Diliman, Quezon City, some reasons for the
Poor Performance (based on interview with varied stakeholders) in students’
performance in National Achievement Test (NAT) and Trends in Math and Science
Study (TIMMS) are the following:
3


Students are not exposed to inquiry-based instruction and;
Students are not exposed to questions that show connections across science
topics or to applications of science to real-life (supported by STEL Study,
2005)
The problem may be observed in the classroom or in student works when students
can easily memorize the steps of scientific method but encountered problems when
they are asked to hypothesize, present and analyze data and make inferences. They
hardly had a hard time to distinguish the different components of scientific methods
in real world situations because they are exposed to science instructions which are
textbook-centered and in return, students learn by rote and repetition from teachers
who exercise authoritarian control over the learning process
Thus, the learning problem may be remedied and addressed if students will be
actively engaged in constructing their own understanding of science, technology,
and the world in which they live. Also, by practicing good habits of research,
students will systematically learn the process skills needed to participate in
meaningful scientific investigation of natural phenomena
3. The Essential Question and Learning Competencies. In order for students to
construct this underlying meaning, students will answer the following essential
questions:



Why is it important to acquire the right attitude in doing an investigation?
How can we solve problems in a scientific way?
When do scientific methods become valuable?
With an open-ended EQ, students will search for the answer in different ways and
develop the understanding and acquire the related competencies. For this unit,
aside from the established competencies, the following have been added:


Discuss the importance of scientific values in decision-making and problem
solving in daily life
Discuss the different steps of the scientific method
The reason why these competencies are added is because there is a need to instill
the right scientific values to the students because these are needed in making
decisions. Scientific investigation involves a lot of decision making process and thus,
students should have the right attitude in conducting scientific investigation. There is
also a need to discuss step-by-step process in order for the students to have a good
grasp of the different steps of scientific method. In doing this, students will not
simple memorize the different steps of scientific method but rather use the different
4
steps to construct meaning of the different steps and to acquire the right process
skills in order to conduct a meaningful scientific investigation.
4. The Performance Standard and the Transfer Goal. Another important goal as
indicated by the performance standard is for students to on their own use the
scientific method in solving daily life problems and apply scientific thinking in
improving the quality of life. If students are able to demonstrate this, then students
are able to transfer their learning to real life situations. Examples of situations in real
life where students will apply the competencies and demonstrate the understanding
are the following: solve problems given a particular situation that involves scientific
skills, explain natural phenomena; and develop and invent useful products.
STAGE II: OBTAINING EVIDENCES OF UNDERSTANDING THROUGH
VARIED ASSESSMENTS
A. UNIT ASSESSMENT MAP:
TYPE
PRE-ASSESSMENT/
DIAGNOSTIC
FORMATIVE
ASSESSMENT
KNOWLEDGE
AND PROCESS/
SKILLS
(ACQUISITION)
UNDERSTANDING
(MEANING
MAKING)
TRANSFER
Pre-test (NG)
(8 questions Acquisition, 6 questions Meaning-Making and 6
questions Transfer)
Interpretation, Explanation, Application
KWL Chart (KW
Anticipation
Part) (NG)
Reaction Guide (A
part): Identifying
Explanation
the steps in
Interpretation
scientific method
(NG)
Explanation
Interpretation
Application
Webpage Reading:
Foreign and
Filipino Scientists
(NG)
Explanation
Thinking Map (NG)
Explanation
Self-knowledge
Scientific Method
Web Quest (NG)
Explanation
Self-knowledge
5
Application
Online Quiz:
Foreign and
Filipino Scientists
(NG)
Explanation
Application
Online Quiz:
Observation and
Inference (NG)
Explanation
Application
321 Chart (NG)
Explanation
Interpretation
Application
You Tube Video
Clip Analysis:
Scientific
Variables ad
Hypothesis (NG)
Explanation
Interpretation
Application
Collecting,
Organizing and
Interpreting Data:
Data Analysis
(NG)
Explanation
Interpretation
Graphic
Organizer:
Science,
Technology and
Society (NG)
Interpretation
Application
Anticipation
Reaction Guide (R
part): Identifying
the steps in
scientific method
(NG)
Explanation
Interpretation
Application
Situational
Analysis (NG)
Explanation
Interpretation
Application
Interactive
experiment (NG)
Explanation
Interpretation
Application
Perspective
Application
Perspective
Internet Activity:
CSI (Crime Scene
Investigation)
(NG)
Explanation
Self-knowledge
Application
Perspective
Decision Making
Graph (NG)
Explanation
Interpretation
Application
Self-knowledge
Empathy
Perspective
Graphic
Organizer on
Scientific Method
(NG)
Explanation
Interpretation
Application
6
Application
SUMMATIVE
ASSESSMENT
KWL Chart (L Part) Essay Writing (NG)
(NG)
Explanation
Explanation
Self-knowledge
Interpretation
Empathy
Quiz on Scientific
Method (G)
Explanation
Interpretation
Application
SELFASSESSMENT
Interactive Video
Viewing (G)
Explanation
Interpretation
Application
Perspective
Individual
Scientific Method
Exploration
(G)
Explanation
Self-knowledge
Application
Perspective
Empathy
Self-knowledge
Performance Task:
Scientific
Investigation (G)
Explanation
Self-knowledge
Application
Perspective
Empathy
Self-knowledge
Post-test (NG)
(8 questions Acquisition, 6 questions Meaning-Making and 6
questions Transfer)
Interpretation
Explanation
Application
Before and Now
Bubble Map (NG)
Journal Writing:
Value
(NG)
Explanation
Clarification (NG)
Interpretation,
Empathy
Application
Perspective
Self-Knowledge
Self-Knowledge
Self- knowledge
Empathy
Interpretation,
Application
Perspective
Explanation
NG – Not Grade
G – Graded
7
Six Facets of Understanding: Explanation, Interpretation, Application, Empathy, Perspective,
Self-Knowledge
B. TABLE OF SPECIFICATION:
LESSON / CONTENT
KNOWLEDGE /
SKILLS (40%)
TRANSFER
(30%)
NO. OF
ITEMS
1
MEANINGMAKING
(30%)
9
A. Discuss the
importance of
scientific values in
decision-making and
problem solving in
daily life
15
3
B. Discuss the different
steps of the
scientific method
2
10
16
3
C. Identify the
components of an
investigation:
research problem,
hypothesis, method
for testing hypothesis
(identifying
independent/depend
ent variables), and
conclusions based on
evidence
3
11
17
3
D. Describe what is
meant by fair test.
4
18
2
E. Recognize that the
design of an
investigation should
show fair testing.
F. Conduct simple
investigations using
processes involving
mixtures common to
the locality.
5
12
6
13
2
19
3
8
G. Choose an
interesting topic for
investigation.
7, 8
SUB-TOTAL NO.
OF ITEMS: 8
14
20
4
SUB-TOTAL
NO. OF ITEMS:
6
SUB-TOTAL
NO. OF ITEMS:
6
TOTAL NO.
OF ITEMS
(100%): 20
C. PRE-ASSESSMENT MATRIX:
CODE Levels of
Assessment
A
Knowledge
(15%)
What will I
assess?
MC ITEM
CORRECT
ANSWER
AND
EXPLANAT
ION
LC:
Discuss the
importance of
scientific values
in decisionmaking and
problem solving
in daily life
1. Dr. Gregorio Zara invented an
airplane whose engine uses
alcohol as fuel, which of the
following attitudes does this
Filipino scientist have?
A. Creativity
B. Honesty
C. Hard work
D. Perseverance
Answer: A
Discuss the
different steps
of the scientific
method
2. Which of the following is NOT
considered a step of the
scientific method?
A. Observing and stating the
problem
B. Recording and analyzing data
C. Converting all measurements to
metric units
D. Testing the hypothesis
Answer: C
Dr. Zara
shows
creativity by
exploring
other energy
resource
from the
usual
The steps of
the scientific
method are
the following:
Problem/Que
stion,
Observation/
Research,
Formulate a
Hypothesis,
Experiment,
Collect and
Analyze
Results,
Conclusion,
Communicat
e the Results
9
Describe what is
meant by fair
test
For numbers 3-5, refer to the
given situation below:
Tiffany wants to know the effect of
eating sugary snacks on
performance in PE class. She
decides to set up an experiment to
find out.
3. Which of the following groups of
individuals would be in the
control group?
A. Students who take a PE class at
their school.
B. Students who take a PE class
and who will not be eating
sugary snacks before PE class.
C. Students who take a PE class
and who will be eating sugary
snacks before PE class.
D. Students taking any class at
school eating any foods.
A
Process/Skills LC:
(25%)
Identify the
components of
an investigation:
research
problem,
hypothesis,
method for
testing
hypothesis
(identifying
independent/de
pendent
variables), and
conclusions
based on
evidence
Recognize that
the design of an
investigation
Refer to the situation given in
number 3
4. Which of the following would be
the dependent variable in the
experiment?
A. Eating sugary snacks
B. Eating food
C. PE class performance
D. Sports performance
Answer: B
Control
group is the
thing/group
that stays the
same in the
experiment
for fair
testing.
Answer: C
PE class
performance
is the
dependent
variable
because it is
the factor
that serves
as a
response to
the
independent
variable
(eating
sugary
snacks)
Refer to the situation given in
number 3
10
should show fair
testing.
5. Which of the following would be
the independent variable in the
experiment?
A. Eating sugary snacks
B. Eating food
C. PE class performance
D. Sports performance
Conduct simple
investigations
using processes
involving
mixtures
common to the
locality.
8. A group of students investigated
how temperature affects the rate
of chemical reactions. They
used hydrogen peroxide, which
breaks down into oxygen and
water, for their experiment. The
students measured how long it
took to obtain 50 mL of oxygen
gas from a given volume of
hydrogen peroxide heated to
different temperatures. Their
data are shown in the table
below.
Temperature
Time
(C)
(minutes)
10
33
20
16
30
8
40
4
50
2
Answer: A
Eating
sugary
snacks is the
variable that
is being
manipulated
in the given
situation.
Answer: C
Table shows
that the
higher
temperature,
reaction
rates
increase
(lower time
needed to
obtain 50 ml
oxygen gas)
Based on the students’ data, select
the correct conclusion about the
rate of chemical reactions.
A. Reaction rates increase as time
increases.
B. Reaction rates decrease as time
11
Choose an
interesting topic
for investigation.
decreases.
C. Reaction rates increase as
temperature increases.
D. Reaction rates decrease as
temperature increases.
6. Neal is interested in finding out
if older siblings are better
students than younger siblings.
How should his research
problem be stated?
A. Do older students make better
grades?
B. Is there a relationship between
birth order and academic
achievement?
C. Is your little sister smarter than
you?
D. Is there a correlation between
age and grade point average?
7. Which of the following is a
hypothesis that could be
tested?
A. The leaves of the plants in the
farm are greener in colour than
those at home.
B. Robots will rule the world in the
future.
C. The plant needs to be watered at
least once a week
D. Computers are very helpful to
humans.
M
Understandi
ng
(30%)
ENDURING
UNDERSTANDI
NG:
 Scientific
methods are
valuable
when
internalized
as a process
a) to solve
9. Some
superstitions
have
scientific explanations. Which
of the following superstitious
beliefs has a scientific basis?
A. If you wear polka dot clothes
during New Year, you will earn
more money throughout the
year.
Answer: B
The problem
states the
independent
and
dependent
variable in
the study.
Answer: A
The
variables are
specific.
Observing
the color of
plants
(dependent
variable) in
different
locations
(independent
variable) are
testable.
Answer: D
Eating
jackfruit can
upset the
tummy if it is
the only one
eaten or
without
proper meal
12
problems b)
to explain
natural
phenomena
and c) to
develop and
invent useful
products.
B. Your wedding will not push
through if you wear your
wedding gown before your
wedding day.
C. You are driving good luck away
from home when you sweep the
floor at night.
D. Children should not eat jackfruit
at night because they might get
sick.
10. Who among the following
 Scientific
individuals
shows
an
knowledge
intellectual honesty?
develops
A. In a TV commercial for
through
disposable diapers, the baby
carefully
solves a leaking hose by
controlled
wrapping his disposable diaper
investigation.
The scientific
around the hose.
method
B. A science student saw a TV
deliberately
commercial about a detergent
isolates and
that cleans better than their
controls key
household
detergent.
The
variables. (It is
student performs the same
not simply trial
experiment to verify the claims in
and error)
the advertisement.
C. A scientist was asked by his
employer
from
tobaccomanufacturing firm to produce
fraudulent data that would dispel
claims of cancer being related to
cigarette smoking. The scientist
refused to do the data and lost
his job.
D. British Levi-Montalcini was a
Jewish
Italian-American
neurobiologist. During World
War II, Jews had to go into
hiding and so did Rita, but she
continued
to
conduct
experiments on chicken embryos
in a homemade lab all
throughout World War II.
beforehand
Answer: C
The example
shows how a
person
values
honesty by
not covering
up actual
data
13
11.
Which of the following
statements are true about the
scientific method?
I. Identification of the problem
should also set the limits and
scope of the experiment.
II. The conclusion should
always support the
hypothesis.
III. The hypothesis is an
intelligent guess that can be
verified or contradicted by
the results of the experiment
A. I and II
B. I and III
C. II and III
D. I, II and III
12. Leonardo gave his tentative
answer to the problem. Why is
there a need to give hypothesis
as part of the procedures in the
scientific method?
A. It is the answer to the problem.
B. It is the source of data.
C. It has to agree with the data.
D. It has to be accepted or denied.
Answer: B
II is not true
because
conclusion
will verify
(support) or
deny (reject)
the
hypothesis.
Answer: D
Hypothesis
gives the
researcher
the idea on
how to
conduct the
experiment
. It is the
basis of
designing
the
experiment
which
could be
confirmed
or denied
based from
the results
of the
experiment
14
13. Bernard placed some seeds on
wet cotton in a dish and labeled
it Set-up A. Then he put the
same kind of seeds in a dish
with dry cotton and labeled it
Set-up B. After two days,
Bernard’s seeds on Set-up A
sprouted and on the other did
not. In the situation, which of
the following is the independent
variable?
A. dish
B. cotton
C. seed
D. water
14. Anita,
a
biology
student
conducted an experiment to
find out how light and plant
fertilizer affects the growth of a
particular type of plant. She
grew four plants and treated
them differently. After five
weeks, the plants looked as
shown below.
T
Product/Perf
ormance
(30%)
GRASPS
Answer: D
Set-up
A:
wet
cotton
Set-up B: dry
cotton
The one
being
manipulated
is the
presence of
water/moistu
re in seeds
Answer: B
The growth
of plants
because it is
the factor
that serves
as a
response to
the
(please see the illustrations in pre- independent
test questionnaire number 14)
variable (light
and
What is the dependent variable of
fertilizers) as
this experiment?
shown in the
set-ups
A. The number of plants
B. The growth of the plants
C. the application of light
D. the application of fertilizers
15. In
conducting
your
own Answer: B
scientific investigation, which
one is the best attitude to take? It is a must
for a scientist
A. Observe merely with the senses
to test the
to
gather
qualitative
and hypothesis
quantitative data.
for several
B. Test your hypothesis several times so that
15
times before drawing any
conclusion to gather sufficient
and conclusive data.
C. Discard any observation that
does not agree with the rest of
your data to attain reliability of
results.
D. Make a conclusion right after
completing the experiment to
make the investigation relevant
and timely.
you will have
enough
proofs to
accept or
reject the
hypothesis
16. The set-up of your experiment
has two identical plants, one
under the shade of a roof, the
other in direct sunlight.
Assuming all other factors
constant, what could be the
hypothesis of your experiment?
A. A plant will change into a
different kind of plant if placed
in the shade.
B. Sunlight will become more
abundant if a plant is placed in
its direct path.
C. A plant in direct sunlight will
grow faster than an identical
plant placed in the shade.
D. A plant will increase the
amount of fertilizer and water
in the soil if placed in direct
sunlight.
17. You performed a laboratory
experiment in your science
class where you would do
observations for two days. The
following day, you and your
group mates could not identify
your
control
set-up
and
experimental set-up from the
gathered set- ups of the class.
Which of the following must you
do to avoid such thing to
Answer: C
The
hypothesis
contains the
dependent
and
independent
variables that
are testable.
Answer: C
Labeling
your
experiment
al and
control setup will
guide you
in the
conduct of
16
happen again?
A. Isolate your set-ups from the
rest of the class’ set-ups.
B. Use distinct materials for easy
identification.
C. Label your set-ups
appropriately.
D. Never leave the laboratory to
be able to observe their setups all the time.
18. You hypothesize that thick leg
muscles are an inherited trait in
dogs. You collect data on
several dogs, and the data
show that dogs that live
outdoors have thicker leg
muscles than dogs that live
indoors. What should you
conclude?
A. Inheritance of thick leg
muscles may be associated
with coat thickness in dogs.
B. Dogs that inherit thick leg
muscles may not survive
indoors.
C. Dogs with thick leg muscles
may require more exercise
than dogs with thin leg
muscles.
D. Inheritance alone may not
account for thick leg muscles
in dogs.
19. Your teacher wanted to plant
santan along the driveway of
the school. A gardener told him
that santan is propagated better
using the upper end of the
stem, rather than the mature
stem. Before following the
gardener's advice, your teacher
planted 25 upper stem and 25
mature stem cuttings of santan
in a seedbed. What must have
been the reason why your
teacher conducted his small
experiment instead of following
your
experiment
ation
Answer: D
Results show
that
inheritance
does
not
account
to
the thick leg
muscles of
dogs
Answer: D
A good trait
of the
scientist is to
verify
observations
and not just
rely on the
observations
of other
people.
17
the
gardener's
advice
immediately?
A. Because the gardener's did not
finish a college degree.
B. To show the gardener how to
conduct an experiment.
C. To demonstrate to students the
steps of scientific method of
solving a problem.
D. So as not to waste effort, time
and stem cuttings
20. You wanted to find out if virgin
coconut oil can be used as
preservative for peanuts. You
placed 10 peanuts each in 2
glasses. In one glass, you
added enough virgin coconut oil
to cover the peanuts
completely. You did not put
any liquid on the other glass.
You then kept the two glasses
on a shelf and observed them
for two weeks. Which among
the following is an observation
that you may be derived from
this experiment?
I. Only four peanuts dried up in
the glass without virgin
coconut oil because of room
temperature.
II. Six peanuts did not dry up in
the glass with virgin coconut
oil.
III. The duration of two weeks for
this experiment is too long.
IV. Peanuts dis not wither in
virgin coconut oil because of
the presence of stearic acid
A. I only
B. I and II
C. II and IV
D. IV only
Answer: B
The two
statements
(I and II)
are
statements
that can be
perceived
by the
senses in
the conduct
of the
experiment
.
Statements
III and IV
are
inferences.
18
POST-ASSESSMENT MATRIX:
CODE Levels of
Assessment
A
Knowledge
(15%)
What will I
assess?
MC ITEM
LC:
Discuss the
importance of
scientific values
in decisionmaking and
problem solving
in daily life
1. For several years, Dennis has
been studying the use of local
plants as pollution indicators
in mining area. What
scientific attitude is
manifested by Dennis?
A. honesty
B. humility
C. open-mindedness
D. perseverance
Discuss the
different steps
of the scientific
method
2. The following are steps of
scientific method
I. Formulation of hypothesis
II. Identification of the problem
III. Experimentation and data
gathering
IV. Interpretation of data and
drawing of conclusion
What is the correct sequence of
the procedure?
A.
B.
C.
D.
Describe what is
meant by fair
test
II, I, III, IV
I, II, III, IV
I, II, IV, III
II, IV, I III
CORRECT
ANSWER
AND
EXPLANAT
ION
Answer: D
Dennis
showed his
persevering
attitude by
working/spen
ding longer
time to come
up with
accurate
result
Answer: A
The steps of
the scientific
method are
the following:
Problem/Que
stion,
Observation/
Research,
Formulate a
Hypothesis,
Experiment,
Collect and
Analyze
Results,
Conclusion,
Communicat
e the Results
For questions 3-5, read the
situations below:
Beda wants to find out if different
types of wood soak up the same
amount of water when wet. She
plans to do the following:
I.
Weigh a dry block of each
type of wood.
19
II. Put each block into a
container full of water.
III. Leave the wood in the water.
IV. Take the wood out, dry the
outside of each block and
reweigh.
V. Calculate the amount of
water soaked up
3. To be a fair test, what
variables should she control?
I. Size of each block
II. Time left in water
III. Type of wood
IV. Amount of water
A.
B.
C.
D.
A
Process/Skills LC:
(25%)
Identify the
components of
an investigation:
research
problem,
hypothesis,
method for
testing
hypothesis
(identifying
independent/de
pendent
variables), and
conclusions
based on
evidence
Recognize that
the design of an
investigation
should show fair
testing.
I and III
III and IV
I and II
II and IV
Refer to the situation given in
number 3
4. In this experiment, what is the
dependent variable?
A. Type of wood used
B. The amount of water
soaked up
C. Time left in water
D. Dry weight of each block
Refer to the situation given in
number 3
5. What is the independent
variable?
A. Type of wood used
B. The amount of water
soaked up
C. Time left in water
Answer: C
Control
group is the
thing/group
that stays the
same in the
experiment
for fair
testing.
Answer: B
The amount
of water
soaked up is
the
dependent
variable
because it is
the factor
that serves
as a
response to
the
independent
variable
(type of
wood used)
Answer: A
Type of
wood used is
the variable
that is being
manipulated
in the given
situation.
20
D. Dry weight of each block
Conduct simple
investigations
using processes
involving
mixtures
common to the
locality.
8. What generalization can be Answer: C
inferred from the table below?
Table shows
that different
(please see the illustration in post- substances
boil at
test questionnaire number 8)
different
A. The boiling point of water at temperatures
sea level is 100 ºC
B. Mercury boils at very high
temperature
C. Each substance boils at
specific temperature
D. When a mixture of water and
ethyl alcohol is heated, ethyl
alcohol will boil ahead of
water.
6. Refer to the table below:
Answer: A
Choose an
interesting topic
The problem
for investigation. (please see the illustration in posttest questionnaire number 6)
Which of the following problems will
be given solution by the data
presented above?
A. Does the average life span
proportional to heart rate?
B. Do farm animals live longer
than pets?
C. Do larger animals have faster
heart rates?
D. Do heart rate and resting heart
rate make animal live longer?
7. Which
statement
is
a
hypothesis?
A. The mango fruit turns yellow
as it ripens.
B. The yellow mango fruit is
sweeter than the green ones.
C. The sweet mango fruit
contains more sugar.
D. Ripe mango is softer than
green mango
states the
independent
and
dependent
variable in
the study.
Answer: C
Statement C
is the
statement
that can be
tested.
21
M
Understandi
ng
(30%)
ENDURING
UNDERSTANDI
NG:
 Scientific
methods are
valuable
when
internalized
as a process
a) to solve
problems b)
to explain
natural
phenomena
and c) to
develop and
invent useful
products.
9. Why do fisher folks catch
more fish during the new
moon than during the full
moon?
A. Fishers are more active
during the new moon
because the salt content of
water is just right.
B. Fishes look for mates during
the new moon.
C. Fishes go near the surface
during the new moon
because the water is
warmer.
D. Fishes are attracted to the
light from the fishing boat
which fisherman makes use
of during the new moon.
Answer: D
Statement D
is the
scientific
reason or
explanation
of this
superstitious
belief:
“Fishermen
go out to the
sea except
during full
moon
because they
will never get
a good catch
during full
moon
because the
fairies are
around”.
10. Who among the following Answer: B
individuals
shows
open Scientific
Openmindedness?
knowledge
A. Paul is always interested in mindedness
develops
asking questions. He is also is a scientific
through
very eager to find the answer trait that
carefully
means
to his questions.
controlled
B. Chona respects the ideas of receptive to
investigation.
her colleagues even if they are new and
The scientific
very much contrary to her own different
method
ideas or the
beliefs.
deliberately
C. Marco
weighs
evidences opinions of
isolates and
dutifully before making any others
controls key
conclusion or decisions. He
variables. (It is
dissects
the
information
not simply trial
individually before coming to a
and error)
final conclusion.
D. Monica actively participates in
a task and also dutifully
performs tasks assigned to
her.
11. Amelia noticed that the children Answer: D
who eat high sugar foods are
After having
more active than those who eat known the
22
low sugar foods. She wants to
know if sugar could cause
hyperactivity in children. What
would be her first step?
A. Inform the parents that they
should not allow their children
to eat high sugar foods
B. Set up an experimental and
control group
C. Feed number of children with
high sugar food and observe
their behavior
D. Construct a hypothesis that
could be tested.
12. You have conducted an
experiment and confirmed your
hypothesis. In scientific method,
your next step should be
A. Reconstruct your hypothesis
and start with a new problem
B. Refine your hypothesis
because there might be some
error that you missed
C. Perform your experiment again
to prove that the results of your
first supporting your hypothesis
are not just by chance.
D. Look for another problem
where you could use your
hypothesis.
13. A sea food restaurant placed a
suggestion box at their counter.
When they read the costumers’
suggestions, they noticed that
most of them love their menu
but they suggest that the
restaurant serve desert (gelatin,
candy or any delicacy) that
could counteract the not so
good smell of breath that they
have after eating sea foods.
Regularly they are serving fruit
gelatin but this time, they want
to test gelatin with lemon grass
and find out if this would be a
good solution to the problem.
problem,
hypothesis
goes next.
Answer: C
To verify
/reduce
errors
Answer: A
The
presence of
lemon grass
in fruit
gelatine is
the variable
that is being
manipulated
in the
experiment
23
Which is the independent
variable?
A. The presence of lemon grass
in fruit gelatine
B. The odour of the breath
C. The amount of gelatine
D. The comments of the
costumers
14. A girl had an idea that plants
needed minerals from the soil
for healthy growth. She placed
a plant in the Sun, as shown in
the diagram below.
Answer: D
The
presence of
minerals is
the
independent
(please see the illustration in post- variable.
test questionnaire number 14)
Control setup should
In order to check her idea she also not contain it
needed to use another plant. Which to verify the
independent
of the following should she use?
variable
(please see the illustrations in posttest questionnaire number 14 for
the choices)
T
Product/Perf
ormance
(30%)
GRASPS
15. A scientist applied the scientific
method in an experiment that
he was doing. He identified the
problem,
formulated
a
hypothesis, gathered some
data, and analyzed it. To his
surprise, his findings did not
agree with the hypothesis. He
then repeated the experiment
many times but the findings did
not change. If you are the
scientist, what should you do
now?
A. Repeat the experiment over
and over until the findings
agree with the hypothesis.
B. Conclude that the data he
gathered are inaccurate and
erroneous.
C. Decide that the findings in the
many experiments are enough
reason for him to reject the
hypothesis.
D. Conclude that the discrepancy
Answer: C
After many
trials, the
results are
then enough
to accept or
reject the
hypothesis.
24
of the hypothesis and the
findings make the experiment
null and void.
16. You conducted a research to
determine whether noise
affects the ability to solve
math problems. You let one
group solve math problems in
a quiet room and another
group solve math problems in
a noisy room. The group
solving problems in the noisy
room completes 15 problems
in one hour and the group
solving problems in the quiet
room completes 22 problems
in
one
hour.
In
this
experiment, your independent
variable is ____________
and the dependent variable is
_____________.
A. The number of problems
solves; the difficulty of the
problems
B. The number of problems
solved; the noise level in the
room
C. The noise level in the room;
the number of problems
solved
D. The noise level in the room;
the difficulty of the problems
17. Lilah designed an experiment
to find out which toothpaste is
most effective in whitening
teeth. She cut four different
shells from four different clams
and soaked shell in the
toothpaste solution of each
different
toothpaste
she's
testing. Then she left the shells
in the solution for 24 hours. If
you were Lilah, which of the
following should you do to
improve your experiment?
A. Use the same kind of shell
clams applied to brands of
toothpaste.
Answer: C
The noise
level in the
room is that
variable that
is
manipulated
in the study
while the
number of
problems
solved in the
response of
the
independent
variable
Answer: A
The given
experiment
has two
independent
variables
(four different
shells from
four different
clams and
different
toothpaste).
Experimentat
ion should
only have
25
B. Use two other kinds of clams
to really figure out the effect of
toothpaste.
C. Repeat the method she used
on different tooth like objects
to make it valid.
D. Use no water in the shell of the
clams but pure toothpaste and
leave it for 24 hours.
18. While on the beach side you
have noticed two men dumping
barrels of unknown liquid, then
you have observed that the
liquids spilled in the beach. You
infer that it might affect the
living things around the beach
and might be affecting the lives
of the people in the community.
If you are going to respond to
this situation, what investigation
would you most likely to
perform?
A. Inventing
a
record
on
numerous
safeguards
to
prevent the accident from
occurring.
B. Listing safeguards that were
not in place to prevent the
accident from occurring.
C. Sampling on the effects of
various
elements
that
contaminates the beach line.
D. Identifying
the
level
of
contamination of chemicals in
sea water at the area.
19. To study some type of
nocturnal animals, one set of
scientists use technology that
helps them see better at night.
One type of device is a nightvision scope that can allow the
scientists to see the animals
around them nearly as if the
forest were in full daylight.
Other set of scientists get these
nocturnal animals from the wild
and made an artificial habitat
for the animals in the comfort of
their own labs. If you were the
one
independent
variable.
Answer: D
Getting the
standard
amount of
various
elements
and
comparing it
to the
samples
taken from
beach line
would help
first analyze
whether the
level of
contaminatio
n is still
tolerable for
living things
and study
further the
long term
effects.
Answer: A
This will
lessen the
“interruption”
of nocturnal
animals’ way
of life which
is more
appropriate
for research
ethics.
26
scientist
studying
these
animals, which approach would
you use, the first or the
second?
A. The first because the scientists
can study the animals in their
natural environment.
B. The first because the approach
studies the animals in their
sleep.
C. The second because the
animal's behavior will be
controlled in the labs.
D. The second because it allows
them to have a greater
observation in the laboratory.
20. Refer to the figure below:
Answer: C
(please see the illustration in post- Studying the
effect of
test questionnaire number 20)
chlorine on
The test tubes in the diagram algae will
above
were
left
at
room help people
living in the
temperature for a week to see if
area be
algae would grow. If you were the informed and
scientist doing this research in a take care of
coastal area, then what would your their
environment.
reason be in doing this study?
A. To determine the amount of
algae present in the test tube
so that people would know.
B. To verify the possible effect of
chlorine to the people using it
in the community.
C. To educate people on the
effect of chlorine on algae in
the coastal area.
D. To establish a connection
between room temperature
and algae in the area.
27
PERFORMANCE TASK:
Scenario:
In your “barangay”, residents are complaining about the off smell coming out of the creek
near a paper pulp factory. The intensity of the smell increases during rainy days. Residents are
putting the blame on the paper pulp factory so they informed the chairman about this but the
chairman said that there should be evidence that would prove that the factory is the one causing
the problem.
As young scientist, your task is to design an experiment that would give clear idea to the
residents about their problem. Write the results of your experiment in the form of an
experimental paper. You should be able to convince your chairman about the result of your
experiment. You should also be prepared to defend your results orally to the residents in case
the result did not support their claim. This is to show that an experiment is not biased and
should show fairness in testing.
Your output will be judged according to the application of scientific methods, content,
appropriateness, impact and practicality, of the designed experiment
Outline:
Goal – Your task is to design and conduct an experiment that would give clear idea to the
residents about the problem in the barangay
Role – Young Scientist
Audience- You should be able to convince your chairman about the result of your experiment.
You should also be prepared to defend your results orally to the residents in case the result did
not support their claim.
SituationIn your “barangay”, residents are complaining about the off smell coming out of the creek
near a paper pulp factory. The intensity of the smell increases during rainy days. Residents are
putting the blame on the paper pulp factory so they informed the chairman about this but the
chairman said that there should be evidence that would prove that the factory is the one causing
the problem.
28
Product or Performance –
Your task is to design an experiment that would give clear idea to the residents about
their problem. Write the results of your experiment in the form of an experimental paper. The
experiment should not be biased and should show fairness in testing.
Standards – Your output will be judged according to the application of scientific methods,
content, appropriateness, impact and practicality, of the designed experiment
D. RUBRIC:
CRITERIA Outstanding Satisfactory Developing
4
3
2
Introduction
(Objectives
and
Hypothesis)
Experimental
Design
Beginning
1
All objectives
are clearly
stated. The
hypothesis is
concise and
clearly reflects
the variables
of the study.
All of the
objectives are
clearly
stated. The
hypothesis
clearly
reflects the
variables of
the study.
Some of the
objectives
are clearly
stated. The
hypothesis
reflects a
singular
variable for
the study.
There is no
objective
stated and
the
hypothesis
does not
clearly reflect
the variables
of the study.
All materials
are listed and
have proper
units.
Procedure is
detailed and
appropriate
with adequate
number of
trials. Steps
are
appropriately
and logically
arranged to
test the given
hypothesis.
Safety
measures are
addressed.
Most of the
materials are
listed and
have proper
units.
Procedure is
detailed and
appropriate
with
adequate
number of
trials. Steps
are
appropriately
arranged to
test the given
hypothesis.
Some of the
materials
are listed
and have
proper units.
Procedure is
detailed but
does not
specify trials
in order to
test the
given
hypothesis.
No materials
are listed.
Procedure is
not given.
STUDENT
RATING
TEACHER
RATING
29
Collection
and
Organization
of Data
All important
data are
collected and
are presented
and organized
in very
readable
tables/charts/
graphs. Data
collected are
accurately
related to the
hypothesis.
There are a
number of
data
collected,
presented
and
organized in
tables/charts/
graphs. Data
collected are
accurately
related to the
hypothesis.
There are a
number of
data
collected,
presented
and
organized in
tables/charts
/graphs.
Some data
collected are
somewhat
related to
the
hypothesis.
There are no
data
collected,
presented
and
organized in
tables/charts
/graphs.
Conclusion,
Recommenda
tions &
Bibliography
All conclusions
are supported
by data and
reflect
realization of
the written
objectives.
Most of the
conclusions
are
supported by
data and
reflect
realization of
the written
objectives.
Some of the
conclusions
are
supported
by data and
reflect
realization of
the written
objectives.
No
conclusions
and
recommenda
tions are
given. No
sources are
cited.
Recommenda
tions are
given for the
improvement
of the study
and are
consistent
with the
given
conclusion.
All sources
are properly
cited and
listed.
Recommend
ations are
given for the
improvemen
t of the
study but
some are
not
consistent
with the
given
conclusion.
Only a few
sources are
cited.
Recommendat
ions are given
for the
improvement
of the study
and are
consistent
with the given
conclusion. All
sources are
properly cited
and listed.
Some sources
have very
comprehensiv
e, detailed
and updated
technical
information
which can be
easily
understood
30
and applied.
Content
The content
of the
experimental
paper is
complete with
additional
interpretation
and
implications of
the results
that reflects
student’s
deep
understanding
. Very
comprehensiv
e.
The content
of the
experimental
paper is
complete,
comprehensiv
e and
acceptably
sufficient.
Appropriaten
ess of the
designed
experiment
The design of
the
experiment is
very
appropriate
and the flow
of the process
is leading to
the solution of
the problem.
Use of
scientific
process was
followed and
recommendati
ons were
added to
completely
solve the
problem.
The design of
the
experiment is
appropriate
and leading
to the
solution of
the problem.
The steps in
scientific
process are
transparently
followed.
The design
of the
experiment
is not
exactly
leading to
the solution
of the
problem.
Some parts
are missing
and the
steps in
scientific
process are
not
completely
followed.
The design
of the
experiment
is not
appropriate.
The
experiment
is not leading
to solve the
problem
Impact of the
experiment
to self and
the
Establishes
and
communicates
in an
engaging and
Establishes
and
communicate
s the
importance
The
importance
and
relevance to
the personal
Does not
relate the
selected
issue at all to
the youth or
All of the
expected
data were
discussed.
The content
of the
experiment
paper is
comprehensi
ve but
insufficient.
Some
expected
data were
not
discussed.
The content
of
experiment
paper is
insufficient
and not
comprehensi
ve.
Expected
information
is not
discussed.
31
community
practical way
the
importance
and relevance
of the issue
on personal
and
community
levels
and
relevance of
the issue on
personal and
community
levels. The
importance
and
relevance are
clear.
and
community
level are not
clearly
established
and
communicat
ed.
their
community
PRACTICALIT
Y of the
experiment
Practicality of
the suggested
process is
very good and
justifiable
Additional
explanation
illustrates
student’s
deep
understanding
of the topic.
Practicality of
the
suggested
process is
very good
and
justifiable.
Practicality
of the
suggested
process is
good but not
justifiable.
Practicality of
the
suggested
process is
not
discussed.
NOTES:
1. The Unit Assessment Map. The lesson assessment map provides an overview of
all the assessments done in the lesson. In general, students are assessed according
to the four components of the new grading system (Knowledge, Process or Skills,
Understanding and Transfer). In turn, these four areas reflect the three goals of
assessing for understanding namely, Acquisition, Meaning Making and Transfer or
simply known as A-M-T.
2. The Pre and Post Assessment Matrix and Table of Specification. The
assessment matrices code items according to A-M-T. The distribution of these items
in the table of specification follows the distribution of percentages for the areas of the
grading system. Hence, 40% of the test items are coded A (since Knowledge is 15%
and Process Skills is 25%), 30% of the items are coded M, and another 30% for T.
This coding is the backbone of the OHSP assessment system. The OHSP system
tracks students’ performance in A-M-T. Teachers can always retrieve in real time the
results of students’ test in these areas. Results are given in both tabulated and
graph forms.
32
The diagnostic or pre-test assessment matrix determines students’ prior knowledge
of some common practices and beliefs that are not scientific. These are seen in test
item number 9. The pre-test also measures students’ misconceptions on the
different steps of scientific method such as making a problem, hypothesis and
conclusion. These are done through test items numbers 6, 7, 8 and 18. Note
though that the OHSP system randomizes the sequence of the test items and the
options in each item. To find out how students individually scored in the tests, go to
and click on in OHSP system Student List. Next, select Student Name. View
student’s Performance Record. Then scroll down to desired topic and click on date
of completion. View student’s Test Score per item and the item’s code (A-M-T).
To access all students’ test scores in the Post -Assessment as a group per subject
area, do the following:
1.
2.
3.
4.
Click Post Assessment (20 Questions)
Select Subject Area
Select desired quarter and lesson and double click on it.
View the graphs and scores of all students.
The post-test assessment matrix evaluates the changes in students’ misconceptions
as seen in test items numbers 6, 7, 8 and 18. Hence, when reviewing test scores, it
is important to see how students particularly score in these items as well as the
other items related to understanding (test items number 9 to 14). Student
performance in these items will indicate the kind of intervention that needs to be
done.
The OHSP system also shows to the teacher the items where most of the students
score well or poor in. Teachers can also trace the corresponding activity in the
lesson where the content of the test item is discussed. Teachers can then check on
student performance in those activities and determine how their answer prepared
them for the corresponding test item.
3. Interventions Based on Test Scores. If students are not able to do well in A-coded
items, teachers may consider doing the following interventions
a. Ask them to review their answers in Activity 1.4, 2.3 and 2.4. Let them
distinguish the different steps of scientific method in the examples given.
b. Assign students to do web page reading:
http://eskwelanaga.files.wordpress.com/2011/01/science-technology-andsociety.pdf
 Let them read and do the exercises for Lesson 1 (pages 1-23). Answers to
the exercises can be found in pages 32-36
33
If students are not able to do well in M-coded items, teachers may consider doing
the following interventions:
a. Ask them to review their answers in Activity 2.6. Doing this will help them
remember the essential components of the different steps in scientific method
in different situations.
b. Allow the students to do the interactive activity about scientific method lab:
http://aspire.cosmic-ray.org/labs/scientific_method/sci_method_main.html
 The interactive activity will help the students use their understanding in
making meaning to the different steps of scientific method.
If students are not able to do well in T-coded items, teachers may consider doing the
following interventions:
a. Ask the students to complete the following activities in the given website for
them to use the scientific method as a process that will help them understand
the natural world:
http://www.okc.cc.ok.us/biologylabs/Documents/Scientific%20Method/Scientifi
c_method.htm
 Doing the different activities will allow students to apply the scientific
method to hypothetical and real life situations.
4. Verifying Student Test Scores. Teachers may also verify student scores in Acoded items by asking students to do or answer the following in a live chat or faceto-face setting:
a. Let the students answer the online quiz on scientific method:
http://www.biology4kids.com/extras/quiz_studyscimeth/q10_yes.html

The quiz will give an immediate feedback to the students on the different
steps of scientific method
b. Ask the students to answer the following questions:


How did scientific values affect the work of the scientists?
What are the steps of the scientific method?
Teachers may also verify student scores in M-coded items by asking students to do
the following in a live chat or face-to-face setting:
a. Ask the students to answer the essential questions:


Why is it important to acquire the right attitude in doing an investigation?
How can we solve problems in scientific way?
34

When do scientific methods become valuable?
b. Assess if the students already have the grasps of the enduring understanding of
the unit. If they need more understanding on the importance of scientific method
they can do the online activity below:
http://www.brainpopjr.com/science/scienceskills/scientificmethod/grownups.weml
 Allow the student to read about scientific method and play the movie on
scientific method.
Teachers may also verify student scores in T-coded items by asking students to do
the following in a live chat or face-to-face setting:
a. Let the students perform the virtual lab below:
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E16/E16.html
 Let the student write their answers in the journal provided in the website.
Instruct the students to save the document and email the document to you.

Assess the work of the students. Give your comments and suggestions to
his/her work. Email to him/her your suggestions on how to improve the work.
5. Map of Conceptual Change. Another important indicator of student growth in
thinking is the unit’s map of conceptual change. For this unit, the chosen map KWL
chart. The students are asked to answer this map at different points in the lesson,
namely Explore and Firm-up. The students’ cognitive growth is qualitatively
assessed by comparing the students’ prior knowledge and new knowledge. In the
unit’s map for conceptual change, the students show their prior knowledge by
answering What I Know and What I Want to Know during Explore stage. The
students articulate their new knowledge by filling up What I have learned during the
end of Firm-Up Stage. These parts indicate transitional processes between prior and
new knowledge development. Teachers are encouraged to every now and then
retrieve and monitor students’ answers in this map. Student answers in this map
provide clear data for teachers in terms of their cognitive development.
6. Formative Assessments. In order to assure student success in the summative
assessments, the listed formative assessments check on the following performances
as indicators of student mastery and readiness:


Bubble Map- this is given for the students to examine their own desirable
characteristics compare to the scientists. The activity will give
students ideas that they can be scientists in terms of making
decisions and conducting scientific investigations.
321 chart – this is given to monitor students understanding on how to design an
experiment
35



Before and Now- this is given to check if there is a conceptual change on
students understanding on how to conduct scientific
investigation
Online Quiz- this is given to check if students already have a good grasps on
the concepts of scientific method
Graphic Organizer on Scientific Method- this is given to synthesize students’
ideas/concepts on scientific method
7. Student’s Answers to Recurring Essential Question. Another way of doing
formative assessment is to retrieve and examine how students answer the Essential
Question. The unit’s EQ is/are the following:



Why is it important to acquire the right attitude in doing an investigation?
How can we solve problems in a scientific way?
When do scientific methods become valuable?
The module is designed to answer the essential questions in three lessons and in
different ways. The student is asked to answer the EQ in these different parts,
namely:
Lesson 1: Scientist and Scientific Values
Explore: Activity no. 1.1
Firm-up: Activity nos. 1.2 and 1.3
Deepen: Activity nos. 1.4 1nd 1.5
Transfer: Activity no. 1.7
Lesson 2: The Scientific Method
Explore: Activity no. 2.1
Firm-up: Activity nos. 2.4 and 2.5
Deepen: Activity no. 2.6
Transfer: Activity nos. 2.7 and 2.8
Lesson 3: Designing an Experiment
Explore: Activity no. 3.1
Firm-up: Activity nos. 3.5 and 3.6
Deepen: Activity nos. 3.7 and 3.8
Transfer: Activity nos. 3.9, 3.10, Values Integration and Performance Tasks
Teachers are encouraged to compare the students’ final answers to the EQ with the
desired EU. If the student’s answers are far or different from the EU, the teacher
may check on the way students are doing in the activities and determine the
appropriate intervention.
36
8. The Performance Task and Rubric. With regards to the performance task, this is
designed according to the transfer goal in Part 1. The standards in the performance
task are reflected in the first column of the rubric. These rubric criteria are also
aligned with the performance standard because it effectively measures the student’s
understanding in conducting simple investigation using the inquiry approach. The
rubric criteria related to understanding are content, appropriateness of the designed
experiment, impact of the experiment to self and community and practicality of the
experiment. With these criteria, students are evaluated on their understanding on the
importance of conducting simple investigation using inquiry approach to solve daily
life problems and to improve the quality of life. The rubric criteria related to the
competencies or skills are introduction, experimental design, collection and
organization of data, conclusion, recommendations and bibliography. With these
criteria, students are evaluated on their process skills to participate in meaningful
scientific investigation.
Students achieve the performance standard when they or their work scores
Satisfactory for each criterion in the rubric. Students whose works exceed the
Satisfactory criteria score Outstanding. Note the additions in the descriptor which
indicate extra work on the part of the students. Students whose works have errors
score either as Developing or Beginning. Note the parts of the descriptors which
indicate deficiencies.
The submission of the performance task has to done face to face because one of
the competencies is to share and present the results of the investigations with other
classmates or schoolmates. The OHSP teacher will schedule a science
congress/oral presentation where he/she will gather the OHSP students for a miniscience fair where OHSP students present their work.
In the event that the performance task has to be done in school, the following will
have to be done:


OHSP students will submit a written output using the given format to the OHSP
Teacher
OHSP students will present their work output to OSHP teacher and other OHSP
students using PPT presentation (maximum of 10 slides) that contains the
discussions , results, findings and recommendations of their simple scientific
investigation
37
STAGE III: CONDUCTING THE LEARNING PLAN
A. UNIT ACTIVITIES MAP:
LESSON 1: Scientist and Scientific Values
ACTIVITIES FOR
ACQUIRING
KNOWLEDGE
ACTIVITIES FOR
MAKING MEANING
AND DEVELOPING
AND SKILLS
UNDERSTANDING
ACTIVITIES LEADING TO
TRANSFER
EXPLORE
Activity 1.1 Murder Mystery
Game
FIRM UP
Activity 1.3 Story Telling:
Sir Thomas Alva Edison
Activity 1.2 Thinking Map
DEEPEN
Activity 1.4 Science,
Technology and Society: “
Filipino and Foreign
Scientists”
Activity 1.5 Filipino Pride:
Dr. Fe Del Mundo
TRANSFER
Activity
1.6
Graphic
Organizer: Bubble Map
Activity 1.7 Journal Writing:
Value Clarification
38
LESSON 2: The Scientific Method
ACTIVITIES FOR
ACQUIRING
KNOWLEDGE
ACTIVITIES FOR
MAKING MEANING
AND DEVELOPING
AND SKILLS
UNDERSTANDING
ACTIVITIES LEADING TO
TRANSFER
EXPLORE
Activity 2.2 KWL Chart
Activity 2.1 Anticipation
Reaction Guide: Identifying
the steps in scientific method
FIRM UP
Activity 2.3 Webpage
Reading
Activity 2.4. Situational
Analysis
Activity 2.5 The Scientific
Method
DEEPEN
Activity 2.6 Interactive Video
Viewing
TRANSFER
Activity 2.7 Scientific Method
Web Quest
Activity 2.8
Individual
Scientific Method Exploration
39
LESSON 3: Designing an Experiment
ACTIVITIES FOR
ACQUIRING
KNOWLEDGE
ACTIVITIES FOR
MAKING MEANING
AND DEVELOPING
AND SKILLS
UNDERSTANDING
ACTIVITIES LEADING TO
TRANSFER
EXPLORE
Activity 3.1 Designing an Experiment
Activity 3.2 Video clip:
Scientific Variables
FIRM UP
Activity 3.4 Video clip:
Scientific Hypothesis
Activity 3.3 Interactive
experiment
Activity 3.5 Planning the Research Design
Activity 3.6 Collecting, Organizing and Interpreting Data: Data Analysis
DEEPEN
Activity 3.8 Quiz on
Scientific Method
Activity 3.7 Sample
Abstract/Summary Analysis
TRANSFER
Activity 3.10 Graphic
Organizer on Scientific
Method
Activity 3.9 Internet Activity:
CSI (Crime Scene
Investigation)
Value Integration (DecisionMaking Graph)
PERFORMANCE TASK
40
B. UNIT ASSESSMENT-ACTIVITIES MATRIX:
POST-ASSESSMENT
COD Levels of
E
Assessment
A
Knowledge
(15%)
What will I
assess?
LC:
Discuss the
importance of
scientific values
in decisionmaking and
problem solving
in daily life
Discuss the
different steps of
the scientific
method
A
Process/Skills
(25%)
MC ITEM
CORRECT
ANSWER AND
EXPLANATION
RELATED
ACTIVITIES
Answer: D
Posttest
Question No. 1
Posttest
Question No. 2
Describe what is
meant by fair test
Posttest
Question No. 3
LC:
Identify the
components of
an investigation:
research
problem,
hypothesis,
Posttest
Question No. 4
Dennis showed
his persevering
attitude by
working/spending
longer time to
come up with
accurate result
Activity
No. 1.4
Answer: A
The steps of the
scientific method
are the following:
Problem/Question
,
Observation/Rese
arch, Formulate a
Hypothesis,
Experiment,
Collect and
Analyze Results,
Conclusion,
Communicate the
Results
Answer: C
Activity No.
2.3
Control group is
the thing/group
that stays the
same in the
experiment for
fair testing.
Answer: B
Activity No.
3.2
The amount of
water soaked up
is the dependent
variable because
it is the factor that
serves as a
Activity
Nos. 3.13.6
Activity No.
2.5
41
method for
testing
hypothesis
(identifying
independent/dep
endent variables),
and conclusions
based on
evidence
Posttest
Recognize that
Question No. 5
the design of an
investigation
should show fair
testing.
Conduct simple
investigations
using processes
involving
mixtures
common to the
locality.
Choose an
interesting topic
for investigation.
Posttest
Question No. 8
response to the
independent
variable (type of
wood used)
Answer: A
Type of wood
used is the
variable that is
being
manipulated in
the given
situation.
Answer: C
Activity
Nos. 3.1
and 3.2
Table shows that Activity
different
Nos. 3-1substances boil at 3.6
different
temperatures
Posttest
Question No. 6
Posttest
Question No. 7
Answer: A
The problem
states the
independent and
dependent
variable in the
study.
Answer: C
Activity No.
3.3
Statement C is
Activity No.
the statement that 3.3
can be tested.
M
Understanding
(30%)
ENDURING
UNDERSTANDI
NG:
 Scientific
methods are
valuable
when
internalized
Posttest
Question No.
9
Answer: D
Statement D is
the scientific
reason or
explanation of
this superstitious
Activity No.
1.2
42
as a process
a) to solve
problems b)
to explain
natural
phenomena
and c) to
develop and
invent useful
products.
 Scientific
knowledge
develops
through
carefully
controlled
investigation.
The scientific
method
deliberately
isolates and
controls key
variables. (It is
not simply trial
and error)
belief:
Posttest
Question No. 10
“Fishermen go
out to the sea
except during full
moon because
they will never get
a good catch
during full moon
because the
fairies are
around”.
Answer: B
Openmindedness is a
scientific trait that
means receptive
to new and
different ideas or
the opinions of
others
Post-test
Question No. 11
Post-test
Question No. 12
Post-test
Question No. 13
Answer: D
After having
known the
problem,
hypothesis goes
next.
Answer: C
To verify /reduce
errors
Answer: A
The presence of
lemon grass in
fruit gelatine is
the variable that
is being
manipulated in
the experiment
Activity Nos.
1.3-1.5
Activity No.
2.5
Activity No.
2.5
Activity No.
3.2
43
T
Product/Perform
ance
(30%)
GRASPS
Posttest
Question No. 14
Answer: D
The presence of
minerals is the
independent
variable. Control
set-up should not
contain it to verify
the independent
variable
Posttest
Question No. 15
Answer: C
Posttest
Question No. 16
Posttest
Question No. 17
Posttest
Question No. 18
After many trials,
the results are
then enough to
accept or reject
the hypothesis.
Answer: C
The noise level in
the room is that
variable that is
manipulated in
the study while
the number of
problems solved
in the response of
the independent
variable
Answer: A
Activity No.
3.2
Activity Nos.
2.3-2.5
Activity Nos.
3-1 and 3.2
The given
experiment has
two independent
variables (four
different shells
from four different
clams and
different
toothpaste).
Experimentation
should only have
one independent
variable.
Answer: D
Activity Nos.
3-1 and 3.3
Getting the
standard amount
of various
elements and
comparing it to
Activity Nos.
3.1-3.6
44
Posttest
Question No. 19
Posttest
Question No. 20
the samples
taken from beach
line would help
first analyze
whether the level
of contamination
is still tolerable for
living things and
study further the
long term effects.
Answer: A
This will lessen
the “interruption”
of nocturnal
animals’ way of
life which is more
appropriate for
research ethics.
Answer: C
Activity Nos.
3.1-3.6
Studying the
Activity Nos.
effect of chlorine
3.1-3.6
on algae will help
people living in
the area be
informed and take
care of their
environment.
C. SCAFFOLD FOR TRANSFER:
LEVEL 1
DIRECTED
PROMPT
1. Inform the
students the skills
they are expected to
demonstrate.
2. Provide step-bystep instruction on
how to do the skills
and check their
work.
3. Provide this task
during Firm Up or
Interaction stage.
LEVEL 2
OPEN PROMPT
1. Provide students
another task similar to
that given in Level 1.
2. Instead of giving a
step-by-step
instruction, prompt the
students to do the steps
on their own. If
different procedures
are given, ask students
to choose which
procedure they would
use. Students may also
LEVEL 3
GUIDED
TRANSFER
1. Provide a real
world situation where
the skills taught in
Levels 1- 2 are
applied.
2. Instead of directing
the students step-bystep to use the skills
they learned in
previous levels, ask
students to look back
on the skills they
LEVEL 4
INDEPENDENT
TRANSFER
1. Provide a real
world situation
similar to Level 3
where the skills taught
in Levels 1-2 are
applied.
2. Purposely refrain
from suggesting to
students to use the
skills they learned in
Levels 1-2. Have
students on their own
45
be asked to vary the
steps they learned.
3. Provide this task
during Firm Up or
Interaction stage.
learned and determine
which of these they
would use to meet the
requirements of the
given task.
3. Provide this task
during Deepen or
Interaction stage.
TASK:
TASK:
TASK:
Activity No. 2.6:
INTERACTIVE
VIDEO VIEWING
Activity No. 2.7:
SCIENTIFIC METHOD
WEB QUEST
Activity No. 2.8:
After learning their
definition and details
about the steps in
scientific method,
you are now ready
to analyze concrete
examples for further
understanding. Click
on this webpage:
http://www.brainpop.
com/science/scientifi
cinquiry/scientificmet
hod/index.weml
This webpage is a
subscription page
but offers FREE
TRIAL.
Instruction:
1. Register for the
free trial.
2. Confirm
registration
3. Click on
“SCIENCE”
4. Click on
“SCIENCE
INQUIRY”
Go to this website
and perform the
different activities on
how to do the
different steps in
scientific method.
The different website
will help you to
answer the given
problem.
http://www.oneontacs
d.org/webpages/jmck
ee/fifth.cfm?subpage
=1531361
You are going to
choose a web quest
to complete based on
the scientific method





Identify a problem
or question
Research
Construct a
hypothesis
Design an
experiment
Conduct the
INDIVIDUAL
SCIENTIFIC
METHOD
EXPLORATION
You are going to
observe things and
processes around
your home, and
formulate a question
to solve. Using the
Scientific Method as
a guide, you should
develop a simple
experiment
and
record your results.
Be sure to complete
each step of the
scientific method in
order. You should
submit a written or
typed report to be
graded.
Remember that you
have to explicitly
state
in
your
conclusions whether
the hypothesis was
accepted
or
rejected,
and
suggestions
for
figure out which of the
skills they learned in
previous levels they
would use to meet the
standards in the given
task.
3. Provide task during
Transfer or
Integration stage.
TASK:
PERFORMANCE
TASK
In your “barangay”,
residents are
complaining about the
off smell coming out
of the creek near a
paper pulp factory.
The intensity of the
smell increases
during rainy days.
Residents are putting
the blame on the
paper pulp factory so
they informed the
chairman about this
but the chairman said
that there should be
evidence that would
prove that the factory
is the one causing the
problem.
As young scientist,
your task is to design
an experiment that
would give clear idea
to the residents about
their problem. Write
the results of your
experiment in the
form of an
experimental paper.
46
5. Click on
“SCIENTIFIC
METHOD”
6. Click on “PLAY
THE MOVIE”.
There are two
movies which you
could view. One
video is finding out
the most appropriate
number of times a
plant should be
watered and the
other is finding out
the things which are
attracted to a
magnet.
After viewing, fill up
the table below:
(Please see Activity
No. 2.6 Interactive
Video Viewing for
the table)


experiment
Collect data &
Graph data
Draw conclusions
Choose and complete
one of the three web
quests activity:
Web quest Option 1:
Stain on the Carpet
Web quest Option 2:
Lighthouse Jewel Thief
Mystery (Powders)
Web quest Option 3:
CSI Mystery
further
experimentation.
The written report
will be rated using a
scoring rubric.
You should be able to
convince your
chairman about the
result of your
experiment. You
should also be
prepared to defend
your results orally to
the residents in case
the result did not
support their claim.
This is to show that
an experiment is not
biased and should
show fairness in
testing.
Your output will be
judged according to
the application of
scientific methods,
content,
appropriateness,
impact and
practicality, of the
designed
experiment
After filling up this
table, try to analyze
and reflect on the
following questions?
1. What is common
in each step?
2. Is there a pattern
followed in
identifying each
step?
3. What makes you
think that those are
the correct
conclusions?
47
4. How can we
solve problems in a
scientific way?
NOTES:
1. The Unit Activities Map and Assessment-Activities Matrix. The unit activities
map shows the different activities done in the lesson. The activities are designed to
address the different A-M-T learning goals. Acquisition activities in particular are also
matched according to the required and added competencies. The A activities
involve studying the different contribution of scientist and the impact of the discovery
to oneself and the society, discussing the different steps of scientific method,
identifying the components of an investigation and describing what is meant by fair
test. During M activities, students will use their concepts and understanding on
scientific method to discuss the importance of scientific values in decision-making
and problem solving in daily life, recognize that the design of an investigation should
show fair testing and do simulation and problem solving on real life activities that will
help them internalize the different steps in scientific method. In T activities, students
will choose an interesting topic for investigation and conduct simple investigation
using inquiry approach. The module will guide the students on how to conduct the
step by step process in making simple scientific investigation using inquiry approach.
The Assessment-Activities Matrix also shows the activities which implement the
established and added competencies. This Matrix helps the teacher evaluate the
readiness of a student to answer a particular test item by looking at the student’s
performance in a particular activity related to the assessment. If the student does not
do well in a set of test items, the teacher may go back to the activity linked to the test
item and see if the student was already having difficulty.
2. The Scaffold for Transfer. The T activities are also sequenced according to a
certain progression as indicated in the scaffold for transfer. The scaffold consists of
four levels starting with direct prompting and on to independent transfer. In the
scaffold, students focus on the skill on how to conduct simple scientific investigation
using inquiry approach to solve daily life problems and improving the quality of life.
Students develop mastery of this skill by first in direct prompt where students will do
Activity No. 2.6: Interactive Video Viewing. The students will analyze concrete
examples where they are going to complete the table containing the different steps
in scientific method. Detailed instructions on how to conduct the activity are
provided. This activity is done in Deepen Stage of Lesson 2. Then in the open
prompt, students will do Activity No. 2.7: Scientific Method Web Quest during
48
Transfer Stage of Lesson 2. Students will choose and perform one web quest
activity that will help them on how to do the different steps in scientific method. Next
in the guided transfer done during Transfer Stage of Lesson 2, students will do
Activity No. 2.8: Individual Scientific Method Exploration. The activity will allow the
students on their own to conduct simple scientific investigation form the observed
things and processes around their home. Students are again asked to do a task
similar in the final level but this time in the independent level, students are evaluated
according to their ability to on their own conduct simple scientific investigation using
inquiry approach about a certain problem in the barangay. In doing this, students
will be able to use scientific method to solve real life problems and apply scientific
thinking in improving the quality of life.
SECTION 2. STRATEGIES FOR BLENDED LEARNING:
INDEX OF STUDENT’S ONLINE TASKS:
STUDENT’S
ONLINE TASK
1. Answering
Process Questions
based on a given
Website’s content
or interactivity
EFDT
AMT
Deepen
A
Activity 1.4 a
Deepen
M
Activity 1.5
Transfer
T
Activity 1.7
Firm-up
A
Activity 2.3
ACTIVITY
NO.
DESCRIPTION
Answer questions in the boxes
and submit
Write essay and email the
essay to the OHSP teacher
Answer questions using journal
notebook and submit
Webpage Reading with voice
and flow chart for better
understanding on the different
steps in scientific method
Answer questions in the boxes
49
2. Answering
mini-check-up
quizzes and
receiving feedback
Firm-up
M
Activity 2.4
and submit
Firm-up
M
Activity 2.5
Answer questions in the boxes
and submit
Deepen
M
Activity 2.6
Transfer
T
Activity 2.7
Perform the scientific method
web quest and submit answers
Explore
A-M
Activity 3.1
Answer questions in the boxes
and submit
Explore
M
Activity 3.2
Firm-up
M
Activity 3.3
Firm-up
A
Activity 3.4
Transfer
T
Activity 3.9
Deepen
A
Activity 1.4 c
Deepen
A
Activity 3.7
Answer questions in the boxes
and submit
Answer questions in the boxes
and submit
Answer questions in the boxes
and submit
Answer questions in the boxes
and submit
Answer questions in the boxes
and submit
Answer questions in the boxes
and submit
Answer questions in the boxes
and submit
3. Developing
Product Using
50
Web-based
Application 2.0
(state Web 2.0
application)
4. Posting in
Discussion Forum
any of the
following:
a. one’s ideas
b. one’s questions
c. one’s reflections
d. one’s
suggestions or
request
e. one’s summary
5. Responding to
Other Students in
Discussion Forum
by posting any of
the following:
a. one’s comments
b. one’s questions
c. one’s reflections
d. one’s
suggestions or
request
e. one’s summary
6. Chatting with
Teacher on any of
the following:
51
a. feedback on
answers to process
questions
b. performance in
assigned tasks
c. content that
needs clarification
d. instructions in
tasks that need
clarification
e. a live event
7. Chatting with
Teacher and other
Students on any of
the following:
a. a. feedback on
answers to process
questions
b. performance in
assigned tasks
c. content that
needs clarification
d. instructions in
tasks that need
clarification
e. a live event
f. discussion of a
topic in the form of
a debate, panel
discussion,
interview or role
playing
52
8. Uploading and
Submitting
Individual File on
any of the
following:
a. answers to
activity questions
b. presentations or
reports
c. conversion of
Web information
to another form
(e.g. outline, flow
chart, table,
graphic organizer,
concept map,
drawing)
d. map of
conceptual change
e. intervention
task given by
teacher
f. enrichment task
9. Uploading and
Submitting Group
File on any of the
following:
a. answer to
activity questions
b. presentations or
reports
c. conversion of
information from
53
Website or online
resource to
another form (e.g.
outline, flow chart,
table, graphic
organizer, concept
map, drawing)
d. map of
conceptual change
e. intervention
task given by
teacher
f. enrichment task
10. Sending by
clicking on page
email icon
questions to
teacher on any of
the following:
a. lesson
discussion
b. activity
instructions and
interactivity
c. system
navigation
11. Producing an
E-portfolio by
selecting best
works done in a
unit
54