UNIT III: INSTRUCTIONAL STRATEGIES FOR SCIENCE

Introduction

The unit discusses various teaching strategies that can be adapted in the classroom
for teaching physics and earth science.

The Basic Elements of Inquiry Methods

All inquiry methods are predicated on specific assumptions about both learning and
learners. Inquiry teaching requires a high degree of interaction among the learner, the
teacher, the materials, the content, and the environment. The most challenging part is that
it allows both the learner and the teacher to become persistent seekers interrogators,
questioners, and ponderers. The end result is whenever the learner poses the question
every Nobel Prize winner has asked: "I wonder what would happen if... It is through
inquiry that new knowledge is discovered. It is by becoming involved in the process that
the learners become historians, economists, scientists, engineers, poets, businessperson,
artists, writers, researchers-even only for an hour or two in class.

Basic Tenets of Inquiry Teaching (Orlich et al., 2007)

 Inquiry methods require the learners to develop various processes associated with
inquiry.
 The teachers and the principals must support the concept of inquiry teaching and learn
how to adapt their own teaching and administrative styles to the concept.
 The students at all ages and levels have a genuine interest in discovering something
new or in providing solutions or alternatives to unsolved questions or problems.
 The solutions alternatives, or responses provided by the learners are not found in
textbooks. The students se reference materials and textbooks during inquiry lessons
just as scientists and professionals use books, articles, and references to conduct their
work.
 The objective of inquiry teaching is often a process in many instances, the end product
of an inquiry activity is relatively unimportant compared to the processes used to
create it.
 All conclusions must be considered relative or tentative, not final. the conclusions as
new data are discovered students must learn to modify their conclusions as new data
are discovered.
 Inquiry learning cannot be gauged by the clock in the real world, when people think or
create, it is no ally done in fitty minute increments.
 The learners are responsible for planning, conducting, and evaluating their own effort.
It is essential that the teacher plays only a supportive role, not an active one (that is,
the teacher should not do work for the students).

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 The students have to be taught the processes associated with inquiry learning in a
systematic manner. Every time a "teachable moment arrives, the teacher should
capitalize on it to further the building of inquiry processes.
 Inquiry learning complicates and expands the teacher's work, owing to the many
interactions that may emanate from inquiry teaching and learning.

Basic Inquiry Processes

Listed below are the basic inquiry processes in order of complexity (Orlich et al, 2007).
1. Observing
2. Classifying
3. Inferring
4. Using numbers
5. Measuring
6. Using space-time relationships
7. Communicating
8. Predicting
9. Making operational definitions
10. Formulating hypotheses
11. Interpreting data
12. Controlling variables
13. Experimenting

Each inquiry process requires progressive intellectual development, and that as this
development takes place for one process, it spurs development on other processes
Development of observing, classifying, and measuring skills, for example, speeds
development of inferring skills.
These processes are found in every learning episode that involves inquiry. Inquiry is
not simply asking questions, it is a process for conducting a thorough investigation, and
as such, it applies to all domains of knowledge.
Each inquiry process must be carefully developed and systematically practiced. So,
you must decide how much of each lesson will be devoted to building cognitive skills and
how much to mastering processes.

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Lesson 9: Strategy 1- The Power of Observation

I- What is Observation?
"People's minds are changed through observation and not through argument.”
-Will Rogers
Reason, Observation, and Experience, the Holy Trinity of Science"
-Robert Green Ingersoll
Of all the inquiry processes, observation may be the most important to scientists
and other experts Without observation, very few questions would be asked. Observation
is the core, foundation, principle, and rationale for the existence of science. Moreover, it
is driven by curiosity and the need to find patterns and answers to questions. Inquiry
depends upon observations to provide data for processes such as predicting,
hypothesizing, and inferring. Unexplained events and occurrences are constructed
through inquiry processes. The unexplained becomes reality by creating conclusions,
theories, principles, and laws Without special attention to observations, there would be
little advancement in science,

A. Definition of Observation
For see people, observing could be described using the song "For Your Eyes
Only," But observation much more than the use of eyes to see. It involves the use of all
senses seeing, tasting, hearing, touching and smelling. The sense of sight is often
predominant so that we become aware of the natural world, but a better understanding of
ourselves and our surroundings is possible as a result of the interaction of our different
senses.

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Technically, observation is defined as an act of recognizing and noting a fact or
occurrence often involving measurement with instruments (Merriam-Webster]. It
involves not only one skill but actually two or more skills.
Basic science concepts such as classification, ordering, and seriation are learned
through sight and touch but in some cases can be learned with the use of other senses as
well. Science ideas such as energy black holes, and ecology are based more on mental
abstraction than observable data. These ideas are made concrete through symbols,
models, diagrams, and formulas.
Basic knowledge is learned through sense observations. Observing is not unique
to scientists, every human being uses observations, consciously or unconsciously, on a
daily basis to make decisions.
Banowski (1981) says:
Science is not only rational, it is also empirical. Science is experiment, that is
orderly and masoned activity, it does not watch the world, it tackles it (p.104)
People other than scientists are less likely to understand the significance of
observations for decision making. Scientists are actively and consciously engaged in
using observations through formal methodology.

B. Teaching and Learning Through Observation

Consciously using observation is just as important to teachers as it is to scientists
and other professionals. Observing helps construct reality and make sense of the
classroom environment. Watching children and listening to them while they are engaged
in science activities provide a wealth of data about what they are learning. Instructional
strategies, curriculum content and assessment techniques can be revised or deleted
according to the set of facts collected during observations of children (Foster, 1999).
Gathering data from actual teaching experiences is much more effective than exclusively
trusting curriculum guides to inform the teachers about the best practices. Curriculum
guides typically express general viewpoints of teaching, which may have little relevance
to individual classroom situations.
Learning to observe is a significant inquiry process for children to consciously use
while they are engaged in science activities. Children of all ages are continuously
collecting data about the world around them, but they may not be consciously aware of
their actions. By using their senses, children consciously learn to construct reality by
exploring objects in the real world around them, which also includes interactions with
peers and adults. Teachers can help children learn to trust their own observations, which
will provide them with experiences in becoming good problem solvers and independent
thinkers.

II- What is the Importance of Observation?

A. The Development of Facts From Observations

Why are observations important to scientists? Usually they attempt
to find answers to questions by looking for patterns in nature, numbers, or
controlled experiments. These patterns are detected in data collected
through the use of senses, which we will call sense data (Foster, 1999).
Patterns are interpretations made by the observer of the collected data

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B. The Development of Concepts From Observational Facts
A new view of education is taking shape that reflects science as the
understanding relationships between systems and their parts. The
emphasis is on process rather than products, and through processes,
relationships among facts (products) become apparent and meaningful.
The contemporary view of science is based on understanding patterns and
relationships among organized ideas, which are called concepts.

C. Indirect Observations
Most of the time we collect data through direct observations. In
other science disciplines including biology, chemistry and physics, there
are instances wherein we rely on indirect observation Scientists cannot
directly observe the intricate processes within the human body, the motion
and structure of molecules or galaxies, or the other layers of the earth.
Microscopes telescopes, computers, radar, and sonar are examples of
technologies that help increase the ability to observe the knowledge
created through indirect observation is referred to as inferences (Foster,
1999). In other words, conclusions are deduced from indirect data.
Knowledge bases in biology, chemistry, and physics began with direct
observation, but the desire to know more has taken the knowledge to
levels that must rely on technology for collecting data.

III- Sample Lesson Plan

Topic: Forte and Motion

Grade Level: Grade 3
Learning Competencies:
The learners should be able to:
1. describe the position of a person or an object in relation to a reference point such
as chair, door, another person;
2. identify things that can make objects move such as people, water, wind, magnets;
and
3. describe the movements of objects such as fast/slow, forward/backward,
stretching compressing.

ENGAGE
Let the students observe two subjects, one that is moving while the other is
stationary (Use materials available from the laboratory room.) Share their observations
in class.

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EXPLORE
Show the students videos on force and motion (example: moving car, machines).
Ask them to describe the movement of the objects whether slow/fast, forward/backward,
stretching/compressing.

EXPLAIN
Force is anything that has the potential to change the state of rest or motion of an
object. Forces change the speed or direction of the motion of an object. The greater the
force applied on an object the greater the change that will be observed in motion. If an
object is more massive, a given force will have lesser effect upon the motion of the
object.

ELABORATE
Materials for each group a ping pong ball, a golf ball, a piece of cm/in ruler,
spherical objects of varying weights (such as tennis ball or basketball)
1. Provide each group a ping pong ball ruler, and a golf ball)
2. Ask the students to predict and observe what happens when force is applied to
an object, and compare the relative effects of a force of the same strength on
objects of different weight by snapping the ping pong ball gently with a finger
and measure the distance the ball covered with a ruler Record the distance in
centimeters on the force chart (see chart below).
3. Let the students move the ping pong ball as hard as possible with one finger.
With a ruler, measure and record the distance the ball covered on the force
chart.
4. Repeat the second and third steps using a golf ball. Use a different type of ball
if golf ball is not available.

5. Have the students compare data with other groups and draw conclusions about
force applied to objects and its effect on the direction of the object.
6. Give the students enough time to explore the effect of force applied to
spherical objects of varying weights.
7. Convene the students and let them share in class what they have discovered
Guide questions for the discussion.
a. What did you discover about the ping pong ball as a force in motion?
b. What did you discover about the golf ball as a force in motion?
c. Which ball produced the greater direction/distance and why?
d. Did the balls move farther when a greater or lesser force was applied to
the balls?
e. How would the speed of the object and distance change if force had
increased or decreased in strength?
f. What does weight have to do with force?
8. Guide the students in making a list of forces they see every day (examples:
kicking a ball, shooting an arrow, strong winds blowing, flowing water)
9. Help the students come up with the conclusion that the greater the force
applied to an object, the greater the change in speed or direction it will
produce on the object.

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FORCES CHART

Ball Soft Movement Hard Movement Greatest

(Measured in cm) (Measured in cm) Distance
Ping Pong
Ball Golf Ball

EVALUATE
1. instruct the students to write a paragraph considering this case: What would
happen if a golf team decided to practice with a golf club and a ping bong ball
instead of a golf club and a golf ball?
2. Let the students to discuss the relationship between force applied to an object
and the speed or direction of the object.

Other Direct Observation Activities (adapted from Foster, 1999)

 Observe an ice cube as it melts.
 Identify your own apple when it is placed in a bowl of other apples. Other fruit such
as lemons, limes, and oranges can be used instead of apples.
 Give everyone a green leaf from the same kind of tree Identify your leaf after it has
been placed in a pile with everyone else's leaves.

Although primary children may focus on a few attributes, older children can work
with a variety of attributes. For example, primary children may focus only on the shape
of the leaf while upper grade children can focus on its shape, edges, and veins.
Measurements that are either nonstandard or standard can be used to make precise
observations.

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Direct Moon Phase Observations and Study
Knowledge about phases of the moon is usually presented through pictures,
diagrams, and illustrations. Sometimes, activities usually consist of observing phases by
shining light on a thres dimensional model. Other moon phase activities may use
objects such as a basketball to represent the earth, a baseball to represent the inoon, and
a light source for the sun. Understanding moon phases requires collecting data through
limited use of the senses and creating models.

Learning Competencies
The learners should be able to:
 experience collecting data over a long period of time (1-4 weeks),
 create an explanation for moon phases based on data from direct observations rather
than textbooks or other sources;
 identify and answer questions that arise from studying moon phases; and
 understand angles and sky directions.

Grade Level:
 Primary through upper grades (noticing differences in phases may be sufficient for
primary grades)

Materials:
 Charts, index cards, or potket calendars for recording changes in, angle, time, and
sky directions

Instructions:
1. Before beginning your observations, write on a sheet of paper an explanation for
moon phase creation Hand this to your teacher. It will be given back to you to
compare what you learned at the end of the moon phase observation experience.
2. Form groups of 4-5 members. Choose different days and times for collecting
data. You will share the data together.
3. Devise a way to record your data. For example, on an index card, outline the
horizon and indicate the direction you are looking. Draw the moon's shape and
its angle in the sky Place several observations on one card and use a different
card for each observation. Remember to record dates and times.
4. Record the following during your moon phase study date, time of day, moon
phase, angle of moon at the time of observation, and direction in the sky. You
may be recording data as long as two months to ensure enough data are collected
to see patterns in the moon phases.
5. Try to observe the moon at the same spot at the same time. You may find you
have to change location or time during this long period of observation.
6. Record questions that come to your mind. You will be given opportunities in
class to discuss your findings and your questions Distinguish between those
questions that can be answered through direct observations and those that cannot.

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Classroom Moon Phase Simulation
After the students have collected data for 1-4 weeks, this classroom activity
can be given to them that illustrates moon phase changes.

Learning Competencies
The learners should be able to:
 understand moon phase using the earth as a point of reference;
 observe the positions of the earth, moon, and sun during each phase, and
 compare learning moon phases by direct observations and by using a model

Grade Level:
 Upper grades

Materials:
 Meter stick or yardstick
 Styrofoam ball (25-30cm/10-12 inches in circumference)
 Popsicle stick
 Masking tape
 Light bulb (150-250 watts) and bulb socket without a shade

Instructions:
1. Push one end of the Popsicle stick into the Styrofoam ball. The Styrofoam ball
represents the moon
2. Tape the other end of the Popsicle stick to one end of the meter stick so that the
Popsicle stick is perpendicular to the meter stick
3. After turning off the overhead lights and making the room as dark as possible, the
instructor will turn on the light bulb and hold it above his or her head. The light
bulb represents the sun.
4. Stand up and hold the end of the meter stick with the Styrofoam ball up in the air
with the other end posed on the tip of your nose The angle of the meter stick should
be about 45" You represent the earth the 450 angle simulate a person's line of sight
when looking at the moon.
5. Make sure you can turn around without bumping into someone else's meter stick.
Keep your eyes focused on the Styrofoam ball. Slowly rotate and watch what
happens.
6. Notice where the sun a in relation to your position and in relation to the moon for
each phase of the moon.
7. Think about the data you collected from your actual observations of the moon and
your questions.
8. Write down an explanation of moon phases using knowledge gained from direct
observations and this activity
9. Compare the explanations you wrote with the explanations you previously submitted
to your teacher before the activity.

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Discussion Questions
 What did you learn from the actual moon phase observation?
 What did the simulation activity confirm about your actual moon phase
observations?
 Why is it difficult to understand moon phase changes from pictures or illustrations?
 What point of view do pictures present? What is your point of view during the
simulation activity?
 What specific concepts should the learners understand before they can understand
changes in moon phases?
 In general, at what age should the learners learn about moon phase formation?
 Should the learners be given opportunities to learn about moon phases at different
grade levels? Explain.
 What does this say about revisiting the same concepts at different grade levels?
 If a learner says they already studied this in an earlier grade, how would you
respond?
 What are the implications of learning about moon phases formation from pictures,
diagrams and illustrations?

The following are examples of other long term observation activities that can be
done at various grade levels.

1. Plant seeds and keep track of the growth of plants.

2. Observe changes in butterfly chrysalises from caterpillars to adult butterflies.

3. Raise mealworms to watch the changes in beetles life cycle.
4. Observe changes in terraria and aquaria with different ecosystems.
5. Observe changes in weather conditions.
6. Observe changes in the color of leaves in the autumn.
7. Start a mold culture and observe changes over a given length of time. IV.

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IV-Application

Answer the following guide questions.

1. What are the benefits of using observation as a strategy in class?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. How does it help the students develop facts, concepts, and scientific knowledge?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Given the learning competencies below, develop a sample lesson plan.

Topic: The Surroundings

Grade Level: Grade 3
Learning Competencies
1. Describe the things found in the surroundings
2. Relate the importance of surroundings to people and other living things

ENGAGE
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

EXPLORE
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

EXPLAIN
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

ELABORATE
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
EVALUATE
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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Lesson 10: Strategy 2- Experimentation

I- What is Experimentation?
Experiments are the teachers another way of introducing a new idea to the
students to stimulate their engagement in class. The use of experiments allows the
teachers to transform the class into an active learning environment that fosters
involvement of the students and stimulates their mental, affective, and physical activities.
The traditional way of using chalk and board can be improved by facilitating experiments
in class so they can better understand and appreciate the principles involved in various
scientific processes.
The teachers can use experiment instead of, or in addition to more, traditional
approaches for the following reasons (SERC, 2019):
 Experiments can be used to introduce new ideas or to clarify puzzling aspects of
topics with which the students typically struggle.

 If the result of an experiment is surprising yet convincing, the students are in

position to build ownership of the new idea and use it to scaffold learning.

 In addition to checking that the conceptual focus of the experiment has been
understood correctly, post-experiment assignments can push the students to
describe a follow up experiment or to extend the concept to another application.

Classroom experiments keep the learners active in a number of ways depending

on the nature of the particular experiment. During experiments:
 The students are active in generating data or behavioral observations.
 The students analyze data, examples, or models.
 The students answer leading questions posed by the instructor and compare their
answers with those of other students.
 The students work together in groups to solve problems, devise strategies, or
understand class concepts.

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 The students predict how changing the experiment will change the outcomes.
 The students compare experimental results to classroom theories and use them to
confirm critique the theories.

II- How to Use Experimentation as a Teaching Strategy?

The experimental approach requires the teacher to explain the following steps and
guide the students during the entire experiment. The goal is for the students to be able to
understand the steps and develop their own experiment. The following steps are adapted
from SERC (2019):
a. Identity/select a problem
To be worthy of investigation, the problem must be a problem for the students
as well. It is a product of their observation from the classroom, the environment,
their homes, or the community.
b. Formulate a hypothesis.
Hypothesis is an educated guess, a supposition or proposed explanation made
on the basis of limited evidence as a starting point for further investigation.
c. Test the hypothesis
d. Control variables
e. Make operational definitions
f. Perform the experiment
g. Record and interpret data
h. Draw a conclusion
Conducting a classroom experiment entails several significant steps. Among these
is the preparation of the teacher and the students before the experiment, the roles of both
parties during the experiment and the post experiment tasks (SERC, 2019).

1) BEFORE THE EXPERIMENT

a. Teacher's preparation
The teacher should be mindful of the following before conducting the experiment in
class:
 Decide how to best incorporate experiments into class content.
 Designate an appropriate amount of time for the experiment. Some experiment
may require more than one meeting while others take only a few minutes.
 Match the experiment to the class level, course atmosphere and the personalities
styles of the students.
 Use appropriate strategy when dealing with the classroom environment; room
layout, number of students, groupings,

b. Students’ preparation

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It's a great help for the students if they will initially prepare for and get acquainted
with the flow of the experiment so they will have a successful teaming experience.
Let the students de the following before starting the experiment:
 Carefully read and study instructions that explain the experiment and the role
of the students
 Prepare all the materials, apparatus, glass wares, chemicals and equipment
needed for the experiment
 Think of the possible outcomes of the experiment

2) DURING THE EXPERIMENT

While doing the experiment, take note of the following:

a. Teacher's role
 Monitor the whole class Check if all the students are participating or doing
their assigned tasks.
 Assess the students’ performance. Connect those who may not be doing the
instructions properly and recognize those who are following instructions
strictly.
 Check the time or duration of the experiment. Sometimes, the students are too
busy that they aren't mindful of the time left for them to finish the experiment.
 Observe if the materials and equipment used are still properly working or are
properly used by the students.

b. Students role
 Make sure the students follow the instructions properly. Ask them to approach
the teacher if there are concerns/questions.
 Ask the students to be a keen observer and take note of all observations and
results of the experiment. Document the experiment by taking pictures of the
results and of the students while performing the procedures.

3. AFTER THE EXPERIMENT

The experience during the actual experiment isn't just about that moment
in class. It can be used as a shared experience that emphasizes material that is
covered later in the course. Moreover, it can help the students to start thinking
beyond the course material.

a. Teacher's role
 Guide the students in analyzing the data collected data
 Assess the students achievement in learning goals by using standard tests,
quizzes about the experiment itself and open ended questions that allow the
students to reflect on what they did and did not get from the experiment. This

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is useful for clarifying facts and concepts that the students might not have
understood before and during the experiment.

b. Students’ role
 Analyze and interpret the data collected
 Identity scientific principles that can be learned from the experiment.
 Think of ways on how to apply the learned scientific principles practically in
life

4) STRATEGIES FOR UNEXPECTED OUTCOMES

Teachers often have tears of conducting experiments especially if things go
wrong, the materials are not available, the machine isn't functioning well, the students
aren't following instructions, the class may be canceled due to weather conditions, etc. It
is always necessary to have a backup plan so that the class can proceed with the
experiment. Here are some suggestions:
 Improvise if you can. Discuss the outcome if the expected materials are used
as well as the alternative materials.
 Bring your set of lecture nates with you in class. You can always conduct a
normal class if there is no remedy for the unavailability of materials or some
other uncontrollable circumstances.
 Bring results from a related or similar experiment from a published research
experiment or data from a previously conducted classroom experiment with
you to class. You can have a discussion about what the students expect to
happen from the experiment.

III- Sample Lesson Plan

Topic: Gravitation and Frictional Forces

Learning Competency
The learners should be able to inter how friction and gravity affect movements of
different objects.
Grade Level: Grade 6

ENGAGE

Let the students imagine that they are inside a dark, cold room in a winter night
Ask them, "What was the best way to keep the hands warm?"

EXPLORE
Procedure:
1. Predict what will happen when you tub hands together vigorously.
2. Rub your hands together. Do your hands feel warmer?

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3. Rub your hands together again faster and longer. Put your hands on your face.
How do your hands feel? Run water on your hands and see if it rubs the same.
Now add lotion to dry hands and rub them again. Do you feel a difference in the
amount of heat?

EXPLAIN

Classroom Discussion about Gravity and Friction

Gravity
 Gravity is a force that always attracts or pulls objects toward each other
without direct contact or impact.
 Gravitational attraction depends on the mass of the two objects and the
distance they are apart.
 Objects on Earth are pulled toward the center of Earth.

Friction
 It is a force that occurs when one object rubs against another object.
Two factors that determine the amount of friction:
1. The kind of surfaces
2. The force pressing the surfaces together

 Friction is the force that acts to resist sliding of two surfaces that are touching.
It can slow down or stop the motion of an object.
 The smoother the two surfaces are, the less friction there is between them;
therefore, the moving object will not slow down as quickly.
 The greater the force pushing the two surfaces together, the stronger from
moving.

ELABORATE

Facilitate the experiment below

Objectives:
As the learners perform the experiment, they are expected to:
 state that the size of the surface does not affect the surfaces together does not
affect the amount of friction;
 hypothesize concerning variables that affect friction;
 control variables as they experiment;
 communicate by writing a laboratory report; and
 interpret the data gained from their experiments.

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Grade Level:
 Intermediate grades

Materials:
 Six boards 2x4x12
 Six eye screws or hooks
 String
 Six spring balances

Instructions:
Divide the class into groups. Give each group a foot-long 2" x 4" board
with a hook in the end, a string, and a spring balance. Provide each group with the
following set of questions and directions:

1. Do you think it will require more force to pull the board along at a
uniform velocity if it is lying on a four-inch surface or on a two inch
surface? Write a hypothesis that best expresses your best prediction.
2. How can you test your hypothesis? How many trials should you make?
(Pull the board along in each position. At least three trials for each
position) Write a description of your experiment. Include your
hypothesis, procedure, results, and conclusions.
3. What do you conclude about your hypothesis? (The force is
independent of the surface area)
4. What effect do you think adding weight to the wood block will have
upon the force of friction? Write a hypothesis that expresses your best
prediction.
5. How can you test your prediction? How many trials should you make?
(lay some object such as book on the wood block in each position and
pull the block along. At least three trials for each position) Write a
description of your experiment. Include your hypothesis, procedure,
results and conclusions.
6. What do you conclude about your hypothesis? (The weight of an
object affects the amount of friction it exerts as it slides over a surface)

EVALUATE

This can be done in class or at home if there's no time left in class.

1. Create a Venn diagram to show the relationship between gravity and
friction.
2. List down materials/objects that prevent friction and explain their specific
use (e.g., lubricant in cars)

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IV. Application

Answer the guide questions below.

1. When should the teacher use experimentation as a strategy to deliver a certain topic in
class?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What are the limitations of experimentation as a teaching strategy?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Given the learning competencies below, develop a sample lesson plan.

Topic: Energy

Learning Competencies
1. Demonstrate how sound, heat, light, and electricity can be transformed
2. Manipulate simple machines to describe their characteristics and uses

ENGAGE
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

EXPLORE
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

EXPLAIN
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

ELABORATE
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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EVALUATE
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Lesson 11: Strategy 3-Inductive Guided Inquiry

I- What is inductive Guided Inquiry?

Induction is a thought process wherein the individual observes selected events,

processes, or objects and then constructs a particular pattern of concepts or relationships
based on these limited experiences. Inductive inquiry is a teaching method in which the
teachers ask the students to infer a conclusion, generalization, or pattern of relationships
from a set of data or facts. There are two approaches of inductive inquiry guided and
unguided. If you provide the specifics-that is, the data or facts-but want the students to
make generalizations, then you are conducting a guided inductive inquiry (Tamir, 1995)
On the other hand, if you low the students to discover the specifics themselves before
they make generalizations, the process is an unguided inductive inquiry. In this particular
lesson, we will focus on inductive guided inquiry.

Inductive inquiry is actually applicable for all levels of instruction (from grade
school to university graduate schools). At any level, the processes of observing making
inferences, classifying, formulating hypotheses, and predicting are all sharpened (or
reinforced) by the students' experiences.

II. How to Use Guided Inductive Inquiry as a Teaching Strategy?

In guided inductive inquiry, the use of pictures is usually the easiest way to
introduce this concept for young children show different pictures of the same scene to the
class. Ask the children to tell what they see in pictures and to describe patterns they
observe. Have them state these patterns as generalizations. Ask questions that require the
students to do some generalizing themselves, such as "What could cause this type of track
in the snow" or "Where have we seen these before? (Orlich et al., 2007).

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You need to distinguish clearly between statements based on observations and
those based n inferences. Begin the lesson by explaining and demonstrating the
difference between observation and inferences.
The process of inductive reasoning is developed gradually. As the lesson
progresses, prepare a simple chart or list on the blackboard of the students' observations
and inferences. The student understanding of each process will gradually develop from
studying these examples.

Time Requirements

When you plan to use any type of inquiry activity in class, spend at least twice as
much class time on each lesson as you normally would. This time is spent on in-depth
analyses of the content by the students. Inquiry methods demand greater interaction
between the learner and the learning materials, as well as greater interaction between the
teacher and the students (Orlich et al., 2007).

In the same way, be prepared to reduce the amount of content you will cover
because you will use more time developing process skills. You cannot maximize thinking
skills and simultaneously maximize content coverage.

Characteristics of Guided Inductive Inquiry Model (Orlich et al., 2007)

1. The learners progress from specific observations to inferences or generalizations.

2. The objective is to learn for reinforce) the process of examining events or objects
and then arriving at an appropriate generalization from the observations.

3. The teacher controls the specifics of the lesson (the events, data, materials, or
objects) and thus acts the class leader.

4. Each student acts to the specifics and attempts to structure a meaningful pattern
based on his or her observations and those of others in the class. e classroom is to
be considered a learning laboratory.

5. Usually, a fixed number of generalizations will be elicited from the learners.

6. The teacher encourages each student to communicate his or her generalizations to

7. the class so that others may benefit from them.

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A General Model of Inquiry (Orlich et al., 2007)

This model can be adapted to other inquiry models, such as problem-solving.

These steps form the basis of what we know as the scientific method. The students can
surely develop the different process skills as they utilize this model effectively.

The Role of Questioning Within Guided Inductive Inquiry

It has been observed that the teacher's questioning plays an important role in
inquiry methods because the purpose of inquiry is to pursue an investigation. The teacher
thus becomes a question asker, not the one who is answering the question/s. Teachers
who are masters of guided induction inquiry state that they spend their time interacting
with the students but provide very few answers (Phillips & German, 2002).

What kinds of questions should a teacher ask? The following list show some
questions that the teacher can pose in the class to have a more inquiry-oriented classroom
environment (based on Orlich & Migaki, 1981). Again, note that there prompting
questions help the students to examine all kinds of interrelationships-one of the desired
goals of inquiry teaching and constructivism.

Question Stems: Dynamic Subjects

 What is happening?
 What has happened?
 What do you think will happen now?
 How did this happen?
 What caused this to happen?

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 What took place before this happened?
 Where have you seen something like this happen?
 When have you seen something like this happen?
 How can you make this happen?
 How does this compare with what you saw or did?
 How can you do this more easily?
 How can you do this more quickly?

Question Stems: Static Subjects

 What kind of object is it?
 What is it called?
 Where is it found?
 What does it look like?
 Have you ever seen anything like it? Where? When?
 How is it like other things?
 How can you recognize or identify it?
 How did it get its name?
 What can you do with it?
 What is it made of?
 How was it made?
 What is its purpose?
 How does it work or operate?
 What other names does it have?
 How is it different from other things?

III- Sample Lesson Plan

Topic: Soil and Its Types

Grade Level: Grade 4
Learning Competency
The learners should be able to compare and contrast the characteristics of
different types of soil.

ENGAGE
Show pictures of different types of soil, or if actual samples are available, bring
them and show the class

EXPLORE

Ask the students:

1. What are the components of soil?

2. What are the different types of sail?
3. In what ways are they similar or different?

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4. Which type of soil absorbs and keeps water?

EXPLAIN

Discuss the components of soil, different types of soil and their distinguishing
characteristics.

ELABORATE

Let the students ponder on the following questions. Give them time to share their
ideas in class.
1. What is the significance of each type of soil? Give their specific use.
2. If you are going to plant seeds, what type of soil will you use and why?
3. What is soil pollution? What are the factors that contribute to soil pollution?

EVALUATE

Ask the students to conduct a library research on areas where soil or land has been
polluted/mined and list down the implications of such event. They can present the output
in a creative manner (poster, video presentation, etc.) to be submitted and shown in class
the following meeting.

IV- Application

Answer the following questions.

1. What are the general considerations when using guided inquiry as strategy in
class?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. The heart of guided is questioning. Characterize effective questioning.
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Choose a certain topic and develop a sample lesson plan following the 5E
model:

Topi:

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Learning Competencies
1.

2.

ENGAGE
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

EXPLORE

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

EXPLAIN

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

ELABORATE

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

EVALUATE

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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A-APPLY/ C-CREATE

Well, I hope you have understood what you have read and studied.
You are going to answer the Apply & Create in the canvas.

May the Lord bless you always!

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