OSIAS COLLEGES, INC.

F.Tanedo St.,San Nicolas, Tarlac City

(045) 982-02-45., e-mail:[email protected]
http://www.osiascolleges.edu.ph

SUBJECT : TEACHING SCIENCE IN ELEMENTARY (Biology and Chemistry)

TOPIC: CHARACTERISTICS OF HIGHLY EFFECTIVE SCIENCE TEACHING AND LEARNING
MODULE : 3
OBJECTIVES :
The student should be able to:
Explain the teacher and students’ characteristics of effective science teaching and
learning.

LESSON PROPER

I. READ

LEARNING CLIMATE

Teacher Characteristics
A- Teacher creates learning environments where students are active participants as individuals
and as members of collaborative groups.
The teacher creates learning environments where students are active participants as individuals
and as members of collaborative groups in creating, questioning, sharing, discussing, reasoning
and analyzing the processes involved in solving scientific problems/tasks.
B - Teacher motivates students and nurtures their desire to learn in a safe, healthy and
supportive environment which develops compassion and mutual respect.
C- Teacher cultivates cross cultural understandings and the value of diversity.
The teacher Cultivates cross cultural understandings and the value of diversity, including an
understanding that women and minorities have historically often been excluded from making
contributions to science.
D- Teacher encourages students to accept responsibility for their own learning and
accommodates the diverse learning needs of all students.

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E- Teacher displays effective and efficient classroom management that includes classroom
routines that promote comfort, order and appropriate student behaviors.
F- Teacher provides students equitable access to technology, space, tools and time.
G- Teacher effectively allocates time for students to engage in hands-on experiences, discuss
and process content and make meaningful connections.
H- Teacher designs lessons that allow students to participate in empowering activities in which
they understand that learning is a process and mistakes are a natural part of learning.
I- Teacher creates an environment where student work is valued, appreciated and used as a
learning tool.

Student Characteristics
A- Student accepts responsibility for his/her own learning.
The student accepts responsibility for his/her own learning (e.g., asking for clarification or
additional resources when needed, collecting data responsibly, recording relevant
observations).
B- Student actively participates and is authentically engaged.
The student actively participates and is authentically engaged, demonstrating a commitment to
achieving a learning goal or target.
C- Student collaborates/teams with other students.
The student collaborates/teams with other students as equal partners, sharing responsibilities
and respecting the validity of their scientific data and observations.
D- Student exhibits a sense of accomplishment and confidence.
The student exhibits a sense of accomplishment and confidence, including a willingness to
share the results of their scientific investigations and research.
E- Student takes educational risks in class.
The student takes educational risks in class such as being willing to refute the scientific claims of
others, and to defend their own scientific assertions.
F- Student practices and engages in safe, responsible and ethical use of technology.
The student practices and engages in safe, responsible and ethical use of information
technology, as well as laboratory materials & equipment.

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CLASSROOM ASSESSMENT AND REFLECTION
Teacher Characteristics
A- Teacher uses multiple methods to systematically gather data about student understanding
and ability.
B- Teacher uses student work/data, observations of instruction, assignments and interactions
with colleagues to reflect on and improve teaching practice.
C- Teacher revises instructional strategies based upon student achievement data.
D- Teacher uncovers students’ prior understanding of the concepts to be addressed and
addresses students’ misconceptions/incomplete conceptions.
The teacher uncovers students’ prior conceptions about the concepts to be addressed and
addresses students’ misconceptions/incomplete conceptions regarding the natural and physical
world.
E- Teacher co-develops scoring guides/rubrics with students and provides adequate modeling
to make clear the expectations for quality performance.
F- Teacher guides students to apply rubrics to assess their performance and identify
improvement strategies.
G- Teacher provides regular and timely feedback to students and parents that moves learners
forward. H- Teacher allows students to use feedback to improve their work before a grade is
assigned.
I- Teacher facilitates students in self- and peer-assessment.
J- Teacher reflects on instruction and makes adjustments as student learning occurs.
Student Characteristics
A- Student recognizes what proficient work looks like and determines steps necessary for
improving his/her work.
B- Student monitors progress toward reaching learning targets.
C- Student develops and/or uses scoring guides periodically to assess his/her own work or that
of peers. D- Student uses teacher and peer feedback to improve his/her work.
E- Student reflects on work and makes adjustments as learning occurs.

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INSTRUCTIONAL RIGOR AND STUDENT ENGAGEMENT
Teacher Characteristics
A- Teacher instructs the complex processes, concepts and principles contained in state and
national standards using differentiated strategies that make instruction accessible to all
students.
B- Teacher scaffolds instruction to help students reason and develop problem-solving
strategies.
The teacher models proficiency with the use of appropriate tools, technology and techniques to
solve problems in science.
C- Teacher orchestrates effective classroom discussions, questioning, and learning tasks that
promote higher-order thinking skills.
The teacher designs science learning tasks (laboratory investigations, data generation &
analysis) that promote higher-order thinking skills including skeptically evaluating their own
conclusions as well as those of others
D- Teacher provides meaningful learning opportunities for students.
The teacher provides opportunities to understand how scientific knowledge is generated and
justified, and an opportunity to use these understandings.
E- Teacher challenges students to think deeply about problems and encourages/models a
variety of approaches to a solution.
The teacher encourages/models a variety of approaches (inquiry, observation, controlled
experimentation, thought experiments, conceptual modeling) to obtaining data about the
natural world.
F- Teacher integrates a variety of learning resources with classroom instruction to increase
learning options.
The teacher provides experiences for students such as guest presenters, field experiences, and
career explorations
G- Teacher structures and facilitates ongoing formal and informal discussions based on a shared
understanding of rules of discourse.
The teacher develops with their students an understanding that these rules require scientific
discourse to be based on theory and evidence and employ logical reasoning. Builds an
understanding that a scientific argument is a non-combative format for supporting or defending
a scientific claim and is not an emotional conflict.

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H- Teacher integrates the application of inquiry skills into learning experiences
I- Teacher clarifies and shares with students learning intentions/targets and criteria for success.

Student Characteristics
A. Student articulates and understands learning intentions/targets and criteria for success.

B. Student reads with understanding a variety of texts.

The student reads informational science texts such as articles in popular press, textbooks, non-fiction
books, Internet, etc.

C. Student applies and refines inquiry skills.

The student

 asks and identifies questions and concepts to guide scientific investigations.

 designs and conducts scientific investigations
 uses appropriate technology and mathematics to enhance investigations/problem solving
(science probes, graphing calculators, spreadsheets)
 formulates and revises explanations and models 5) analyzes alternative explanations and
models
 collaborates with other scientists/students
 accurately and effectively communicates results and responds appropriately to critical
comments
 generates additional testable questions which arise from their investigations, results and
discussions.

II. REFLECT
Explain the teacher and students’ characteristics of effective science teaching and learning.
The teacher and student’s characteristics of effective science teaching and learning The
teacher creates learning environments where students are active participants as individuals and
as members of collaborative groups in creating, questioning, sharing, discussing, reasoning and
analyzing the processes involved in solving scientific problems/tasks and the Teacher
encourages students to accept responsibility for their own learning and accommodates the
diverse learning needs of all students so that student accepts responsibility for his/her own
learning and they are actively engaged to the activities that teachers made.

III. RESPOND
Accomplish the activity sheets provided for this lesson.

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OSIAS COLLEGES, INC.
F.Tanedo St.,San Nicolas, Tarlac City
(045) 982-02-45., e-mail:[email protected]
http://www.osiascolleges.edu.ph

ACTIVITY SHEET
CHARACTERISTICS OF HIGHLY EFFECTIVE SCIENCE TEACHING AND LEARNING

What are the qualities of a science student?

_ The qualities of a science student are demonstrate an

intense level of curiosity in science to gain new knowledge and
experience and explore about science. First curiosity Is more
important that others things that have nothing to do with the
topic being discussed because when our curiosity is triggered,
we think more deeply and rationally about decisions and come
up with more creative solutions. The other one qualities of a
science student is a possesses a good memory, Remembering
the past situations and also trying to forget irrelevant things point
towards good memory because in science subject we need to
memorize some words and to explore things so that our good
memory is important to us as a student.

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