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Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Rodriguez II
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL

Prepared by:

SONNY V. MATIAS
Science Coordinator

Submitted to:

DR. ELIZABETH B. MEDINA


Principal III
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Rodriguez II
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL

Introduction:
In the K to 12 Curriculum, Science is one of the core subjects from Grade 3 to
10 pupils. It envisions the development of scientifically, technologically, and
environmentally literate and productive members of society who are critical problem
solvers, responsible stewards of nature, innovative and creative citizens, informed
decision makers, and effective communicators.
The job of science education is to teach students how to use thematic patterns of
science to communicate meanings, “talking science” to solve problems in writing or
speaking about issues in which science is relevant. The goal of helping students learn
to communicate about science is important, but we must also be aware of potentially
harmful messages that can be unconsciously communicated to our students.
As science educators, we not only teach science but we may communicate a
“mystique of science” attitude, promoting the idea that science is authoritative,
impersonal and humorless, lacking creativity or values. This communicates a view that
scientists are “experts” or “them,” rather than seeing ourselves as scientists.
Scientific writing and talk often project science as a description of the way the
world works rather than as a human social activity that tries to make sense of the world.
We instead should help our students learn that science is all around us, influenced by
human uncertainties, judgments, values, and interests.
It’s important that we emphasize the human side of science. These well-
established ideas about the nature of science have a lasting effect on students, so we
need to be sensitive about the messages we communicate. Science is creative and
science is tentative, which means that scientists recognize that we understand things
based on current research.
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Rodriguez II
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL

Teachers who are Teaching Science


Grade Name of Teacher Position
III Cecile C. Abillon Teacher I
Cheryl P. Orihuela Teacher I
Jesusa C. Cruz Teacher I
Mary Ann G. Corpuz Teacher I
Jessie Ann V. Garcia Teacher I
Esperanza C. Marquez Teacher I
Rose Ann L. Caňal Teacher I
Lanie B. King Teacher I
Gabriela M. Belto Teacher I
Evangeline T. San Jose Teacher I
Annalyn M. Fuentes Teacher I
Mary Ann B. Orbito Teacher I
Lorena P. Velado Teacher I
Ludy T. Baquiran Teacher I
Leah M. Cartagenas Teacher I
Jane L. Espita Teacher I
Remedios T. De Juan Teacher II
Erssy S. Garcia Teacher I
Nelia U. Mercado Teacher I
Joy M. Dulam Teacher I
Christina G. Ildefonso Teacher I
Verna B. Viscaya Teacher I
Doris B. Rosano Teacher I
IV Maria Cecile T. Tubelleza Teacher I
Ivy Lyn D. Purcon Teacher I
Marias Luisa E. Prado Teacher I
Josie Ann Dizon Teacher I
Angelyn Orpilla Teacher I
V Theresa Sallegue Teacher II
Florida Cruz Teacher I
Katrina Gracilla Teacher I
Clarissa A. Castro Teacher III
Marrefil C. Bueno Teacher I
Reynosa V. Legarde Teacher II
Rosafe G. Dela Cruz Teacher II
VI Sonny V. Matias Master Teacher I
Marias Argentina A. San Jose Teacher I
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Rodriguez II
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL
Amie P. Villareal Teacher I
Aprilyn S. De Leon Teacher I
Marites T. Buya Teacher I
Akmad M. Abubakar Master Teacher I
Wilbert C. Viscaya Teacher II

Activities

 Preparation of teacher made test for every Quarter


 Conducted review and joined the Science Congress
Quiz Bee
Scie-Art
Scie-Jingle
Odyssey of the Mind
Collage
 Established the YES – O Officers

Accomplishments
Test Constructors
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Rodriguez II
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Rodriguez II
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL

Test Results
st nd rd th
Grade
1 Quarter 2 Quarter 3 Quarter 4 Quarter

Grade 3 77.95 80.05 84.48 85.89

Grade 4 76.75 81.68 82.85 84.06

Grade 5 77.32 77.74 81.4 83.40

Grade 6 75.1 77.36 79.04 81.78

Average 76.78 79.21 81.94 83.78


Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Rodriguez II
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL

Conclusion:
An evolving understanding of how best to teach science represents a significant
transition in the way science is currently taught in most classrooms and will require most
science teachers to alter the way they teach.
The available evidence suggests that many science teachers have not had
sufficiently rich experiences with the content relevant to the science courses they
currently teach, let alone a substantially redesigned science curriculum. Very few
teachers have experience with the science and engineering practices. These trends are
especially pronounced both for elementary school teachers and in schools that serve
high percentages of low-income students, where teachers are often newer and less
qualified.
Science teachers’ learning needs are shaped by their preparation, the grades
and content areas they teach, and the contexts in which they work. Three important
areas in which science teachers need to develop expertise are the knowledge, capacity,
and skill required to support a diverse range of students; content knowledge, including
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Rodriguez II
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL
understanding of disciplinary core ideas, crosscutting concepts, and scientific and
engineering practices; and pedagogical content knowledge for teaching science,
including a repertoire of teaching practices that support students in rigorous and
consequential science learning.
The teaching of Science offer students the ability to access knowledge and
information which will contribute to an overall understanding of how and why things
work like they do. Science is able to explain the mechanism and reasons behind the
daily functioning of complex systems, which range from the human body to
sophisticated modern methods of transport. Children and students are able to use this
knowledge to understand new concepts, make well informed decision and pursue new
interest. Science also helps provide tactile or visible proof of many facts we read about
in books or see on the television. This helps to increase understanding and to retain
information for children and learners.

Recommendations:
Design and select learning opportunities for science teachers that are informed by
the best available research: Teachers’ learning opportunities should be aligned with a
system’s science standards, and should be grounded in an underlying theory of teacher
learning and in research on the improvement of professional practice, and on how to
meet the needs of the range of adult and student learners in a school or district.
Learning opportunities for science teachers should have the following characteristics:
 Designed to achieve specific learning goals for teachers.
 Be content specific, that is, focused on particular scientific concepts and
practices.
 Be student specific, that is, focused on the specific students served by the school
district.
 Linked to teachers’ classroom instruction and include analysis of instruction.
 Include opportunities for teachers to practice teaching science in new ways and
to interact with peers in improving the implementation of new teaching strategies.
 Include opportunities for teachers to collect and analyze data on their students’
learning.
 Offer opportunities for collaboration.
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Rodriguez II
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL
Create, evaluate, and revise policies and practices that encourage teachers to
engage in professional learning related to science: District and school administrators
and relevant leaders should work to establish dedicated professional development time
during the salaried work week and work year for science teachers. They should
encourage teachers to participate in science learning opportunities and structure time to
allow for collaboration around science. Resources for professional learning should
include time to meet with other teachers, to observe other classrooms, and to attend
discrete events; space to meet with other teachers; requested materials; and incentives
to participate. These policies and practices should take advantage of linkages with other
policies For example; natural connections can be made between policies concerning
professional development and teacher evaluation. Similarly, administrators could
develop policies that more equitably distribute qualified and experienced science
teachers across all students in school, districts, and school networks.

Pictorials:
Teachers Development
(ROBOTICS)
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Rodriguez II
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL

Pupils Development
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Rodriguez II
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Rodriguez II
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL

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