Margie B.

Gamayao
Beed 3

Lesson Assessment
1. List down the different steps in teaching elementary science according to
Greenspan,2016
1. Know What You Want to Accomplish: It's all about having a clear vision of what
you want your students to learn and what you yourself need to understand to teach it
well. Plus, being ready to roll with the unexpected!
2. Set the Stage: This is about creating that spark of curiosity and addressing any
ideas your students already have about the topic – even if they're a little off. You want
to build an environment where they're eager to explore.
3. Create a Learning Atmosphere: Think of this as building the right kind of
classroom – one that's positive, hands-on, and safe. It's where kids feel like they're a
team of investigators, just like real scientists!
4. Integrate the Curriculum: Science isn't a lonely subject! This step is about weaving
it together with other things they're learning, like reading, math, and even art. It
makes science feel more connected to the real world.
5. Engage the Learner: How do you get kids hooked? By making learning active and
involving! Think inquiry-based activities that get them thinking and doing, not just
listening.
6. Assemble Your Materials: Every good experiment needs its tools! This step is
about getting all your ducks in a row – finding the resources, asking for help if you
need it, and setting up a classroom that's ready for exploration.
7. Establish Cooperative Learning Groups: Teamwork makes the dream work in
science too! Getting kids to work together helps them share ideas, learn from each
other, and build those important collaboration skills.
8. Implement Technology: We live in a digital world, and science is no exception!
This step is about using cool tech tools to enhance learning, from presentations to
connecting with other students.
9. Reflect and Assess: How do you know if they're getting it? This step is about
checking in with your students, both before and after teaching, to see what they
understand and adjusting your approach as needed.
10. Extend and Apply: Science isn't just something you learn in the classroom. This
final step is about helping kids see how it connects to their everyday lives and
encouraging them to explore it further outside of school.

2. State the importance of each of the steps in teaching- learning process

1. Knowing What You Want to Accomplish: This is your compass! Without clear
goals, your teaching might wander aimlessly. It ensures you're focusing on the right
things and helps you design activities that actually lead to understanding. Plus, being
prepared yourself means you can answer those tricky questions kids throw your way!
2. Setting the Stage: Think of this as planting the seeds of curiosity. If you don't
grab their attention and address their existing ideas (even if they're wrong!), new
information might just bounce off. Creating a positive atmosphere makes them feel
safe to ask questions and take risks in their learning.
3. Creating a Learning Atmosphere: This is where the magic happens! A hands-on
environment and clear expectations allow students to truly do science, which leads to
deeper understanding. Safety first, of course, so they can explore without worry.
When the classroom feels positive and engaging, learning becomes an exciting
adventure.
4. Integrating the Curriculum: This makes learning stickier! When students see
how science connects to other subjects, it reinforces those concepts in different ways
and shows them that knowledge isn't just a bunch of separate boxes. It makes science
feel relevant and applicable across the board.
5. Engaging the Learner: Passive learning is like trying to fill a bucket with a tiny
spoon. Active learning, where students are involved and exploring, opens up the
floodgates! When they're asking questions, investigating, and discussing, they're
building their own understanding and developing critical thinking skills.
6. Assembling Your Materials: Imagine trying to bake a cake without the
ingredients! Having the right materials ready means lessons can flow smoothly and
students can actually conduct investigations and experiments. This hands-on
experience is crucial for making abstract concepts concrete.
7. Establishing Cooperative Learning Groups: Two (or more!) heads are often
better than one. Working together allows students to share ideas, learn from different
perspectives, and develop communication skills – all while tackling scientific
challenges. It can also make learning less intimidating for some students.
8. Implementing Technology: In today's world, tech is a powerful tool! It can
bring science to life in new and exciting ways, allowing students to visualize
complex concepts, access vast amounts of information, and even connect with others
who are passionate about science. It prepares them for a future where technology is
integral.
9. Reflecting and Assessing: This is how you fine-tune your teaching. By
understanding what students already know and checking their progress along the
way, you can tailor your lessons to meet their needs. It's not just about grades; it's
about making sure everyone is truly learning.
10. Extending and Applying: This is where science becomes real! When students
see how the concepts they learn in the classroom apply to their everyday lives, it
makes the learning meaningful and memorable. It encourages them to become
lifelong learners and problem-solvers in the world around them.
 Margie B. Gamayao
Beed 3

Lesson Assessment:
Instruction: Read each of the questions carefully. Answer comprehensively.

1.Download sample brief, semi-detailed and detailed lesson plan from the
internet. Provide the similarities and differences between each format of
lesson plans.

2.When you were in your first year, where you able to follow the different
guiding principles in selecting the teaching content and using the teaching
strategies? Provide specific instances in your experience in developing a
lesson plan how crucial these guiding principles are.

Feature Semi-Detailed Lesson Plan Detailed Lesson Plan

Core Elements Objectives, Subject Matter/Topic, Objectives, Subject Matter/Topic,
Activities/Procedure, Activities/Procedure,
Assessment/Evaluation Assessment/Evaluation
Level of Detail More Structure & Guidance Most Comprehensive
Objectives More specific learning outcomes Very specific, often broken down
into smaller targets
Activities/Procedure More specific information Step-by-step procedures, detailed
provided descriptions
Assessment More specific strategies outlined Detailed strategies, including
specific questions/tasks
Teacher Guidance Extensive guidance and support assumes a certain level of teacher
for the teacher, especially useful expertise and allows for more
for new or less experienced autonomy in instructional
educators. decisions.
Anticipated Rarely included Often included
Responses/Follow-
up
Best Suited For Teachers with some experience New teachers, complex topics,
formal observations
Analogy Map with major roads Map with every street and
landmark
Components Objectives, Subject Matter, Objectives, Subject Matter,
Materials, Procedure (Motivation, Materials, Procedure (Activity,
Presentation, Discussion, Analysis, Abstraction,
Generalization, Application), Application), Assessment .
Evaluation, Assignment

2.When you were in your first year, where you able to follow the different
guiding principles in selecting the teaching content and using the teaching
strategies? Provide specific instances in your experience in developing a
lesson plan how crucial these guiding principles are.
 Margie B. Gamayao

Beed 3

During my freshman year, most of my classes were general and introductory

education courses, so I didn't get much direct practice with teaching methods. We
were introduced to lesson planning in our major subject in the second semester, but it
felt a bit scattered. There wasn't one standard way to write a lesson plan; each teacher
had their own rules. We were often told to find templates online and just change the
topics, which was confusing because there wasn't a consistent way to plan lessons for
specific grade levels.

However, things got much clearer in my second and third years. Our
professors taught us about the Department of Education's essential learning goals
(MELCs) and gave us official lesson plan templates that matched the new national
curriculum. This was a big improvement because it gave us a clear structure, making
sure our lesson plans were relevant and followed national guidelines.One key idea
that really stuck with me was the constructivist approach. At first, I thought teaching
was just about giving information. But I learned how important it is to know what
students already think and what misunderstandings they might have. For example,
when planning a lesson about the water cycle, I didn't initially think to check what the
students already knew. Later, I added an activity to find out their ideas about where
water comes from and where it goes. This helped me change the lesson to address
their specific misunderstandings, like the idea that water just disappears when it
evaporates, instead of understanding it changes form.

Another big change was how I thought about using teaching materials. At first,
I didn't really get why it was important to use different kinds of materials. But later, I
realized how valuable it is to use materials that appeal to different learning styles. I
learned to include more hands-on activities, like building models or doing simple
experiments. This was closely related to the idea that kids learn science by doing
science.Without a doubt, the most important part of lesson planning is creating clear
and measurable learning goals. As I learned how to do this, I realized that this is the
most crucial thing, and I know I need to really practice it as a future teacher. Even
though I'm still learning, the practice teaching sessions have really helped me build a
strong foundation for my future as an educator.

Basically, while my first experiences with lesson planning were a bit all over
the place, the organized approach and focus on important teaching ideas in my later
years were incredibly helpful. I now have a much better understanding of how to
connect what I teach to national standards, understand what students already know,
and use different teaching methods to help students learn effectively.