It is the most effective means where students experience firsthand the
inquiry process; effective means in comprehending and applying
scientific knowledge (Hamidu et al., 2014)
Provides a non-threatening, realistic and concrete approach to learning
(of science) as opposed to the formal, abstract, treatment of typical
textbook approach (Adeniran, 2006; Yara, 2010)
Motivates students by stimulating Assists concept acquisition and
interest and enjoyment development
Develops understanding of scientific
inquiry and develops expertise in Encourages social skills development
conducting inquiries
Teaches laboratory skills Inculcates scientific attitudes
(scientific method)
Style Descriptor
Outcome Approach Procedure
Expository Predetermined Deductive Given
Inquiry Undetermined Inductive Student-Centered
Discovery Predetermined Deductive Given
Problem-based Undetermined Inductive Student-Generated
INQUIRY-BASED APPROACH DISCOVERY APPROACH
focuses on guiding students through a emphasizes on allowing students to
structured process of questioning, independently explore, experiment, and
investigation, and problem-solving to make their own discoveries.
construct knowledge and understanding
Teachers pose questions or present Students are given the freedom to explore
problems to students, encouraging them to topics or phenomena with minimal initial
explore concepts, gather information, and guidance or direction from the teacher.
develop hypotheses
INQUIRY-BASED APPROACH DISCOVERY APPROACH
The teacher serves as a facilitator or guide, The teacher takes on a more hands-off role,
providing support, resources, and guidance as providing resources, materials, and opportunities
students navigate the inquiry process. for exploration, but allowing students to drive
their own learning and make discoveries through
trial and error.
Involves activities such as research projects, Takes various forms, such as open-ended
experiments, case studies, or Socratic investigations, exploratory projects, or
discussions where students actively inquire, unstructured learning experiences where
analyze, and synthesize information to deepen students have the freedom to explore topics
their understanding. based on their interests and curiosity.
EXPERIMENTAL DEMONSTRATION
Aims to train students in problem A process of presenting or establishing
solving with incidental acquisition of facts or opinion.
information and motor skills
A procedure of doing or performing
Emphasizes on discovery; original something in the presence of others or
procedure, and solution of problems either as a means of showing how to do it
or illustrating a principle.
EXPERIMENTAL
Aims to train students in problem
solving with incidental acquisition Style Descriptor
of information and motor skills
Emphasizes on discovery; original Outcome Approach Procedure
procedure, and solution of
problems Expository Predetermined Deductive Given
Inquiry Undetermined Inductive Student-Centered
DEMONSTRATION
A process of presenting or Discovery Undetermined Inductive Given
establishing facts or opinion.
A procedure of doing or performing
Problem-based Undetermined Inductive Student-Generated
something in the presence of others or
either as a means of showing how to
do it or illustrating a principle.
1. Preparation
LABORATORY
METHOD
2. Actual Work Period
3. Culminating Activities
1. 2.
Introduction Work Proper
1. Pre-laboratory
3.
Culmination 2. During Laboratory
3. Post-laboratory
INTRODUCTION:
Conduct review of past lessons
Introduce relevant and meaningful stimulus
Set expected outcomes
WORK PROPER:
Set guidelines for experimental work
Present the needed materials
Provide clear mechanics and directions of the activity
Allow interactive activities to engage students
Let students present what they have experimented
Process students’ answers and provide scaffolds for clarity of u
understanding (Socratic method may be applied)
Accommodate students’ questions and provide lesson generalization
CULMINATION:
Design activities to check students’ understanding
Provide avenues to ensure that students’ apply what they learned
from the lesson
Extend students’ understanding by providing meaningful
activities to support varied types of integration
Integrate values relevant to the topic
Subject Matter Types of Mixtures
Learning Outcomes A. Classify mixtures as heterogeneous or homogeneous
B. Created a mixture using the materials provided
C. Emphasize the value of unity in diversity
Review: True-False activity about the scientific method through the use of
NearPod
INTRODUCTION
Motivation: The teacher brings a halo-halo in class and will ask some
students to taste it and determine the different ingredients.
Statement of LO: The teacher presents the learning outcomes of the
lesson
Activity 1: Experimentation (LO 2)
(Students will be provided with materials and procedures to follow. The
students are provided with guide questions for every experiment to be
conducted. After the experiment, the students will present the outcome of their
experimentation).
WORK PROPER Discussions:
The teacher discusses the concept of mixture and its types through an
interactive questioning (Socratic method).
Students were asked to provide more examples of heterogenous and
homogenous mixtures
Components of family, circle of friends, classroom dynamics, and community
relations are integrated in the discussion of homogeneous and heterogeneous
mixtures.
Activity 2: Classifying Mixtures (LO1)
Different mixtures will be provided, and students classify them as
homogeneous and heterogenous. This is done through Quizziz.
Value Integration:
Students will be asked questions on how is the concept of mixtures present in
their daily lives (at home, in school, and their community). The teacher will
CULMINATION/ give emphasis on the concept “different but united”.
APPLICATION
Assignment:
List 10 different types of elements and compounds and give one use for each
element and compound.
Learning Plan Using Laboratory Method
