Republic of the PhilippinesDepartment of Education

Region III – Central LuzonSchools Division of Tarlac Province

Moncada South DistrictCALAPAN ELEMENTARY SCHOOL

Moncada, TarlacSchool Year 2013- 2014

Prepared by:

LORENJONE S. VALDEZScience School Leader

Noted:

RAUL V. MENDOZAESHT-III

ACCOMPLISHMENT REPORTSCIENCE

Teachers who are teaching Science

Introduction

Traditional science lessons have often begun with teachers presenting students with science vocabulary

words and asking them to write the words, find the definitions in a dictionary or the glossary of the textbook,

match the words to definitions, or use the words in a sentence. In this model of instruction, words are often

presented in isolation and students are tested on the words alone, without application to concepts.

Many of us were “taught” this way, so we remember how little these practices contributed to conceptual

development. These traditional strategies stem from the assumption that students absorb the meanings of many

science terms simply by writing the words and their definitions. To many English-speaking students science

words seem like a new language, and to English language learners, these words are a new language.

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.1 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 2 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.

Grade Name Position Years in Teaching Science

I Arlene A. Corpuz Teacher-I 1II Felicidad G. Fernando Teacher- III 2

III Marilou Q. Gruspe Teacher -I 1

IV Rebecca P. Gamasa Teacher- I 1

V- VI Lorenjone S. Valdez Teacher- I 1

Activities UndertakenPreparation of teacher made test for every Quarter

Conducted review and joined the Science Fair- District

Conducted Comprehensive review on National Achievement Test

Constructed intervention materials and related activities in teaching Science

Established the YES – O Officers

Initiated LAkad Agham

Accomplishments

Grade NPT 1st

Quarter2nd

Quarter3rd

Quarter4th

QuarterM F TI 17 6 23

II 11 14 25

III 22 8 30 77.72 79.05 79.49 80.30IV 17 14 31 70.04 71.92 72.41 79.05V 18 12 30 78.17 78.40 79.58 81. 40VI 17 13 30 75.50 76.75 78.48 83.34

Average 75.36 76.53 77.49 81.02

Test Results

Achievement Rate Grade NPT 1st

Quarter2nd

Quarter3rd

Quarter4th

QuarterM F TI 17 6 23II 11 14 25

III 22 8 30 80.77 81.87 83.03 83.63IV 17 14 31 80.97 81.58 82.52 84.16V 18 12 30 80.06 80.30 81.4 80.15VI 17 13 30 80.63 82.53 82.53 84.87

Average 80.61 81.57 82.37 83.20

Achievement Rate Based on 18-EGrade I Grade II Grade III Grade IV Grade V Grade VI Grade VI

83.28 80.72 78.40 82.78 81.28

National Achievement Rate

Grade 2010- 2011 2011- 2012 2012- 2013 2013- 2014

III 86.21 73.33 98.62

VI 66.67 88.67 92.25

YES-O OfficersPRESIDENT NICOLE E. GAERLANVICE PRESIDENT KIMBERLY JANE G. CARIDOSECRETARY KYLA L. SANTILLANTREASURER DANIEL O. GUZMANAUDITOR ALVIN DALIMOTP.I.O PRINCESS ANN Q. ARZADONPEACE OFFICER MARK JUSTINE T. BALISACAN

LORENJONE S. VALDEZ ADVISER

Inventory of Science Apparatuses and EquipmentNAME OF APPARATUS No. of Apparatus

Centrifugal Loop 1

Neuro-Muscular Activity Tester 1

Inertia Apparatus 1

Anemometer and Wind Vane 1

Chlorophyll Extraction Apparatus 1

Conduction Apparatus and Conductometer 1

Phase Change Apparatus 1

Electric Generator 1

Microscope 1

Contest WinsNAME OF PUPILS CONTEST TITLE RANK COACH LEVEL DATE

Cedric Bryan C. Nicolas Science Quiz Bee 2nd Marilou Q. Gruspe District Sept. 4,2013

Michael Angelo S. Tacdol Sci-Art 3 1st Marilou Q. Gruspe District Sept. 4,2013

Cheena Jaramilla Sci-Art 5 2nd Rebecca P. Gamasa District Sept. 4,2013

Vincent Boy A. Rafael Sci-Art 6 3rd Lorenjone S. Valdez District Sept. 4,2013

Problem Encountered:How can I provide enrichment within the classroom to students who are ready to think more deeply about

content?

How can I provide Slow Learners the Appropriate Remedial Activity without compromising the quality time of instruction for other learners?

How can issues regarding lack of references be addressed.

Incapacity to perform other experiments due to lack of resources and other laboratory apparatuses

Recommendations/ Related StudyScience time in schools is often limited, and as a result teachers find it difficult to include science

vocabulary instruction to help students make sense of text. In addition, teachers are often eager to teach

content, and consequently provide only a brief introduction of science terms.

English language learners have the added burden of trying to learn science in a language they have not

yet mastered. The increase of English language learners in schools has spawned research about elementary

students and science vocabulary that focuses on students and curriculum. Many teachers mistakenly believe

that students must first learn English before learning science and fail to understand cultural influences on

learning.

Through hands-on inquiry instruction, all students can develop context-based content knowledge along

with language development. Lee, Buxton, Lewis, & LeRoy identify inquiry-based science instruction as

beneficial to students in the following ways: a) students participate in activities as they learn vocabulary, b)

students work collaboratively and interact with others about science content, and c) hands-on activities offer

students written, oral, graphic, and kinaesthetic forms of expression. Coupled with science activities,

intentional and explicit vocabulary instruction can benefit both English proficient and children’s vocabulary

and literacy development as they learn science content. As students combine science experiences with

discussions of words’ uses and meanings, their vocabulary and content knowledge can grow.

In order for students to develop scientific literacy, they need to gain a knowledge of science content and

practice scientific habits of mind. Knowing science vocabulary supports the development of these

understandings. As Wellington and Osborne point out, “science teachers are (among other things) language

teachers.”

By using scientific terms and phrases during science activities, science educators can model scientific

thinking and questioning, including the doubts and dilemmas that are part of making sense of the world. The

more opportunities we provide for students to experience scientific endeavours, the more natural their

scientific talk will develop. Teachers can maximize these opportunities by beginning with very young

students.

Pictorials

Participant to the District Science Fair

The Winners in the Science District Fair

Students Performing Experiment

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.

Conclusion

Pictorials

The Winner During The Lakad Agham

The Participants to the Science Space Road Show