Module 3

Using Open-Ended Tools

in Facilitating Science
Learning
Marlo D. Alvarez, PhD
Assistant Professor IV
Unit Objectives
u At the end of the module, you are expected to be
able to:
u Plan for science lessons that can be best
presented using open-ended tools or productivity
software applications
u Explore for for available open-ended tools for
science teaching and learning
u Search for science tools for open-ended tools
u Demonstrate how these open-ended tools or
productivity software applications can be
maximized for science teaching and learning.
 Lesson 1
Productivity software
applications for science
teaching and learning
Marlo D. Alvarez, PhD
Assistant Professor IV
Lesson Objectives
u Identify the uses of productivity software
applications in the teaching-learning of science.
u Share experiences in using productivity software
applications as a science learner.
u Explore samples of documents, presentations and
spreadsheets that were used in delivering learning
plans for the sciences.
u Report new open-ended tools or productivity
software applications that are beneficial for
science learning.
Science teachers should be (Palmer, 2015):

u Create a learner centered classroom and make

instruction personalized because learners have
different personalities, goals, and needs
u Facilitate learners’ productivity skills by helping
students produce creative blogs, digital stories
and movies that are helpful to enhance their
science proficiency
u Learn new technologies since technology keeps on
developing. Learning a tool once is not an option
for teachers.
Science teachers should be (Palmer, 2015):

u Go global to allow students to learn scientific

skills virtually.
u Be smart and allow the use of devices as aids to
science concept and skill acquisition.
u Do blogging to give students real experience to
see the value of writing for real audience and
establishing their digital presence.
Science teachers should be (Palmer, 2015):

u Go digital to promote the advocacy and to help

level up the science learning experience of the
students through digital discussions.
u Collaborate with other educators and students.
This will allow the sharing of great ideas beyond a
conversation and paper copy.
u Use web chats to share research and ideas and
stay updated in the field
Science teachers should be (Palmer, 2015):

u Connect with like-minded individuals by using media

tools like the social media
u Introduce project-based learning to allow students to
develop their own driving questions, conduct
research, contact experts, and create their projects
for sharing with the use of devices present.
u Build positive digital footprint that aims to model
appropriate use of social media, produce and publish
valuable content and create shareable resources.
Science teachers should be (Palmer, 2015):

u Code as it is today’s literacy. This will boost

students’ writing skills as the feeling of writing a
page with HTML is amazing.
u Innovate to expand your teaching toolbox for the
sake of your students, engage social media for
discussions and announcements and use new
formats like TED talks in presenting your lessons.
u Keep learning.
To come up with an ICT-engaged classroom
and teacher,
u it is appropriate to discuss how the various
productivity software applications can be
used in the science classrooms
Using Word in scaffolding student learning in
a science classroom
u Activity 1: Creating learning plans using word
applications
Step 1: Testing your knowledge of word
processing software applications
u Begin this activity by citing the existing word
processing software applications familiar to the
students.
Step 1: Testing your knowledge of word
processing software applications
u You may wish to visit the following websites to
explore the types of word processing software
applications:
u Types of word processing applications by Louise Balle
(2017)
u https://itstillworks.com/purpose-word-processor-
1155.html
u 10 free MS word alternatives you can use today
investment (2020)
u https://www.investintech.com/resources/articles/te
nwordalternatives/
Step 2: Viewing the essential parts of
learning plans
u Although there are varied formats and contents of
learning plans across schools in the world, learning
plans have essential parts that are non-negotiable
which must be considered by any teacher.
u Learning plans can be good for a semester like the
syllabus in the tertiary education. It can be a unit
plan, a daily lesson plan or an individual plan.
u To better appreciate the way word processing
software features are used to prepare learning plans,
some examples of these will be viewed, analyzed and
explored.
Intel Teach Unit Plan

u The Intel Teach Program has this template for its

Unit Plan (Intel Corporation, 2007)
Intel Teach Unit Plan
Unit Author:

First and Last Name:

School District:
School name:
Unit Title
Unit Summary
Subject Area
Grade Level
Approximate Time Needed
Intel Teach Unit Plan
Unit Foundation
Targeted content standards and benchmarks:

Student objectives/Learning Outcomes:

Curriculum-Framing Questions
Essential question
Unit question
Content questions
Intel Teach Unit Plan
Assessment Plan

Assessment Timeline
Before project Students work on After project work is
work begins projects and complete complete
tasks
Intel Teach Unit Plan
Assessment Summary

Unit Details
Prerequisite skills

Instructional procedures

Accommodations for Differentiated Instruction

Resource student
Non-native English speaker
Gifted student
Intel Teach Unit Plan
Materials and Resources Required for Unit
Technology hardware:

Technology software:

Printed materials

Supplies

Intent resources

Other resources
Department of Education (DepEd)

u The DepEd requires teachers to develop and

submit their lesson plans. With the help of Word
Application, the teachers are assisted to develop
them with ease and with the provision of edit and
update them.
Detailed Lesson Plan
Detailed Lesson Plan Title:
Time frame
Teacher
I. Objectives: At the end of the lesson, the student should be able to:

II. Subject Matter:

Topic:
Science concept:
Science process/es:
Materials:
Value aims:
III. Learning Procedure:
Teacher’s Activity Students’ Activity
Routinary activities

A. Motivation

B. Presentation

C. Discussion
C.1. Pre-Lab

C.2. Lab Proper

C.3. Post-Lab

D. Generalization

E. Application
III. Learning Procedure:
Teacher’s Activity Students’ Activity
IV. Evaluation

V. Assignment

• The yellow colored columns (discussion) changes

depending on the teaching strategy being used.
• If the the teaching approach used is inquiry-based, the
pre-lab, lab proper and post-lab are being replaced
with 5 Es or 7 Es.
• If it is experiential learning under constructivist
approach is used, the 4As is being used (pls refer to the
ppt on 4As).
Syllabus

u Teaching science courses in the university requires

learning plans such as a course syllabus.
u Below is a sample of a syllabus template that will
certainly require encoding and formatting using
word application
Syllabus
Name of course:
Course Number:
Institutional VMGOs
College Goals
Program Outcomes
Course Title:
Course Credits:
Contact Hours/Week:
Course Description:
Prerequisite:
Course Learning Outcomes:
Syllabus
Course Outline and Timeframe:
Weeks Course Content/Subject Matter
1
2
3
4
5
6
7
8
9 Midterm
Syllabus
Course Outline and Timeframe:
Weeks Course Content/Subject Matter
10
11
12
13
14
15
16
17
18 Final Examination
Syllabus
Learning Plan:
Learning Teaching and Learning
outcomes Course Content/Topic activities/Instructional Resources Assessment Tasks
Delivery/Method
(include the instructional (This part includes the type of
materials to be used and the assessment and assessment
references) tools/ rubric)
Syllabus
Learning outcomes Course/Subject Name
A. INTELLECTUAL COMPETENCIES (Knowledge)
1.
2.
3.
B. PRACTICAL SKILLS (Skills)
1.
2.
3.
C. PERSONAL AND CIVIC RESPONSIBILITIES (Values)
1.
2.
3.
Syllabus

Required Readings and Other Materials

Suggested Readings

Website/Videos/Film Clips

Class materials
Syllabus

Rubrics (May include common rubrics not indicated in details under Assessment Tasks)

Course Requirements Classroom Policies

Include policies towards a gender –

responsive classroom environment
Program./ course specific classroom
policies

Reminder: In setting classroom policies,

please take note of related laws and
regulations
Syllabus

Grading System Professor: Consultation hours:

Email Address:

Contact number:

Prepared by: Checked by: Approved by:

Faculty Chairman Dean

Date Date Date

Step 3: Sharing the features of Word
applications for scaffolding student learning

u By analyzing the special features of word

applications used in the samples of learning plans,
answer the following discussion questions:
u 1. What are the advantages of developing learning
plans using a word processing software
application?
Step 3: Sharing the features of Word
applications for scaffolding student learning

u 2. Based on the example, what are the special

features of word application software that are
beneficial in organizing the information required
in any learning documents?
Step 3: Sharing the features of Word
applications for scaffolding student learning

u 3. What additional features of word applications do

you think are beneficial in preparing the following in
your science class:
u A. pamphlets for learning equations;
u B. brochures for the different scientific skills;
u C. charts and graphs for data interpretation and
analysis;
u D. Worksheets for science drills and
u E. Science assessment tools?
Activity 2: Preparing process guides and
graphic organizers using word processing
software applications

u As a result of the exploration of word processing

application features in Activity 1 of this Module,
in this activity you will be tasked to explore some
process guides that you may implement to help
your future students do their assignments and
perform various tasks supported by productivity
software application tools.
Step 1: The relevance of providing process
guides and graphic organizers in science
teaching.

u Discuss the relevance of using process guides and

graphic organizers to allow students to become
more efficient and productive in performing their
learning tasks.
u Provide example show to guide them through the
process of problem-solving activities or laboratory
work.
Step 2: Examples of process guides as
scaffold in science teaching and learning
u Brainstorm and analyze some examples of process
guides in science teaching and learning. Follow the
procedures below for the brainstorming activity:
u 1. In a small or large group, select a leader and a
recorder (they may be the same person)
u 2. Present the question or idea to be brainstormed:
What are some specific examples of process guides
that you need to prepare as a reception scaffold in
teaching solving word problems?
Step 2: Examples of process guides as
scaffold in science teaching and learning
u 3. Present the following sample steps of teaching
how to solve word problems and let the students
and develop a guide for each step. Let them use
word application creatively in introducing the
guides. In the development of the process guides,
they may use charts and graphs or graphic
organizer. Package the process guide using
pamphlets or brochure.
Step 2: Examples of process guides as
scaffold in science teaching and learning
u The steps are:
u Teach how to identify the given
u Teach how to identify the unknowns or required.
u Teach how to be consistent with units
u Teach how to choose the equations or formula to
use
u Teach how to derive equations or formula
u Teach how to be check or recheck the answers
Step 2: Examples of process guides as
scaffold in science teaching and learning
u 4. To enhance your process guide, you may
consider completing the following graphic
organizers identified according to different
purposes (Ware, nd, cited by World Links, 2008)
Step 2: Examples of process guides as
scaffold in science teaching and learning

Graphic organizer Purpose

Venn diagram To compare and contrast two or more
concepts
Frayer model, bubble diagram, concept To describe a concept
map
T chart To make decision
Fishbone map, inductive tower To show causes and effects
Flow chart To show sequence (as in a process)
Story map, 5 Ws chart To identify basic components
Activity on Graphic Organizer
Present a sample in each type of graphic
organizer.
Graphic organizer
Venn diagram
Frayer model, bubble diagram, concept map

T chart
Fishbone map, inductive tower
Flow chart
Story map, 5 Ws chart
Activity on Instructional Design in
preparing presentations
u Create an instructional design in preparing
PowerPoint presentations.
u Substantively discuss each step in your own
instructional design in preparing PowerPoint
presentations.
u Incorporate a contingency plan in your
instructional design in preparing PowerPoint
presentations.
Activity in using spreadsheet (Microsoft
Excel)

u Designyour own e-class record following

the DepEd Order 08, s.2015 (Policy
Guidelines on Classroom Assessment for the
K to 12 Basic Education Program).
u Basis for grading:
u Content (50), accuracy (30), neatness (20),
design (50), usability (50), authenticity (50)
 Lesson 2
Student sample projects
using science digital
tools
Marlo D. Alvarez, PhD
Assistant Professor IV
Lesson Objectives
u Explore existing science virtual laboratory or
simulations for laboratory.
u Create student sample projects like science
investigatory project using interactive tools.
u Publish science projects online guided by
publication requirement and laws.