dimensions to adapt change.

At present, as the world celebrates the 21st

century, the international setting faces exponential transformation through knowledge

(science and technology) production – where human race urgently copes with different
social and environmental transitions creating substantial impacts that threaten global
security and economic stability (Kelley & Knowles, 2016; Chief Education Office, 2016).
These conditions signal for highlighting Science education and other related fields in
nurturing reliable pipeline of specialists, and in casting informed population of workers,
users and consumers who are curious and imaginative to be part of an expansive
knowledge-based economy (Thomas & Watters, 2015).

10 STEM VISION 2026 optimistically visualizes culturally relevant, high quality

science learning experiences embedded in both formal and informal education for
learner- clientele. It is dimensioned on six interrelated elements such as: 1)
communities of practice that are engaging and networking, 2) learning activities that
are accessible encouraging intentional play and risk, 3) learning experiences that
include solving “grand challenges” in interdisciplinary approaches, 4) learning spaces
that are flexible and inclusive, and supported by innovative technologies, 5) measures
of learning that are innovative and accessible, and 6) images and environments of
culture and society that promote diversity and opportunity in STEM (Tanenbaum,
2016).

11 As STEM Quality Education Framework (Dayton Regional STEM Center, 2011)

postulates, the delivery of quality science education should focus on the nature and
essence of learning experiences served to students by the institution. In connection to
this, the framework has set criteria that highlights the productive engagement of the
students to diverse academic backgrounds with integrity of educational content,
strong connections to STEM careers and other fields, good quality of cognitive tasks,
engineering processes and nature of assessments, and integration of technology
parallel with the promotion of cultural accountability.

12 Quality science education equates to quality of teachers who implement the

educational policies and programs (Patterson & Bastian, 2014; Wilson, 2016). In the
research report written by Welder and Simonsen (2011), they highlighted how quality
science teachers deliver teaching and learning based on the characteristics of effective
science teaching. In an effectual science teaching, teachers provide instruction that is
relevant to students’ lives and interests supported by a safe learning environment. They
serve classroom activities that have important linkages to a broader community. They
also maximize the active engagement of students with inquiry, ideas, and evidence.
Invariably, they also bring cognitive challenges in class that lead to the development
and extension of meaningful conceptual understandings. Lastly, they formulate and

Date & Time Posted: _________________

By: _______________________________
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facilitate assessment targeting the scientific literacy outcomes and exploit ICTs in
enhancing the learning of any science field.

13 Science teachers must therefore have extensive pedagogical content knowledge

(PCK) to support the delivery of quality science education (Minner et al., 2013). Thus,
Project ENSCIYO eyes to improve their problem-solving strategies leading to better
adaptation for diverse learners, enhanced decision making, better perception of the
classroom events and greater sensitivity to context and greater respect for students.
The project highlights the fact that better content knowledge and pedagogical content
knowledge have remarkable implication to student achievement. These two factors are
significantly correlated to higher student achievement in science. Scrutinizing the effect
of these factors has revealed that pedagogical content knowledge (PCK) has greater
influence on students’ achievement than content knowledge alone. Thus, schools
should develop localized learner’s performance standards that will measure teachers’
competencies to deliver quality science education.

III. Project’s Framework

14 Students can learn science when they have access to high quality science
teaching and are given enough time and support to master the competencies of the
curriculum. Thus, this framework serves as the backbone of science instruction across
grade levels. Quality instruction details procedures, practices, and strategies – for
teaching, differentiating, monitoring, assessing and moderating. Each detail should
cater an adaptable and practical utilization of pedagogical approaches and learning
theories that reflect to the learning competencies of students and teaching skills of
science teachers.

Inquisitive Facilitation

15 Students are expected to have an array of scientific concepts and principles they
can use in dealing with their future careers strongly linked to science. The fruitful
acquisition of knowledge among the students can be addressed with modified and
modern way of facilitating lecture-discussion method in line with other teaching
strategies. Applying the method, teachers should have good communication skills in
explaining and elaborating concepts for the students to avail variety of ideas that
support their full understanding.

Date & Time Posted: _________________

By: _______________________________
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 Inquisitive
Facilitation

Motivational
Stimulation

Project Science
Teaching &
ENSCIYO Learning
Meaningful
Engagement

Divergence and
Differentiation

Figure 1. Project Mirroring Framework

16 The practice of creating statements leading to a major scientific content

fabricates connection and interaction of concepts within and out of the science courses.
For instance, giving preliminary declarative clues and opening statements about the
target concept bridges students’ learning gaps. In addition, providing classroom
routines focusing on the mastery of prior concepts leads to in-depth discussion. In an
ordinary flow of science lesson, after the laboratory activity, employment of lecture-
discussion method makes meaningful bonds among the results of the activity, science
concepts, students’ experiences, and other disciplines.

17 Communicating ideas and effective questioning drive the learners to a healthy

class argumentation exchanging their thoughts about the topic. This activity leads to
meaningful construction of further meaning and understanding. Lecture and
discussion are two important teaching methods blended with relevant techniques
making the instruction interactive and critical developing Higher Order Thinking Skills
(HOTS) through carefully crafted questions that direct the learners to further inquiry
and meaning. Good sequencing and leveling of questions are keys to successful lecture-
discussion method. Effective comprehension of science concepts can be achieved
through maintain the balance between traditional and modern way of teaching.

18 Lecturing in class helps the students to organize their acquired knowledge from
the different activities. On the other hand, discussion assists them to create their own
perception, check whether the constructed perception is correct and modify further to
link the revised concept to other fields through intelligent stratification of critical and
essential questions. In general, combination of lecture and discussion nurtures the
students’ capability to synthesize, collecting all the pieces of information and
eliminating the unnecessary ones to form a concretized
Date & Time Posted: _________________ and actualized science concept.
By: _______________________________
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Motivational Stimulation

19 The connection of concepts and reality in a class period happens when teachers
provide evidence that the lesson can be applied in different situations. This makes the
instruction more effective when students are aware on the significance of the lesson
being taught. They become more interested and motivated in participating in class
leading into an interactive session. Therefore, integrating application of science
concepts and using students’ community experiences boost students’ motivation in
absorbing the content of the lesson. Applying the concepts and connecting to their
personal life encounter require the students to touch some important details from other
disciplines.

20 The teaching of science concepts with integration of real-life situations creates a

concretized learning process where students’ mentality can easily grasp in making
meanings. Daily experiences based on the local setting and way of living can be effective
instruments to craft teaching strategies that relate student personal experiences to the
lesson being tackled. It is believed that the beginning of student understanding about
science concept is when easily observed phenomena or cultural entities have become
important elements of the instruction. Real situations and problems when brought in
classroom elevates the awareness of the students making them to critically respond
about the current conditions and issues.

21 The essence of every classroom instruction is to teach students acquire

knowledge and use it in daily living. Teaching strategies that initiate the application of
the acquired concepts shape active interaction and participation of the students in the
classroom through exchanging ideas and insights about the presented case to be
solved. Integrating concept application in instruction converts scientific theories and
principles into concrete ones relating them to technological advancement and other
disciplines. Application of concepts converges different teaching methods that are
necessary for the students to make connective meaning and operational understanding
about the obtained theories and principles. It is inevitable that when the students are
taught to become operational with the concepts, they are also directing themselves into
a diverse disciplinary works making them active learners.

Meaningful Engagement

22 Teaching and learning activities are the avenues of students to acquire multi-
level of competencies. They are programmed and planned according to how the
students will be engaged and will be a vital part of the learning process. When science
teachers adopt real world scenarios as examples of the
Date & Time Posted: _________________
By: _______________________________ presented concept, the instruction becomes more
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relevant resulting to applicable learning that can be used in to extend the acquisition of
deeper knowledge. In applying the principle in the

classroom, science teachers should filter and segregate real-word issues that are
appropriate to certain group of learners based on their maturity and the target learning
competency.
23 Student diversity accompanies the designing of activities that entertain
individualities. This becomes great challenge to most of the teachers because
formulation of classroom endeavors considering all student peculiarities require ample
time and energy. Despite of the difficulty in preparing such activities, the use of multi-
level activities and challenging tasks in the classroom promote active participation and
engagement among students. Specifically, in terms of giving individual activities,
providing students with tasks within their interests and capabilities promote self-
motivated engagement. In this manner, the learners have the ownership of gaining of
knowledge and skills.

24 Collaborative learning is an approach that utilize either student to student or

student to teacher interaction in constructing understanding about the target content.
Activities that require the effort of two or more individuals in fulfilling learning tasks
enhance not only the skill in configurating concepts but also social skills. Group tasks
and project making are some of the activities employed in the classroom capitalizing
collaborative learning. Devising group tasks that target 21st century skills and values
engage students in active learning. Giving activities that let the students to work with
others develop their sense of belongingness and responsibility.

Divergence and Differentiation

25 The trend of education in making students as the center of the teaching and
learning process has brought impact to teachers in creating lessons with strategies and
techniques fit to student diversity. Supported by different theories of learning such as
Brain-based, Multiple Intelligences and Learning Styles, instruction that caters all
types of learners is necessary. To solve the growing problem on handling students with
different status in terms of capabilities and interests, differentiated instruction comes
into the limelight of a student-centered education. Knowing the nature of the learners
directs the teacher to craft instruction suitable for them.

26 Science instruction that highly connected to application of concepts significantly

impact learning outcomes. The process of integrating real issues and community
problems for students to formulate simple solutions supports them to become life-long
learners. Life-long learning is one of the important goals of education making students
acquired processes and strategies of acquiring new knowledge and insights for their
survival. These processes connect the content to real
Date & Time Posted: _________________
By: _______________________________ world scenarios so that science teachers establish
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academic bridges that link to other disciplines. The addition of meaningful performance
tasks had concretized the course conceptual domains and became platforms in
innovating teaching according to the attainment of 21st century skills including process
and problem-solving skills.

27 In realizing students’ holistic development, science education permits not only

technical processes of learning but also incorporation of other activities that utilize
individual’s aptitude. Under the umbrella of learning theories such as Multiple
Intelligences, Learning Styles and Brain-based Learning, the use of individual talents in
the classroom promotes high extent of learning engagement and interactivity. In many
cases, incorporation of authentic tasks in learning, and using differentiated lesson
cater diverse learners. In the light of this idea, pedagogical activities that establish
learner-centered culture responding to their diverse backgrounds, and planning and
delivering of teaching strategies that are responsive to learners’ special needs are highly
prescribed. In the application of multidisciplinary, transdisciplinary, and
interdisciplinary approaches, classroom serve as expression and manifestation of
individual talents and capabilities.

28 Education through a curriculum design transfers culture from one generation to

the next generation. Set of values is a fundamental part of culture. In realizing
individuals’ holistic development, values should also be given importance to be
included during instructional delivery. This implies that any course included in the
educational program like science can be an efficacious channel to retain the set of
values that determine specific group’s identity. A classroom should support a learning
environment wherein everybody’s identity is acknowledged and respected. Through
teachers’ creativity and inquiry in designing instruction are needed to have an effective
integration of values. Establishment of a learner-centered culture that responds to
linguistics, cultural, socio economic and religious background, planning and delivering
teaching strategies should be responsive to the special educational needs of learners in
difficult circumstances.

IV. Contextualization and Localization

29 Science education, in general, according to its conceptual framework, aims to

develop scientific literacy among students that will prepare them to be informed and
participative citizens who are able to make judgments and decisions regarding
applications of scientific knowledge that may have social, health, or environmental
impacts. It generally recognizes the place of science and technology in everyday human
affairs. It also integrates science and technology in the civic, personal, social, economic,
and the values and ethical aspects of life. Thus, it promotes a strong link between
science and technology, including indigenous technology, keeping the country’s
Date & Time Posted: _________________ cultural uniqueness and peculiarities intact.
By: _______________________________
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30 Under the umbrella of RA 10533 or “Enhanced Basic Education Act of 2013”, the
division supports the state in establishing, maintaining, and supporting a complete,
adequate, and integrated system of education that is relevant, responsive, research-
based, culture-sensitive, and contextualized enabling the different schools to localize,
indigenize and enhance the instructional materials based on their respective
educational and social contexts.

31 Project ENSCIYO is conceptualized, crafted, and designed to provide science

teachers pedagogical perspectives and insights integrating local scenes and cultural
entities in teaching student science concepts and principles. Contextualizing and
localizing the science instruction, science teacher may:

i. create a vast spectrum of learning opportunities wherein students can

make meaningful connections utilizing learning materials that are
present in their community through the employment of culture-based
pedagogy in science lessons.

ii. translate the contextualization and localization mechanism into

strategies and techniques that are framed in the new normal leading to
the one of the important goals of science education, the preservation of
Philippine culture which has been diminishing in the ideals of the
students as they face technological advancements.

iii. employ Mother Tongue or any native language in science lessons that
can be understood by all, integrating cultural practices and traditions
that have important scientific link, and employing strategies and
approaches in parallel with the customs and values of the community.

iv. operationalize the revision and revisiting of their teaching approaches

and strategies so that the students successfully learn and acquire the
set science learning competencies directing them to innovate and write
action research related to the paradigm of the project.

32 K to 12 program promotes the delivery of lessons through contextualization and

localization featuring cultural practices and local entities. Section 10.2 of the
Implementing Rules and Regulations (IRR) of Republic Act (RA) 10533 states that
“Curriculum shall be contextualized and be flexible enough to enable and allow schools
to localize and enhance the curriculum based on their respective educational and social
contexts”.
Date & Time Posted: _________________
By: _______________________________
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33 Culture plays a significant role in the teaching-learning process. It may serve
as springboard of a teacher’s creativity and innovation in teaching approaches and
methodologies. Culture dictates human behavior; a complex whole formed from the
history of the ancient civilizations and inherited by generations. Through culture,
people share beliefs and knowledge that shape their perceptions and social

interactions. Thus, culture can be a crucial factor in teaching to maximize students’

sensory connections certain lessons in different disciplines. Optimizing this connection
may be an indicator of achieving success in imparting meaningful learning among the
students. Culture creates substantial link to teaching-learning process.

34 Good pedagogy requires a broad repertoire of strategies and sustained attention

to what produces student learning in a specific content domain, with a given group of
students and a particular teacher. Teachers need to rely on quality educational
research for different pedagogical models and strategies; at the same time, they must
practice the art and science of teaching themselves, refining it as they go according to
their own needs and resources and particularly those of their students in different
learning areas. Among these learning areas, science subjects, require new pattern of
how the concepts will be for the successful achievement of the set national learning
competencies. Culture can be a good basis of the pattern to restructure the learning
activities served by science teachers. Thus, culture-based pedagogy can be of great
significance to establish meaningful connections between the students’ prior
experiences and science laws, principles and theories imparted during the formal
instruction of the discipline.

35 In developing a contextualized and localized pedagogy through teaching strategy

and learning resources, science teachers shall consider the following processes:

i) Exploration of Cultural Entities. Science teacher who will have the

initiative to craft localized learning resource or teaching strategy shall
conduct an exploration on local/ cultural entities. Cultural entities are
collection of cultural (local) materials and practices that are common to
the experiences of the learners. These entities may be found in a specific
location or community (barangay) and in the city/municipality. However,
entities in the province, other provinces and in the country may also be
used in devising the localized material provided that the learners are
familiar with the identified entities. Learners’ familiarity shall be
considered to determine the entity to be included in the matrix. Barangay
and municipal/ city cultural centers/ offices, and elders in the
community shall be consulted for the validation and finalization of the
identified cultural entities. To accomplish the process,
Date & Time Posted: _________________
By: _______________________________ see Template B (annex B)
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 ii) Curriculum Analysis. The development of localized material requires
scrutiny of the curriculum guide. Review of the content standards and
learning competencies (or MELCs) is very important to identify which
lesson a cultural entity is applicable. In this process, science teachers’
creativity is fundamentally essential to match an entity to specific learning

competency. The tasks in the process must be carefully done to avoid

misconception and confusion. The result of the analysis shall be
submitted to the master teacher/school head for validation and
finalization. In addition, certification shall be issued to the
proponent/author signifying that the matrix underwent such processes.
To accomplish the process, see Template B (annex B)

iii) Development of Contextualized and Localized Material. Science

teacher shall develop the learning material using the validated matrix
showing the match of learning competency and cultural entity. Learning
material, printed and digitized, may be a set of worksheets, a module, a
science intervention material (SIM), a teaching device (visual aids), a
lesson plan/exemplar (detailed/semi-detailed), a video, and the like. The
newly crafted material shall undergo content validation to be
accomplished by a Master Teacher and/or School Head (preferably,
specialized in science). Field validation and pilot testing of the material to
target clientele shall be strictly considered to attain relevance and
reliability. Comments and suggestions to be gathered during those
validations shall be considered in refining and revising the material. The
development of the learning material may be subjected to research
process based on the convenience of the proponent/author. The finalized
learning material shall be utilized formally in teaching and learning after
all the cited validation processes are realized. Another certification shall
be issued to the proponent expressing that the material has successfully
undergone the mentioned processes and is ready for instructional use.

iv) Benefit/Impact Analysis. Benefit/impact analysis is completed after

using the contextualized and localized material focusing on its impact to
improving learning outcomes. To have a deeper understanding of the
impact, action research shall be conducted using Project ARAW Handbook
Guide on Conducting Teacher Action Research. This may be done using
both quantitative and qualitative measures. Simple statistics (descriptive)
such as measures of central tendencies and significance/relationships
may be considered in communicating the analysis.
Date & Time Posted: _________________
By: _______________________________
Validated teacher-made instrument may also be used
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 to ascertain the effect/impact of the program with clear and precise scale.
Thematic analysis of interviews and observations may provide richness in
writing the impact analysis report. Certification shall be issued expressing
the impact/effect of the localized material to the target clientele. The
material shall be considered as innovation when proven and validated
that the content and all the comprising elements of the material are
original.

VI. Integration of 21st Century Skills

36 Education nowadays is focused on nurturing the students’ 21st century skills.

From the basic requirements of establishing the foundation of civic knowledge and rote
learning, 21st century skills signal sufficiency in promoting civic engagement. This
connotes that students are required to participate effectively as members of the
community, and to critically think through being sensitive and responsive to societal
issues that they encounter in their everyday dealings. Through 21st century skills, they
are shaped to become efficient problem solvers of social, political, and environmental
dilemmas towards the country’s economic development.

37 Science education is an effective tool in nurturing the students’ 21st century skills
since survival is based on global connectedness. The world agrees that these skills are
their primary requirements to be competent citizens imbued with values of social
responsibility and ethics. In the schools division, science teachers shall consider that
21st century skills, knowledge, and attitudes, values, and ethics (KSAVE model) that are
grouped into four categories. These are:

i) ways of thinking, which include traits of being creative and innovative,

critical thinking, problem solving, decision making and metacognition or
learning to learn;

ii) ways of working that emphasize the attainment of good communication

skills, and teamwork;

iii) tools for working which target the individual to be equipped with
general knowledge and ICT skills, and lastly;

iv) living in the world which primarily engages the learners to life and
career, citizenship, and social and personal responsibility such as being
fully aware of culture diversity and global competence.

38 The delivery of science education in the division as it faces major modifications

Date & Time Posted: _________________

By: _______________________________
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translates its function of developing 21st century skills among students. Examples of
each category are given below:

i) The dimensions under ways of thinking are prioritized through giving

opportunities to students that maximize their ability to use a variety of tools
and resources in designing and managing projects and solving problems
that leads to intelligent decision- making and creativity.

ii) These endeavors are supported by digital resources as highlighted in tools

for working that emphasize the importance of digital literacy.

iii) Students are also tasked to work in groups or teams contextualizing their
ways of working through communicating ideas to enhance co-construction
of meanings and collaborating efforts to improve collective intelligence
towards the attainment of the group.

iv) However, the curriculum should be relevant to the student’s lives. It should
provide instructional experiences that engage the students to a network of
communities wherein there are accessible learning activities.

39 Science teaching and learning in the division shall be adaptable to the demands
of global competition when the students are characterized to have capacity and
disposition to comprehend and act to issues at international level of significance. This
involves important activities and action indicators toward the development of global
competitiveness among the learner-clienteles through the acquisition of the 21st
century skills. Consequently, students are directed to conduct, and be exposed to series
of investigations about some issues in their respective community. They are also
expected to express their ideas and listen to others. Thence, they can effectively
communicate their creative ideas with the use of digital resources and other media
regardless of how diverse their audience is. Taking the right decisions to come up with
a concrete action is also an important indicator of leveling up their skills to the global
standards.

V. Lesson Plan Development Process

40 Teachers shall convey updated and accurate content knowledge using sequences
of activities and successfully realized expectations of the curriculum standards. This
teaching task suggests that they shall inquire about the components of the curriculum
guide and search and study the core concepts of the content standard. In elementary,
science is taught within 50 minutes while in secondary, science teachers meet the class
for 80 minutes. In consequence, they formulate long
Date & Time Posted: _________________ and short-range plans with realistic pacing for
By: _______________________________
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routinely and highly structured activities. To make the instruction suitable for learners,
the lesson objectives shall be paralleled to both teaching methods and learning
activities. The plans and logs also highlighted the integration of literacy through the
inclusion of tasks that develop language and numeracy skills together with the use of
Information and Communication Technology (ICT) resources.

41 Research studies have claimed that classroom instruction equates to how

science teachers carefully plan to attain the lesson objectives based on the set of
standards and learning competencies in the curriculum. In developing a lesson plan to
further enhance instruction and to make essential changes in deciding on the
instructional recipes that must be given to students in attaining the target objectives,
science teachers shall have:

i. scaffolding learning tasks according to what is dictated by the curriculum

knowing how the students engaged in learning and determining when long
and short pace lessons are to be employed.

ii. evaluation of existing materials should be given importance to come up with

competency-aligned learning plans and logs.

iii. reflection based on the results of the assessment for the previous school
year on the use of the existing materials is necessary.

iv. reviewing and scrutinizing the comprising curriculum guides in science to

form meaningful linkages and bridging of scientific concepts to other
disciplines and 21st century skills (4th industrial revolution competencies.

42 The development of the lesson plan to be included in the lesson bank shall
proceed to the following activities:

i) Conceptualization and crafting of lesson plan. The lesson plan

shall be based on the updated curriculum guide as issued by the
department. Contextualization and localization shall be considered
in making the plan to establish relevance and connection to the
learners. Integration of other disciplines shall be highly encouraged
but the lesson must focus on the target competency and the goals
and objectives of science curriculum as stipulated in the
framework. Science process skills, 21st century skills, and the like
shall be the priority in devising the lesson plan. The content and
other components of the lesson plan shall be creative and original
except the science concepts.
Date & Time Posted: _________________
By: _______________________________
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 ii) Devising Instructional Materials. The validated lesson plan as
teaching blueprint shall be the basis of the instructional materials
to be developed. The instructional materials to be used may be
sourced from the DepEd learning resources such as books, self-
learning modules (SLMs), and the like. Meanwhile, teacher-devised
instructional materials shall undergo perusal and validation to be
performed by school’s master teachers and school heads. Only
those that will be used in the whole division shall require the
signature of the concerned division personnel.

iii) Content Validation. The newly crafted lesson plan shall undergo
school-based content validation through the expertise of the Master
Teachers (MT) and School Head (SH). In case the school has no MT,

key teacher in science may do the validation task especially on

accuracy of science concepts. Likewise, the SH shall check the
pedagogical constructs considered by the teacher in generating the
lesson plan. Certification must be issued and attached to the
validated lesson plan signed by the validator and school head.

iv) Field Validation. Content validated lesson plans will be submitted

to the division office for the conduct of field validation. In the field
validation, science teachers with Teacher I position will be assigned
to scan and review the lesson plan to give their comments and
suggestions on the ease of executing the plan. The comments and
suggestions will be issued to the teacher who crafted the plan for
consideration of the comments and suggestions of the field
validators. The revised lesson plan will be finalized and submitted
to the division for final checking and signatory. Certification for
division use must be issued and attached to the validated lesson
plan signed by the division personnel in-charge of the project.

v) Finalization and Filing. In the school level, the finalized lesson

plan will be uploaded to Google Drive to be accessed by other
science teachers teaching in the same grade level. The utilization
shall serve as a process of gathering some feedback for continuous
improvement.

vi) Division Adoption of the Lesson Plan. In the division level, the
finalized and used lesson plans from different schools with the
corresponding instructional materials shall be
Date & Time Posted: _________________
submitted by the school heads with the required
By: _______________________________
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 signatories such as the MTs who validated the materials, school
heads who will serve as recommending approval, and the PSDSs for
approval. The submitted lesson plan shall undergo division
validation and conformance review through the education program
supervisor and LR supervisor.

VI. Development of Instructional Materials

43 Assembly of ideas that manifest the practice of employing learning materials

appropriate for the learners and can be sourced from the locality shall be the primary
concern in developing instructional materials. For instance, local products, community
landmarks and famous destinations, and even pieces of culture and traditions shall be
used in the materials and shall be utilized to link science concepts to the actualities of
life.

44 Specifically, the development of instructional materials in science shall follow the

following procedures:

i. Process collaborative curriculum content analysis

ii. Apply design thinking in conceptualizing the instructional materials to be

devised.

iii. Consider contextualization and localization in devising the material.

iv. Conduct simple action research on the impact of the instructional material to
student learning behavior and outcomes.

v. Share the result of action research on the impact of the said material in LAC
session and in-service trainings.

vi. Make a proposal to school head/supervisor for school/district/division

adoption.

VII. Creation of Lesson Bank

45 Project ENSCIYO eyes for establishment of lesson bank that will be the division
source of quality assured lesson plans/learning plan, daily lesson logs, and lesson
studies that are essential in realizing competency aligned and data-driven science
curriculum delivery. To realize this goal, the following process shall be considered:

i. The lesson plans/learning plan, daily lesson logs, and lesson studies shall
undergo school quality assurance through the expertise of the master
Date & Time Posted: _________________ teacher/key teacher and the school head.
By: _______________________________
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 ii. The lesson plans/learning plan, daily lesson logs, and lesson studies shall
apply any pedagogical design with evident application of learning theories
and approaches.

iii. The quality assured material shall be submitted through Google Drive in the
folder with the name of their school.

iv. The division through the education program supervisor shall conduct
workshop on quality assurance of the submitted materials.

v. The quality assurance workshop may also be done online either synchronous
or asynchronous using online platforms.

vi. Certificate of recognition as writer and validator shall be issued to the

participating teachers after the successful workshop.

VIII. Conduct of Micro-workshop

46 To provide relevant technical assistance, this project initiates Micro-workshop

that targets an output-based session with teacher clientele. In conducting micro-
workshop, the following procedures shall be followed:

i. Needs assessment shall be conducted in school to gather pertinent data on

the topic/content/competency to be tackled in the workshop. Needs
assessment may be accomplished through self-made questionnaire, focus
group discussion (FGD), and content analysis of teachers’
output/portfolio/document like school report card, IPCRF, etc. A Needs
Assessment Result shall be written to process the data and to generate
important conclusions and recommendation based on the findings.

ii. Tanaw Agham 2024 Micro-workshop Request Form shall be accomplished

and send via e-mail or messenger for scheduling. For the template A (see
Annex A).
iii. The workshop shall not be exceeded to two hours. One hour shall be
consumed for lecture-discussion and the remaining hour shall be allotted for
output making. The created output shall be allowed to be used as one of the
means of verification (MOVs) in their performance appraisal in the
implementation of RPMS.
Date & Time Posted: _________________
By: _______________________________
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 iv. The resource person of the micro-workshop shall exhibit pragmatic skills on
the topic to be discussed based on the result of needs assessment.

v. The output of the workshop shall be utilized in teaching and learning to

improve the learning outcomes.

vi. Monitoring and evaluation tool shall be accomplished after the workshop to
gather data for generating reflections, conclusions, and recommendations for
continuous improvement of the activity.

vii. A short report on the utilization of the output shall be submitted to the
school head for documentation purposes. In the report, impact of the output
to learning outcomes shall be highlighted.

viii. The report shall be shared to the division office through the public schools
district supervisor and education program supervisor for further analysis,
interpretation, and reflections.

IX. Conduct of Action Research

47 Having the knowledge in conducting classroom action research, science

teachers are empowered to fabricate innovations in terms of teaching strategies,
learning activities and instructional materials in enriching the prescribed curriculum.
Since science, as one of the primary conceptual dimensions, exhibits progressive
metamorphosis in terms of working theories and principles, teachers shall conduct
activities to innovate science content in line with an array of discoveries and invention
and basic science education trends. Thence, to make curriculum enriched and relevant,
traditional and action research shall be conducted by science teachers.

48 Action research on the utilization of lesson exemplar, daily lesson log, and
lesson study in the light of an innovative teaching design, together with the localized
instructional materials shall be conducted to determine the impact of the materials to
student learning outcomes.

49 To be enlightened about the process of conducting action research grounded to

DepEd issuances on research management and practices, science teachers shall use
the Project ARAW Handbook Guide on Conducting Teacher Action Research.

X. Inclusive Teaching and Learning Process

Date & Time Posted: _________________

By: _______________________________
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50 Twenty- first century science learning shall have the support systems that
organize the condition in which students or any learners learn best – systems that
accommodate the unique learning needs of every learner and support the positive
human relationships needed for effective learning. Learning environments shall
compose of structures, tools, and communities that inspire both students and
educators to attain the knowledge and skills, attitude, and values.

51 Inclusive teaching and learning shall take place in contexts that promote
interaction and a sense of community [that] enabling formal and informal learning.
Science teachers shall maximize the relationship of physical spaces and technological
systems to learning, but more importantly, they shall also consider how those
resources support the positive human relationships that matter most to learning.

52 Science teaching and learning shall be aligned to synergistic pedagogical

systems of system that:

i) creates learning practices, human support, and physical environments,

supports professional learning communities.

ii) enables students to learn in relevant, real world 21st century contexts,

allows equitable access to quality learning tools, technologies, and

resources;

iii) provides 21st century architectural and interior designs for group, team,
and individual learning, and lastly;

iv) supports expanded community and international involvement in learning,

both face-to-face and online.

52 In the light of the ideas above, a teacher shall design a learning environment and
pedagogical mechanisms which incorporate many different forms of experience,
including social, cultural, physical, and psychological emphasizing inclusivity and
equity.

53 Learning environment does not only pertain to the physical dimensions that
surround the learner. School administrators, teachers, students, and other
stakeholders interacting within an area with facility and equipment are also elements of
the learning environment. Interaction of these elements creates relationships that are
considered as great factors affecting the teaching and learning process.

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54 Science teaching and learning shall lead to the establishment of psychological
and social setting wherein there are proper transcriptions and acknowledgment of
human behaviors, and, at the same time, there are also processes of translating these
behaviors to others through communications and collaborations. Inter-connecting and
intertwining the existing interactions and relations shall produce meanings and
symbols that reinforce and modify learning behavior toward inclusion and appreciation.

55 Social interactions in classroom shall bring more than the acquisition of the
course learning competencies but also other skills that are important in dealing
actualities of life, 21st century and process skills. Thus, building worthy teacher-
student and student -student relationships shall lead to the development of individual
motivation strengthening the students’ desire for learning.

56 To attain learning spaces that exhibit harmony in diversity signifying different

individual and cultural differences, the students shall be positively oriented and taught
about having self-regulation and discipline. The practice of employing positive and non-
violent disciplinary actions and strategies shall be ensured. Recognizing individual
differences and understanding the child development shall be recognized as
instructional stages to frame the reference of inclusivity. Science teachers shall have a
strong foundation about the underlying principles of student peculiarity and the
natural law of their growth and maturation, non-violent learning environment is
created.

References:

Dayton Regional STEM Center, 2011 Retrieved from:

https://daytonregionalstemcenter.org/wp-content/uploads/2012/07/Final-
Framework-copyrighted.pdf

DepEd Order No. 21, s. 2019 known as Policy Guidelines on the K-12 Basic Education
Program Retrieved from: https://www.deped.gov.ph/wp-
content/uploads/2019/08/DO_s2019_021.pdf

Kelley & Knowles, 2016 Retrieved from:

https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-016-0046-z

Date & Time Posted: _________________

By: _______________________________
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Minner et al., 2013 Retrieved from:
https://www.researchgate.net/publication/227641081_Inquiry-
based_science_instruction-
What_is_it_and_does_it_matter_Results_from_a_research_synthesis_years_1984_to_200
2

Office of the Chief Scientist, 2014 Retrieved from:

https://www.chiefscientist.gov.au/sites/default/files/STEM_AustraliasFuture_Sept201
4_Web.pdf

Patterson & Bastian, 2014 Retrieved from:

https://journals.sagepub.com/doi/abs/10.1177/0022487113503871
RA 10533: Enhanced Basic Education Act of 2013

Thomas & Watters, 2015 Retrieved from:

https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-016-0046-z

Annex A
TANAW-AGHAM 2022-2024

MIRCO-WORKSHOP REQUEST TEMPLATE

I. GENERAL INFORMATION

Date of Filing:

School
School Name
ID

Date & Time Posted: _________________

By: _______________________________
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 School
School Head
Address

Science
Coordinator SC Position
(SC)

II. WORKSHOP DETAILS

No. of
Target Grade
Teacher
Level
Participants

Identified
Pedagogical
Gap

(Rationale)

Workshop Title

Workshop Target • Instructional

Objectives Output/s Materials

Session Topic/s Inclusive Date/s

Professional
Development
Priorities

(PPST Domain &

Strand)

Date & Time Posted: _________________

By: _______________________________
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 Allocated Budget
Materials
(if non, write N/A)

Workshop
Total No. of Hours
Modality

III. ATTACHMENTS

1 Letter to the Principal

2 Letter of Invitation (Resource Person)

3 Program of Activities/Timeline

Prepared by: Approved:

Position Position

Date & Time Posted: _________________

By: _______________________________
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ANNEX B

Localized Lesson and Instructional Materials Matrix

Topic Aspect of Tanauan/Batangas Visual

Culture Presentation

Annex C

Sample Teaching Guide/ Matrix for Localized Lesson and Instructional Materials

Date & Time Posted: _________________ GRADE 7 PHYSICS TEACHING GUIDE UTILIZING
By: _______________________________
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 CULTURE-BASED PEDAGOGY

Topic Aspect of Batangueño Culture Visual

Presentation

1. Constant and ➢ Parade of floats during Tanauan ➢ Captured

Uniformly City Foundation and Fiesta video during
Acceleration the event
(Floats are very popular during ➢ Photographs
- Motion of town celebrations. They show ➢ Printed
Objects (in the different quantities of motion Pictures
terms of such as distance, displacement,
displacement, speed, velocity and acceleration.
speed or Thus, students can connect these
velocity and to the concept every time the
acceleration) student watches the parade.)
and Motion
Detectors ➢ Subli Street Dance during ➢ Photograph
Sublian Festival and Festival of ➢ Printed
Lights Pictures with
diagrams on
(Dancing is a form of motion. This distance/
can be related to distance and displacement.
displacement as the dancers
move from one point to another.
Speed and velocity can also be
calculated using this scenario.)

➢ Karera ng Bangka during fiesta ➢ Printed

in teaching motion Picture with
diagrams on
(This fiesta sport is usually held linear motion
at the barangays near the Taal
lake or coastal areas can be
associated to the different
quantities of linear motion.)

2. Sound ➢ Singing of folks songs like ➢ Video of a

Prinsesa ng Kumintang, Batangueña
- Characteristics Tanauan Hymn, and other local singing any
of Sound songs folk song
(pitch and ➢ Traditional songs during Flores ➢ Printed lyrics
Date & Time Posted: _________________
By: _______________________________ de Mayo of the song
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 loudness) with pattern
(Singing performance of the of intonations
students may be the best way of and the level
teaching sound on how it is of loudness
produced. Doing this activity may
also give rise to the concept of
pitch and loudness since the
chosen folk song has musical
patterns of rising and falling
intonations.)

➢ Rhythm or beat created by ➢ Video clip of a

Tugtugan, a traditional drum Batangueño
used in Subli or any Batangas playing the
native musical instrument drum

(This aspect can show how sound

is produced and propagated
through the evident vibrations of
the native drum. It can also be
conceptualized loudness relating
the energy needed to create loud
or soft beats.)

3. Heat ➢ Process of cooking traditional ➢ Printed

kakanin like butsi-butsi, picture
- Heat Transfer kalamay, suman, etc. in teaching showing the
(conduction, heat cooking of the
convection and food
radiation) (The process of cooking such
kakanin and popular food of
Batangas show the concept of
heat transfer such as conduction
and convetion.)

➢ Process of making daing or tuyo ➢ Photograph

and tinapa in teaching heat ➢ Printed
pictures with
(This also manifests two modes of diagrams on
transfer such as convection as the the modes of
Batangueños make tinapa and heat transfer
radiation as they prepare daing
or tuyo.)
Date & Time Posted: _________________
By: _______________________________
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 4. Waves ➢ Famous Tanauan City sites like ➢ Video clip
Taal Lake showing
- Transverse ➢ Popular industries like fishing fluvial parade
versus commonly known as pamamante during fiesta
Longitudinal and pamamana or a man
Wave, Mechanical ➢ Pamamaraw/ pamamangka a fishing in the
and common leisure of Batangueños area with
Electromagnetic near coastal areas and Taal lake visible waves
Waves, or boating
Characteristics of (These show the concept of
Waves mechanical waves as observed in
taal lake or any bodies of water
near Batangas area. The up and
down movement of the water can
help students create their own
idea on transverse waves.)

5. Light ➢ Traditional colourful costumes ➢ Colorful

worn in dancing Subli and Photographs
- Festival of Colors in teaching
Characteristics of light (you may also include the
Light ( intensity or activity of El Gamma Penumbra)
brightness and
colors) (Light principles on color
subtraction can be manifested in
scenarios during fiesta wherein
street dancers wear colorful
costumes. Using this as a
situation in teaching colors and
intensity may be very appealing
to the students.)

➢ The use of lampara in ➢ Printed

pangingilaw or fishing picture of a
set of lampara
(Using lampara can give students that shows
idea on the dimness and different
brightness of light that are intensity of
associated to energy.) light

6. Electricity ➢ The tradition of panliligaw ➢ Video clip of

through serving the family of traditional
- Charges and Batangueña being courted courtship
Date & Time Posted: _________________
By: _______________________________ ➢ Comics strips
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 Charging Process (This aspect shows the concept
through the word attraction or
getting in love and repulsion or
being rejected. Using this
scenario, students may find
connection on the law of electric
charges.)

➢ Batangueños’ extended family ➢ Photograph of

type wherein Lolo and Lola live an extended
with the rest of the family family

(The practice is related to the

principles of electric charges
through values of strong family
ties meaning strong attraction
and less repulsion among the
family members.)

Date & Time Posted: _________________

By: _______________________________
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Annex C
Sample Localized Lesson Plan

LESSON PLAN IN PHYSICS UTILIZING

CULTURE-BASED PEDAGOGY
GRADE 7

I. OBJECTIVES
A. Operationally define average speed
B. Measure the speed of moving bodies commonly observed in the community
C. Demonstrate patience when performing science activities and tasks
II. SUBJECT MATTER
A. Topic:
Average Speed
B. Reference:
Physics Text Book pp. 259 - 262
Teacher’s Guide pp. 150 - 155
C. Materials:
metacards, pens, visual aids, microphone, speaker, evaluation sheets,
worksheets, masking tape, meter stick, stopwatch, calculator
D. Values Integration
Patience
III. LEARNING ACTIVITIES
A. Classroom Routine
B. Recall
Kasal, Kasali, Kasalo

The teacher will asked the students on the common scenario

observed during traditional wedding in Batangas City. The class will
choose a bride and groom and the parents of both parties (usually a pair
with mutual understanding from each other). The teacher will act as the

Date & Time Posted: _________________

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 priest. The remaining students will be acting as member of the secondary
sponsors. There is a bouquet of flower for the bride and garter for the

groom containing question. The bride and groom will be throwing the
flower and garter as part of the wedding tradition. Whoever catches the
flower and garter will be answering either of the two questions below.
1. If the bride walk straight to the altar covering 20 meters and
return back to his starting position using the same path, what is
the total distance covered by the bride during her wedding in the
church?
2. In the same scenario, what is the bride’s displacement?

C. Motivation
Palaro ng Lahi

A student will be assigned to measure 40 meters. Each group will

be having a timer for each contestant. In this activity, groups will be
competing in Sack Race, one of Pinoy Games. There are two games, one
for the girls and another one for the boys. Each contestant must take
straight path towards the finish line.
Guide Questions:
1. Using the given formula, what are the speeds of the contenders?
2. What is the basis of choosing the winner? Is it the time or the
distance travelled?
D. Activity
Karera ng Bangka Fiesta!

Date & Time Posted: _________________

By: _______________________________
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 Karera ng Bangka is one of the traditional games conducted
during fiesta of places in Batangas City near the coastal areas and
Calumpang River. The banca is mobilized through the effort of the riders
holding sagwan. In this game, all the banca must have equal dimension
to get fair result. Suppose you are the referee, how would you determine
the winners using the recorded data below?
Average
Contenders Distance Time Rank
Speed
Red Banca 1 100 m 180 s
Blue Banca 2 100 m 145 s
Yellow Banca 3 100 m 175 s
Green Banca 4 100 m 139 s
Orange Banca 5 100 m 153 s
Violet Banca 6 100 m 110 s
White Banca 7 100 m 121 s
Guide Questions
1. Who won the gold medal or first place? ______________
2. Who won the second place? ______________
3. Who was the third placer? ________________
E. Analysis
1. How would you define average speed?
2. How is average speed measured?

4. Manipulating the formula, how will you solve for distance and time?
5. What happens to average speed if the time is less?
6. What is the relationship between average speed and time?
7. Sample Problem on Average Speed

Date & Time Posted: _________________

By: _______________________________
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 Batangas City Float Parade

During Batangas City Fiesta in honor of the town’s patron Santo

Niño, parade of gigantic floats is witnessed by Batangueños. What is the
distance covered by the float if its average speed is 4 meter per second
after 30 minutes?
F. Abstraction
Complete the sentences below.
1. Average speed is ____________________
2. At constant distance, as time increases, average speed ____________
3. To calculate the distance covered, multiply average speed by
___________.

G. Application
Physics in Sublian Festival

Subli is a popular Batangueño dance. It is usually seen during

town fiesta. Suppose the dancers are dancing in straight path, how long

Date & Time Posted: _________________

By: _______________________________
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 would they dance given their average speeds in dancing Subli and the
required distance to cover. Convert the time to hour.
Time of
Dancer Average Speed Distance
Dancing
1 meter per
A 200 meters
second
2 meter per
B 500 meters
second
1.5 meter per
C 300 meters
second

Valuing:
Proverbs
Ang lumakad ng matulin, kung matinik ay malalim.

IV. ASSESSMENT
Directions: Read each item carefully. Write in the box the letter of the correct
answer.

1. Which of the following is not a unit of average speed?

A. meter per second ( m/s)

B. kilometer per hour ( km/h)

C. mile per hour ( mi/h)

D. centimeter per square second ( cm/s 2)

2. An object travels 20m in 5 sec and then another 40m in 5 sec. What is
the average speed of the object?

A. 12m/s

B. 2m/s

C. 6m/s

D. 0 m/s

3. The average speed of an object is defined to be

A the distance it travels divided by the time it takes.

Date & Time Posted: _________________

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 B. the distance it travels in a small interval of time divided by the
time interval.

C. the greatest magnitude of its velocity during the trip.

D. the average magnitude of its velocity during the trip.

E. none of the above.

4. The record of 100 m running in boys in certain school is 11.01 second.

What physical quantity can we get from the information?
A. The average speed
B. The instantaneous speed
C. The average acceleration

D. The instantaneous acceleration

5. If the average speed of a car in a trip is 5 m/s, then the time to reach
100 m is ______

A. 10 s

B. 20 s

C. 30 s

D. 40 s

V. ASSIGNMENT
In your lecture notebook, define the following:
1. average speed
2. instantaneous speed
3. velocity
4. average acceleration

Reference: Science Textbook pp. 259 – 279

Date & Time Posted: _________________

By: _______________________________
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Annex D

Sample Template/Format of Lesson Plan (Tanaw Agham 2024 Lesson Template)

Lesson Exemplars in STEM Specialized Science Courses (General Chemistry)

Class Schedule Teacher’s Name: MR. DENNIS B. MASANGCAY

Section Time Day Strand

G11 - FERMIONS 7:00 - 8:00 Mon - Fri STEM
G11 - QUARKS 8:00 - 9:00 Mon - Fri STEM
G11 - BARYONS 10:15 - 11:15 Mon - Fri STEM
G11 - TACHYONS 11:45 - 12:45 Mon - Fri STEM
G11 - NEUTRINO 1:45 - 2:45 Mon - Fri STEM

Semester: FIRST Week 6TH Day: TUESDAY Date: JULY 9, 2019

Subject: GENERAL CHEMISTRY 1 Classification: STEM SPECIALIZED SUBJECT

Content Measurements

1) Accuracy and precision

Content Standard The learners demonstrate an understanding of

the difference between accuracy and precision.

Date & Time Posted: _________________

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 Performance Standard

Learning Competency/ies The learners:

1. differentiate between precision and accuracy

Reference/s: 1. Accuracy and Precision in Measurement retrieved

at:https://www.webassign.net/userimages/fgdennis@waynecc/lab
_app_accuracy.pdf

2. Accuracy and Precision retrieved

athttps://chem.libretexts.org/Bookshelves/Introductory_Chemistr
y/Book%3A_Introductory_Chemistry_(CK-
12)/03%3A_Measurements/3.12%3A_Accuracy_and_Precision

3. Accuracy and Precision (Ppt) retrieved

at:https://www.boyertownasd.org/.../3.1%20accuracy%20precisio
n%20experimental%20

Instructional Materials: Projector, extension chord, metacards, manila paper, masking

tape, permanent marker, laptop, cellphone, keynote presentation
on accuracy and precision, pictures of personalities, measuring
tools,

Teaching Approach / Collaborative Learning, Constructivist’s Approach,

Strategy Problem-based Learning, Inquiry-based Approach,
Community-based Learning

Lesson Phase Process Expected Outcome

Date & Time Posted: _________________

By: _______________________________
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 Motivational ChemEdu ChemEdad! Through the opening activity,
Stimulation Age Guessing Challenge! the students will be able to:
(10 minutes) Three pictures of known personality will 1. determine the closeness of
be shown. Different groups will predict their guess to the real
the age of the person. Each group can values (age).
have 4 guesses to be written in 2. identify whether the given
metacarpus and will be given one point numbers are closed from
per correct guess. The group who will one another.
get the highest point will be declared as
the winner.
List of Celebrities and their ages
1. Rodrigo Duterte - 74 (March 28,
1945)
2. Moira Dela Torre - 25 (November
4, 1993)
3. Bimby Aquino Yap - 12 (April 19,
2007)
Learners’ Feedback

Meaningful Me? Sure! Challenge! Through the group activity,

Engagement In this activity, each group will be the students will be able to:
(20 minutes) tasked to do different measuring tasks. 1. Present the data in tabular
The leaders will pick the task to be form and graphical form
performed by the group. Five students in 2. Analyse how the obtained
every group will get the measurement values either close or far
according to the designated task. from one another.
Task 1: The Running Man: The 20m run
challenge
Task 2: Height is might: The Tailors
challenge
Task 3: I Fall for you: The Freely falling
body challenge
Task 4: See me in Graduation: The
bartender challenge!
Task 5: Weigh Weight: The Weighing
Scale Challenge

The presentation will be scored using

rubric.

Learners’ Feedback

Date & Time Posted: _________________

By: _______________________________
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 Inquisitive Facilitation Essential Questions: Through the discussion, the
1. How would you describe the data students will be able to:
that you have gathered? 1. Operationally define
2. Are they near from one another? precision and accuracy.
3. How are the the obtained values 2. Differentiate Precision
near to the true value? from accuracy.
4. When do we say that a set of
measures is precise? what about
when it is accurate?
5. How would you differentiate
precision from accuracy?

Learners’ Feedback

Community Linkage PBA FEVER! Through the group activity,

Play a shooting video of a NBA the students will be able to:
superstar. Have a good analogy for 1. Relate the concept of
understanding accuracy and precision accuracy and precision to
playing basketball. basketball
Guide Question: 2. Explain how a player can
1. When do we say that a basketball be accurate and precise in
player is precise? shooting the ball.
2. How would you describe an
accurate player?

Learners’ Feedback

Diverging In your sketchpad, make Through the activity, the

Differentiation a. a drawing representation or students will be able to
visualisation of precision and convey ideas through different
accuracy. forms of arts on accuracy and
b. a rap on accuracy and precision precision.
concepts
Note: Students can choose between the
two or they can suggest other activity
that can reinforce learning of the
precision and accuracy concepts.

Learners’ Feedback

Date & Time Posted: _________________

By: _______________________________
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 ICT Integration Students will be using a laptop in the presentation of the data using
(Enrichment Activity) PowerPoint Presentation in Windows or Keynote in Mac OS.
Students may also access YouTube to watch the following suggested videos with
their links:
1. Accuracy and Precision Part 1 by Tyler DeWitt at
https://www.youtube.com/watch?v=5APhVxCEPFs
2. Accuracy and Precision Part 2 by Tyler DeWitt at
https://www.youtube.com/watch?v=3G5IWRDfgTw

Assessment Write PRECISE if the given set of Learning Outcome:

measures shows precision, ACCURATE
if it shows accuracy, and BOTH if it
manifests both accuracy and precision.
1. Gold Density: 19.3 E. Values: 18.7,
19.4, 18.9, 19.00
2. Ethanol Boiling Point: 78.4 E.
Values: 70.3, 85.2, 69.8, 78.4
3. Nitrogen Freezing Point: 63.15K E.
Values: 55.78, 53.56, 56.00, 52.90
4. Hardness of Diamond: 10 E.
Values: 9.5, 10, 9.3, 10.4
5. Melting point of steel: 1510
Degrees C E. Values: 1250, 1200,
1100, 1000

Teacher’s Reflection

Remarks

Date & Time Posted: _________________

By: _______________________________
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