PREPARED BY:

Ma. Fretzi G. Paras

BSE-PhySci2

Features / Characteristics:

1. To promote information

acquisition through

observation, experimental

solutions to problems

guided by reflective

thinking and acquisition of

skill in manipulation.

2. Provides students

opportunities to conduct or

participate in original

research.

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3. Develops skill in using

laboratory equipment and

instruments.

4. Enhances higher order

thinking skills.

MAJOR GOALS OF

LABORATORY WORKS:

Teaching Manuals and

Observational skills relevant

to the subject.

Improving understanding of

methods of scientific inquiry.

Developing problem

solving and doing by self

skills.

GUIDELINES OF USING:

1. Make use of the power of

observation and

reasoning.

2. Manipulate learning

equipments.

3. Make use of reality to

make learning easier and

more permanent.

4. Use of the scientific

attitudes.

1. Experimental – aims to train

students in problem solving

with incidental acquisition of

information and motor skills,

emphasis is on discovery,

original procedure, and

solution of problems.

2. Demonstration- is a process

of presenting or establishing

facts or principles. It is a

procedure of doing or

performing something in the

presence of others or either

as a means of showing them

how to do it or illustrating a

principle.

Types of Laboratory

Method :

1. Students learn by doing

and come in contact with

raw data or materials object

in teaching learning

process.

2. Develops the power of

observation and reasoning.

3.Develops the scientific

attitudes

ADVANTAGES:

4. Gives an understanding

of what research is and

how to apply the scientific

method of research

5. Gives training in

organizing data gathered

from real materials object

and how these objects are

manipulated to attain the

objectives.

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6. Since students come in

contact with real life

situations, it can be a

preparation for solving real

life problems.

1. Uneconomical way of

learning in time and

material.

2. Does give much training

in verbal expression and

when the time equipment is

used, most of the time, its

use becomes mechanical,

i.e. used without much

thinking anymore

DISADVANTAGES:

1. PREPARATION / INTRODUCTORY STEP

In this step which provides for motivation and

orientation, the following factors should be taken into

account.

(a) Determination of Laboratory work to be done.

-- the first step is an explanation of the problem or

other work to be done, This may be called

presentation.

-- here is the teacher's opportunity to motivate the

students.

But if the work is to be planned co-operatively

by the students and the teacher, the first step is to

determine by means of class discussion, the nature of

the problem or the work to be done.

STEPS IN LABORATORY METHOD:

(b) Determination of the Plan of Work.

-- the second step is to get clearly in mind what is

to be done.

This may be set forth by the teacher who

gives the necessary directions for both individual

and group work. Since this work is likely to take

more time than one period as it consists of various

activities, written directions in the form of guide

sheets, manuals, work-books and so on should be

used.

The introductory step thus considers the

problem and the objectives of the work as well as

of the plan of work to be carried out. After

considering the first step, we now discuss the

second one-work period.

2. ACTUAL WORK PERIOD

-- the laboratory activity should take the form of a supervised

work-period in which groups or individuals have their

particular work to do

-- the students can work individually or collectively on a

particular problem or on different problems

-- directions must be very specific

-- the length of the work periods should be determined by the

nature of the problems and the objectives

If the laboratory work occupies several days, it may be

desirable to have the class meet as group each day,

preferably at the beginning of the period for a discussion of

the problems, progress and to receive criticisms, suggestions

or directions from the teacher.

2. CULMINATING ACTIVITIES

When the members of a class have completed their

laboratory work, the class should meet for discussion and

organization of findings or for presentation of the results of

individual work.

The following types of activities may be used:

1. Students re-state the problem that the group has been working on

and explain its nature and importance.

2. Review of the plan for solving the problem and organization of plan

for recording the data gathered.

3. Presentation of illustrative material or special contributions by

students working on special problems.

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4. Where students are working on individual projects, special reports

may be given before the group, together with an exhibition of their

work.

5. Note-books and written reports may be completed for final record of

work.

6. Work of the class may be exhibited and rated by members of the

class or by competent judges from outside.

7. Exhibits of various projects may be set up and explained by then-

sponsors.

8. Tests or examinations may be used as a means of measuring

achievement relative to certain outcomes.

Since it would be impracticable to have too great a variety of

culminating activities, those chosen should be adapted to the particular

needs of the class, as well as to the time available. Written reports and

summaries may be required to assure adequate participation of all the

class in the completion of the work.

SAMPLE LESSON PLAN

A LESSON PLAN IN SCIENCE 5 (LABORATORY METHOD)

I. OBJECTIVES:Through experiments, the pupils with 75% accuracy are expected to a. define physical and chemical changeb. distinguish the difference between physical and chemical changec. perform the activity given

II. SUBJECT MATTER:Topic: Physical and Chemical ChangeReferences: Exploring and Protecting our World by Carmelita Coronel, pp.134-145Science for Daily use by Conchinta Tan, pp.126-130Science for everyone by Ruth G. de Lara, pp.162-167

III. MATERIALS:Chart, Petri dish,. Wire gauze, alcohol lamp, match, cube of ice,Iron filings, sulfur, magnet, clear sheet of paper, metal bottle cover, tongs, burner

PREPARATION / INTRODUCTORY STEP…

IV. PROCEDURE:

A. MOTIVATION & STATEMENT OF THE PROBLEM Everything in our environment is changing. Do you agree, class? (yes) So, can you cite some changes taking place in our environment? (changes in weather, changes of the color of the leaves.) How about in yourself? Now you’re already a grade 5 pupil, I want you to recall those years when you were just a grade 1 pupil. Have you noticed some changes? (yes) So, what are those changes? (changed in height, size, and weight) Aside from those changes in yourself, what else in those world change? (things) So, can you cite some examples showing that things change (glass that was broken, a wood that was burned, a piece of paper that was cut) Do you know class that there are 2 kinds of changes in a thing? (no) And then what would you want to know now? (What are the 2 kinds of changes?) So now we will have an activity for you to find out the 2 kinds of changes.

B. PRESENTATIONThe teacher groups the class into two. The first group is assign to perform Activity I and the second group is assign to perform Activity II.The teacher presents the materials needed and the procedure in each activity.

PREPARATION…

ACTIVITY I

MATERIALS:Petri dish alcohol lamp wire gauze match cube of ice

PROCEDURE:1. Put a cube of ice on a Petri dish.2. Place it at room temperature for 5 minutes.3. Observe what happens.4. Once it turns liquid, heat it up.5. If you can, hold the cover of Petri dish and catch some stream.6. Observe what happens to the water while it is being heated.7. Observe what is formed on the cover.

PREPARATION…

ACTIVITY II

MATERIALS:Iron filings tongs burner sulfur match magnetmetal bottle cover clear sheet of paper

PROCEDURE:1. On a clean sheet of paper, make a mixture of iron filings and sulfur.2. Mix them well, and put the mixture in a bottle cover.3. Using a pair of tongs, hold the bottle cover over a burner.4. Heat up the mixture.5. Observe what happens.6. Try passing a magnet over the substance.7. Observe the iron filings in relation to the magnet.

C. WORK PERIODThe teacher asks the group 1 to perform the first activity given and asks the rest of the class to observe. After the group 1 performs, the teacher then asks the group 2 to perform the second activity assigned to them and asks the rest of the class to observe. The teacher facilitates and observes each group especially in handling the materials.

ACTUAL WORK PERIOD…

D. DISCUSSION OF RESULTSThe teacher asks the pupils: In the first activity what have you observed when the ice cube was placed at room temperature for 5 minutes? Was there any changes happen? (yes) (the ice cube was melted) While the water was being heated, what have you observed? (the water was boiling.) How about the cover, what have you observed? (a moist was formed) Now, let’s take a look at your group 2’s activity. What have you observed when the iron filings and sulfur was being heated? (the sulfur was melted.) Class, before we perform the second activity, we observed that iron filings sticked to the magnet but when the mixture was being heated, do the iron filings still stick to the magnet ? (no, it didn’t filings become a nonmagnetic substance .)

CULMINATING ACTIVITIES…

E. CONCLUSION

So now, can you cite the differences between the changes in activity I and activity II ? (In activity I, there is no changes in composition, even ice cube turns to liquid it still water and even it is being heated it is still water, while in activity II the composition changed, a new substance was formed iron filings became nonmagnetic substance.) So now, do you know the two changes? (yes, physical and chemical change.)If the pupils cannot answer, the teacher allows the pupil to open their books on page 137-140. The pupils can already answer: physical change and chemical change.

F. APPLICATIONV. EVALUATIONVI. ASSIGNMENT

Reference:

The Fruit of My Sufferings - http://bhry-

beyondhistory.blogspot.com/2011/01/lesson-plan-in-

science-5-laboratory.html

CULMINATING ACTIVITIES…

1. Think safety first

2. Know emergency responses

3. Know what your working with

4. Use the smallest possible amounts

5. Follow all safety procedures

6. Report dangerous activity or

situations

7. Store and handle hazardous

materials safety

8. If you don’t know ASK!

LAB SAFETY TIPS:

References:

The Laboratory Method of Teaching ppt.

by R D l. Galiciano and R J A. Tering

Laboratory Teaching Methods ppt.

By C. Tunzon, etc.

Notes on The Laboratory Method of Teaching Natural Sciences -

http://www.preservearticles.com/2012010920369/notes-on-the-

laboratory-method-of-teaching-natural-sciences.html

The Fruit of My Sufferings - http://bhry-

beyondhistory.blogspot.com/2011/01/lesson-plan-in-science-5-

laboratory.html

Principles of Teaching