GUIDE QUESTIONS:
Do the learners in the classroom…
1 engage in a scientifically oriented question at the start of the lesson? Cite parts of the
lesson if this feature is present. If not, then explain why it is absent.
2 give priority to evidence? Cite parts of the lesson if this feature is present. If not, then
explain why it is absent.
3 formulate explanation from evidence? Cite parts of the lesson if this feature is present. If
not, then explain why it is absent.
4 connect their explanation to scientific knowledge? Cite parts of the lesson if this feature is
present. If not, then explain why it is absent.
5 communicate and justify their explanations? Cite parts of the lesson if this feature is
present. If not, then explain why it is absent.
1. After you have analyzed the sample activity carefully, you are tasked to make
improvements to the sample activity by adding the missing feature needed to make
the activity more inquiry-based (at least 4 out of 5 inquiry features). If no
improvements need to be incorporated, you have to make justifications using your
responses to the guide questions.
2. At the end of this asynchronous part of the lesson, upload your output by replying
to this forum. Use the file name: YOUR_NAME_REVISED. Outputs must be
submitted before lunch.
3. In the synchronous session, you will present an oral report of the revised science
activity stating the problematic areas of the activity and the solutions you did to
address these areas. These problematic areas could be the manner of asking
questions, how you gather the evidence from the investigation, type of investigation
conducted in the activity (descriptive, comparative, experimental).
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Re: 4.2 Guide for Asynchronous Session
by Shiela Roa - Tuesday, 20 May 2025, 6:32 PM
1. The use of scientifically oriented questions was evident in the activity, particularly in its
title: "Activity 1 – How do animals adapt to their environment?" This approach was highly
engaging and effectively sparked pupils' curiosity, motivating them to participate actively.
Additionally, this questioning technique was reinforced when pupils were asked to
collaborate with a partner to explore how animals change and behave to better suit their
environment.
2. Give Priority to Evidence is shown in the part where the pupils must fill out the table.
There is a question there like "What is copied?" the pupils need to answer this question and
give evidence like the purpose and examples. Additional part for this inquiry-based activity is
that in what to do no. 4, pupils are needed to search for specific examples for mimicry and
camouflage.
3. Formulate Explanation from Evidence is observed in the activity, as questions like "How
does mimicry work?" and "How does camouflage work?" were asked.
4. Connect their Explanation to Scientific Knowledge is shown in "What to do" no. 2, 2.
pupils are are to use books, encyclopedia, or the internet (if available), find out how animals
change and behave to better suit their environment. this is scientifically knowledgeable
activity.
5. Communicate and Justify their Explanations is shown in question no. 3. "What is the
difference between mimicry and camouflage?" Pupils need to communicate and justify their
answers to prove that mimicry is different from camouflaging.
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