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VOCABULARY NOTEBOOK TEMPLATE
Vocabulary
Word
Define the
word.
(Use a scholarly
source as a
reference).
Use the word in a
sentence.
(Include the
definition of the
word in the
sentence).
Provide a
description,
explanation, or
illustration of
the word.
Provide an
example of how
a teacher would
use this concept
(word) in
science class.
Scientific
literacy
(“Scientific
literacy refers to
the knowledge
and
understanding of
scientific
concepts and
processes
necessary for
personal
decision-making,
participation in
civic and cultural
affairs, and
economic
productivities”
(Costa & Silva,
2021).
Scientific literacy
involves
understanding the
scientific method
and critically
evaluating
scientific
information in
various media.
“The term
encompasses the
ability to read
and understand
scientific
articles, evaluate
the validity of
scientific
information, and
apply scientific
knowledge in
everyday life.”(
(A teacher might
use a current
events article
about climate
change to
enhance
students'
scientific
literacy by
having them
analyze the data
presented and
discuss its
implications.
Content
standards
“Content
standards are
detailed, written
descriptions of
what students are
expected to
know and be
able to do at a
specific stage of
their education”
(Pollock &
Tolone, 2020).
The teacher
designed the
curriculum based
on the “state's
content standards”
to ensure all
learning
objectives were
met.
“Content
standards
provide a
framework for
curriculum
development and
instructional
practices,
ensuring
consistency and
rigor in
education.”
In a science
class, content
standards dictate
the specific
concepts in
biology that
students need to
understand by
the end of the
semester.
Measurable
learning
objective
“A measurable
learning
objective clearly
defines what
students can do
as a result of
The elements of a
lesson plan that I
incorporated were
a measurable
learning objective
to determine how
These objectives
facilitate the
achievement of
education goals
in that they are
specific,
An example of a
learning
intention that a
science teacher
might use is,
"By the end of
3
instruction and
how that ability
will be
measured”
(Ayadat & Asiz,
2020).
well the student’s
understood
photosynthesis.
measurable,
achievable,
realistic, and
time bound.
this lesson, the
students will be
able to label the
different parts of
a cell and
explain the
functions of
these parts.”
Scientific
method
(“The scientific
method refers to
a procedure used
in the collection
of knowledge
and the testing of
hypotheses
through
observation,
experiment, and
critical analysis”
(Nurâ et al.,
2023).
(The students
predicted the
effect of light on
plant growth since
they had followed
the scientific
method.
(Some of these
may be the
observation
stage,
hypothesizing
stage,
experimentation
stage, and
conclusion stage.
(A teacher can
take learners
through a
practical activity
on chemical
reactions while
explaining each
step of the
scientific
method that
should be
followed to
conclude.
Inquiry-based
learning
(“Inquiry-based
learning is a
learning process
where students
go through a
process of posing
scientific
questions,
collecting data,
and building
knowledge”
(Putri & Ahmad,
2021).
(Under the
inquiry-based
learning approach,
students were
required to ask
questions and find
answers through
experiments.
(This method
promotes
curiosity and
constructive
learning as the
student can lead
the learning
process by
asking questions
and searching for
answers.
(An example of
inquiry-based
learning is when
a science teacher
lets the students
plan their
investigation on
the properties of
magnets.
Next
Generation
Science
Standards
(“The NGSS are
a group of
research-based,
current, and K –
12 science
standards that
define what
students should
know and how
they are
(To cover all the
aspects of science,
the curriculum
was designed and
developed by the
Next Generation
Science
Standards.
(NGSS are
designed to
prepare students
for college and
careers using
scientific
practices and
crosscutting
concepts.
An example of
how a teacher
could use NGSS
is if that teacher
wants to create a
lesson plan
based on
engineering and
the actual
content of the
4
equipped to carry
out the
knowledge”
(Chen & Terada,
2021).
science being
taught. (
Constructivism (“The learning
theory called
constructivism
holds that people
create their
knowledge of the
world through
interactions and
thinking about
those
interactions”
(Chuang, 2021).
(According to the
constructivist
approach of this
lesson, the
students could
extend what they
already knew
through teaching
aids.
(The theory
stresses learning,
participation,
and resolving
issues while
using
information
acquired.
A science
teacher might
use a
“constructivist
approach by
having students
create models to
demonstrate
their
understanding of
the water cycle.”
Differentiated
instruction
(“Differentiated
instruction
involves
tailoring
teaching
environments
and practices to
create different
paths for
students to learn
the same
material” (Ginja
& Chen, 2020).
Differentiated
instruction
ensured all
students could
access the
curriculum
according to their
needs and
learning styles.(
(This approach
addresses the
diverse needs,
readiness levels,
and interests of
students by
varying the
content, process,
or product.
(A science
teacher might
use
differentiated
instruction by
providing varied
reading
materials on
ecosystems for
students with
different reading
levels.
Crosscutting
concepts
(“Crosscutting
concepts bridge
disciplinary
boundaries,
helping students
see connections
across different
areas of science
and engineering”
(Nordine & Lee,
2023).
The lesson on
ecosystems
integrated
crosscutting
concepts such as
patterns and
cause-and-effect
relationships.(
These concepts,
such as
"patterns" or
"systems and
system models,"
help students
develop a
coherent and
scientifically
based
worldview.(
(A teacher might
highlight the
crosscutting
concept of
"energy and
matter" when
discussing
chemical
reactions and
ecological
energy flow.
Cooperative
learning
(“Cooperative
learning is an
instructional
strategy in which
(Cooperative
learning activities
fostered
collaboration and
(This method
promotes
teamwork,
accountability,
A science
teacher might
use cooperative
learning by
5
small groups of
students work
together on a
common task.”
communication
skills among
students.
and mutual
support,
enhancing
academic and
social skills.
having students
work in groups
to conduct
experiments and
present their
findings.
Formative
assessment
“Formative
assessment is a
range of formal
and informal
assessment
procedures
teachers conduct
to modify
teaching and
learning
activities during
the learning
process.”
“The teacher used
formative
assessment
techniques, like
quizzes and
discussions, to
gauge student
understanding
throughout the
unit.”
“This assessment
helps identify
students'
strengths and
weaknesses and
provides
feedback to
improve learning
outcomes.”
A science
teacher might
use “exit tickets
where students
write down one
thing they
learned and one
question they
still have about
the day's
lesson.”
Summative
Assessment
“Summative
assessment
evaluates student
learning at the
end of an
instructional
period by
comparing it
against some
standard or
benchmark.”
The final exam
was a summative
assessment to
measure the
student's overall
understanding of
the semester's
science topics.
Summative
assessments,
such as final
exams, projects,
and standardized
tests, provide an
overall measure
of student
learning and
program
effectiveness.
A science
teacher might
give a
cumulative test
on chemical
reactions at the
end of a unit to
assess student
comprehension
and retention of
the material.
Integrated
lesson plans
“Integrated
Lesson Plans are
interrelated and
connive to cover
more than one
subject area to
enable the
learner to relate
one subject with
the other.”
The lesson plan
incorporated
several elements
from biology and
chemistry to
demonstrate the
carbon cycle to
the students.
These plans
generate a
meaningful
cross-curricular
learning
environment that
enhances
teaching and
learning.
An example of
an integrated
concept is when
a science teacher
designs a
teaching unit
that involves
math and
technology,
whereby the
students are
required to
gather and
analyze data
collected from a
6
practical physics
class.
Science,
Technology,
Engineering
and Math
(STEM)
“STEM is a
concept of
learning and
teaching that
integrates
knowledge and
skills in science,
technology,
engineering, and
mathematics and
relates them to
real-life
situations.”
The STEM
program
motivated the
students to utilize
the knowledge
they have gained
innovatively to
address issue-
based scenarios.
STEM integrates
knowledge into
solving problems
and creativity.
An example of
an
interdisciplinary
assignment
could be when a
teacher creates a
STEM
assignment
where the
students must
construct a
model bridge
using the
principles of
physics,
engineering, and
mathematics.
Science,
Technology,
Engineering,
Arts and Math
(STEAM)
“STEAM
education is thus
an enhancement
of STEM, in
which arts form
the core of the
program,
enhancing
creativity and
innovation
alongside
scientific and
technical skills.”
Using creative
projects, the
students could use
the STEAM
curriculum to
show the relations
between art and
science.
In STEAM
education,
creativity and
design thinking
are at the core of
the activities and
tasks set to be
solved by
students.
An example of
the use of
STEAM may be
a science teacher
engaging the
learners to create
artistic works
that reflect
different
scientific
phenomena like
molecular
structures.
Earth science “Earth science is
the study of the
Earth and its
atmosphere,
including topics
like geology,
meteorology,
oceanography,
and
environmental
science.”
The earth science
course included
matters like the
rock cycle,
weather, and plate
tectonics.
It is a branch of
science that
deals with the
physical
properties of the
Earth as well as
the processes
that affect it.
Such strategies
as rock
identification
labs and weather
simulations may
be applied by a
teacher in
teaching earth
science
concepts.
Physical
science
“Physical
science covers
studying entities
Some prior
lessons in
physical science
It entails
comprehending
basic facts
An example of
content
knowledge is
7
that do not have
life, including
the study of
physics and
chemistry.”
involved
demonstrations of
the nature of
matter and the
movement of
objects.
regarding
Energy, forces,
and matter.
where a teacher
can explain
physical science
by conducting
experiments to
show Newton’s
laws of motion.
Life science “Life science'
can be defined as
the analysis of
living organisms
and the processes
through which
life is sustained;
it comprises
biology, ecology,
and genetics.”
Organismal
biology classes
focused on human
anatomy,
physiology, and
pathophysiology,
along with the
chemical and
biochemical
composition of
cells, heredity and
inheritance and
the organization
of biological
communities.
The field studies
all the
phenomena that
enable life and
the relationships
between living
beings and their
surroundings.
A teacher might
use microscopes
to enable the
students to see
the cells, the
different
structures, and
their relevance.
Plant kingdom
“The plant life
kingdom is one
of the primary
categories of
living organisms
and consists of
all types of
plants capable of
performing
photosynthesis.”
Botany, as one of
the branches of
biology, has to do
with identifying
the different plant
species, their life
cycle, and other
roles in the
ecosystem.
This category
includes mosses
and trees; all
these organisms
are important in
the ecosystems.
A science
teacher might
have students
grow diverse
types of plants to
study their
growth patterns
and
environmental
needs.
Animal
kingdom
“The animal
kingdom
comprises all
animals,
characterized by
their ability to
move, consume
organic material,
and reproduce
sexually.”
The unit of animal
kingdom focused
on different
existing species,
their habitats, and
the concepts of
physiological
adaptations.
This group of
organisms
comprises the
lowest in the
classification
series, the
sponges to the
highest, and the
mammals, all
with unique
ways of adapting
to their
surroundings.
These are
dissections and
field trips to
understand the
various species
of animals and
their structures
within the body.
“It is any Learning matter A science
8
Matter physical
substance that
has mass,
occupies space,
and exists in
three states
namely, solid,
liquid and gas.”
The unit on matter
in chemistry
included topics on
the state of matter
properties of
solids, liquids,
and gases.
entails
comprehending
matter's make-
up,
characteristics,
and the
transformations
it undergoes.
teacher might do
experiments that
show the
different states
of matter, such
as water melting
into ice or
boiling at high
temperatures.
Motion
“Motion is the
process of
change in the
position of an
object over time
and has
characteristics
like velocity,
acceleration, and
force.”
The lessons on
motion in physics
class highlighted
various forces that
impact motion,
such as gravity
and friction.
This concept is
essential to
understanding
the physical
environment
since it deals
with the motion
and interaction
of objects.
A teacher might
use track and
field activities to
illustrate
concepts such as
motion and rate
of motion or
speed and
acceleration.
Energy “Energy is work
potential or the
ability to do
work or bring
about change,
and it comes in
many forms.
These include
kinetic, potential,
thermal, and
chemical
Energy.”
In the energy unit,
students learned
about various
forms of Energy
and their
conversion.
Energy is one of
the fundamental
concepts in
physics and
other sciences
based on
physics, and its
study
encompasses the
ways of energy
transfer and
transformation in
matter and living
organisms.
An example of
context-based
classroom
learning might
be a science
teacher using a
roller coaster
simulation to
demonstrate
potential and
kinetic energy
change.
9
References
Ayadat, T., Ahmed, D., Chowdhury, S., & Asiz, A. (2020). Measurable performance indicators
of student learning outcomes: A case study. Global Journal of Engineering Education,
22(1), 40–50.
Chen, Y. C., & Terada, T. (2021). Development and validation of an observation‐based protocol
to measure the eight scientific practices of the next-generation science standards in K‐12
science classrooms. Journal of Research in Science Teaching, 58(10), 1489-1526.
Chuang, S. (2021). The applications of constructivist and social learning theories on adult
continuous development. Performance Improvement, 60(3), 6–14.
Costa, A. M., Ferreira, M. E., & da Silva Loureiro, M. J. (2021). Scientific literacy: The
conceptual framework prevailing over the twenty-first century's first decade. Revista
Colombiana de Educación, (81), 195-228.
Ginja, T. G., & Chen, X. (2020). Teacher Educators' Perspectives and Experiences towards
Differentiated Instruction. International Journal of Instruction, 13(4), 781-798.
Nordine, J. C., & Lee, O. (2023). On the nature and utility of crosscutting concepts. Education
Sciences, 13(7), 640.
Nurâ, S., Jumyati, J., Yuliyanti, Y., Nulhakim, L., & Leksono, S. M. (2023). Scientific approach
to learning science in elementary schools. Journal Penelitian Pendidikan IPA, 9(8), 6659-
6666.
Pollock, J. E., & Tolone, L. J. (2020). Improving student learning one teacher at a time. ASCD.
Putri, L. A., Permanasari, A., Winarno, N., & Ahmad, N. J. (2021). Enhancing Students'
Scientific Literacy Using Virtual Lab Activity with Inquiry-Based Learning. Journal of
Science Learning, 4(2), 173-184.
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