GRASPS METHOD IN SCIENCE TEACHING AS TEACHERS INSTRUCTIONAL MATERIALS

THIS METHOD FOCUSES ON TEACHING PREPARATION

1. GRASPS IN SCIENCE TEACHING Prepared by: MA. LUZ A. FLORALDE Associate Prof V 1 st Sem SY 2025-2026

2. GRASPS Is an instructional design framework that stands for Goal, Role, Audience, Situation, Product/Performance, and Standards. It can be applied to science teaching to create engaging and authentic learning experiences for students.

3. GOAL Clearly define the learning objective or goal that students need to achieve. For science teaching, the goal can be related to understanding a specific scientific concept, conducting an experiment, or solving a real-world problem using scientific principles.

4. Role Assign students specific roles or perspectives that they will take on during the learning experience. This can involve acting as scientists, engineers, environmentalists, or any other relevant role that connects to the scientific content being taught. By adopting different roles, students can approach scientific investigations or problem-solving from a more authentic perspective.

5. Audience Identify the audience to whom students will present their findings, solutions, or explanations. The audience can be their peers, other students in the school, parents, community members, or even experts in the field. This adds an element of authenticity to their work and motivates students to communicate their scientific understanding effectively.

6. Situation Set the context or situation in which students will apply their scientific knowledge and skills. This can be a real-world scenario, a simulated environment, or a hypothetical problem. The situation should be relevant and meaningful to students, providing a practical context for their scientific investigations and problem-solving.

7. Product/Performance Determine the final product or performance that students will create or deliver based on their scientific inquiry. It could be a scientific report, a presentation, a model, a prototype, a public exhibition, or any other tangible output that showcases their understanding, analysis, and application of scientific concepts.

8. Standards Align the learning experience and assessment to specific standards or learning outcomes. This ensures that students meet the required knowledge and skills expected in science education. Standards can include subject-specific content standards, scientific inquiry skills, cross-cutting concepts, and scientific practices.

9. Sample lessons using grasps Title : Investigating Ecosystems: Creating a Field Guide Grade Level: 7th-9th grade Duration: 2 weeks (10 class periods)

10. GRASPS Task: Goal: You are a team of ecologists tasked with creating a field guide for a specific local ecosystem. Role: As ecologists, your role is to observe, identify, and document the organisms and ecological interactions within your chosen ecosystem. Audience: Your audience includes fellow students, teachers, and community members interested in learning about your local ecosystems. Situation: Your local community is planning to develop a new park area, and they want to understand the biodiversity of the area to ensure responsible development. Your field guide will serve as a valuable resource. Product/Performance: You will create a comprehensive field guide that includes detailed descriptions, illustrations, and photographs of the organisms in your ecosystem, as well as explanations of the ecological interactions within it.

11. Standards: Your field guide should meet the following criteria: 1. It should include at least 10 different species from your ecosystem, including plants, animals, and microorganisms. 2. Each species should be described in detail, including its habitat, diet, behavior, and role in the ecosystem. 3. You should provide illustrations or photographs for each species. 4. Explain at least three different ecological interactions observed in your ecosystem, such as predator-prey relationships or mutualism. 5. The guide should be well-organized, easy to navigate, and visually appealing.

12. Lesson Plan: Week 1 : Research and Data Collection Day 1-2: Introduction to ecosystems, biodiversity, and the project. Students select their local ecosystems to study. Day 3-4: Field trip to the selected ecosystems to observe and document species and ecological interactions. Students take notes, photographs, and collect samples (if appropriate and with guidance).  Day 5-6: Research and data organization. Students research the species they observed and start organizing their findings.

13. Week 2 : Field Guide Creation Day 7-8: Field guide creation. Students work on writing species descriptions, creating illustrations or selecting photographs, and adding information about ecological interactions. Day 9: Peer review and editing. Students review and provide feedback on each other's field guides to ensure accuracy and clarity. Day 10: Finalizing the field guides. Students complete their field guides, including cover pages and any additional information.

14. Assessment: 1. Field guide content and accuracy (scientifically correct information). 2. Creativity and visual appeal of the guide. 3. Collaboration with peers during the project. 4. Oral presentation of the field guide to the class or a community audience. This lesson plan integrates biology, ecology, research skills, and teamwork while aligning with the GRASPS framework to provide an authentic learning experience for students.

15. Sample #2 Title: Chemical Reactions in Everyday Life Grade Level: 10th-12th grade Duration: 2 weeks (10 class periods)

16. GRASPS Task: Goal: You are a team of chemists tasked with explaining the relevance of chemical reactions in everyday life. Role: As chemists, your role is to investigate and present examples of chemical reactions that occur in various everyday situations. Audience: Your audience includes your classmates, teachers, and parents who are interested in understanding the significance of chemistry in everyday life. Situation: Chemical reactions are happening all around us, often unnoticed. You have been asked to create a presentation that highlights the importance of recognizing and understanding chemical reactions in our daily lives. Product/Performance: You will create an engaging multimedia presentation that includes at least five examples of chemical reactions occurring in everyday life, complete with explanations, diagrams, and potential safety considerations.

17. Standards: Your presentation should meet the following criteria: Clearly explain the chemical reactions, including reactants and products. Include relevant chemical equations where applicable. Explain the impact of these reactions on daily life, including benefits and potential hazards. Use visual aids (diagrams, images, videos) to enhance understanding. Ensure safety considerations are mentioned where relevant.

18. Lesson Plan: Week 1: Research and Data Collection Day 1-2: Introduction to chemical reactions and the project. Students select specific examples of chemical reactions in everyday life to investigate. Day 3-4: Research and data collection. Students gather information, including chemical equations and safety considerations, for their selected examples. Day 5-6: Organizing information. Students begin organizing their findings and planning their presentations.

19. Week 2: Presentation Creation Day 7-8: Presentation creation. Students create multimedia presentations, incorporating text, images, diagrams, and potentially short video clips. Day 9: Peer review and editing. Students review and provide feedback on each other's presentations for clarity, accuracy, and engagement. Day 10: Finalizing presentations. Students make any necessary revisions and prepare to deliver their presentations to the class or a broader audience.

20. Assessment: Quality and accuracy of the presentations (correctly explaining chemical reactions). Engagement and clarity of the presentations. Collaboration with peers during the project. Peer evaluations of presentations. Self-assessment and reflection on the learning process. This lesson plan integrates chemistry, research skills, multimedia presentation skills, and critical thinking, aligning with the GRASPS framework to make chemistry relevant and engaging for students.

21. Assignment 1. Please make a lesson plan using GRASPS following the sample given. Choose any topic in Science (Biology, Chemistry, Earth Science, Ecology and Physics).Write it in short coupon bond.

22. Thank you!