Having youth protection from COVID 19 onslaught preventing them from being virus vectors, educators imposed worldwide classroom lockdowns. The Philippines, like other countries, switched from face to face to online with the aim to uphold education specifically in Science with laboratory activities. This study aimed to determine teachers preparations, the challenges they met and solutions they made to address it and factors that affect Science education with laboratory activities in the pandemic. To gather data the research used online in - depth interview to eighteen teachers teaching science for not less than ten years. Nine teaching in the urban areas and nine from the rural areas are the respondents. There is coding done to generate themes from teachers narrations and severity thru themes frequency compared using the cylinder graph. The themes showed teachers concern to achieve science education from most to least frequent respectively: effective pedagogy in lecture, effective pedagogy in laboratory activities, learning competency, no one should be left behind, assessment integrity, giving feedback and learning modality. Connectivity is theme drawn as challenges met in the remote areas in which teachers gave solution. Both teachers in remote and advanced areas have challenges and had given solutions in the following themes drawn: distractions, safety of students, academic integrity, students financial capacity The factors which affect the effectiveness science education are connectivity, pedagogy to achieve lecture and laboratory activities competency, no one should be left behind, counteraction to distractions and academic integrity.

COVID 19 pandemic pedagogy; laboratory activities; Science education; Science online pedagogy