The traditional method of science teaching in the province of Abra, Philippines is still prevalent. This leads to poor academic outcomes due to poor understanding and comprehension of students on the different theories in science. Hence, the study was conducted to develop and evaluate instructional materials aligned to discovery approach and to determine the level of appropriateness, acceptability, and usability of the developed instructional materials for science teaching. The study used the Students and Teacher Collaborative Instructional Materials Development Model (STCIMD) to develop and evaluate instructional materials exclusively for Physics, Chemistry, and Biology. Students from Fourth Year, Third Year, and Second Year of ASIST Laboratory High School and subject teachers served as the evaluators of the prepared instructional materials. Majority of the instructional materials developed were evaluated by the teachers as Strongly Appropriate (SA), Acceptable (A), and Usable (U). The students evaluated the instructional materials as Appropriate (A), Acceptable (A), and Usable (U). Results showed that the instructional materials captured their interest and curiosity in discovering the scientific principle behind the activity. Accordingly, these instructional materials that were aligned to discovery approach were proven valuable in achieving meaningful learning. Thus, these materials should be utilized during the lesson presentation to facilitate learning.