This paper examined the effectiveness of the Guardrails Approach in improving the scientific creativity and innovation of Grade 7 learners in an AI-assisted learning environment. Built around the challenge of equipping students with essential skills for the 21st century amid continuing problems associated with a lack of critical thinking and rote memorization in science education, the study applied the strategies of Socratic Prompting Approach and Tiered Assistance Approach. In this study, two (2) sections with forty-six (46) and forty-three (43) Grade 7 students of Sto. Tomas City National High School participated in a post-test-only experiment that compared the two instructional strategies. Each group covered the same fourth quarter lessons in science using AI tool specifically ChatGPT. Both groups were taught using one of the two approaches. The scientific creativity and innovativeness were measured based on six criteria – fluency, flexibility, originality, elaboration, problem-solving, and approach diversity. Results indicated that both strategies helped contribute to the development of creativity and innovation among students. The use of Socratic questioning proved highly efficient in stimulating higher order thinking skills including originality and reasoning. At the same time, tiered assistance was found to assist learners in acquiring fluency in problem solving. Moreover, it can be stated that the Guardrails Approach represents an effective strategy for using AI technology in science instruction in accordance with the requirements of the modern-day learner.