'

JasEP+ltnt

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iffi*"",.
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,.".],('lno^Y?"..
\ uhosrilandins,lll
uhosrsrandins r/ C
:.) r,
C

to\t-7*6,
*

2010

*'

'"''

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Based on 2010
Secondary Education

fi h,{Anrnr e

curriculum

Teachng Guide

ffIffiffi#ffi
Joni

M.

Albarico
':,,,,,,,,,,.:,,,.i.,.

i,: ,,, .

Ruel G. Avasar
.

.. ..':..,:::: :

Lucila D. Castor

..:,,,,,,:..

'::.t.r'i t.: :.:.r ::: :r i.:r' i i :

ii : :ii :|:i:.: : : : : : I.i I I.:::.i:i :

A'Iea*i"s Fil; irt*i,+"irine* ifie,i,ri+*u;tru;r...**tr+iti.es,a** learni,rg

strategies with lihD as its frarne*orki:,Thib;gearsrio*hrds rneeting the

iontent and pbirforrnhnce standa,rds'of the 2;CI't.0,Se,Cbndary,Educarion
CUrrioulumi,

INTRODUCTION

bo

a
tr

7<

F\

+r

.+q.ffil
'D

GfiV
W
il-..

','',Prerfonmnn+e

$.,.,,,,,,.,,,,,,,',

Learmfng Fls

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:,' . fr.lr-::::-",

tl I

ltlriliT

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Rrioureesl

M*Griaii

fr,

The Context
As a matter of lrractrce, the cttrricuium in the Philippines is revised every ten year.s,
br-rt thrr
'aprcl rate of change ur eclucatron ancl the fa-st ob.sole.scence
of knowledge necessit,ate a
rntrnttal revisiting and updatrng of the curriculum to make it responsive to emergi.g cha.ge.s
:l the neercls of the leamer and the society. Thu.s, the refinement of t,he currrculum remains
to
- a work in progress.
Aside from the issue of relevance, the refinement of the .secondary educatiop c,rricultrm
'rts guidecl by tlre need, a.s articr-rltrtecl in the Eclucation for All Plan 2015, to strcamli'e it,s
Ittetrt iu orcler to improve stttdent mastery and contrrbr-rte to the attainmelt of fu.ctio'al
'.r'acy. Thrs became a primary consicleratron in
the design of the currrculum anrl thc
r'nrttlatiotl of standards and the essential unclerstanding,s from which thc colt,ent of 16e
r'nculum was clerivecl.

l'lre results of natronal and internattonal assessment-s were reviewecl ancl a'alyzerl for
'rr rmlllicattons fo4teaching and learning. The finding.s were usecl to flrl,her t,igliten the
,nclarcls ancl iml;rove the clelivery of the curriculum anrl t,he teaching-learnrng
lrrocess. 'l.hc
'uits of'the evaluation of the rmplementation r-rf thc 2002 Basic Erlr-rcation Currictrium w.rr,

'-''',r'ise cotrstcierecl

in the revie'w of the curricuium. 'l'he fi nding.s ancl recomm()rlcla1,rons su ir lr,,

INTRODUCTION

The Context
As a matt,er of practice, the cnrriculum in the Philippines is revised every ten year.s, but ther
'aprcl rate of change tn erciucation ancl the fast obsole.scence of knowledge necessitat,e a
.rnt,inttal revisrt,ing and upclating of the curriculum to make it responsive to emergrng changers
:r the neecls of ther learner and the society. Thu.s, the refinementof l,he curriculum remains 1,o
e a work in progress.

Asicle from the issue of relevance, the refinement of the secondary education currictrlum
'as gutclecl by the neecl, as articulated in bhe Eclucation for All Plan 2015, to streramline it,s
)tltellt in orcler to imltrove stuclent mastery and contrtbute to the att,ainment of fr-Lncttonal
.leracy.'fhis became a primary consirleration in the design of the curriculum ancl 1,her
'-r'mulation of st.andards ancl the essential unclerstanclinqs from which t,he contenl, of the
.r rriculum wa.s cle ri ved.

The result.s of natronal and internatronai assessment.s were revrewed ancl analyzecl frrr
:rerr imltlicat,ions fo4teaching and learning. The findings were used to fur:ther trghten 1hc
-'rtttciarcls antl imlrrove tire dehvery of the curricullrm ancl the terachrng-learning lirocess. 'l'ht'
.sr-rlts ot'the evaluation of the implementation of the 2002 Basic Eclucation Ourrictrlum werl
xewise corr.sicleretlrn the revietw of the cnrricuium. The finclinss and recommerlrlal,ions gu rr ir.,
i

tlre trarningo[leachers rtntlthe cal)?tcrlr-i .

t,irtr currrcnlum in 2il seconclarv schools lta1r,,it

The Process
'fhc rcfinemt'n1 of ther curricrilum follout'11 tit' cleve lope cl by,l ay McTi ghe ancl Grant, Wr ggi n s.
'fhe curriculttm tiesign has the lbllowingelemctr1s
Stage

iL.Ir

..

'
:

--

anclslrecificallydefinr:dintermsofcotrl,ctrt,atrcl1tt'r'i "r'':r-'-'
A.1. Contenl stanclards, whrch specify tile ('sst'lllr:r. i
importanl, atrcl euclurtng Icleas, issttes, llritlt;t1l)r's ,irt':
skills anrl ]rabit,s of mrnd that shotrlcl be 1,ar-rght. attt[ ]t'rtr'::
"Wliat, should stuclents ktrow aucl be able t,o tlo?"
A.2. Perrfbrmance stauclarcls, which cxpress tile rlcgrt'i.
sl,utlent,s are exllectecl to demonstrate in relation 1o lllt't'' :lt,htr qucsl,ton, "l{ow wcli must, stuclent,s clo thrrir work? ",'
woul r[ t hc s1,ttcletr1, be approllrr al,r:ly qua]i fro rl or ce r1 j fit" 1''
i,lssrrntial Utrtlcrst,anchngs, which are thc big :rnrl t'tt(lttLl:'.
rlisgiltliur: anrl which we walt thc childretr to rememl)('t'('t','tl
l'-sscntial (]ueslions, which are ollen-enrlecl, llrovocillive' qtrt':tiri.t her inquiry into tlte essetrtial meanings anrl tttlrlcrst atlr l.::.
r Lrrricr-rlum Obiectives, wirich are exl)resscd in l erms rrl'ktl,,"'
r,il ]l Lrsc as gr.ri tle in fOrmulating t,hcir Owlr Clas,"rOr.rnl c.rll.1i'tl1 lr''.-

st ot'

l))

morlcl

rrurltkr at t,he
rvcrall goals,

., lt,s t,hc most,

:r', rlisciltlirres),
t ht' rlrteslrott,
''

r',,liciency 1,hat
'l'hcy illsw()r

t,t

A. ltesults/De.sirecl Outcomes, which cleftne wllat sl Lr(l\'rr1 - rrencl of the lrrogram, course, or unit, of str-rdy; gcrli'i';i,,r' .'. :"

Il

irr, 1rrlot

'

i.

,t'lre rfbrm ttncer

r'. hoarl, t.,f' t,ht'

ii,avrr schr.rol.

'k thinking antl

is lha1,

1,si11;|1srs

Stage 2

-\

rlet

t'rmjtrt's aul,irentic performance

r'1 s1

that
clefines lht'

l,zrsks

bc desirccl tttrilerstandlngs; anrl

rc r f orm a trces or rotlucts shall be luclgc tl.

'

r-rrlcnt .
Istr.rrlcrtt
tht'

,\ssessmt'rt1,, which defines acceptable evicletrt:c

(t

]'l1el'r i]

1',srrcd resr.rlt,s;
to rl(rmortsl,ral,tr
:r l her sl,rtcletrt's

j)i'r rrlr-rcts
I,, nr,.rrt s1

Stage

ttucl Perfbrmauctrs, wltich a)'('

ra 1,iotr of't,he i r cotrceptttal

."ru'ning atrd

ll

et-1rlir11f i;
un clersl a tl r lt It s . ;111 rI 1.1t)1,
t

ir sit,iort.

rrng I)lrttr. ivhich details t,he insl,rttrltlr;tlrrl ltL'ltvitics tllrL'

:r t hi' s1 iurtl:it'tls.
:<' j"rrr'1t,ltltl Actlvitit:s, which are altgtte'I q'rt h t he sl lut
r' rn', irlliltrntctrt ofdesireclresttlts.

.,.

rll go through l,o

rlesr gnerri t,o

Conceptual Framework in Secondary Science program

Functional Literacy for All

$
rd

2d

f-{
?ar

,I

v
Multi/
Interdisciplinary
Approach

Constructivism

Contextual
Learning

Problem/IssueBased Learning

ProcessBased

Approach

Social Cognition
Learning Model

Learning Style
Theory

Gestalt
Psychology

Science

Cur:

.-

'f her Sciencc

Ourriculum IrrAm('u.t, i..'

and unrlerlying ltrincipies in Scic.nce i' r. constrr.rcteil arounrl lhe developmenl - .
unrlerstanchng of basic Scrence concelll: iir.
critically, think innovatively and make in: l.*.
(:on s() rve l"(, sour(:() s an(l su sl a rn qr.r a l tl' l r l
'['o arlvance thrs vision of a functlonil ..
designed ancl rievelopecl arounrl three (lr-,1'- - knowleclge: (2) understanding scientific knos ..

alll

-rlrvork is

rr.oA(:hes

'. rIlSlfAl(tS

mri

1n'olllems

exl

:\'li'onment

Acquinng scrcntific knowledge is abour

needecl. where informatron can be locatecl an

'''rr'trlum is

.t scientilic
' | <rrr

irancl. understancling scientific knowledg' u)r .

the infbrmalion, 'l'his clomain focuses on rlt.nt
ox1;ianation. intcrpretation, applicaticln. l)('r':l r.
I3eyonrl leArntrrs being mere consumers ()t :. . :.
use therr acquirecl knowledge to create r)r lrr.,.
crcating sr:ientrfic knowleclge, challenges iearner.- - -.'
usr,: this creativcly to generate new ideas. vle\\' ill .:-.. also involves cle5igning. constructing, plannrnu I ''

The
the

ir,rsl anclrng:

,-o lre able to

-h
is tktmarn.
.r,11 ings and

1rrocr.sst s.

It
G

s
-.
- ,r1' rt:sour(:es,

ur' ltrorlucl

':rt'r scientific

al trtucles ancl valtres,

(I
u1

CC) l

r
'

Aside from values cleveloltment. the enhanccnr,.:'.tho three clomains, The internalization by learnt'r'- -' -:-

lbllowing approacires which can be used in(lrvr i.. rnlrrrcliscipiinary contextual learning, problem,'t r'

',

- i,mllerrlrlerl rn

Ph

Lthror.rgh the
'rrlr scrltlina ry.
t;l'o('trss-base(l

I)f

lIl I'

hin scicnce

inf'
thi.

hc s.

Mriltrrlisr:rplinary ancl interdisciplinary apJ,r' -. : r

tlisc:iltlrnes an(l acr:oss learning areas, (lon1t'rt Ll,r -. : r'r'
science 1;lvngspts. l)rocesses. principles ancl ias- ii-:r

social coqnr' :- :

,r rt

,rplications of

. :1e sil ual ions.

Problem/Prolect/Issue-based Iearningchallene",r':r' r'

arkl ress l)roblems ancl issues in tlie worlcl aroLur . 'r'. r'
rlt.vclolrment of scientific thrnking rather than - :-i r.*
I)rscovery Approach and Inqurry Approach.
'l'hcso a1;prclaches zrre largely consl rur'1t'r r : --

thcorics namely: constructivism.

{ lcstalt ltsychology,

j'nratron rs
n thc olher
r IllD{s Otrt Of

What neeils'to be encoluaFle(l is the pro([].r(':r :whir:h can contribute to the protection of the cnr rr' :r::
Slcwardshrp of nattrre is a core value thal is ltL. lt- --

a 1r1l roacr

ber

m()asures to
tbr:r.rs on the

r'r

nciples anrl

:r1

:-.

--

'l'hey inclurie

-' . r, tht'ory antl

('ons1 ruclivism recognizes that learner- :t-'r".ir'' itl

r,r1)r'rie,rrct'. iiencc. science learnrngmean> a r'I rirs' .n r r.
;t: rl i()l)llt'illI r-0 latt'rl enttty.

,:r rrg from thcir

:lg rn a new rrlea

5or'rirl ( l()gnrTrrin l,earning Model consrcit,r'('nvr]'()llnr,'r' ;rnrl tcchnology. With al)l)rol)rrii11.

scaflirl rir tt{ l,'rl''tt,' - r'rrn oliirn ltrrrlorm tasks g'htt'h
own, Iil rr\l)r't'lr']tl' ntg rll(, srrt't'cssfirl comlrltrtion ll

l rvitlr crullure.
'lrcr strt:h as by
I rloing on therr

\'l

- 'Jilin t:onfidenco

it

rl

al-)1

Science

(,

urr:cuium Franrerr.ork

,I

lll' - . ::.

illl(l

..t'r'lr'itrLtttt i'ri.,ntt r\', r'ri dr':,..i.:rl. - -' ::. i ,i']- t.rrr'r.colr)1)olent,it,:. al)l)l'{,,1
ullfl('rl-\lng l)l'tn(tlples in Sctence for seconclary schggls rn t5e c()unirv.'l'he framclrr

iilil

lul

('onstructr(l aror.tntl the clevelopment of a functionally Ijterate Filipino who rlem9n.r,

trnrlerstancling of basic Sctence concepts ancl processes in an rnteirative way to solvc
1lr9l
t:ritrcally, think innovatively and make informed decisions in order 1o rrrotect the envrron:.
conscrve resorlrces ancl sr.rstain quaiity life.

'fo atlvance this vision of a frtnctionally literate Irilipino in Scicnce..tircr rrprrir:llLi:'

illll

,, ,m,rllllil

rlesigned ancl develolterl arounrl three rlomains of Scrcnce. namely: (l) acquiringl st:it,r.
knowledge: (2) understandrng scientific knowleclger: and (;l) creating scientrfic knowleilgc

Acquiring scientrfic knowledge rs about accessing rnformation. r.e.. what inflormatr

wltcre informatron can be locatecl ancl how informatron can be gatherecl. On thc,
hancl, unclerstancling scientrlic knowledge inclucles the processing and making mcaninsthe information. 'fhrs clclmain focuses on clemonstration of different facets of unclerslan,
cxlllanation. interltrelation. application. persltec'tive, empathy ancl self-knowleclgrr.
neeclecl,

, n,filil

'

,ilqM

l[

,llr

r|lllfl

it

L3eyontl learners being mere consumers of screntific knowleclge. they shoulcl also be a i
rtse their accprirecl knowledge to create or pro(luce new knowledge in science. Tlris tlrin:
creating screntific knowleclge, challenges learners to transfer their learning in new setl insuse thrs creatively to generate new icleas, view things drfferently ancl re-ensineer 1;roccs., also involvos designing. constmcting, planning. proclucing and inventing proclr.rcts.

Wltat noc:ds'to be encourage(l is the productron of new scientific knowledge or l)r'(r i.

which can contributc to the yrrotection of the environment ancl sr.rstainable r.rsc of rr)s()ul
Slewarrlshilt of nature is a core value that is bcing strengthenecl along with other sr:it,r.
a1

r'F,,ll|[

iLr I I uttllilq

qnttllil
1ll;lriltill

!t!

:;t

titr.rcles and values,

rlllil

rrtrilil||

Aside from valrtes clevelolrment. the enhancementof scientific thinking skills is embe.rlrl,
the three clomains. The internalization by learners of these skills can be facilitaterl thror.rel:
{bllowrng approar:hes which can be usecl inchvidually or in combinatron: mulliclisciltlu.
intercliscipiinarl, contextrtal learning. llro|lem/proiect/issle-based iearning and ltroces.-l

'"tttLt,,fi

'

illl

ril

rrfl

alrlrroacrhes.

t:Ii]Illillil
iiluur||M

Multiclisc:rplinary and interdiscrphnary alrproaches deal wrth intciration within st'r

rlisciplines an(l across learnrng areas, Contextr.ral l,earningi Approach provicles altltlit:atrr,:. scioncc concel)ts, l)rocesses, principles ancl laws within the conlrrxt of real-life siltrar
Problem/Project/Issue-based learning challenge learners to creato anrl imltlement moasul', ,
arlrl rc'ss problems ancl issues in the worlcl aroun(l them. Process-baserl al;llroaches focus or '
rkrvcloltment of screntrfic thinking rather than talking about scient'r' l)r()cosses. They rn,.
Di scove ry Ap

_il|

roac ir ancl I nrlr.riry Ap

roach.

'fhese approaches are largely constnrctecl based on sor.rncl ech.rcat,ional principle'.

thr:ories namely: constructivism, social cognition learnrng mode l. Iearning style tht'oi'r
( Iesta ll
lrsyr:hology.
(lonstrtrctivism recognizes that learners construct knowledge ancl meaning from '
crlteriencets. lience, science learning means a change in rdeas rathcr than laking in a nt'u
;l: it :elritfilIr' i.olaletl entity.
Sor:iai ()ognition Learning Model consiclers iearning through inlr:raction with t'rrl'
cnvinrnmnn'antl technology. With appropriate help from thr: science lcacher su(:h:,scaflbklrng learncrs can olten perform tasks whrch thcy mielrl be incalrable o1'rloing on ':
own, By exlterienr:ing lhe succc:ssful completron of clrallengrng lasks. learners gain conl'r r:
V]

tlr ll

lllll

!|1il

ancl

motivation to embark on more complex challenges in science

In Learning Style Theory. learners perceive and process informatron in

different wavs, I low
much they acquire. unclerstand ancl create scientrfic knowleclge depencl
on whether thr,i'
exllerir.nccs in scienr,c are, altproltriale to their particular style of learning
rather
than on th.ir
being "smart
.

Ge'stalt Psychology posrts that the operational prrnciple of the learner's

brarn rs holislit:.
Therefore. science teachrng-learning processes should provicle for the balancecl
cleve6pmenl ol'
the left and risht brarn.

PROGRAM STANDARD:
The learrler clemonstrates ttnclerstancling of basic Science concepts ancl procersses
i1
an- integrat,ive way to solve problem.s crit,ically, think innovat,ively/ creatively
anct maker
informed dccision.s in orcler to protect the environment, conserve resolrroes anrl sustain
quality life.

General Standard for First Year

(Integrated Science)
The Iearner clemonstrates
unclerstancling of funclamental

Year (Inte grative Physics)

The learner clemonstrat,es

concept.s ancl 1t rocesses in, Chemistry,

Physics, Sltace Science anrl Bcology in

ancl llrocesses in Chemist,ry

cleepenecl by other rL,scrlrlrnes to

General Standard for Fourth

uncler.stancling

an rntegrative way to analyze/solve

problems critically,

of basic conceltts

analyze/solve ltroblems crit,ically,

think innovatively /creal,ively, ancl

t.hink

innovatively/ creatively, ancl make

informecl rlecisrons in order t,o protect
the environment, conserve resources
and sustain t-rualitv life.

make informecl clecisions in orcler to

protect the environmeut, cotlserve

resorlrces ancl su.stain oualrt,v life.

General Standard for Second

Year (Integrative Biology)

The Iearner clemonstrates

General Standard for Third

Year (Integrative Chemistry)

'l'he learner demon.strates

unclerstanding of basic concepts and

Irroccsses in Biology cleepened by
other clisciphnes to analyze/solve

unclerstanding of' basic conceltts ancl

processes in Chemistry cbeltened by
other clisciplines to analyzer/solve

innovatively /creatively, ancl make

t,h.ink
innovatively /creativeJy, ancl make

problems critically,

think

informecl decisions in orcler to protect

the environment, conserve resonrces
ancl sustain quality Iife.

problems critrcally,

informed decrsions in orcler to 1tro1,ect,

the environment, conserve resoLrrces
ancl sustain oualitv Iife.

I
e

vii

Concept Matrix For Integrated Science

The Scientific Method
Matter: Its ProPerties and
Changes

Quarter

II

Laws of Motion
Energy Transfer
Plate Tectonics

Sun-Moon-Earth SYstem
Earth and SPace ExPlorations

Quarter IV

Basics of EcologY and Human

Impacts on EcosYstem

]: :::: '|

::::::::::::::ll:::::::: :1'

l:::i:l:i:rii:r:l:::r::::::

:iiiii:t::ii:

iiit.:

/1,7,- - F :- - - -

:T

ri T T F F,- - - ri T

in

T - in F T ii f F - F -'r i. -. \

lnt$s:ffit$flli$E.i n:ce
..]::Th:eiii:i:$ic]iehti.fi:e:::llVI:efilHol
':':'''''''':

iVlatter: Its Properties and Changes

'':'.''.'..'

!!!-il,i------:.r-;;,

1.-I

!,;r;J::!.---

'':

:iii i ii:il
r'ii:

,;:'..

t$1,lli ./un rl u

rtt r t t

it

fi.,.$p.,,lttl t t| | r:: r' i :

illig,lyirr hrr tJ ri; rr.-

rrtlrl'Sll*tor tt e t i : r i ; i

Quarter I

'l'he Scierrtrfie Mptlrod

Topic l:
Tlre Scientific Met

hr.rrl

,Nllit

Time Franre
2ii-.}i

, lllil

illtlu

||ilfr

lifi

Content Standard:

Performance Standard:

'l'he Ie:rrner tiemonsl,rates unrlerstancirns

ot' t,he vaiue o{' .scientific methocl when
j nt,etrnalizetl
as a process.

T,earrters lrerform irr gr(,irl':

teacher-guiciecl comm r,urrl,r.'-I r i r s,.'
tion r.rsing scientifrc met.horls

Essential Understanding(s):

Essential Question:

Sr:rcntific methotls are valuable processes

wlren internalized to: (a) solve problems lrl
liic, O) r:xltlain n:tlnral lthenomena, ancl
(c) develop usefirl proch,rct(s).

When do scienti{ic mel,}rocls lrlr.,,nl,

valuable?

The learner

will know:

. {brmulation oIthe research problem;

. formulation of the hypothesis;
. ltlanning the research design;
. conclucting of an exlteriment;
. cletect,ing patterns and trends in the
.
.
.

data collecterl;
making conclusions ancl recommenclations;
writing the abstracl,; ancl
t:ortdrrcling pcer rcview.

The learner will be able to:

. make qualitat,rve an(l (luiuttllilr:,,

vations in hrs/hcr

c()ntnt r.lnr1\'

note taking;
preclict ancl hy1;othcsiz(,:

.
' explain cause-ancl-c'lft'i:1 r'r,irtl ion-it
. clesign an expe.riment:
I Ll .Se sciencer labolAtofV il

tus/eqnipment;

' identify

ancl maurltr-rla1c vtiritil,l,

conl,rols

.
.
.
r

estlmate;
classify ancl interltrct rlal:r:
make inferences; anrl
commurlicate results basorl on
clata.

ijn..

Product or
Performance Task:

Evidence at the Level of

Understanding
l,r'trrnol shotrlrl Lro:rltlc, 1o

Evidence at the levt,l

of performance

Understanding:

mtrnl of it 1,ettr:hcr'gtrirl|rl r('i(.n(:{' r rrV|sl iqir\.\rrrr \r;r-, r\ ,)\\ \\\,.

\ii)t xv u-r g ol^r\ oti itl

(}rnrlrrt:t o['rr
(l('nrr)rrs1.raIc rrurIrrrs1 :rnrlrng IIv
I eacher- gtntlcrl 1;11111p.,r)(rvering 1,he Six (6) Facets of
nity-bascd sciencc,
tttvu s\ tgi\\

s(lt('nl

r(

)\\ \\>\\\H)

irt: mt,ilr, il

[)r't'li rf mlt l)(.{, ;tss(.ss-

l:'x\u:su\:s>,

Synthesizing how scrrrntif

ic

kuowleclge is accluircrl arrrl valirlal erl.

Criteria:
u. 7'lrot'ortg]r (lixplarning all nr:cdccl
steps risecl scientiIic mclhorls unlil
conclusions are reachr:t[ to generate
scientilic knowletlge; iln(l exl)iair]ing how re.sult,* of scrcuce invest,igations arc sublecl,etl 1,o rr:vierw anrl
testing of other scientists)
b. Clecu' (llxpressrng with clarity
1he scientific t,hough1, in orttl or
wrrtten fbrm)
r:. Justifioble (Providing depth anri
breadth of scientific reasoning)

Interpretation
Making sense of'the import,ance

of'translating the

dat,a

collectecl through tables and grairhs

while usrng scientific methods.

Criteria:
o, Mt'ctningftLl (Giving brief yet
substanl,ial cliscr"rssion on t,he
rmlrortance of' graphrng/ tabula1,rng
clata whiler using scicnt,rfrc methods.)
b. il,htst,rotir,e (Using given graphetl
or tabulated dat,a to show relat,ronships or connections between
organrzing or trarrsforming raw
rlata anrl the provision of a more
comlract anri organrzed way basecl
on specrfic prlrposes; how relationships or connections c:rrt be u,secl in
det,erminrng pattern and trend)

.
.

(}tmmunilv-ltascrl
Apyrlrcat,iort of '
.sr:i ernl,i I i c mr'l.horl

Application
Using scientific

mel,hocl.s rn
solving ltroblem at home/ commllnlty (eg. increase of insecl, pes1,s)
con.si chri ng ei ther economic, sor;i
al,
cultural or other fact,or.s.

Criteria:
a. Appropr-lote (Illustrat,ing how
scientrfic methods can be tr.seci/
arlaltted/ cr-rstomizecl in solving
problems at, home or communit,y)
b. Pror:tic:al (Discussrng how the
scientific method.s can be clone erasily
to ,solve a ltroblem at home or tn thecommunrty)

Elfic:ient (Expouncling how t,rme

antl resources cAr-l be usecl ltrocluc_
t,ively; .saferty measrlres can be rione
throughout the inve.stigation; anrl
clata can be rercorcleci objectively or
c:,

honr:s1,ly)

cl. tr)ffec:tiue (Di,scussing

how the
sult,s/ outp ut"s
can be achievecl afterr using sciencle si

re cl/erxpecte ci re

trfic methocl.s)

Perspective
Analyz ing how apltroaches/
ltrocedurr:s of rlvestigatiols cloue by
.some scienl,i.st.s diffcr from or similar
t,o tho,se

of othc,rs.

Criteria:
o. In sigltt lirl (Providing similanties
ancl riifference.s on ther
approaches/ltrocc clure.s after consi cl_

ering all situations/views)

b. C re d i bl e (U.sing authoril.at,ive
.sorirces of' inform ation wh ile

exltottncli ng .simi Iaril,j es ancl cliffercnce,s)

r:. Ref'l.ec:t i t e of' r:ritic:o l. t h

i nhhry
ning re."e arch, unclerst:rn thn g
o[' hi,storica] cont,r:x1,, ancl balancerl
irrrlgmenl to ltrovcr .similartliers anrl

(Comb

di{T'erence-q; becomrn g skeptical of

another vtew ltoint ba.scci on very

small sample of clata; distingtiishing itetween relevanl, ancl irrelevant or accnrate ancl inaccnrate
information, and altltroltnatc ancl
inaltpropnate analogres)

Empathy
Assuming the role of a scientist. Being olten to emulate scient,rsts rn the way thcy cleverlop their
atl,itucle.s anci values while using
scient,r fic mctirocl/s.

Criteria:
u. I)era'1t!it {, (Rocoguizrug scierrtific atl,itucles ancl values clevelopecl
by screntrsts while applying scien1,ific method/s)
lt. Rec:ept irr, (Accepturg willingly
that l,irese scientific atlittrcle^s ancl
valtrcrs must be cleveloped by
,scicntists ancl onesel{)
c. .Re.sporr,sile (exhibit,ing how
scientists devclolt scrent,ific attrl,ucles :rncl values while using
scienl,ific methods)

Self-knowledge
Recognizing

one's best contrrbr-ition to community using the

sciontific methocl.

Criteria:
o. Refl.er:tite (Becoming aware of'
one's limitatious ir-r altltlyrng
scierntific methocl/s, and of how
oner's 1,bought is influencccl/ shalteil
by therse)
l;, lie.sTrorr sr lr, ( Re acting posi 1,ively
as ti resr-r11, o['change in onc's view
lrom u.sing scientiljc methorl/s;
reacl,ing posil,iverly showrng how
t,her Icrarner ciilt u.se scrcntif ic
met,horl/s 1o bencfit thc community)

Teaching/ Learnin$ Sequence:

r\spur1 o1'rtrtltal at:l ivi1i,'*,

111{.6:gr:ttec.l Scic'trc"1,6'i11'}ltri'sshirll:

. coNDU CT rli :r grtr.rsis oi' Iearners' ltrror kuowletlge,

misconccpl ror.ts :tntl/or

galuprl
from erlemenl arv
.skills/knowletlgc
on
l,rve congcltl,ions
l)rcreqr.rrsite

INFORN{ lcaltrcrs to ktrow w}rat

1,hey

exprrctetl

Iearn

rlcr

h, rn

It'artti ng slr all lttr asscssrrcl.

r:ltrtnt'trt, I nt,cqrat,ell $1;jstlct' t,e achcrs shall

GUIDFI lf i1p111rfs 1o acquirc scicnlrfrc knowlrrrlgt. which is altotrt, atlcessitrg
lirtn, i.t'.. u,hal, rnlormalion is nectlecl, whcre infrtrmat,ittll cAll 1,a 166ntctl,
rplilymirtrgrr t;1n lle gzrl,hr:ru:rl fbcusingotr ce11,:tiu science 0oIlc('1)ts; an(l

h rs

.ENABLEl()Ar1lerSt,otlis1lrovcmisr:t;lrce1ttt()llS,exttlnitltl/asscss1triorktrrlwit,
:rprl 5r'si1 1,9 rlisr:ovcr thrr validit,y of tr:n1,at,ivtr tclcas ('fl) to the Ii(l; make 1l
ultlgrsl,uptlrlg of tlrc scrrrnl,ific methoclroal;cqttill them wit,h skills ilnti ktrrlu'l'
[br t,]rpm 1,r.r [re slr:ct:ssful throug]rout,1,]rc toltrc; atrtl ttutlergo tlifferentiittetl inst
1,iort 1o ltrltlress thcir ttnjqtte stretrgl,hs tltld neetls'
I

achers shal i
the
ENGAGE learners to unclerst,and scicnli{ic knowleclg'e which
rng ancl making of meatuing or-r1, of'the irrformatron; anrl
ENCOURAGE learnerrs t,o r:xpress their unckrrsl,anciirrg anci engzrge in meatrttrg
se,lf-evulr"ration; ancl 1111i]srgo in-clep1,h sl,ucly of screrrce usrng multillle sollroes
in{brm a1 i on an rl vari ous moclal i tir:s of' manrfesti ug I e artrtug.

I rr l,h

rs triemeut', I nt,c gl':tte ti Scietltler

t'tr

this elcmerrt,, rntegral,etl Scrence t'erar:hers shall:

ENCOURAGE learlers 1,o orgnnrze t,heir learning experiences so t,hat thcr'
move fr6m l,eacirer-guicipcl n,i,l cortcrel,tr actrvities 1,o rnderllenclent allplicatr
whor0 t hey crcal,e or llroclr-tcc lrcw klrowledge irr science;
. CHALI-ENGE learlters tr.r transfer l,herr learrriug rn uew settings atltl ttst' '
reengineer proccscreatrvely 1,o gcneral,e ,r,1ry i6lezrs, view tl-rurgs drffererrtly, arrcl

ancl

new knowltrclge' rrrr:

of
the envirollmelll
protection
invent, ltrotlucts which t;atr contnbute to thr:

. INVOL\IE [nr,t,,.. to clesign, cotrstrttct, plan' llrodttce

srrsl llt

ttlrlp rrsc of rr'..orr rr'r's.

Dni.l'liiiGui.fiUl.to

rlernerlt of"lt{l:

Days 2-3
Iilemcnl o{''l'( I

Erlrloile

lixlr lorc

Checking for
Understanding

Teacher's

Sub-topic:

Sub-topic:

Activities:

&urula1ug

l"ormqrli_rt rng

Rcscrrrr:h l)rolllt'm

Da5'

1"

Day$ 4-$
frl

l(rlnelll. ot
t'-irm Up

J:,

Da1's 6-7
|

l',lcnrrrnt ol''l'( l: l"irrn

up

Iirrowlecige't.r1'

Scrent if ic

(s;rulqrilgcx1ilrug
lrroblcms in thc

sorence I)ro-

\'1r'1horl"

r:ommr"rni1.y)

Jicscarch
!)1olrlt:m(i1r:trrii
1r.'rmr-tI lt!rort r2
l:s::Earclr-pre! lqul

cESSCS;

conrlrrcl ing

Learnerts

Learner's

Itsstrssing
l0Arllel:'s l)rrol'

contlucl,ing

rr.rrllrr:ing t ht'

topic "'l'ltt'

orientatron orr the

llrothrc;ts/ perfor-

o['

atkUl,ronal
h arrrls

i u1

mallces

Activities

on/p ractrcal
zrctrvrt;res 1,o
lcarn scicncer

l)rocesses whicl
rvere not
masl,ereri.

definrng scieuce
olrerationally;

- llortraylng

scientrsts at
work;

formulating
questions leading
to IiQ; and

cictailing assessment criteria.

gr,rirLe/

naire/checklist
coordinating wit,h

visil Ir,1lrc itlcnli-

ficrl arca or
locality
conclucting library
scarch, Internet
search ancl intervrew with an
exil'rt,

- startrng

tire
clocnmentation
ancl recorcling in
l,he ltroject clata
book all pcrt,inent,
in{brmat,ion
relat,ecl to the
research

cotttltrr'l rrtg ;tr'l ir ron actual

fc-rrmtrlrii,ron o1'
rcsearr:h prolrlcrns
1,ies

rcvising formrrla1,r:tl rr:search

communrt,y
officrals 16'garthng

telling st,onc,s
about the works
of'screnl,rsts ancl
how they arc :rble
It-r solve lrrolrlcms:

view

Activities

qr"rcst,ion-

Learner's

Activities:

tlev<'loping inlcr-

1'

yrroblcm

- couclttcl,iltg

gi'()Lrl)

tlrscrrssiort rcgrr rrl-

in g stucler

r-r1,

r:horcers

of problems {br
investigation

demonstratrng
srmple actjvrt,res to
facrlitate iclentificatron of variablos in
an experrm(rrlt,
(inclepenclent,
clepenclent, con-

trollecl / extraneous)

Checking for
Understanding

- revi-qiting pnor

knowledge, misconceptions, anrlior TI

on formulating
research problem, if
any.

Days

8.9:i: ::tt,:

n*v to '''

ri

LiIeinelttir,of 'l-fi;

Dayff

trlemerrt Of 'l'G;
Firm Up

Sub-topic:

Sub-topic:

Sub-topic:

Formuiat,ing

Planning the

Planning the liescarch

Design (MarkruFl an actual
rcsearcli tlesign)

b'jrrn

n1l,

I),trol,hesrs

fteserarch

[)csign

Learner's Activities

clefining hvpot htrscs

oprrrat,ionully
tliscnssrng 1,hrcc
wtivs ol s1,li1,ing
hvltolh('s('s
workiltg ln grolq)s
1,o

Day

l,t,

Illri'
Illl'l

r.rf

'l't i:

\\ r't'
s1

('l

l) i'ot "

('l'h

'

rTl(,r1 1 :'

p01tt,li'

rcs o{'
invr:s1,i ga1 icrn cir-.rrtr: by some
st;icn1,r.s1s rli{'fbr f'rom 1,hose
ot' ol lrcrs (FU: PERSPECTI\TE)
ttl rp ro achc s/p rr-rcrr rl

l{

J'-lcmerrt

-\r'tir.: '

itnalyzing'horv

tlesr gns

Sub-topic:

Lr

rrrltt'1

wtt\'

1..

1l

Itrarn, .'

ir

Days 15-l?
F

rrm irlr

l')lomi'rrl ot"l'(l: l.'ir"rn

U1r

Sub-topic:
}lesearch

Learner's Activities
-.

u(r." (r a i't) I't

Lql

l-eirl:-

Checking for Understanding

wrtrl<rng in
groul)s t,()

LJr

!t'-

ng b a.sit; anrl

a1,r

lrm

Sub-top ir'
lll;ir:r

apltliccl rcrseurr:lr
irnalvzing crltrl'i men1.al
ticsr gn (r:rtnt rol flioLllJ
rk'sign)

strmplc of'

13

1,hir

o'r1,rrlr.rtr

l,llement of T(l: l"irrn

ss

rli lI'ercn1,i

checklist, on
l,hc prerltara1ion o1'
rrrscttrt:h

knowleclge, mjsconcepl,ions, anrl/or'l'l

on lbrmulating
iryltotht:sis, i [' irnv

Illanni ng
Ueugn

l) roccr

rlcrsrgns

Checking for
Understanding
revrsil,ing ltrior

lt

clescrrbrng lr()s()ar()ll as a

ob1,riining

irvllot hcscs

Day

Activity

litrmtrlirle

.t'l.tlmerrt t,1'-

Learner's Activities

Learner's

r)Ar

Da51...12

Elerneni.of TG:
Firm up

unclergoing a lrarrc-l
rlisctrssion ot'tire
rt'scarch rlcsr gn(rn ay
bc rkrno by iretrr
r'1,yiirrv or invrtrrtg
lcttchcrs or erxllerts);

Checking for
Understanding
rcvisitrrtg lrrior knowliolts
antl/or 'l'l on lrlrrnning
I Irt' resoApclr rl,,sigrr

t',1g,,. m i.C,,tl,','1

rl

Contlucl, ol' Ac1,uir

Invcsl,r gat,ion

[11r'i'r n1lt

Learner's Activitit'-

J.t'i,: ::'

familrtrrrz.rrtg s1r-trli'ttls r,. t1h

lltltofal()t'\' ;ll)i,;il'rrl tls , ,ltll])mc,nt, ancl thei r prolrcr Lrs('

makrng st,trclcnl,s awarc o['

the proper iranrlling unrl
cLslrosal proceclure of' chcmi
cal^s

while conclucting tlte

corrrlucting acl,u:tl tlcmonsl,ral,ron o1 prol;er use of'

laboral,ory app erral,us/ cqrr i
mernt for specrlir: labomtory

1,r

lrroce clure.

ti

nt(.nl f(rlill,e(l lo l,t)r.ri

r'!,:(.it r'(' ir 1t |0llltrm
L',,lllr'1 rnq rla1,a al)l)lylng
1 h{, l)i'()(t('ss st)ienr)' skrlls
rrir I rrsrng t1r.r:rli1,a1.ivc rrnrl
(

research

- \

lr.iil n1

r1 rt1 r

v(' rtllstrrval,ions

Checkir-rg for
-

Unclerstanding
i'(,\-r sr i r n g ltrirtr k norvlcrlgc
rtt strortr:r,1)1.ions arttlitlr'l'I
r

ort t'r1rcnmcn1,lr1,ion, if' any

Da3rs tE-20
Llcme}ll, ot It i: l: lrm uI)

Day2l

Sub-topic:
l.l,sl,ablrshing I'at tcnrs anti
'l'r't'rtrls rn Iltc l)alI

ealledsd
Learner's Activities
r:l

assi f yrrt g tlitl,tr

rng tlitl,a uslllg gralths

lrrtrl 1;tblt's
rk:sr:riLnng clala r:ollectecl

r'ltnsiltl urg t ht,

,:Iit1 a col]r'trlrrtl 1 ltrotrgh
t ublt's :inri p1rut1rhs (FU:
INTF] RI'RtrTATION)

iurr)rr

r.,1' 1

i'r'r'rsi1 r n!, I )i'r{)i' }<tt,,w.]

.i ig(,. ltr I s(:()ll(l('l)1,t o1ls.

ltrttil.,r'l'l ott t's1 rtlllishrng
irrrl 1r'r'rts iittrl 1 i'i'trrls in
i

irr' tliti lt r'';l lt'r:l c'rl

l)a1,23
i'.lomrrnt of 'l'(i:

Day

Element of T(j; Fir:m

,Lt:p

Flleme,nt,of ilillr: Irirm U:p

Sub-topic:
Making Conclusions

nnci

wOrkirtg ttl 13i',rttp. 1t,

criticlrie 1,hc u,r'i1 i'rt
1

iibsl,rar:l
I

Checking for
Understanding
rtrvtsitttrg l)rlr)r kltl

.earner's Activit ies

,,rplaining how rcsull,q (tl' st:i(rtrtl(' tttvcsl t.rrlrorts ttre' srtlllcclrrrl 1o rervieu' itntl lcslitlg
I oI lt('r s(iroll1,rsl,s
,ntlr.tt;1 ing mock scictrcer oolrgr()ss lti 1'htr
ilrs.uroom rvhtrre cach grotlll cril,icltles thtr
rrvcsl,rgal,it.ru cotrclttcted by ol,hers

ir'rlgt'

rni scr-rnuetlr t.r()11: il il ll{ }1" l'

krtttrn'i'

on

gr', nt tsr;{ )tl(i('l) l.t (l1ls.

rrnil/oi''l'l ort csl,rtlrlt.-hurll'
1.ra1 1r'rrts itnrl 1 rcntls itt
rnrtk rtrg 0ort(tlttst(.)l)s ittltI
i'('c()nrnr(,nrla1 iorts. i I atrv

lit'vicw

rir,
(

t' tl

irm Up

iuralyzing' s()rlr(, sitmlrlc

u rilrtt;i lit, rrl):l r':ir'l ,,1 il
t:omrnuni 1 r,'-lrrl.r, r I i rrvt's1 r
gltl ir.,tt 1'1111r1 1rr'1 ",'

l'()corrlrTlon-

-,,^"'olkrrtg rrt grorrl;s 1o

(i ri 1,r (llr(' t:,.rttcl r-tst r.rtrs tttrr
r()(t()nt nr('rl rl Al t otts

Checking for'
Understanding
- r'rri,'rsrl ing llrtor

Alutrac!

tubst,rttr:1s

qtrtrst,rorts

- making liscfnl

Urt:

Learner's Activities

- wrr1ing corrtrrrt, rrrlovanl,

ltttrl vrtl iil tt,ttr:l tlsirrr):
1.:ikrng inlo r;onsirlcrttl rolt
t.lrt' itkrnl.ificcl roseari:h

Days
F

Wllrry

Itecommenclations

<ub-topic:
_- nrlrrr:1,ing I)r,'t'r

Sub-topic:

rlal,ions

Checking for
Understanding
r.rplltinrrtg t ht' tmprir-

[2

Learner's Activities

lerrr;rrli rtg anri org:tuiz-

wriling liti'

:tirsl ntr:t..

ilr I \)

94-2 IU

Elcrncrll.

oI I

ti: l,rrnl ul

Sub-topic: \dl,tilg Lhliqxtl ql llrrl

( o m m u n i y..tluetll"trlr-: frgi{lrt
I

Learner's Activities
- writ,ing t,hcr reltorl, of l,hrr (tomnlttnrt,y-bttsecl tttvtrsttgat,iorr (a) [blIow-

ing the statrtlarcl ftrrmat litr n'rtltttg

scrcnl,ific relrorts antl (b) ttt1,r'gral ittg
imporl,trnt suggesttons tita1, sr.tr{':ttlctl
rlttrtttg t ltr' pccr rcvior.^,'

Days 28-2V
n ;;ri
f, lc m cnt (JI t'( i l)edpcil
:

Checking for
Understanding

Day,8O ,,.'

nlarne l o1.rot rra*n.**...

Elemenl:,of T( ] : Tra rr s ferl

Assesimerll, of lea rn ing

Learner's Activities

synlhcrsizing' hou, scicnl,ific

knowkrrlge i.. at:qr"rirctl anrl

valirlated (FU:
EXPLANATION)
using st:icn1i[ir: rntrlhorls
solvrng proltlem al

DaY.29

rn

iromcicomm unLty cclnsi tle rnrfl ec()nom itr. soci :rl,

cu11,i-rral anrl t.r1 hrrr fzrcl.ors

cvuluzrling

yrrorl-

(USE
OF ASSESSNItrNT
cRrrERrA/ TOOLS)
r-rct,/1;crfrrrm ance

rel)arr rIg a lrrtrsrrnl,:r l,ion (PowerPoint, r:tc)

l)

preparing boarrl anrl

1,i-ic rrxhibit, :lr()a

s1,

(FU: EMPATHY)
irt't:oming olrcn t,r) t,rmulate
st:icn1isls ii.s they clcvt,loll
st;ie'rttrfic tt11 r i utlt's anrl
v:riuc while rrsinpl sr;ie'ntrfic
mr'lhorls (FU:

EMPATHY)

Learner's Activities
sl)owcrtsn)g trl ir s('r('il('*.
exhrbrt h is/hcr (rorrr rrl rrrti ty-lritscrl ulVr,:l rgill r( )ll
('1'erar:ircrrs anrI crpt' i'1 s
slrrrll lrt' ittvrl.rl,lrri'rrrg
ther ltrcrst:nl,at irtn u'hcrc
thcy shall:(l) asli (pr('s1,ions 1rc11 irtc'n1 1o 1 Irc
i nvr:st,i gal,ion cortrlrrt:1,t'r l.

(2) ask qucslions involving f'actr1,s o[' rrnrlt,i'sl anrlrng, (13) ask csscnl url
rlutrsliort 1,o (lrArv or-r1
osscrtl,i al unciersl lrnrlirrg)

(FU: APPLIC:\TION)
-- assumrrrg lhc role oI a
st:tctrt,t

sr:if'-asscssing itow onr: c:in

llersl, coul,ribultr t,o community Lrsrng scienli{'rc mcthod
(FU: SELF-KNOWLEDGE)

Checking for the Essential

Understanding (EU)
contcmplatrug on the
Il.ssenl ittl (ltresl ion (EQ)
rc-('x:rminrng the t,eu1,:t1 ivtr
irlea vis-z)-r'rs lhe lrlQ
-- rcvising/jr-rst r l.ving the
t,ent:t1,ivcr tclea base'cl crtt 1,lic
un rlt'rsl,ancli rr g(s) gattreti

TOTAL NUMBER OF DAYS:25 - 30

l0

$uggested, pr,*ict *en:r Activl*ie* or,'tt e Scientifioinnuinod

Activities
1. RecorcUng itrsl,ances or] how screntific lrrocesses ancl

screntrfic mtilrocls Are us('(l

in one'.* life usrng reflectivc ;ournal
2. Evaluat,ing firl,ure care()r autloccr.rlralional lrrospect(s) in science fielcls bv a1,1,cncl.
ing reitttctl t:areer orieutatton lrrogram(s) rnsrcle ancl oul,siclc the schur)l l)r('nysgs

Ohecking for urttlr:rsl,ancling :rs part of'thc inr 1r al activjties, lcamcrs sh all:
' rtnclergt.r ltatlrl,s-tttt Assessm{)n1 t,o dragnosc what thc learncr has lilarncrl 1)r{:t,iitr-rslv on
scierrtce l)roc(l.sses. (Teachcr's Note/s or'l'N: l)iagnosi.s covers l)rocesses such as obscrving,
r:lassifying, moa.surrng ancl r-rsing numbers, infcrnng, ]trr:{16fj11g, communicat,rrrg, Lrsing
sltace-1,imc relal,tonshtlt, interirrel,ing clata, clefinrng olterationally, controllirrg vlrrurLtlc.s.
making hvpol,hcsr.s ancl exlrerimr:nting. Ilcsults of 1.his chagnosis shali br: userl 1,rr rlr:tr:rmine the pnor knowledge ancl/or misconceptions i{'l,irere rs any). T}re'{ollowinpl samlrlcr
iict rvil rt:s mav be usecl:

Activity 14: Assessing Basic Process (Observing)

Procedure
Learner shall:
of'the plants wrthur the vicurrt,y of thc schooi citml)Lrs
2. preparc' rlur:st,iorts be{bre oirservurg t.l-re illant,; ancl
13. galhor As muci't in{ormat,ion uts irtr can abont 1J-re plan1,s r-rsing -ll s1'11;r1rs extep!
1o.s1c. (Caution: 'l'astrng any r-rnknown snb,*1,ztncc js hazarcious: Nevcr t.astc
anyllring unless voll are absolutely certain t,l'ratlherc is no darrger rnvolvccl;.
4. complet,r:1,hc l,ttblr: bciow:
1. go to ono

O,bsbrrvation

Sensers

ffi

ffi
ffi
re
re ffi
ry
w

re

re ffi
\w ry

Activity
Procedure
Learner shall:

.
2.
1

1B: Assessing Basic Process (Observing)

Actrvrll' lA with those below;

coml)aro rf'thtr list of the learuer's obsorvat,ions provi cles informal,ion
[oIIowinp4 rlur:,stions abor"rl, t,he 1tIan1 observcc[.
coml)ar(:) thr: ollsen'a1,ions rlone in

1,o

2psu,r,r

t$tts,.,,,

Srghl

1.Wha1 color is it,? Ts the color evernly clrst,ribr"rl,eci?

Sight

2.

ls the plant tall, sirort, sltrawlrng?

(i,rlr

].

Lq

(iuht

1.

Whal,

Sroht

ir. l)o tht' lcaves have laggrrrlor smoothedges?

Sight.
Sig

thrrre oltc' mail) slcm or many'/

i.s

thc gcncral shiilte of ther leavcs?

'l'or.rr:h

6. Are t,ire lcaves shiny or

lr I

7.

Sr rrh

Sight, '['ouclr
I'out:h

Art'the veins of'thc

il. Are

1,hc leraves

rlull/

l(r:lvets rli.sl,inct? Js t,irerre A

in clusters or sclt:rrat,e?

9. Ar<' tlte lrrrrve.s thick or lhrn?

10. Whal, rs

thc terturer o1'stem rinrl le:rf?

l. Do the leaves feel waxy or slilrprrry?

'fouch

Smell

12. Does any

parl of t,he

l2

1rlan1,

havc an orlor?

ccnlr:tl vcin?

1,hc

Activity

1C: Assessing Basic Process (Observing)

Procedure
Learner shall:

. get a candle'. a lriece of cltry for a ba.*e, tt rtiltrr, arltl mat,ches;

2. ciescnbc the carrclle bcfore, rlurirtg antl aftcr r1 is burni'd;
ll. ilcllrie ip l-ns/hcr descriptron al Ieast, sevell (4 quaiitat,tvt,
1

ancl i3 qr-rttntrt,ativt')
oitservzrtirtns befbre 1he change, l,irree gcncral sl,at,t'ments altottt ciratrgc as lie/shtr
obsetrvr:cl 1.hem occturrri)g, antl five obsrrrvul ions (4 qtralitalrvtr aurl i tlltrtttt,it,al,ivt')
af tei:1htr r:ltiingo has takenltlacc: aucl
,1. lill-in the cirarl berlorv.

::

E
'z

Br:Iore:

l.

'=

,:=

Dr-rring:

,:=

i.

.=

A[1,er:

:=

:
:i:

:S*ienf e Teach:er; ,Observrng rltiaans (a) becomirtg awale CIf art

using ane or
iiari o, event bi usinq any of the ftve senses to identify propefties, and (b)phenomena
or
anC
obiects
about
infarmation
more of the five.iensei to gather or collect
gain
fo
leads
we
information
us.
The
events . 1ls purpose /s fo leirn apout tl."e world around
processes
commuriicating,
oredicting'
inferring,
sucfi as
furlher inve'stigatian or use of other
Alofe

fo the lntearatCU

measuri ng, a nd

c! as sifYing.

;:'

E
'+

Plocecl ure

Assessing Basic Process (Communicating)

[-earner shall:
irsk tite parl.ncr to ge1 a
sr rlc ol' t he cla.ssr.oorn;
consitlcr thc il]us1 ra1,ion

/L

N
\I-

slrlttch l)AI)r'r

lact:

__J\

/d

1t

thrnk ttirortl horn'he/shc mrghl clescribe 1,he {igurc 1o the par1,1er ru srr{Tigi3'1 rlr,l,arls
so 1.ha1 tht'Par1,ttt'r t:oulcl tIraw i1, from thrr clerst:rilt1.ion.'l'hr: parl,r'rcrr wi]l 1c,r,rl 19
ktl,rw n'ha1 kintl ol'litrr'.. 1o rlrriw, where 1o lrlace them, antl how long llrov slr,r-rlcl
lr,'.

;)

(i

rrrrnsirlcr 1lrt, I'igun'agirin anrl kee,1t iooking a1 it fbr 2 miur-r1e,s uptij

il \\:it\/ thal is rlilli'rr.n1 1r'orn how lhey rrtrt.rallv lrrrrcr:ivr:cl i1:
t'irrr'l'ullv r:r.rrrsr(lor how hr:ishc will rlesr:rrbrr 1hc figr.rrer 1o his/hcr 1ia11
lrt'grns spclrking, rrnrl
r','tlhot-t1 1,ht'1titr1 nct'strc'ittg 1,lrc tigurr'. r'[fl'ct1 ivc]v c()mntLl prli 1r, 1o i;
nrakr' linrrs so thrrl l,hc com|lelercl rlrar.r,rng looks as closr, lo 1lrr, l,r qr

Itr.iu lo
lrossilt lc

Nofe fo the lntegrafed Scrence teacher: Commumcattng means (a) giving or

e\.changlng information verbally, orally and/or in writing, and h)expressing ideas in
many forms This proaesS enab/.$ an irtdividual to express rCeas feelings, andneeds /o
others Communrcation is basic to probtem-sotving

]I

Activity

3: Assessing Basic process (Measuring)

Procedure
Learner shall.

.
2.
I

I.

st,uclv 1,ltc ltroltr:i'1,ics o{'1ho olt jecl s ltr']riw, anrl

rlct,crminc which o{' 1hc r.rnLls rtf' rno:tsrrrorn(l)1

appircablr: to 1hc oirlt'cl.

'l'hc rlass of' tr ltc.rl,tlc oI minrrr':il

2. T'lrl lt,'rglrl .l';1 lll:rrrklr,,;rrr

f

. 'l'he volurn(, o1' rrny

lrtl.lrrl

alf of iur r)i'(lr nirr!

p1ias.s

r,r,rr1

or l<iiograms

rs

t'r

1,hir1

citn i'rll

'1.'l'hc icnglh o1' vor"rr classroonr n'all.

ruCIfe to lnteErAits,d Scrlence teacher: :Measaring and uiing numbers have something to
do with (a) comparing objects to arbitrary units that may or rnay not be standardizeA- a"s*itt
essenfra/ to most investigations. and (b) apptying mathematical rules orformulas to calculate quantities or determine relationsf-rips among basic measurements (usirlg numbers).
The main purpose is to make absorvation more precise lhrs can be used to communicate
effectiveiyto athers.

Activit5' 4A: r\ssessing Basic Process (Inferring)

Procedure
{-earner shall:

.
2.
I

.r1

.g

tr([r, 1 hc t irltlrr ltt,lrlrv: antl

rkrl,crrninr' t he reason(s)/conrlil ion(s)

'fherer rs a s1;ot rn titc ltackvarrl wherer

planl rlr.rcs no1 grorv.

n t o I r u r g;,g

ir

o f'

o.r'

'l'hc book is nol, as t,bick

'i'irc [jslr arc' f]oaling on the wal,er ot'the aquarium

'l'hc ilrtor is uo1 bright artrl shily

lrt, fol lowr

rr

oirscrvat,i

on,q

l)r'ocedure
Learner shall:

i (,\rlnlll('

:\ctivity 48: Assessing Basic process (Inferring)

lti' rlel,trils of'1Itrs 1rrttl,urc, anrl

qry5st$r

gv

l+|F

F+
*".#

*lt
*
*

$lw

$o"
:.:.:i::;.:i:

*g
tiri:

llls!\'(' j' t iil iirl lorvr n g r1ucs1 ioris:

a. \\'lrrrt ilr,1'1111 lltrrrk matlr'1hri mirrks rn tht, ltir;1 rri.r'1)
il. llor', ntltrtl'1ltittgs:ttttl/or orgitrtisnts ilo r.'ou thrnl' \\'(,1'(, r11',:1 111,r'il rp lhr,
t:. \\'llt1 r,r'r,rt1 rlt'ir\,(rll1s ltroltaltlr'1ooli lllircc in thc sr)('nt"l

Alote fo the tntegrateo scienae teacllieri 'lnteniyry l"neans rna'king a,n early conclusion
based on certain observatians. We can have a better appreciation of ourenvironment when
we are able to rnterpret and explain things around us

l(i

\ctivitv

Assessing Integrated Process (Defining operationallv or l)efinirrg

Vari ables C)pe rationalll'1

Procedure
I.earner shall:
srrltlrlt'1he ilnsn,cr"s tn 1,hc fllv('t) lirlrtr,

.tv
I

Qnestlorr

Ivtlirochloi'it: :rcirl conl,arns hyrlrogr',lt.

ar;i ri r:on1,ains hvrlritgen.

Whal kinrl

\rtric

slant:rr

n str.rrlf ing al.rout, titt' efl'r'cts o1' ferl r lizerr on 1,he ral,c o1'grow1,h of okra 1tian1.,

\Vira1,

::i

AnSrVei

o1'strbacrrl?

is:tn

1 he an-rrtur-r1 ttl'ferl,ilizer ciln bc rle[l ncrl

rrs the' r,ve'igh1, of 1,he ferlilizrtr in mg
giveu 1o 1,he lrlant.

All ol 1hr:se:rre Shlooms

r-\ n

) - \2
(_,J

<)

is a ltossib)r'
rkr{lni l,ron o1' 1,he ral,r
ol'growlh?

Whal rs a Shloom',)

(--)

Non(r rrt'l,hcsc rs a Shloom.

w/rl{
Note fo lntegrated Science teacher: Defining operationatty impties (a) stating specific
tnformatron about an object or phenomena based on expeiences with it, and (b) making
worliyg defirtitione' rnii He/ps us gr'1e a preci$e expbn;tton brr tni or nwiiii,' iutiiir"g
vanables operationally means specifying the variabtes and how they can be measurad.
They may be specifted differently for different investigations. Ihis sk# is very usefui tn
carrytng out investigations so that precrse dafa can be obtained.

17

It

Activitv
Procedure
Learner shall:
l. irlt'ltl tlr I itl

6 : Assessing

lht'1,rrs

Integrated Process (Identifving Variables)

mav

ual,rons

Situations
L Sltercrl of'rr r:ltr
2. Iiitlt: al n itich an oirlecl f'alls t,hrough

l. iiirlc

lr1

Factors

irr

u,irit:h salt rlissoir'{'s rrt rvtil,r'i.

:lns\\,(,i' t lte' fill low r n g tltrcsLions:

:r. \\'hrch is/irrc mlrnrllr-riat,t'rl or t;hirnqcri rn il,ems
ir. \\'hit:h ls/Ar('tirc resuil,s in i1,rrm.s 1,2 anrl i]?

l, 2 rrrtrl i]'l

lVofe fo the lntegrated Science feacfier.' ldentifying and contratting vaiables entail recognizing the characferlsfrcs of objects of factors in events that are cinstant or change under
different Eonditions- Ihe proces s af identifying and controlling vaiables iii very important in
sclenfiTrc inquiry. Ihe mosf definitive resulfs of an tnvestiEation atre obtained when fhe vanables can be tdentified and carefulty controlled.

.\ctivitl"
Procedure
l,earner shall
. . ,',., ,,r', I llt,, ,;.ilit rrl

\ssessing lntegrated Process (Recorcling Datzr)

1it(' iic(t()ml)itnvl11g t.;tltlc irrtscri

r.rn t

ht' rt'srrll.s o[':ln ir']\:r'sl rgiil

r,)1

Results of an investigation
l'lr,'ltr'i$lrts th;tt Iritlls lrotrrrt:r,rl irt,lrcrt rli'oppr.rl;rt rlil'[i'rr.rrt (listrtr]t'r's \\r,r',, lrr{,ilsttrtrl..'\ lxrll tlrt;1t1;r'r1 1{)i) 61p lrtiunretl 8() t:rn higir. AZ() r:m tlrr4r lrountr-'rl lij cnr ;\ blrll
l)rlr'trl<:tlt148t.mwlretrt|rql1ititI{'j()(:m,"l.ht]lt0ltrl(:r.llvitlll2tlrnlgh
rlrrrl rlrorrrtlr'(l ltii rr:m.

Lerrgth of Drop (cm)

Height of BounCe (crn)

Note to the Integrated Scierce lreachpr Recorditlg dafa relens to; (a)i collecting bits of information about oblects arld events that iilustrate a specific situatiotn, (h) gatnering informatton
about obser\latians and rneasurenents in a systenatic way, and converting numerical quantities into a diagrcm thal shows the relationshrps among the quantities Data coltecled in a prcper
mannerwitl help us denttfy patterns intheres{;ifs.

Activit5'

8:

Assessing Integrated Process (Interpreting I)ataor

Procedure
f,earner shall:
I

s1

rrtlv t he rr:snl1,s rt{'an invcsl igtrl rot:

i.l

A sl'r-rrly wasconrlnCtrlclto sec iJltire numheriof surfer-s on,t,lr.e br,ach was irl'{i,i:tr,,l
it5ztIer:i}v0]':tgeltt:ight.ofwirves'[1'wias1br.rrtilor"rtl]lhai;fbr.trnb'rl,'lagelleri.$ht,tl'll,l5r'lllt,s.
l,lrere was oltly r>tt('t sttrfer. For an av(rrase lreighl of 4 5 rvaves, tirerC'Wcre'iw,l siirft,rs. ( )n

thcotlt'r'ltltrttl,wltprtt.ltcitvcrrtgclroighl wilvosrcar:ltt'tlT;l.tlrrccw('rcohsr.r.varll(r$ur.f.
l;irrAlly, {trt'ltrt ilveragt}ul'iUSwijv(rs, l'otrrsr"r rli,rswr,ri,nbsnrvctl

il

I
;

consltttr:l :t gralth lrom ther rirrla olrtirirrrrrl lrv rloing thr. lirl)owrt51:
Labc'l thr'"r-axis as thrr maniptrlalt'rI r'rrrialllc tinrl.r'-aris as 1he resllonrlinu

\IA TI-

altlr'.

l)ctt'rmilt('AIt intcrval scalc

lr.

1or c'a()ir :rxis

thirl is itltltropriirlr' lirr

t,iro rlal,ri

1r

ltl

plo1lr'tl.
I)lrl1. t hrr tItt1,a 1;arrs a.* tlttl,a 1t9ittl,s ,-rtr tt
|

't
,)

graltlr.

t)r)t,-llttrtt ltrIrlrlrortal itatrrIs-on/prar;1ical:tc1.ivi1r('s

masl (,ror l.

1,o

l(rarrr sr:t(,r](:(r l)r()(r(,sst's nol

I

fo the lntegrafedScrenceteacher: lnterpreting data means anatyzing data that have

been Abtained an'd organized by determining a:pparcnt patterns o;i retationihips in the data.
Skilt of interpreting data witl help a person understand what others try to exptain. ln everyday
life. we are constantty interpreting data when we watch the news on tetevision orwhen we

JVofe

readweather maps.

llrrl'ittt's(li('IXI('ol)cralronail,v ('l'N: Stralcgres to be

r:rtnterl clrrr:s. graltiric organtzer, el,c);

'

Activity

Procedure
Learner shall:

. irc gro ullc l

2 intiivirltrallv
I

o64r'1,hrr

r.rserrl

may inr:lnrle pir:l,urr'

:rrr:rlr,,rsis,

Defin irrg Science Operationally

r,

accomltlisit

ralrle bc'low:

Science*related Acti r-ities

Activities Done Everyday

Yes

No

2.
t

sltare 1.hcir atrsv''rrrs in l,hc' grotrlt:

briunstorn]ulg 1o cluster thrrir answr:rs (thosr: wirich t,iroy

cnr:r,-rr'lalcrl irclrvil ies) lrasccl on ther follolr.ing c:rl,egories:
O:itr:g'orv i: 'l'hose 1,hat urc relatcd to technology
(lalrrgow 2: 'l'hosc t,hat, :rrc relevunt to
ltersonal ckrvelopment
Q2lllrgorv l]: 'fhose tha1, are rn line wil,h clevelopmenl, ot'knowlerflge alcl
(lnfggory ,1: 'fhose 1,hat havcr somethin6; to rlo wilh sor:iety
1r0rf'orm

lrrc.se'nl. 1,he'ir clnslercd resltonses by grorU);

pultJrsh irrrrI t:ousr-rlirlale, 1]rcir resl)ollse.s on thc boarr[;
rlr'{'i rrc scrr-rrrt(r Itase'rl on l ltesr: rcsltonscs; ttnci

(r()ml)ilr()

'

hcir consl,rirrrtecl rlefini1.ron vis-:)-vis the

lbtrncl

irooks

1t'li slorit's alrortl, how some scje'n1,ists werre altle 1rr solvc problcms. (TN: Learucrs sirall
lrl iiskctl 1,o si-tow pict,Lrros ot'scirrnl,jsts ancl talk abor.rt therr discoveries):

i,,',rn(:lttetl otttltetoyricouthcscient.rfjcmethorl anc[ rt,ssub-t,olticsstrchzrsfirrmr.rlal,irtga

r'f ':('ill'(:h l)r'r;|111'tt . {brmr-ria1.ing iryllothc,ses, plannrng t,hc resczrrr:h ciesrgn, t'x1rt,r.i mt'ni ;r r l,rj. rlel rrr:1,r ng pat,tcnrs anrl trcncl.s in t,hc clata collet:1,erti, m:rking conclr-rs19l)s Allil rc)c_
,nrrrlnrl:t1.ions, writ,iugther abstrar:1,, anrl contluct,i trgo{'lre,errcvrew;
. lrt.trrli,i'ttt('(l that tl-rey nccrl to clermonsl,ral,e trnrlerstanr[ng o{'scicntr[ic mc1,]rocl.s ('fN:
'l'iike'r'rri'r,nrtl 1,o grve aw:ty ttre EU);
'lloortt'tt1('rl rtttrclaterlanclvarieclrcsolrrccrsancl mal,enaisl,oberu,sorl inunrlrrrslanrliug
i irc scit'ntif i(r mctho(1 (See resources and equiltmcnt/matcri als neeclerl); artrl

'

20

vt'rt 1 inir' 1rt formr.tlttl,e rittt'sl tons on scionl ifl c mel.irorls rinrl clusl,er 1,h('s(r l.o ]p r I r ;,: ,r
rtti oul r,r'hit1 rs/arrritttt'rcslrngfirrlircrn;begivenltmeto{ormulal,er()1.h()r"(lu()s1 rt nr
lcariirtg thir |o i'lsscnli:rJ (ltrtrst,ion focu..rng on flre va]ue of scre,ntifrc mr:1,horls ('l'\
Stral,egic's 1() Llse itrclttrlc t.ilher K\,\'1,, Focus ()rou1t l)iscu.ssion, Lrrainslul,rnnrg.
'l'irinl< Pair & Sqr-rarc. rlvacls, i'ounrIiroltiu. r,tr:.).

[1r

gt

I'i

Procedure
Learner shall:

F'ormulating Essential Questions

l,r ]i11,r* altt.,r.rt the

(l Lr() s1
lelltrcl on thc r1r.rt'stions marlir irnrl t:itot:k t
t,host, t hi,v thrnk arc' mosl imltrtrtaill;
flroul) I ht,,msolvr'.s rnlo Iorrr;
st'lc'ct tlroir lctrrk:r'antl il sertr('larv lirr thc glor-r1t:
sh:trt' t hcri' rnos1 Lr]1.r.t'r's1 rng ttrrri imlloi'1 turl clucsl ions;
rls rl gf()r.ll). i:lr.rslt'r 1,hrr tlrrtr.sl,tons alillroltrialt'lv antl lc,1,ain

nteresl,

l]]()sI

orlc

Llu()s1,r()ns:

l,

colltrci,ivcl.i' tlisttttss thc 1e'niit1 ir,(,:ilrswels t,o the remaining Lmltorllurt rJLrt's1.rons
thit1, at'r'cluslcrctl fogetht,r'('l'N: s1i'ategic.. 1o use inclutier ei1,hr:r ltrarnslr)rmrrrs,
liortus (irotrlt I)tscusstort, grttlrhrc or',lAllrz()r, concelt1. maltlting, r:1,c. Lc'rtrnr.r's n(r('(l 1,o
be encour:tge'rl tr., p4{'nerlrrl,rr its milny tenta1,ivr: icleas ('l'T) 1,c.r 1.he'l,lsscntral ()ut,.stion
(li(l) as possilrlr: to sltor,r' whal, l,hr:v alrerari)'know abor-r1, scxrntifrc mr:lhocls)
lc1 the leader'.share llre qr-urstions and t,hcir lcntat,iver anslvcr(s) to thr: class untl
publrsh thcser on lirrr boairtl. (TN: At,this lroint:, t,he teachcr sitall be carcfiri no1, 1,t.r
re.jecl lcitrners'oltiiricrtr but shall cncourage t,hem to grve t,heir irkras r,vit,hor.r1 ilt,ing
lutigetl its lrgltt or wroltg. i:.ach 1,t:nt,zr1,ive rdea ('J't) shail bc ltublish('11 on 1.lre itourrl)'
sclecl, a (lucslron ancl rts tenlatir,' ansr,ver for furt,her stuciy. (TN: What,evcr cacl'r
llroul) ()1'l()afn()i's selcct.ctl, t,hr: group shail be askerrl 1,o challe'nge or exltlore t,hc
valitlrtr',r1'thr'1t'r'tltt1 rv('irnsw('r:rntl linrl out in the Firm U1t rf it rs a ltrior kurtwlcrlgc. li nlrs()()nc()l)1iort, ttn alltrrnalrve concept,ion or an rrnclersl.rtntling tlrat r,r,rll lcari
Ihr: gv1;111v 1(.r ('ss('n1iai r-rntlersl rrnriing);

bc orrcnl,r,rl {ba1 th<'v neercl 1o show therr r.rnderst,antlinpl oI scient,ific rnrrl,hocls bv

conrlut:t,ing nr groui)s at least ono tciichcr-gr-rirkrtl scir:nce rnvest,rgatiorr; unrl
lre rulornctl thitl this tt.itcht'r-g,.rtltrtl invcsligztl,ion shirll bc haseri on 1.ho ft.rllr;11 111g
rrrilr'i'ra: (il) c()mninnilr'-ixrscrl. anri (ir) aplriical ir.,n o[,*cientriic mct,horlls ('t'\:
ilrainsl.r.r'rnrng mav ite'uscil to (lrsr;rrss lrow t,ir('str urile,rirr sirall br: trsr:rl. [,carn('rs
rtcoil lo llt't:litri [jt'tl rtn 1]re rli'1ltj is r;r't itc.,r."'t.lreir 1trotl.r.rc1. or 1;crfbrmanctr shall Irc
irssossc(1, Srrch rk't.tuls o{'r:r'ifcrra mav lre revisorl basr:rl ()r} ilgreemenls rotrchcrl).

J1

SUB-TOPIC: FORMULATING RESEARCH PRORI-EI'I (Conducting a survey or:

existing problems in the community;

[)eve'lolt utl(,rvi('\,' gurrltr(s) I cluost.ronrtttirr'(s) I triit'cklis1, (usc mull.rtirscrplinarv r.rripn.,at:h irt tit'r.t'ioptttg I ilr' rnrtlt'rt:tl).
(lt.rrlrtlrnirl,r'i,r,r1,h (:{)nlmurtriv ol'['ir:rrrls regrrrriing vrsil 1,o 1,]tcr itlrrtrli[ieri rri'L'l r,;']rrr:ltltlr
L,sc tlrrcsl,iorrlt tltr(\ ()r r:hcckiisl 1c srr rt't'.1, r'\rslrttg pt'olrii'nls 1rt ii (t()rrtmur)rt\'

.
.
. Antrlvzr, 1|11, irrrrnal.ir.ru r;oliecl,erl: trnrl
' Sclt'rti rl r('s(,rlr0h 1o1trc irasetI on exisl.rng proh]oms ttr Litt' t)ornmlttttl,\,
j11

Activit.r' 10A. Selecting a Research Topic

Procedure
Learner shall:

i
!.
i

l'e\,r()\v t he c'xts1tttg liroltloms rtl;l ltitrcrl iritsrrtl on thc, re'sr.rl1 s o[' tiornntrttirl \' sui'v('\'
r.rsc citcrir lri'rrlrlcm nt ttttsu'(rri tlg tht'cllccklrsl below wilh iltc urrt'i o['sr']i'rtling {irt
illosl al)l)r'oIriil1.t' rt'stratt'clt llrol;iert.

dentti{i(l{l prolilr,rm $xi$ting

l;he r:ommrrtttlr.':

Applicabilitv
liactors to be considered

Yes i \o
rrtvcsl

lJ. ])ttrl rcLtliu' rtt'c'cls rtl' t,llr' (:r)ntntttltil\'

'l'o;rrt: rr rr.:i1itrt-t thc gror.tll's it'r'trl rll'knrlwlctlgi'

ttntl i'r1lt' i'tt'ttttt'

7. SaIr.tv rn()i:]sttros 1o llcr tttrtlt'rl.itkcti

tltrrirlg irlve'sl,rgtlllol]

8. l.,rpt'rrsi,s irtvolvctl in tttrtk'il1,akirlg l,hi' Irrolrrcl,

[). ( ]ent'ritl ir.rtt o1'ttcrv itrtbrmttl

ir-itl

Activity

10B: Selecting a Research Topic

Procedure
Learner shall:
l.cliscr"tss wltirttilhctrgror.tltwhtciramongt,hc.seicientifietrl ltroblermscapltesglvpc[ iit
1,ht,rr lcvci

ldentified Problerns

Can be sol:ved by the group

members at thcir level

Reason

I{o

Yes
.,\llscnr:(t o{' ttri rrng:ti,ion sysl,ttm

i,;rck oi' lrrrnr

-t

{)-mark('1, rrritrIs

,\lr r.rntirt rtrr,' rt i' i'ii rrn gtrrsl.s I ikrr

ittr:rtst s irrtit i'lt1 s
i,itz-t t'tt'ss r.,i' t itr'

litrrnels

, iIrgh i:r:sl ,ri'i'iri'nl

lllirill s Ilitfl t(rtl-

I irri'ly [i'r'liirzq'
rVofe fo the lntegrated Science ta,aCher. Sonre of tks,'idbntlftea prablerns are beyond the
capacity af student graup members to inve,stigate on, The first two problems arc very expens/Ye lo undeftake. Thethird prob{em has a/arger$cotpp anctneeds a simuJtaneous conducl
of rntaiy aciivities and wifl reqiuireexperrse.
rouiii piontu*has lo do witn saciit or*
is very difficultto handle. The remaining one can be so/vedD ythe group members.

rii

iia

;
t'i'tlt'I ri,'ii r(rll. i'Xl)('i'1,s I It1 r: rvttru, ), rli it i
' lit'tt('iolr t;iitl ,'ttriclt ilti'sr'!t'':lctl i'r'scal'tlit lultrrt l,) r:oltsrit,r'vitriorrs sr;rrrlr,s,il'
; n1 r.ri'r'lt rl1 irtrr ivh rirlt ii f{, /:ll1 (,qi }itl(,(i :ts lirllr;n's
i tt1

C-'ategot'ies
r

'i llL)trs

Sarnples
i'i':,seltriti.t lns1,tl.u1.t()ns. stritooi, r:ontntrrnilv r(rsoLrr(j(,r i.t'itrirrrg.

t:t'tll('r. itl;i'ar.r (:i)rni)u1cr c(-tt1('r.i

1)()ili(r

rtrn

vl rli

a1

i.,'r,s. rrrl){,f l,s.

;r1'11'

11

;r {

t ,!il(ltitllIlll tlll(i r('r.r;1'ri t,, lt i)l'r.r.;,'1'1 iIlitit itor.,i< tti] 1rt,t'1 tn(,ttt il]l(r]'inili,tott r'cltilt'rl irt lir,
jr'{{'jlir:it ilttii-1 ittr i}(.j(:irit}l)jjsiti'rl r:,rrtlrrtuorrslr,'irrtlri tlt('ri'st'iiri:h is ()()1ti)je'lr,ri).'l'itr
l)r'{)l{'{ r 'ilil;i lrorlir:itr,i.tlrltlr,lilul ii{l1iisimr,n1 r.rl'llio itlitn. ii,i'['ii;lr]ti('s rr(,1. rrri'ols ir r:..
,'i)ll)l)liiiil tltl :ti:{i i'i'ittcilit',- ,i'rli('. ('()t}(:i,l}1r 1i1-i,,f ii1111,rl ;irtri rlltili li11hc.r"r'rl I'r(rnt {ii}\. ,,
(11)lltitl(rl ,ri 1 ht'l'i'r('ili'()il 1li'11t'i)1/ tt-tt't'c1 lgill t,rtl.
,

.),2

SUB-TOI']I C: FORMULATING RtrSEAR CH PROBLEM (Actual formulation of' rr,search problems)

' slAl('nlatll 1ti'oltlcnt tirttl sr"tlt-11'olrlt'ms/rllrcslronloll.jrrr:tivr:s ('l'N: S1 a1.rng a pi.,rl;Iqti is il,
1lt'ttrltrtrl rlu lht'lac1ors sltch rts: clitrilr,'. olg:trrrzl-rlirtn s1r'ci1igi1,_u-'. wpli tir'llrr1il s('()liri. {', jl
scn()s.s an rI nrt,asr.u'air I r 1,v) :
s1,ate sigttti'ir:ttncr: ol l,hrr research

()r

ltroltlem ('l'N: litr thc rescarch 1,o ber a.srgnilicirrrl onr,.

(a)
olisr:rvr'Iho lblloll'rng:
hclD answc,r rr ltroblrrm/rtceci o['l,ite, t;ornmtrrj1\, (lr) r:irr,
l,rlltut,e 1o lltc gettrerltltott oi'tteu'tttlt.it'mtiliorr, (c) rievt'lo1r ui'im1ri'r.rytr ril'l rr\rs1 ilg 1rr,1r:r,-iln(i c()ltl r'rllrrltr 1o thr: rlerrclollntr.t'rl rt1'st;icnltl'rr: sl<tlls):
s1.i:11.(\ s(:()l)('rtrtli ltnttlalir-rns ol'llrt'r'r's('i.lrr:h
ltroltlcrn ('l'N: dcr{rnrng l.ht,scoltc itntls(,111r*

tt-ttts1,

thelirttilsol';tltroltlr,ntltt'll)(l(,1(,rrnint'l),rr,i,, li'itsilrlt,thc'rnvt'sl,igttlirtnis)

Activitl.

1l : Formulating Research

Procedure
Learner shall:
l. ilstsurll() tltal "high

Pr'blem

t:os1 o['lirrm rnlruls l)ai'1,r(]ularlv fe'11,ilizcrs" s('i've([ rrs tlte ltirsrs iir
st'lt'ttl irrgart'st'art:ltablr'1oprc, 1lra1 r.s--Rcspon.srrol'lr.gr.rntcslo[i'rl,i]izcri.r\artrl 1rrr.1,ilizt,,
[]: A ( iornlrilrill iv(, Si Lrtiv;

2.

stttrlvlhclirilowrttgltrol.rltrms(maltltntl sult-ltroltlcms)rrnrl ltrovirl(,r(,c()ntnl(,nrllrlir.rrr-

srrggcsl ions; atrc[

;:]. iipply llrr: slirll 61111,slopc'cl rrt this ilclivily 1o the irlcnl,r{ictl rcsrrart:haltlr'1o1tit; illr(l
orrl rt.. 1,i1 1r,, mirin ltroblem anrl,sult-ltroblems.

Problem

$rrggestions

Sarnple Staterneht
'l'hc rlirin 1lrc,l.tli,rn ol'1,hrs sl utlv rs 1,o cr-rmlt:rrc the c[fbcl o1'fertrirzer:A unrl{rrrlilizlr Il ou the growlh o{'lo
gumos.
A. I Iou, rv i il t he trse o['[i,11 i]izr:r' A

an r[ lrr 11 i]rzirr IJ al'-

li'c1 t hr, [irl Jor,ving'i

i. hcrght r.r1'1hr: llrgumrrs 1tl:rn1s
2. 1imc o1'llowcring 1ri'r lcgtrnrlr 1tlan1
IJ. nr.rnritor oi'1tor[s pt'r it'uuntr, 1ti:tn1
,1

nrrnrirerril por[s

ir. ll n al rvtrr gh

1, r.r

1'r'

1;rrr lrrgLrnrrr 1tian1

lrch o{'1 hr' ic gunrr'

1t I

irn

iJr.,ri' u'ill thc t'l't'r,r:1 o{'1'r,r'1ijiz-r:r'

iori.rlizcr [3 orr glon l h o1'lcgrrrncs rlil'fi,r rn
L ilr'(r rilg(' i.tci ght ltci' 1llan1'.'
2. I rrnc rrf'1lou,r,r'nrg ltcr 1tl irrr 1'.)
il. nrrmbol oIlrriils pcr lrlanf i
l. numlrcr ol'lcaves lter 1tIan1',)
i nrrrllrclr,l'lrotls ltcr' ltlartl ?

B.

{'in(l

tlemorlstrate .srmple activities to facilitate identrficatron of'variable.s in an exltcrimcnl

rnclepenclent, clepenclent,, cont,rolletl/ ext,raneons; ('l-N: Vari:rbles are classrficrl as inrlr'pentlent varrables or manilrulatecl varjables rf they arc sard to ber 1,hc cALrs(,. 'l'hcsr,
variables can be changecl or manilrulal,ed by tire iuvestrgator. Deltenclr,nt varralrles or
responcliug vari:rbles, on the ot,her hanrl, are the observecl eflects. Therr vrrltres Arc
clependent on the manrpulat,ed vanables. A-ll other varittbles that may in{lr-rcnce tix'
results of the st,ucly besiclcs t,hose o{'the rnclependent vanable s are termed as exl,rant'ous variabies. These are controllecl or maintainecl constant cluring the urvcs1,igal,ion.)

Activity

ldentifying Variables

Procedure
Learner shall:
1. ,str,rdy l,hc t,itle of the invesl,rgzrtron

"Resporlse of Legumes

to l'ertihzrrr A

t-ertilizerr B: A Comp arative Stucly"

ident,if y the following variables: rlelrenclent, inclepentlent ancl extraneous varrablrrs;
apply the same thing to the researchable toprc chosen by the group; ancl
revise the fbrmulatecl research problem ("1'N: Below rs a suggestecl assessmenl
used by the teacher rtt assessittg the research problem formulatcd).
;

Novice

iHxpbrt

Formulation
of Research
Problem
A. Contents

ofthe researchable
problem

B. Degree of
inclependence

ofthe

learners
ancl the
nature of
the problem iclentified

Well-defined (4 points)
1.Main problem and subproblems are stated;
2.Srgnificance of the
problem is cited;
3.The scope ancl limitatrons of the study or
problem is citecl;
4. Variables involvecl are
identified.

Less Definecl
(2 points)

No1,

At the most,
three of the

At most

A1, 1,her mcls1,,

inclicators
are present.

are lrresent,.

of

the indical,ors

Learner inclepenclently Formulated, Formulatecl,

formulates a problem with teacher's with
which was interestirtg to guiclance,

group of leartters and

which coulcl be investigated.

tlr:llnctl

Defined
(3 points)

problem
which was
interesting to
group of
learners and
which could
be investigated

teacher's
guiclance, a
problem
which coulcl
be investigated

(l

point,)

inchcator is
l)reseltt.
1

Iformulated,
with
teacher'.s
guiclance,

the rr:.seetrchable problem

t,hat, cotrlcl

not be t,est,ecl/
investigat,crl
or onr: l,hrtt
chrl rrot merit
investiga1,iorr

2r,l

r
I
r

hecking for Understanding

Ilevrsrt, ltrior knowleclge, ancl/or Tl on formulating research ltroblcrm, t1'1,:.'

teracher may ask each gror,rlr of Iearners to cliscuss those ltrior kuowle'rlg, rl
tiols iincl/or Tl wirich thc gronp l,rreviously chose fbr tuvesl,igattotl. 'l'hrs {,'
asktrrl to rerrson out, for eill-rer assessing, confrrmrng, or rciecting tht'sc t', thc ligh1, of t,he acttvit,ies conclttcterl anrl analyses macle.)

Sub-topic: Formulating Hypothesis

.
.
.

De[ine hyltotircsrs o1;era1,ron:rl]y (TN:'fhe lturposei of clc{ining hypothcs(rs rs i r:ccl,iorrs lor a ltersou to carry ont {irrther invest,igations);
I)iscuss thc three ways o['st,a1ing ]rypothcsis (Hyltothesrs is stat,ertl eithcl tir''
rr.,ll. n|{erntttivcr ancl cattse'antl-effect hypotbeses);
Work in gror-rlts t,o formulate the hypothesis or hypotheses ('fN: Samlrlc il('1r\ r'
a,ssessment, t,ool are provrck'cl below)

Activity

Formulation of Hypothesis

Learner shall:

formulal,r: iryliothcsis basecl on ther given problem by accomplishrng t,ho

Stated Problem:

Comparilg tire eff'ect,s of f'ert,rlizerr A ancl fert,ilizer B on the growth of legnmes

l. Average height ller lllant
2. Time o{'flowering Per piant
;1. Nr-rmber of Pocls Per Plant
4, Number of ieaves Per Plant
5. 'l'otal weighl, of plants ller Iegttmes'
For:m of Hypothesis

rvpothesi*

fo rrn

ulate d

Nuil I Iypothesrs (negatively stated)

.,\ I t,rr

rn a1,ive I lyp othesi s (positive

ly

st at,r: d)

('ai.rse anrl Flffect l'{ylothesis (Uses i/and

1/tr,lt

stttlt'metrt)
hc sitme skill rn formuialrrtg hylrot,hesis/ hypot,hesers inteurled for the
l'('Sc a r(lh problem basetl otr 1he commttnitv sllrvcy

Area,

E:xnb

,,

PoactltiottCt

2.Formulation (4 point.s)
of Hypothesis Inclicators
(lontents of the
hypothesrs
fbrmr-rlaterl

1.The hypotire.srs i.s

developecl as a simlller
stal,ement 1,hat
reflects the observat,rons.

point,s)

Apptbntice

ftrovice

(2 points)

(1 1rorn1)

At thc most,

At the most,

At, t,hr:

t,hree of'the
inchcat,ors

2 of the

F-ormulated,
with teacher's
guiclance, a
hypot,hesis
that is
somewhat
subst,antiatecl
by a literature revrew

F'ormtrlat,trrl,
wi1,h l,cacher's

are l)resont,

mo.s1,,

inclicaLor is
inclicators are l)res()l)t,
present

2. Preciictrons rersult
lrom t ho hypotlresis

li. A tiroughtful justification is macle as to

why the Irylrolhesis
ancl its more .specific
prediction carl serve
as basis for an exl)erlment,
4. The qrrechctions can

bc userl in rlcsigning
the experiment

B. Degree of
inclepenclence

of a group of
learners ancl
the nature of
hypothesis
formulated

Indepenclently formulatecl a hypothesis t,hat

is well-substantiated by
a literature review

Formulatecl,
with teacher's
gurclance, a
hypothesi.s
that is wellsubstantiated
by a lit,erature
revrew

gurrlitncc, a
hypot,hesis
wit,hou1, any
eviclence of

literature
review

Checking for Unde rstand ing

revisit lrrior knowledge, misconception,s anci/or TI on formr-rla1,ing hypothesers, iIany. (TN:

'l'he teacher may ask each grollp of lcrarners to cliscuss t,hose ltrior knowicdgc, miscorrr:ept,rons ancl/or TI which the group previously chose for investigal,ion.'J'his gror-r1t shall itc
askecl to reason out for either assessing, confirming or rejecting thcse respectively in l,hcr
Iigl-)t of the activities concluctecl ancl analyses made.)

27

I
I
I

Sub-topic: Planning the Research Design

'
.
.

Obtain chccklrst on the lrreparation of'research clesrgn,

Work in grotLp-s to critrqr"re,sample of research clesrgns; anci
Make a lrlan of the research tlerstgn:
I . Describe rescarch as a process. (TN: Rcsearch is a process of arriving zrt, rlepenrlable soIut,ions to problems through a carefully plannecl ancl systernatic collection, analysis,
int,crpretatron ancl synthests of results)
2. Drfferrenl,ialer Appliecl ernd Basic research (TN: f3asic research rs usecl to add to a body
of knowlerlge without ltracl,ical alrplicatron. On the other hancl, Appled Rersearch is
pursr.recl in orcler to solve a lrroblem anrl put into immecliate apphcal,iott whal,ever
knowlctlgrr is obtarnecl.)
l). Alalyze exlrerimental design (control group design)
4. Write t,hcr time l,abler

Activity

14A:

Writing the Time Table

Procedure
Learner shall:

i.

stucly the sample [iantt Chart below:

A#i$ifii[l$i,i::.:.:..

1. Plannrng

the expcriment

2. Set,ting an cxlterrmerntal clesign

). Preparzrliort of t:xlterimental plots by elcvating

4. I)rocuremernt of supplies ancl materials
5. Selecting the seecls (separating viable from norlvrable

6.flermination of viabler

seecls

7 Selection of' seecllings

f3. Plant,ing

nurAtion (*e'u.kstr

of seecllings

'freatmcnt of planted plots with varyrng

amounts of horse manltre ancl urea
10. Care ancl matragemeut (regular watering of

1st,

+
+
r>
+
+

2ncl

llrd

r>

f).

irlant,s, perioclic weeciing, removal of insects)

I l. (lathr:nng anci recorcling o{'data (these acl,rvttier
are irasetl orr the it,ems per sub-problem)
12.

Writine oI rr:sults in an investigation report

ffi-

4th

5th

61h

+
a--r1

>>

r-\
-,/

answer l,ire fbllowing quesl.ions:

a: Is thc ltlan comltrehensivc enolrgh?
b: ls each acl,rvity cloable?
c: Ai:e the acl ivrt,ies logically .secluencecl?
cl: Is 1,he trme neecled to firrish oil tlr" actrvrties
clearly inclicatecl?
e: Ts the trmeline set, achievable?

Procedure
Learner shall:

Activity 148 : Writing the Time Table

f . iclentify the activities specrfic to 1,heir research

probrem;
2' cliscttss withur the groult, the po,ssible leng,h oItime t,ha1 each activrty will be aciriev.tl:
ll. fill-in t,irc table below:

io;"-i
1st,

2ncl

3rd

4th

5t,h

2.
.)
D.

,,,
rt.

{j.

u.

IU.

identi{y materials ancl methocls;

writ,e the stetp - by - stelt proceclure ( the exltr:riment mn.st be able

to bc rcltt:at,cr[ r,1u,.1,1u
the way t,he leamers did it, and
r-rtlclergo a llanel llre.sentation o{'the research clesign ('l'N:
l'his may be clonrr l,hror"rgh
pcer review or by tnviting teacher.s or experl,s. The suggestecl
o*..",...-"rrt tool may ire
u.secl for this purltose)

tcl

(-txuchrlO,

I{i g}rly Comprehensive

(l poirtts)

.qlgll

'firer reserarch clesigu shows at

I)lti rrnirrg l,irrr

Ap,prentiee

Expert

Ar.ea

Comprciren-

l,ess comprebensive
siver
(i3 points)
(2 points)
'fhe researcl-r The rcclesigrr shows search tlesrgrr shows
9-12 of the
irlent,ifiecl in- 5-8 of the
idernt,ified inclical,ors.
clicators

A. Cont,enl,s least li] of t,lie fbllowrne mdicao{'a research t,orts:

riersigu
l. 'l'he cxlterimerul,al clesign
t,ests the ltreclict,ron.
2. The st,atement of the Problem erxltlains t,he neecl for the
experiment.
'fhe
metliocls autl llrocetlures
ll.
r.rsecl itr the exlleriment follow a sequelrce.
4.'l'irer exlteri metrt,al procercluri:
is comltiel,e arrcl clezrr enough
that anotl-rer person coultl

carry it or-rt.
11. An altpropriate iurlepenclenl,
variable is clearly rclentified.
6. 'l'he lrlan allows for the inclepenck:nt vanable to br: measltrecl accttrat,elY.
?. An altprollnate tlellentlenl,
variable is clearlY ident,ified.
8. The plan allows for the cleperrclerrt variable t,o be measrtre cl zrccttrat,el Y.

9. 'l'he exlterjmetrtal desrgn

ttses t,he metrrc sYstem whtrrerver ltossibkr.
I0. The cxpenmellt incluclcs
l)roper cont,rols.
I i . Margrn of "error" is notecl.
12. A complel,e lisl of reqtiiretl
I materrals rs Proviclerl.

I r ll. nn alrproirriale stral,egy 1,o

I r,se reltetrl,ecl t,rjals atlcl mezl| ..tremcnt,s is describerl.
I t4. Fl"t,nriment,al design in-

I,:lurlr'*iullrroltrittlcsa{'ot.y
t'^
|

(tr)ll(l('rlls.

30

Nbviob
Nol. t;omltrr'hr:nsivc
( l potttl,)
'l'111' 1.1rsq:ttrC;h

clesign

shows

1-4

of'1,br: iclont,r-

fieci indicat,ors.

15.

16.

The experimerntal write up is neat ancl welorganizecl.

Altproltrr at,e vocabulary,
language mechanic.s, ancl
comltlete sent,ence.s are
usecl.

17. Instruct.ions are providecl

for lrroper clean-up ancl

rlispo,sal of wastes.

B. Degrce of
rndependence
of a group of

learners ancl
the nature of
the planned

Inclependentiy 1tlanned the

research desrgn otrtlinecl in
a st.e1r-by-st ep ftrslrion.

lFormulated,
wrth teacher's
gtriclance, a research clesrgn
outlined in a
step-by-step
fashion

re,search desl911

Formulatecl,

Formr.rlaterl,

wi1,h teacher'.s

wrth

guiclance, a re.
search clesign
otrt,lined in a
step-by-step
fa.shion but
hacl some
galts that require explanation even

t,eacher's
gr"rirlance, a

research rlebut ltrocetlnres out.linerl werc se

rrotrsly incomltlet,e or
.srgn

not, .sequen-

after
tial, r:ven afteacher's feecl- t,er t,rracher's
back had
feeclbar:k harl
Deen

grven

been given

Checking for Unde rstand ing

'
'

A.nalyze how ztpproaches/proceclures of investigation clone by some scientisl,s dif'li.r {rom

or similar to those of others (FU: I)ERSPECTIVIT)
Revisit prior knowleclge, misconceptions ancl/or TI on pianning the researcir rlesigp, i{'
any. (TN: The teacher may ask eaclt group of learners t,o discuss those
ltrior knowlerlge,
misconcellttons and/or TI which the group previously chose for invesl,jgat,ron. 'l'|i,s
group shall be asked to rea,sonout for eitherr assessing, confirming or rejecting thesc 1rsperctlvelv irt t,he iight of the actrvitie.s conrluctecl anc.lanalv.se,s macle.)

31

SUB-TO PI

ONDU CT OF EXPERIMENT/I NVESTIGATI ON

. Ii,Iarrrilirrr n'i1h lzrbrrral.oly a])l)arit1,L15/pqr-rrpmen1,

sriIr'1,v rrsc ol'lallr.rrrrl,ory ap1-rtilltt,lrs artrI

('1'N: lx.Anrers sirall use muntrtrl lirr thc

prccitul,iotrarv m(rA.sr-rlos);

Activity 15: Familiarization with Laborator-v Apparatus/

Learner shall:

l.

Equipment Procedure

rrlt'n1r['v commt)n laborulory irltparal,us/cquil)ment,, 1,lrr:ir uses anrl

Latiorator54

Namg 6,f

Apparatusl
Equiprnent

Labtrtatory
Apparatusl
Bquipmont

Use/.Ftrhctioh

r),)

their classrf]cal,ion;

Classificatio

I.})
'l'

I
I..
l':'

Wi'i$

)/1

t[rmrt1s1,rzi1,r.

prolttrr usc r-r1'labr-rra1,ory

alrltrtt'tt1,r-ts/ec1tti1tmcn1, ('l'N. l,ettt'trt:rs sllitl] Lrst'

a1l1taral,us atrci 1lrecanl,itnttry mcasttrc:s); rtrt t I

{br t he saft:1y usc' of laboral,ory

be awurer of proper hanclhng anctclisposullrrocecittrc while cotttlr"icl,ing t,he t't:str:ti'trlt ('l'N:
j ,erarners slt itll trse m:rnual fbr t he sa [c1y r-rse of laboratory altltarttl,tts attrl ltrerttti r-t 1 tot] a i'1'
mcasures).
m anr-rzil

35

Activitl'

16:

Safetf in the Laborator-v*

Procedure
Learner shall:

l.
2.
ll.

{inri a ltartne.r;
tliscr.rss the content uJ' ilrl cht,r:l<1rst, belorv:
cieterrmitre the rttle's antI lrrr.rccth-rres to be observcrl 1,o ltrornr-rl.rl srt[r:1,.y wht,n rrsing
s(r()llcc apltiiratrisi crlirrlrmi'r'r1. llv ar:r:omy;lishrng llrc r:hcrrklrst lrllorv:
*l

&trles a,rrrl frrocedtrr:es in obsen'jng Safetl.in the conduct

experrment

o1'

General ll.ules

Sii{r't r' (:orn(\s

irst, 1}rerefirre,. ac1 rcspon.srlti:1

2. licarl 1it,'1'r'' ,,',',lttres lltolortgltlv lrc[,)t'('l)oi'lbrnlrrtg tlr,'('xl)(,rim(,ltl.
f

hrtrscitl:ry,':rnrl ot,]rer srrnilal acl,rvrlies tnav be

aliorve'rl insrrle' the labor:r1orv 1,o kill llorerkrm.

irl. Prar:1,ir:rri .jol<c..

r-.,r

4. Oarry ont r.rrtlv the arithonze'ri laboral,r.rrv acl jvitics.

5. Be sure to knou.thc localion of'ther rrearest, fire cxl,inquishei', :rncl

how to use i1.

(llcan up :tnti rlispose mal,crials

.such as cxccss solutrrtn 1ti'olrrrriv.

7. Eat,ing arrrl rlrrrrkrng tluring lrrboralorl' hor-rrs ma,v lrt: alJorverl

8. Roltrrrt any mrrtor t:uls, lrlrrrts ttrrri

first ai rl 1rcal,mern1,.

o1

hlr

rll,1r.u':trs 1o tt'lrr:he-l f'rrr

Safetl' Procedures
propor labr.rrztl,ot'V i)t,t,l]'.,.
2. Wcai'sa[et,),glasses or goggles a1 al] hrnes ur the 1:tl;oriilolv
pr'olecl, r.ves f i'om chcmical slrlashcs.
1. ( )hsc,rve

['-r'

'|

1t]ngs ()r itsbeslo:

glrrtt'i ut irrCkirtg rry, !.tr,1 m;tlt't't:rl*

lirrrtclic all glasswarc n-rth t:attt,i,Ln.

ir. l1 is lrcrnrrssiblc t,o inhule val)ol's of'chcnrrr:als.

(j. 'l'ie back long hair.
7. I)o ro1, {irrcc anv glir.*s ttrl,ing tut,, t'ultbr:i'slo1t1.rers

8l

so sucfion

bulb anrl not n mc,uth suctron

1,o

\\'licn [realrug

fill

so]u1ion,s rri 1est. l ribes. nevor apply

Lirlcr.:llv 1o 1,he bot,torn of'1ht'1uL,t-

,i

/l

Need fo be
oti,ger:ved

l
I
I

10. Do no1 1roinl the olnen rrncl of t,hc 1,ube at, anybocly.

ll.

tictLlfn unrrs()il t;hernicals rrrto t,hc' stock soltrl,rcln conl,arrtcl tu

al'oi rl (r()nt il n')i1]ill i()n.

12.

1,a1,' rLrw'r.t

sprtlul:ts, rlrolllrers, or lltpe'ltes on stti'faces.

Sub-topic: Concluct Of Experirnent

.
.

T'erlrlrr-n t he atrtual oxprrrimenl,

(lollect clal a :iplriving t,he I)rocc,ss science skrlls antl using qr-raht,ative anci quunlrl:ttrr,
oltservulrons (fN:\'eri[-r'i['learners fr-rlly unrlcrst,arrcllhe tlata that t,]rey neetl t,o r:ollcci
irnrlh,ru'suclrillillrr,i,rllbeorganizerlanrlprescnlctl.Slrecifically,theteacherrilltilttsSCs:
l('ilrnei's lrlAn ,ru (rr) ther lrppropriatr: t,able arttlitrr grapir t,o be'rtsetl, (b) what anrlltor,r'
vuliablcs u,ril br,1'ri't'scntcrl irr the gralrh. anri (c) how l,he tla1,a wili be presernletlwiil bc
r"rserl to shon'thc tt'ettrls: turrl

Checking for Understanding

r flpyl5il ltrit.ri'kuor,n'lerlge, mlscorlcel)1,iotrs antl/or'['l ttn exlrerimt:ntat,ion, rl'rury. {'lN
'l'ht't.cat:ltrri'nla)'asli <'aclt gr()Llll olle arn(ri's 1,o tlrsct-tss thoser ltrior krrowlctlgt', mist;otrt:erllt,rorrs r-tnt[/oi"f] whrch t,hrr qrrtr-rl-r prevLouslyr)hrtscr fi,l 111vsst,igation.'l'lris 54roLr1t s]rrtJl
ltcaskcrl trrrliisonoul,forrril.herasscssing,cr.,nfirmrngorrcjt:t:1 itrgtheset'esl)('c1 ivtrlv irt
the ligh1 o{'1ltr.

ac1

ivi1,ie'scotttlttttl.ec[ tttttl ttttit]\'st:snlailtr.)

SUB-TOPIC: ESTABI,ISHING PATTERNS A}.ID TRENDS IN THE DATA COT,T,EC.|I]I)

'

Classif'v tl:rtrr r;ollecterl (TN: 'fhc i,t'ach('rt n(rctls trte,rnlthasizt'that rlat,it nrtty ir,','l:ts-til,',1
ilto (a) rtrrnirrtur)us or (b) rliscontinnous/ rliscrctc ilat:r. Dat,a may also brr t;iassjl'ir'il itllt.i
(a)qr-rarrlil,atrve rla1a, that is, rlat:rbascclorr meASurement artd tt.*trs zt scitle'c-ri't'r1i-ritl ttrtcrval , anrl (it) tlrrirlital ivc'r[ata - lhose da1,a gatheretl r.rsitrg a ttot.t-sl,anclarcl sr:alc ,-rr lutt'tlttal
itrterr.'rils r.rr rliscrete categortes. )
Ilecortl anclurgarrrze clata r.rsing grzrphs urtri l,:rblcs (Tl\J: I1 rvottlcllte use['trl rtt 1i'tct 1tarl, of'
thp leaprcr"s Lf l lrcy woulti be orientrlclon the llfol)or Lrse of tabli's ztn(l grapiis (lirte graph is
usr:rl ii'tlrr. iu rlcitr'11116:n1, vari ablc is rn n umiler lbrm; 1t rc chart, is r-tseti whe't't ltr.rrl.raving lirc'
1le'rcc nt,age' i., t:c.rm1tosi tr on, etc)
1'

'

lJescriber tlal a crtlicctccl;

l.
2.

,\nril-u-ze rl:ita by clete'rmining if thcrc arc'Alty l,rctrcis rtr ltat,terns

FrrrrI r.,rrt wherl,her clata snltltort hy'ltothesis or 1-rreclict,ion.

itt tht'rIa1,a.

Activity

17 : Testing Hypothesis

Procedure

l.

Determrnr: if rla1,a supporl, l-rylrothesis or prerlictron.

Title of the Study: f)omparison

Hypothesis:

on the resporlse of legumes on the use

of fr:rtilrzci's

Therrc rs no clifferellce on t,he height, of legumes grown

in soil

with and wit,hout, fert,ilizers.

'l'trble 1. Iir:ight, of planl,s grown in sorl wi1,h :tncl without fertrljzers

Deb.C

iiptive

nfo rr,natiox,t

Metir-t
R:rngrr

Maximtttn
Minimum
Numbcr of'plltnl

2.

i].

Wlthont.
fbrtiliriet ,(em),
,

Fbrtili2bt

Fertilieer

A(CIr )

B,(cm)

20.

:t2.6

il0.rl

5
21

t)

r)O

il2

r6

25

2G

t)

ll

t)

Answrrr thr' {bllorvjtrg tlrtesliotts:

a. Are 1,irrr tlltla in (lolun"rn 2 (wi1,hou1, Ilrrlilrzcr) comparablc 1o those o{'(loltrmn lJ
(wi1 h {'erti I iztrr t\)?
b. IIow rlo l,he clata bclrvccn (lolr.rmns 2 (wrl,hott1 {'ertilizer) anrl4 (wil,h Ferl,ilizer
I3) compare?
c. I s 1 he hypotbesis accclttable baseci on the comparisons macle?
I-ook at, 1,he resull,s of thc :rna)ysrs clone on the dtrta obtaincd from 1,he actual
cortrltrct o{' commtttuty-basecl rnvesti gation.

4. [)ccrde i.vhet,hcr the irylrot,hesrs fbrmulated is accel]table based on 1,hc restill,s.

[. Wgrk in groults 1,o cril,rque t,abulal,ctl /graphed clata based on thc: exllerimeul, or
investrgatron concluctr:cl ('l'N: A suggestecl assessmellt, tool may be usecl {br
llris lltrrptrsc).

38

Expert

Aiea

Aeprent.led

Novice

Presentation Very Thorough (4 points)

of Data
Presentatron of clal,a shoulcl observe at least, 8 of the followrng
Thoror,rghress

Thorough
points)

of Data prescn1,a1,ron (rn

the ru:porl,)

of clata shouk Presentation Prcsenl,zrt.iou

observe 6-7 rt -of'data
of rla1,a
rlicators.
shoulcl
shotr lcl
obscrve 4-5
observe 4-5
inclical,ors.
inclicators.

indrca.tors:

.'fhe clata table/graph rnclucles

thc appropriate clata.
2. An approprrate l,itle for the
data table is provided.
3. Thc information in the clata
tirble /gralth colLrmrrs is a1;trropriately organizecl ancl IaI

(3

Less

thorough
(2 points)
Presentatron

Not
thorough
( I point)

belecl.

4. Unrt,s of'measurement for all

vzrriables are clearly inclicalcci.

5. Data for the inclepenclent ancl

clelrr:nclent, varrab le,s are

c)early shown.
6. Tire clata have an appropriate
number of signrficant figures.
7. Accr.rrar;y of the data is apllropriatc lo llre measrrring
equilrment, or jnsl,rument being userd.
8. Dala from multrple trials at
each level of ther rndepenclcnl, varrable are clearly
shown.
'l'he
clata are t,abuf).
I a1,e d/graphe cl ne atlSr ancl
presentably.

B. l)egree of
compel.cnce

I)a1,a w<rre collected severai

t,imt's, snmmarize d rnclepentlo['a gror,qr of entlf itr a waY that clearlY clelerarners anci scribes what, was ciiscoverecl.
tirer nature,
of'ciata
cc-rllectron

Data were col

lecl,erl more

Data were
collected

erre cl

cliscoverecl.

I)al,a wcre collecteclonly

than one morr 1,h an oncer Antl sum1,r me, sLImone time, marizrrriwit,ir
marizecl incle- summai:izecl t,he guirliurctpenclently in wit,h the o1'1,he t,e-acher
a way 1,her guiclancrr oI 1,o someirow
clearly rle- t,e ache r to slrow rvhal,
-scribes what clearly show wtts tlisttrr'wil-s cliscov- what was erorl

hecking for Understanding

mttli(r s(,1s(, el'thrr rmltgrt,apcg o[1,ranslal,rng thc ciata collercl,ctl t,hrough liibles ttttrl gi'rtphs

(FU: INTERPRETATION)

r.svisrl ltrir.ri'l<rr9u,lcrlgt,, miscont:r,1t1,ion.. antl/t.rr'l'l rlrl dtrlor:1,irlg1la1,1.t'i'tls lttrti 1.1't'rlrls lll tlt0
rla1,a t:ollcttlcrl. ('l'\: 'l'ht, tt'rrr:h(,r milv ask oar:h gr'orrl) of l(rttrttt'rs 1o rlist:r.tss thrisr' ltriol'
krr,wlerlgr'. nristr11prtr'1ttr9ps 2url/or'l'l wirich l.he group lrrcvrously oh(ls(' lirr iltr,'es1 igaltrtrl.
'l'his grorrp sllrll ltc askcrl lo rcritsr)n ou1, fttr cil,ltcrr tlsst:ssittg, oollf irmil'lu r.,r t't'.jetl1 itlg thcsc
f ('sl)(-g1 r yplr- r rr t iti' ligh1 o['1.hc irtt1 ivr ties ,,utt1i1l1;tr: rl tttrcl ttnalyscs m tt tlt'.)

onclusion and Recommendations

. Ml.tkr,. r.,.i'rlr' ,:,trrc,c1 , r('lovtrrrl arrtl valitl corrclrrsiorts, l,ttliing irrl,rt cotlsirlcrltllrrtl tht'
itlc.l i{'r .ti I'r,st,lri'tth clnpstir-rrrs ('J'\: lt,m1tIasiz.t'rl 1rl lt::trtlt'rs 1hil1, rt cotltllttsiott is lt s1 ;t1i'me11. wlrpr.r, 1h1 sr.r]ul,i91 is ltrest:ntettl 1,o thc ltroltt-rst:tl llrolllcm basetl oll 1ht'lirlrlrrrgs
{'
rh..wn. \,1r.ti'r' rtnltr)r1an1ly, rtr.,trclusi0u relltlc's t.ltt' trlvt'sltgttti,rtr lrr 1ll.' L'tllii-' ' s('l{'llt
0sllctlrltlll'11
rrgh1,
tlwa-v
('rrrrlrop sh,tLrlrl lts' 6ly;,q]'v('cl in makittg rtotrtllttsion
l)rog()ss(,s.
ot'
,,"lr,,ri n.',',r1ltl invr'slrg:t1 ion is rlonc'wh(,re som() r()sLlll s at'c ittcottcl ltsittt' As 1litr1
r:rirclurlilg s1 ir1r,r'lrplr1, lrrlrrnerrs mrr,v incl r-rrlc thc 1lo1,en1,ittl ltencll 1.s 1,ha1 tltttl lrt'tlrai'r'tl

Sub-topic: l'Iaking

frOm thrr i'r,r's1rg'ttt,i91 rnatlc. Ilcrlcl'r1s mrty relttl.tr 1,rl 1hr'(rt) cnhancenlctll o['1ht't'rtslttrg
()ll (rl) th0 sr.rtltr'1\' jtl
trrtrlc,rsla'cling or-r corlain rna11er, (lt) ltrorlur:lron oi'nc'w knttwl('(lge',
g()r1()rill.

. \lakt' rr-,'[ttl i (.(,]t111111'11rl1l lrrti:.

. WOrk itr qrt.ittlts 1tr rlri l,iqr-le Cottclttsiotts tin(l l'('o(lmmCll(lali')Ils;
Activitl' 18: Testing the written conclusions and Recommendations
Procedure
Learner shall:
l. cril.i tlLtt' titc cotrclrtsiotls anrl re'commctrrlal,iotrs matle

Liivt,rr consi{'Ieraliot-t itt r:ra[tl,ittg

collclusiotls irlld Rrc()inm{|Itrlir[iott'

KeI'Features

l.

(exlrlrt:itly rmlrlied tlr tx.rli

Pttrltosrr ttf' 1 he illvrrsligiittr.rtt

2. Maior {'intltrrgs of'1,ht' itrvcstigaf iort

)y ttal,zl
y1r,rl lt, sis lts strpllot'l

l.l h,l,,ttrtl i,rtt,,1' t'csttlls

,,,"--['1'he restr]t,s of'exilerimelll'
t-r.l

Ir'al rircs

or

"t1"rt1 t gal totr

invt's1

{i. Srrgg'i's1 rrltls irnllroving the exllerimctrt' rLrtt'

st.utly

4(l

Checking for Understanding

'

revrsil. llrior knowlcdge, misconcepttons ancl/or'l'I on cletecting ltatterus anrl 1r'r'ntls in

making conclnsiotr.s aucl recommenclation.s, if any. ("I'N: 'l'he teacher may:rsk elrch grrlr-r1t ol'
learntrrs to rliscr-tss tlrose prior knowledge, misconceptrons trnrl/or 'l'l wl-rich LIre grorrlr
ltre'vtottsly chose fbr inve.st,i gatton.'l'hr,s groulr sirall be a,skecl 1,o reason oul for oilhcr .tss(,ssItrg. cortfirmlng, or rr:1ec1,ing tJrese respcctively in the lightol'l,itc n611yi1,ies t:orrrlr-rt;1r'rl lrurl
analysers made.)

SUB-TOPIC: \\TRITING THE ABSTRACT

rtnalvz(' rtr.rntt'nl.s of'some sirmlt)c abstracl,s;

I
I

Activit5z 19 : Analysis of an Abstract

Learner shall:

. analvz-o thc ltzirl s of un abslracl,;

2. rlel,erminc 1'some' asl)ect.s irr t,hrr :rbs1 racl ar{'1tnrscn1,;
ll. u'orll in gronps tcr crit,rque l,he wri1.t,en :rbslract,;
I

'l'ho st,trciy w:ts contitrctetl 1() ()xAlnlnc lhe efT'eclrvenes.s o{'horse nrAnu}'(,ils
1i'r1,i lizcr in bcart 1llartl.s.'fhrrl,y bcarl 1;1,,,r1,s w()r() uscrl jn t,hc s1 rrt[1'.'l'hr, ltllrrrls u,r'rc

dividr:tl inl,o l,hrrre set,r.rirs - each se1,up havrng t,cn bt,an lrltrnt,s.'T'he fi rs1 se1r1l) v,ils n()1
1,reatcrl with f'crt,i lizer.'l'irc remainingsctups werr. treal,ercl wrt,h Irursc millrlrr(r rrrrrl rrrcir.
'i'irr, rlr(,?ur
'\fi,er thrrly tlays ol'erxirt:r'iment,tt1,ron, 1,her hcrigirl, of planls \\'('i'(, nrtilsr-rlcri.
lrt,rplirt o1'eirch selup were clertermined. J'he' frrsl set,ull hrrs a Inc.lr.l of'20.(j r:nr. Scri,rnrl
srrl,rrll u'hit:ir was l,rcaterl r,vr1h hr)r..e manrli'e has a meall hrrigh1, oill2.6 crn.'!'lrr' lirs1 sr'1rr1r
whrcir was l,roal,etl wilh horser mallLlr() hus a mcun heigh1,ol'il0.Ucm. Ilasr.rlon 1,h('rt'srrl1,s
oi 1,he s1 urly, horse milnure is it vorl' <rfTerr;trve srrbsl,iltrltr as {'crti lrzcr iirr lrr':rn plirnl-.
Mrtrcover, horsc mill)Lu'(r r.s rnr)r'('rtos1 -t,l'f icrt,n1 coml-tttrt'tl v,,i1h ur'('A. Il i.s alsr, srF,nrlrr';inl
liritl lrorsc' nlilnrlr(, its lt'11 rlrzt'r rs ('r)vironincnl tric'ncllv r:r.,rnirttlt,rl wr1h t.r1,hr,r t:,rnrnrt,rr;irll
[t'r1,r]rzers rn Lhrr rnrtrkt:1 1.ha1 r:an cAus() culrolriricttliort in Lroclrcs ol w'ir1(,r'. 11, is
recr.)mmcnricrl thal r1r1tea1,etl rlbscrval,rons:tntl 1r'trttl,men1, in ol,hcr planls 1,o virlrrlrrlr'1lri,
restrlt.s antl li nrli rrgs.

Areas tu iook at

l. 'fhc lrroirltrm

t,o bc

solvcti

2. 'l'irc hylrothe,srs useri itr 1,hc tttvtrsttgattort

].'l'lre bitsis lirr 1,hc hvpollrcsis

i, 'l'hc 1rlr.,r:t'rlttro t() 1('s1, t htr Iryltt.rthe.sts
i. \iirr:r:tlrlt's userl :intl irlenl illerl
(i. 'l'hc erlrc:rrmr:rrt,al anrl conl,rol scrt,ttll

'l'lrr' lirrrlings oI tirer

st,uchr

,9'l'irt, crxrclr.isiotts ancl r()comm()nclattr.rtts

Pre*ent:

Ncl, I'ircsett

i :rcking for Understanding

t . ']:rT lri'loi'krrowietlgt', miscor.tc('pt,ions ancl/or 'fI on wnt,rng l,he abstra.l , if 211y. 1'l'N:
-'ir' lr,richcr may ask each grolll) of learners to cliscuss t,hoser qlrior knowlcrlgr,. mrscon,.1)1r()ns:rntl

'l'l rvhrch thc grotrp

for inves1,rga1,ron.'l'his group shirll bc

rrskt'rl 1or(rilsonor"rtforeilhr:rassrrssing,corrfirmirrgrrrreriectinglhcscirrtholighl of'1he
ir c1

prervior"rsly choser

vrl,iers ooll (lrrot(' (l rrnrI an al vsc s marler.

SUB-TOPIC: CONDUCT OF PEER REVIEW-

[!xlt1ain irou, rcstrll,s of'scicnr:rr invcs1,iga1,i()ns rrr() sr-rb.jrrt:1crl 1.r., rcvirrw anrl 1,es1ing
ltt'r' sr:ill)l l>l :
(lontlr"rcl, rnot:k science congr()ss rn tht, (rlllssro()m lvlr('r'r't:ach group r;riliqr-rtr^. thc
rnvest,i 5;a1,ion contluctocl bv tire (.rthers.

o{'

,rI

Checking of Understanding

Revisrl ltrir.rr knowletIgc, rnisr:ortcr'1r1rons rtrtrl/or' 'l'l ou concltrct o1'peer rovicw, r{'any.
('l'N: 'l'ht. 1,trat;her mav asl., i,rri:lr glolrlr ol'lcrr i'rtn's to cliscriss tho.se ltrior linowlcrlgr',
misconcelltiorts :tnrl/r., i''l'l ',,. ]rirrlr tho gloulr lrrcviotrsly clrosc fbr invesligaliorr. 'l'hjs
gltoul) shail lrc rrsl<r,ri lo i'(,lsorl ou1, lirr t'il,hcr rtsscssir.tg, confirmrngor relecl,ing these
resltectivr.lv rn 1,hrr lrghl ol llrl lrt:1,ivi1ios conrIr"rctecl ancl analyses made.)

SUB-TOPIC: WRITING THE REPORT OF THE COMMUNITY-BASED

INVESTIGATION
. Wnte the rerport ofthe ct.rntmriur1,y-basctl r nvcs1,i gal,ion
(a) fbllowingt,hcstanclarclformal,fbrwril,ingscienl,ifit:r'r:1torl,santl
(b) inl,rrgrat ing imporl,ant, sr-rggest,ions l,h:r1, surf'ace clr.rring l.he lreer revicw ('l'N:

Sr.rgp4t:strrrl

complel,i, [oi'rnat may incltrrle t her {ollowing:

(l) 'l'r1 lc I)itgtr,
(2) ,'\ltslrucl
(jl) r\rtknou'lt'tlgment,,
(4) 'l':tblt' ot'( lontcnl,s,
15) lnt,rorlut:1,ron - Backgrounrlof the Stucly, Statement of the Problcms, Sl,:rtermenl
o['i [y1to1 hesis, Signif ioi].nce of the St urly, Scolre and Limit,al,ions;
((i) lic'r'rcu' ot'Rclal,crl l,tteral,ttre,
(7) N1r'1 jrr.,tlrrlo91' - mate ri ttls, getreral irrocerhtre, fl ow cil art,;
(8) [iesrrlls anrl l)iscitssiotr - I"incUngs, Analysrs of Data;
(1)) ('rrrrr'lrrsiorrs.

(I0)
(I I)

Rccommetrtlat,ic.rns,

tlibJiogralthy. ([mportant:

1,he teacher is in t,he ]rest, position to cletermintr wh irtlr

parts in the sl,anclarcl format sl'rall bc fbllowed clepending on the typtr ol

lc,arnerrs.)

Checking for Understanding

At the level of understanding, learner shall:

' llrtu' sc jt'tt1 lic lirtor','lcrlgc is rrcrlrr ircrl rrnrI va]irlalccl (FU: EXpLANATIO\-):
r ll5('s('l('lllilir'rttt'lhotls itt solvtttg ltrollit'rn at, hontc/communil,y (rr.g. inr.r'r,lt:r.,rl rlsr,{,1
t

'
'

Ir's1s)i:()l)si(lt'i'irlgt't:otiomic,soci rrl,r;trl1r-rrlrl antlr.rthcrlar;1,ors(FU:AppLI(1.\.1.l()\)

ilssLllttr'1li(,roi0rll'il ,qt:iotr1,is1:llt'o1tt'ttloomrrlatcscirrrtlrst,sasl.hpyrlrrvtilrrl)s(,rr,rt t,.;li
l tltttli's rtttrlvitlut's u,hilc trsingscjcrrl if ic mct,horlis (FU: llMpATHy); ;trrrL
st'll-ltsst'ssllo\\'lorrtl(l's l)("{1,r:rtttli'ilrrrliorrlo(iorrnlunilr,rrsilgst;it,rr1.ili6t-ltt,tlt,,,l.(1,'L'l
StrI, II-I{NO\\'I,E DGI')

CHECKING THE I.]SSIINTIAI, UND]IRSTANDING (EU)

To draw out the essential unde'strr.cling. lear.ner shall:
corlt,cmlllat,er.rtt1,het('ss(rrlrirl rlrrcslion \\lrr'rrrl,rsr'jcnlil'irrnrr'lhorlsbccom('r,.rllrrrlrlr,'.,
r(reramin(' thr,rir rcvi scri'l' | : ir rt r
just i Iv t,hctr ll rt'viotls :lll s\\,'(')r's ir itsc rl on l ]t c Lrrr r lc i's l ii rr r lrn g(s) g2irtgtl.
I

Learner shall:
inrltitllv cvitlut)t() 1.ittr ltrotlut;1./lrerlirrrliill(;()

l.)ils()([ on l.hc lirllorvrng-: (ir) rlcgr.r,L, ,l';]r-it:tlltlc llrrlviclertl b1' l,eacitcr ttr tirc,'9t11;cp1ut.il izatirtn, contlrrcl.. ,,rrr(l rlor:rrrrrlnlrrlr,rr ol llrr
tlommrttrily-[lasertl irtvesligatron, ar]ti (b) pro.jccl, clata book/ logbooii. iln(l lr,scrrlr:ll ,.r , r]r,
trlti inve.s1,i gation rcl;o11,;
l)rel )ilro,1 l) r('soltl,rl ion
llrellar(, 1,he r:xhibi1, areit. ('l'N: 'l'hc actrvil,rers below mav be ltrovirlcrl 1o lrctlr,l.il:srsl
Icarners in ltre1taring fcir the e'xhibit,.)
:

4:)

Activity

20

Preparing the Display Board

Procedure
Learner shall:
1

rtorrsl rr.rr)1 thc rhslr):rv

l;otrrtl firllowrng t;t'11,aiu gr-titk litre's/ rules

Considerecl

GuidelinClRule$

Aspects
\llr1t t rrri-

Yes

i\-o

ii51r tlrrl' mrlle,riirjs [irr thr, oxhtbjl/

rlisplav to rrrrkr- it,41.1 r'itr:1 ive t,o the'
vrr,r'r'ir)g 1rr-rblic. (lottsrtlct' tht' cost,
iln ri ('ltsc o['1rltrtsltor1 lng m:t1r'n a]s.

r i'rrlt:t(lt,i' tttlftgtts uriiys

1r

i'i n 1 r't I i iir i'1 ol'1

19

1lt.f'sttttl t,ltf:

ht' s(l('llo(: i ttvt's1,t g'ltt,tr.rtr

. l-_'si, lirrgi,i'fi.r.,n1 sizr, ior. 1i1lt,s

. Ill t:oncrsi'
. { 'hcr:}< t hc spt'l)ntg itnii gi':ir}u}ttlr
. l.-sc r:lr,irr lrhrrlogritlllts
I

,11

Restiuress (wcb

1.

ivity Sheets on scietrce proces.ies

(lh+rcklist
of .sciettce skills
2.
;1. Lcornor ltrr-ourcc I Ianrllronk (con{.lIius Scicrrt,i lic 'l'lr rukirtg I I irnrllrook.
I I irntlbook. Mat lr H arrtlirook, arrrl I{ote-T'ak irr g I-l itrttllxrt,k )
(luestrrrnntur'c, or check}ist tn s,rrrve:r crxisliit$ llr,olil,ems itr a crrmmuiril,5r
Activit,y shcerts ori lbrrnulati,rlg tostiarch tlrrlhlems
Scienr:r' Rriscrrclr Prot;ess Handhook p1r. ?-9; samliip ittvestigrrl,riry
l,earner ltcsource I-lantlbook
Act,ivrty shr,cb+ ott formttlatittg hgrot hcsas
8, Sciancc lttstrarch [)rni:c.ss Hanrlhook gril. lO-i?: I.earner Res,)urrx, ll;trtrllrurr]i
Act

\l

10.
11

1r)
I t.
11)

r r.).

14

t).

17'
r8.
r fJ,

20,

tL.
?9.
I
a

rtt.arlte,t

sr

r11

P1'1iil

Santl,lt' irtvt.st i gittory llrojer:Ls.

SlttnIit's oi rt'strfirch titrsign
hlarrrr;ri rrlr tlrn rrse ol'l;rb. .\liparltlt-ts/ ccluiltmt'ttt
l-flix rr"rrl r,ri'V illrl)i1l"flt u.\/ rrrlli ipmerlt
j,f,il fr)('r' li"suurr:c I Iarttlltonk
\4 lurrurl i:rr {lt,, sitli'l-r' 11sl r,l'litllrr;tltlt'r' r'rlrtiurn<'ttli altliltt';tl.r.ts
i.t'itr'rtr.i' licst'ltrcll I)r't:r:rr.i- I littr,lllir,tk 1rp. I fl'll I
Srtntplr. I.rrlrlcs ;tttrI graqilt.
Scilnt:,, li,..ielrr:lt I'roecss ilarttlli,r,rk 1,1,.3-fi, 1r1r. ll5-;t7. illr.:i8-;]9,;rp.'10-l |{ l',;r'ttt;t1 of'Write-ri1r)
Itulrrics nlrrrle rJn ('uch l)zlrl. {)f thn ittvt'sl.igltl iott r(il)urt
lLrirlc irr prolraritrg display l-roartls
't {.'riterr;r
rtt it.sst's.sing facets of utttlerst,antlttrg
Wclrlirrks
}ttp:/iu.wrv.r1elretl.gov,phliSchool Web IJoat'tl/Sciellt:c W(ri) lloar:d
hIf

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ht,lt,://wr^,rt" . tleFcrI.guv.Ir hie-t uro

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] htl;ir://ww w.pjt*t:lu,t'orrlprr.,is/Phrlilrprtre St,u<'ltes/l"Iii:lll 'f Ii,\'f B(XlKli

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httlr:l1n u'r.r . tiritche rpl anrt.c, rm

Ittt,li :liwri w.ll i l.l,h

httll:lrvn w.tlrlrrlr.cufitll I I'f \lorltl Sch,pl l\olwork

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://ov u'

u'..4 P l'; i I

t)yirr:r

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lern v. col t

ir:iirvrvrv. glcb,r lclrt.'rSror irrl.llrlt

[1,:/ir,'wrv.i lr irtk.cotn

ffrr i1m,.. rt1, \t,,.1 lecl,

i,lt,o,''r1,,,'3' :')]'ir.)J';rlitsi eiquipmptil rti'o1 ltrrr lnatorial$ rrperit'rl
1..

(,errcrril slanf;-1tru*.The lygmer dgnanstJates undeytandi@bf

wts end
;fu,;4d ;irnnnt'at
piocess?,s in Chewistry, Physics, Space ficience and Ecolagy in nn integrmiue uwg n ana^
{r':asolt'a prchlen* crificallv, think innrx,atiuely i creatiuely, and. malti informed'decisiorts
in oryIer to pptect the entsivnntent, &fiwetrerusources uncl. iltstaii W&Liti,ttfe.

Quarterri
rVIilI

Topic:

Tirne Frame:
\4irl,{,er: il L*

l(.,1

Prolrertiiri

flllil (.ltantgelt

Content Standard:
'l'h t,

I r, ri1"11i'r'

(1(,

rnr) r'rs1,rii te

s lrrrr

Ir' rs1,a

ntir

o['trhartges rn proltcrtics o{'malter artrl

t hcir bc'ncf'rt,s 1o oltc's hcail h anrl 1,hr.

('rtv jron nt(rn1

sential

U nd

rstand in g(s)

L. rt tlersl,rin t I i n g o1' r: h an gcs i n I ; rrrl ;r.itl,res o{'

rnirt1,('r is inrllrtrl,ant, u'hcrt rnani{i's1erl n'r
('i'f'a1,i1rg proclr.rcl,s tha1, are srgnrlicantly
Irr,rrr'1'rcrill 1rl on(''s ht'aIl.h trnrl lltrr (,nvrrorrnli'nl.

'f he learner

ol](''s he:rll h arrrl

ti'rc rrnvj ronmenl l,hroLrgh r:re.a1 ing itltr.rvtrt,rvrr, m rirkel,able, reltlicab I r: autl cosl -t'f iccl,i vc
nra1,1,cr anrl 1,herr benefit,s

be able to:

lll:rsma)

I. Classification of Matter
. Srrlrsl illlo()s (trlemcnl,s: mr'1,als, nonnrr,1 rrls anil mr'1 al Ioirls)
.!nrlrrruntis
.(
(rrtorgltrlr(r, {rIBiu}rc. ltcrrls,
I rli.r's iirlrl sltll s)
. \lrr1 rri'(,s (hrtmogt'r'l()ous, hcl,crogi ) lt(']1 )us' 1 yltt:s of' mi r1,r-trcs: sol ttl,iort,

:tnii collojtls;

will

irl'/

ltr, rte fl r:i

' coml)tlr() t,he physical/c[entigttl 1rr91r,'r1 ir,s

o1' t,hr: dif'fi:ren1,1rhascs of ma1,1,cr:
. t;lasslfy rnal,l,trr accorrUng 1,o il.s physrcal
rrncl ciremical ltroiterties
. classif.v ma1.1,rrr accorchng t,o il,s ltlrusc
. preclict t,hc lype of changc ma1,1,r.r will
nnclergo trnrlcr cerrtai n r:ontI r l,i orrs
. preclict 1,he effects of llhysical an(l clr('rrrcal changcrs 1,o health ilnrl cnr.ir(.rnnren1,;

. I)hascs of nr:r11,er (solitl, lrqrrrrl, p4as antl

)Lljl){,]tsi()11

ltrolterl,itrs of m a1,1.er l)ecorn(r

of Matter
(lthysical:
o1' mattcr
inl,rrn-

srve itntl r,r1 rrnsive ; chonrical

1,rl

Essential Question:
IIow cloes undersl,antling of'clr:rnges irr

l. Properties and Phases

. l)i'ol)i'rlies

ro rlucl,s

The learner

will know the:

20 - Zir rlayo-

Performance Standard:
L,r:arntrrs. r,vorking nl gf{)ul)s. rlitrrr{r's1
ttrrtltrrstantling o1' ltrolterrl res iturl r:h iulg('s r{

1r

Fl s

::

ancl

. evaluate

1,Ire cfl'ccl,s of'the mal,eri:rls userl

cxl)erlm()lrt, 1,o on(r's hcalllt :rrrrl
ertvr r0ttmt: rt1,.
Jn tioing invrrsl,igal,iotts. llrc iettrrtt'r' shali

in

t}rerr

rtlt ltrltr'1r,i'rs1 rtts artcl r.rscs)

1,hr.

. ticsigrt

.
qt)

srrnlrlcr invcsl,rga1,rr.rr-rs /rrxlta,r'rmr:n1,s 1,o show 1;e11691t1,s 1,o ltc lr:antcrl,

rleciclc altllro|ri;.rl,tr lrrr:hnic;uers 1o rrst'itr

th e r:xircriment, /rnvcsti gation

III. Effects of Physica I

and
Health
Chemical Changes on
and Environment

thc

invrrsl,r gal,ion,
use scrent.if ig crqLLiltmerrt ltrr-rllrrrir,',

rrr

llropose rrlte'rntttive t.r:r;hnirlr.rrrs

rnterrlrret clatit basecl on 'xllcrirrrt,n1

rel)ort.s;
arlal.yzo cril,icirllv the
t:x1)eritn'rt1. rt'pr;r'1
;

makc scicnlilic in[cn:nccs l;aserl

orr

observat,ions; anrl
relroi'1, erxpe

Product or
Performance Task:
\'tanifest al,ion o {' ttnrlcrsl,antling of r;hanges tn
irropert,iers of mal,ter
t irrough crcul,rorr o1'
r nnovative, mttrkctabl c,
r','1rlir:itlrlo

ttltl

r'r,sl

fect,ivc p roclrtr;ts 1,ir ttt

n.a Ssnc{icial to r-rtre's
Irt,lrltlr ;tttrl I ltr' {'ttvir()ll-

cf

m()n1,.

Explanation

Proving that, mai,1,cr

unciergocs lrhysical or ciremicztl
change or bo1,h.
Criteria:

o.

Tltorottg,lt ( lJiscrrssing (:ompletely why matl-er nnclergoes

physrcal or ciremical changc or
bot h)

tt. J ustilioblc (Provrdrng tiepth

ancl bre acltir of scr ent,i fic re asotr-

Ing)

c. Cleor (Expressing

wi1,h

clant,y scientific thoughts rn

v;rit,t,err or oral form)

Interpretation
Nlaking sense of the
o{' m

atter.

Criteria:
o. Meatrirtglirl (drawrng inl'eror making .justrfical,ion on
tire d ata l,rresente cl)

e)nce

1,. Illustrotite (drsctrssing

accurately ancl comltrehensivrrly the rlet2lls r'rf rnlormatron)

Application
Proposing ways or1 howunderst,anding

o[

4.7

chanp4es in

accr"Lra1,t,

Evidence at the level of

performance
r{brm ttnc() tissrr ss nent, of the manifi's1,atir.ur
of uncierstancling o['
ch angers in p rolrc r t ies o {'
r-na1,1 er t,hrough cre'irt.iort r.r['
prorlr"rcl(s) basecl on lht,
following r:rrteria:
' Tnnoval,iven{rss
I)t:

. Mtrkelrrl,rlitr
. Replicabilit,y
. Cos1,-ef'fr:ctt,ivrrttess
. Marrifestat.ron of
.

cltrta

girtlrorerl [ru,m ittvesligrtli<-rlts

that indicate the changes ir]
irroperl,ies

rimental clata

changes in mal,l,er
Ilr:nefit,s t,o (.rn(''s
lrcai tlr irn tl l ltc c ttv ira)nm()n1,.

lte

llroljerl ies o[' ma11,er it

rn hfb.

Criteria
o. . \

t 1 t r r t1 t

rirr /c ( I)i:ttl ttts

tt

g u' ilr''s

ill)l)l'( )il(rll('s ttr rt'gartl 1,tl hou'

r,r n(l' r')lrttttlttlg ()ll t:hattgcrs

f iopeILr('s t.r['ma11,r'r (]illl lre

r-rscrliurlaptr:rl/ ttrtslrttntzertl irt
r.t'l;ll ron lu ot)r.'r

li.

lr. Prctctitol iSuggt:sting irorv

these wiiys or allltroatthes calr bo
rlont: cit."ilr')
t. It)l'l'itietrI (l',xlr,rrrntling how thc
llroposcti wAYS Oi" tillltrtlat:hes wrli
t'rnpior' 1.hc ltrttrltrt:1ivt' ttse tlt'f ime
iln r I i'r'sr tttt'c('s)

litt'

(i\chicvrrtp4 tht' tlcsrrcrl

rcsrrlt. ln rrsurg tht' r-ttrtlcrsl arlclirlg
on l:irattgrrs lr] l)rol)(rl'1itrs o[' rnal r!. lil ler

1('f)

Perspective

Arguing ott t ht' Ltsc o{ s()I-n('

o{)rnrn(,1'lltrl lv aviriIllllt, IllotIurt1,s
t{r'rlrlrzcrs, tlt'1,crgctrls. ttrsl.atlt
noocllt's, tocll,irltaslt', sh:tmlloos.
atrloniobtlt's. l'oys wilh high
tronlr'nt ot' lettrl, mtlk ancl o1,hcr
tiiirrv ltrorlttttl,s u''rlh nlel:tmtrtc'
gtrral.tlrs, c:l,c.) b:rserl
ort lireir ef'{ircls orl healt,il ancl l,}re

tt,p1,(,r11.. rt'['ri

Criteria:
o. lrrsiglttlrtl (1)evtrloping

on(,'s

[rrgum()l]1, ail,crr consiticrirlg all

c'11r'rr1 s o1'SoIrl0 r:ornmcrci ali5ravirilable ltrotlr.rcts otr hrralth arrri
1 he' trnvt rottmcrlt,)

b. Crediblc (Citing tiulirorital,rvtr

rl{' ttrtorrntttitltl n'hi}t'

ilrgunr!-l or: rlef"ctrdtttq it lloittl, r;{'

s{)Lr}'(r(rs
VL(']\V

('. l:i,:llettire of crilit:ul thir*ing

I

t( ornhinrttg rt'sottrch, krrtlwlerigo

4u

of historical

contcx1,, and balancecl luclgmerrt t,o choose t,he

most reasonabler view basecl on
ob.1ect,ivr1y anti discrel,ion to

clisregarcl ltersonal biases/

prejuclices)

Empathy

Role playing a workcr's

{'eelrng (that of a farmer, frsher-

man, etc.-cleltetrrlirtg otl

t,he

contexl, of learuer's commutril,y)

when 1,here is less proclttcl,iou
clurr to some changers/prac1,ii:trs
tira1, evolved (long t,t'rm ttse ol'
pesticrilos, ramltaut, ustr of illcgal
fishin g activrl,itrs, etc).

Criteria
o, Pet'r:eptile (ltecognrztug tile
problem u workcr faces)
lt. Rer:eptit'c (accepl ing rr:aclily/

wrllingly a worker's fccling

iess yrclrl of ltroclucts
clue to somc chatrges (chatrgcs in
propcrrties o{'t}re soil, Iong 1,erm
use o1'ltest,rcj clcs, ramltatrt tlse ot'
illcgal frshi ng acl,ivitics. e1'c.)
(:. Srurrsrllle (l)emtln's1ra1,lrtg
abor-r1 1,he

horv
sr

tl

tn,orkcr reilct,s

1,t.r

lhis

ttal,ron)

Self-Knowledge
Realizing how tttrrlet's1'antling of chauges in ltitolteill.trrs o1'
mzt1ter affccts orle's vitrw oll
heal1,ir ancl thc ettviroumetl1'.
C

riteri a

o. Rellectile (Becoming

aware

how tir-tc's view ort health anri

the cnviro1111()111. is afTer:1c:d by
1,ho

urtrlc'rs1anr1rng rttt chattgtrs ttr

l)]'()r)('itir's ll tt"lttl tcr)

1,. llr'sltrtt1.'1r,' rli,';tcliltg I)(,>ljvcly as tl t'r'sttl1 of i'trrlircclingi

ch angirr g otte's

1.ll

ott

49

g1., 1

91'

l,'ilrur).

Teaching/ Learnin$ Seq uence:

,\s part, of inrtral trr:1,ivitres, Iitt,cgr:t1,etl Scteuce teachcrs sh:tll.

. CONDUCT (li agnosis uf'Ig1p1rorS'prior knowleclgc, mi.stri.,rtt:t'lr1ir.rlts artrl/r.,r'rillr'rnir1,ive corrccltlions on llrcrcrlLrisrte skills/knowlctlger gttinetl tt'otl t'lcmrrnl,ltr5r s(r('no(':
ttntl
. INFORN{ lcarnors 1o krrow what therv are exlrecl,erl 1,o leurn irnrI clo anri htlw'their
leartting shttll lttr'1ss6'5,s(r(1.

1tr

titis ('I('m(rn1..

n1,ergratecl Science teachers sh:rlI:

. GUIDE leirrn('rs

acqurre scrcnl,i{ic knowlertlgc ivhich is aboLrt attccssittg rrtlirrmtttirtrt. r.r,.. rvhrit infbrrnut,ion is ucetled, wber:e inlorniat,iorl cull bc local.t'tl, anrl how'
inlitrrrrtrf Lon can llrr gittherc(l focr-rsingon cerl,:tin science conceltt,s; iintl
ENABLE lr:arners fo clisltrc.rver misconcelrt,rons, examinc/assess llrior knowlcclge,
anrl be'grn 1,o rliscovcr the valiclily of' t,entativc icieas ('1'1) to thc li(i; mttkt'tirt'ir
unrierstanrling of l,ho screnti[rc methocl real; eqlup them wit,h skills antlknr.rwlerr]gtr
fbr them t,o be sticcessful throughout the 1,opic; ancl ttnrlergo chllirrcnl,iat,ed irtslt'ut:tion 1o aclclress t heir uni qr"te strengths atrcl neecls.
1,o

In thrs elcmertt, Integratetl Science 1t'ttchers shall:

.
.

ENGAGE lrrarners to r-urclerst,antl screnl,ific knowleclge whrch inclr.rcles ther lrt'octrssr ng anc[ making meanings out, o{'the rnformation; ancl
ENCOURAGE learnirrs to cxlrress t,heir r"rrrclerstantiings arrd e'ngztge in mt'lttrittgf'ul sell-r'vah.rat,ion; auci unciergo in-rlepth stutly of sctetrcc'ttsitrg mtrltiltle *oLti'rtt's c,f
infbrmat ion atrcl v:triotts moclalitres of mautfest,irrg learnlng.

shall'
ENCOURAGE learrLr:rs tr,r organize lheir learning exlrerrences so that thoy cArt rn(.)v()
lj.r.rm t,eacltcr-gr.udccl ancl ctoncrel,e actrvities t,o incleltetrck:ut, appllcal totts witt:re' t ht'y
I

n lhrs rrlemcnt, sciencr: teachcrs

i' re rl 1 ('

c-,

r p ro tlttcc ue w

k rt,-.,,,vle

tI

gc it't

sc

ier

ttce

therrr lettnring in trew st'l,t,ings att(l tts(' l ltis crr'cli[t'erently ancl ro('rtguto('rs l]rut'r'sstrs, ilttrl
gc:ncrate
new
rtleas,
view
things
irlrvr,lv
lN\'OLVE learners t,o rlersrgn, construct., plal, lrroclrtccr ut.w ktrowlcrclge :tntl/or irlvenl. pro,:ir-ritl.s wirich can contribute to 1,he I,rrol.erction of the etrvirr-ittrhctrl ittttl sttstaitr:rb1o ust,,rf' rcsottrc:s.

CHALLENGE lcurners to t,rans{br

1o

DI,,

.Dhity

Day

Da;'2 - S

Ukrmdiit,o{irllC,:

Exp,lore

Checking for
understanding
Asser,*sing

loArners' iinrlersl,ancling ol'conccpts tarighl in

rrlcmr:ntary science
in rtrgarcl t,o ma1,1,cr,

mirtlires

ancl

conrlrountls physical/chemrcal
clrirrrgt' rrrtrl matcrials

rn

er,r:,1. t.r'f

'll[]

'lll
Explo,re

Dai'4
;

Teacher's

Activity
introclr-rcing tirc
toprc "N{att,cr, rts
Ene.rgy and
Ohangrrs"

contlucl ing
orien1,:r1,ion on thcr
procltrcl, /perlbr-

m2iltc(r

Learner's

Activity
formr,rlatrng o1'
qucsl,ions lrrachng
to EQ

rltrl arlrrrg assess-

ment cnlerlA

ll]enrellt of IIr(l:
Firrn, Up
Sub-topic:

DflIrs 5 - 7
Slenreut, cl''l'(l:
Firm Up

Properties and
Phases of Matter

Sub-topic:
Properties and
Phases of Nlatter

Learnerts

Learner's
Activities

Activities
ng
ivr1ics on
propc'r1,rcs iti
matterr: physical
(exl,ertsrve and
i1l,c1sivr:) unri
chcmiczrl)
cr.rn rlr"rc1,r

ttc:1

making infirr-

0ltc()s ort ltroltcrttes

ol' ma1,t.rrr basrrrl on

the ut:1,ivi1irrs
pcrlormc'rl

ing 1rt'r'sonal
cxpcritrnt:r's rrlltirr I
rrrla1

1,lrrr

ltroltr:r1ics,

cl assif i r;ir1,it)n irrrri

url /clro nr ir:rt

changcs or vrcr'p hysr

vorsA (l)ay

ir)

1trlrf irrr"ning

txitlvll l(.s 1o (t()nl ltttre rlr1'[i'r't'n1

lthastrs r.r[' tn it1 I or
(l)ay (j)
conrlrrr:1,in g

rersr:arch on the
cxist,crncc ol'

plasma as {irru'l,h
lihast: o['ma1 1r'r
(Day 7)

Checking fbr
Understanding
rervisil.rng prior
knowlctlplr,, misconcelll,ions,
al 1,erna1,i vt, oon(j(,1 ) 1,ions, cr1,r; in rclrt1,r0n 1,o l)rol)(irLl('s
ancl phast:s r.r['

mat,1,er

Dar s d. 9 and 10
Eiernent of TG: Firm Up

Strb-topic:

i IlLilljri{

Da.v l1
Element of 'fG: Firm Up

Sub-topic:
Uo1 \1:rt,tcr

Learner's Activities

(ll

ticatron ot' N{ a1 1,cr

Learner's Activities

prrrtbrming acl rvittt s ort

hr.rmogcnt,r.trs artrl hc1 rrrog()rlcoLls ura1.1 t'r, 1,y1tcs r-,1'

as,si

a,{

rtn elenrcnl or

comlrr.runtl, givcn it set, or

lisl of'ma1r'riuis

comlronrrnl s o[' ,strbstances

ancl mirlurcs (1)ay 8)

Checking for
Understanding
rrrvrsrt,ing prior knowl-

comllanng proltert,t<ts ol'

a homogcn<:t.tts atttl
hel,crogernt:otrs mat,ter
(Day {))

_-

classilying

cclge, m iscotrceltl,i ons.

Sub-top ic: I)hJsrtirltull

(lhrrrn ical (lh a rt g'r.t a rr rl
T:q.it: l'11'1t't:l orl I Lr:rrltlr
arrrl t hr llrrurqnmlrr1

lernat,rvrr concclll lol'ts,

rn re.lal rort 1o classifltral,ion o{' m:r1,1,cr r
al

Learne r's ;\ctir.ities

t:ontlr"rct,ing rtr:t ivr 1 rt's ott
clitssr fit::tl,ir.rtt tttttl
srrll:trat ion r.r[' l,hc r:onrpo1,htr

n(rtt,s o[' mi>i1,i"rrc,s. ittt(l otr

lrhysical antl chtrm icitl
r:hunges 1,ha1 a1'[i,r;1 htrttllh
anrl 1,hrr (rrtr,irrlnrrtcrtl ( I )trv
12)

c1,c

ma1,1,er as

snbst,ttrrces or mixtttres

Checking for
Understanding (l )riv 1ii)
llrovilrg Lh al nill ('r
1

lunrlergocs lrhvsi r;rtl ltrtrl

chcrnic:tl chattgc ot' lrollt

bascrl ou observable

prolterties
(Day

Element of TG: Firm Up

rk'rrtr f'yrrrg strltsl ttnc(rs

sr"rbst,iurt:t's tt n tl In ir1 r-trt's,

rinrl sr:ptir':r1.ion o[' 1,he'

Ea5rg 12,and 1*

(FU: EXPLANATION)

f))

lrrt-rposiug wavs otr lrotr'

recognizin g mi rl,ltrcs as
bcing homogeneolts L)r
hr'l,orogeueep." (l)ay 10)

r-r

u rlrrr,st.ztrtch rt

g o[' t:h r t rt gt:s

lt

1tro1;r.'rtrrrs o{' rual1r'r

can Lur usecl in lili,

(FU: APPLICATION)

tiifl'ercnl,iat,ing a iromogeneous f'rom zt helerogclleoLls mrx1,r"rre, :ttr clemernl, f'rom a comltotttrrl,

anrl art rnorganrc lrom
organic compounrl ([)ay
t0)

rtrvi,qititrg ltrior ktiowlrlgc, rni sccrttcol.rl i ons,

ill I l,r'lllll iVr' t'{)llr'i'l ll i' )lls.
c1,t; in relat,ion 1.o churtgcs
of' mu1.1.er arrrl l,ircii'
bt:nefrl, 1o health anrl t ht'
ortvrr0rtmcrt1,

t:.)

rJL

f)ays 14 - 15
Element of TG: Deepen

Days 76 - L7
Element of TG: Deepen

Days 2A - 24

Element of TG: Transfer

Up

Checking for
Understanding

Checking for
Understanding
making sells(r o1'1he
rlrrta gathere'tl lrom
rnvcsl,rgat,rr.rns 1 hat rnrlir:ir1,tr thrr chringe's in
proptrrt,rrrs o1' mtrt,er (FU:

INTERPRETATION)

Learner's Activities

role. playrng 1,hc [i:r:lings

o1'a worker wircrrr tirerc's
less lrrotlucl,ron c[ue 1,o
cerl,arn Iactor.s (FU:
EMPATHY)

reairzing hc,w un(le'rurrrling {)f' cl)rrrrgcs irr

pi:opertres of matter
affects one's vi('w ol
lrlrrltlr itrttl Iltr, r'r)vrlor)mrrnt (FU: SELFKNOWLEDGE)

sl

argnrng on thc effecl,s of

commrr rci al Iy' avarlable
plc.rcluct,s

on ircall,h trntl

ther orrvrrclnme'nt,

(FU:PERSPE CTIVE)

- proposing Il)(, plirrr irr

prelrarin g useful ltrorluct,s
(Day 20)
cleveloltrng 1t rorlnr:l,s
based on orle's inl,rrrcst
1,hat, are beneficial 1,o
lrealtlr artrl {lrr' (rnvirol)menl, (Day 2l -23: Prorltrct,
/[)erfoirmance)

-' rrv:rllrating the ltrodtrcl,/llerlbrmancc (Use OI'

Assessment, Crrl,eria/ Tool)

Checking for Essential

Understanding (EU)
contermlrl at,ing on

1,he

Flsscntr al []r"restion (EQ)

re-examining the
tcrttat ive icleat vis-it-vis
rt (l

1,lre

- revrsrn glju.strfyin g the:

l,rrnttrtivrr itlca basccl on
the unclerstanding(s)
gained

TOTAL NUMBER OF DAYS:

25

SUGGESTED ENRICHMENT ACTIVITIES

ON MATTER. ITS PROPERTIES AND CHANGES
'l'opic

l)hysical anr[
(lhemical Ohanges
ancl their LlcncIicial
Effects to One's
iIealth ancl the
I',-nvironment

Actrvities

i
!
!
I

)l,he:rs

Ident,if"ving/ classifyrng whrch changes in matter are benerf icial

or harmfr"rl in society, givcrn a list, of srtuations
Conrluctrng a research on the change.s in prolrerl,rers of lher
materrals used by some inclustnes
Making a reflectrve lournal on changes rn propertres o{'mril,terr
t,ha1, zrrer beneficial or harmfirl to the community
Evalual,ing lezrruers {irt,r"rre carcer zrnrl occnpationai proslrr:cts
of science fielrls by att,cniling relaterl cilroer orient,at,ic.rn
llrograms insicle ancl outsicle scirool lrremise
rrr)

( hcckir-rg for Understanding

.\s pirrl of'1lrt' rnjtial ac1 ivit,tes, leAtn{'rs shall:
rurricrgo iln a.rscssmont, of'thcrir unrlcrst ancling of cerrt arn l,opics in elcnrcnl,rtry scrcnr)r' sut;lr trs nrattei', mirl rrres arttl comllontrds, ph1'srcal/chcmical chattgc iurrl
m al,rrrr als.

ACTIVITY 1 \,\,'HAT'S THE MATTER?

f',r
' ,.$

r:iiirrr

\b^b\b

:ft
:::.)t

rffi:::i:

iiiffiil
,ffi

bub

'

,ij:l.,.,.,.,i

^."i

r,r::

tjlYi1+
'zriuv

-)4.*

';dixtjr
:fOe

..,,:,,if

. ::j:!'
'|:::::f
.-r,,.,:lt]
:'' :

co"

?i.l{

1')-=;i-

-B'

?$*
l;i."
'r1r!

Procedures:
Lr:arners shall:
1. analyze ther ptcture;

' .'"-il,],
.
.

c1'ltc

st i o'lr

"'.]l:,:,',',:,l]I-

What t,he obse:rva.blr: prollerties zirt: showtr iu each llicture.

Whrch of the material can be perceivecl by our senses?
Wha1, are physrcal properl,ies?

,,-14

ACTIVITY 2. YOU'RE ON MY PROPERTY!

Materials:

Procedures:

it:rper sack
oid magazines
4 shrrets o1'lioster paller

tolearners. lllinrllbldeach lrrrtrncr.

2. Ask cuch 1o l or"rtth rvha1,'s r nsicle lhe ltaiter sar:k arrcl le1, grirlr

bc-rok

ll. Ask le:rrrrcr 1r.r rlesr:rilto tlre

wztl,cl
rr.rltrr

Drinkirtg glass
(llass iar
Ilalloon

1. Pre.sc'nt a game

irrt oir.jt'c1.

lthysrcal cthar:rttlrrrrslrcs such as sizc, shaire, color, textrrrc, mASS. arrrl lrrstr'.
4. IJasctl on 1.ht' tk:scripl,ron glverl, let, the Ierirntrrs rtlt:nlrIy
1,hc mal,erial 1,ul<rrn f rom 1,hc sack.
ob1ec1.'s

Learner shall:

l.

Itcirrlrorlrrccrl 1,o1hr'1opicma1,t,er1, 1f.s1)topc'rt,iesanclchange.santlrtssr-rill,opit:sprr.rpcrl,rcs

anrl slzrtc's of'rna1,1cr, cla,.sificatron o{'mall,cr, antl cflfecls of plrysrca] :rnrl r;hemit;al
chatrgcs orr hctrllir trnrl errtvirortmcnl, ('t'N: 'l'he t,eracher may ask lcarncrr,s 1o lisl,t'n 1,o thc
song cnlillcrl "Nlasrlan Nto ang Kap:riigrran," "Anak ng Pasig," or other onvironmenlal
songs, icLenliIy cxamplcs of changes llasr:cl on 1,hc lvrics, be[ortr bcing iul,rotlur:r'rl 1o 1,htr
tr [b r:e

me

ti or rtr cl 1,opi c an cl sub -toprcs)

rnfcrrmed 1]ral, thcy neerl to clemonstrate rintlerstancling of mat1,er, i1,s prolle'r1ics anrl
ch:ttrgos;
iJ. ber orienlt'cl on rclal,r:rl unrl varretl resonrccs anti m:rterials 1,o bc trsccl in untlt:rst,ancting
matter. it,s ltroltcrrl,ies anclchangcs (sec rersonrces anciecp.iilrment/materi:rls neeclecl);
4. lte given 1,imer to formulale clrrerstrons on mal,t,r:r, it,s lrrr.rpcrl,itrs ancl chartgcs ttntl cLtrsl.er
l,hrrsc to inrt,ially find out what is/are int,erest,itrg for them;
5. be given trme 1,o formulate ot,her qucsl,ions leading t,o Essential Qur:s1,ion rvrt,h fi.rctis on
how uurlc'r.rlantling of'changcs in properties of matl,er bccomc bernef'icial t,o htritlt,h antl
the ernvrronment. ('l'N: strat,egies to r"rse irrclucle erther KWL, fiocus (lrotrp I)tscttssion,
llrainslr.,rmrng, think-pair & shure, dytrds, rottntlrobrn, etc.);
6. gencral,c as milny t,cntal,ive icleas (TI) to the l'lssential Question (l'lQ) tts po..sible lo shou,'

2.

lrcr

wlral theyalreatlyknowabouthowchangesinpropertrcsoImat,t,c,raf{t'r;t,ottt''sh<rttlllt
antl ther envrronmenl.. (TN: strat,egie's to u.se inclutle eithr,rr brair-tstormitrg, ["or;tts (]rrlr-r1t
L)rscussion, gr:rlthrc organizer, concelrl mapping, etc. At l,his point, the t,e'achcr shali lrt'
carefirl nol to rcject leanrers'opinron but shall encorlrage 1,hem to grve 1,ht'ir irleas
wi1,l'ror-rt bcrng.judged as rightor wrong. Each 1,en1,a1,ive iclea (TI) shall be lrLrblishctl orr

i.

thc boarrl):
Ig groulrecl act:ortiing]y t,o r:itoose some of the rclentified prior know]edge, misc:c-rttttt'1-rt,iotrs
antl1,ent,a1,ive rclcas ('l'l) (1'N:Whatever each gronir of learners strlectecl, the grotrlr shttil
br: askctl 1,o ch:rlleng1l e1'1rxi;lore the valirlity of these lrrior knowlcdge, miscctncr'1t1,tr.rtrs
or tenl,a1,ive rrlcas tlurrnpl l,her F-irm U1t Stager);
r,tlt

\
fr

lilat

to

show thcir unrlerstancling o1'matter, i1,s propt,rl,irrs unrl

aud
a
''llalrge.{ by creatrng llroducl,;
ire rn{brmed that, t,hrs ltroduct.shall b<: assessed basecl on t}re following cn1,eria. (a)
rnnovzrtrvenr,ss, O) marketability, 1c; replicabilil,y, (d) cost er{T'ecl,iveness, (e) rntrnif'es1;rtirtn of changes in matter, anci (1) bernefits to one's hc:il1,h antl 1,he trnvrronmt,nl ('l'N:
Brainsl,ormrng may be r"rsed 1,o rliscuss how these cril,eria shall bc r-rscrti. l,carntrrs ncctl 1o
be clarifiecl on the riel,:rils on how l,heir procluct or performancc shall bc asscssetl. Strch
detaiI s of criteri a m av be revi seti b aseci on agrccmt:tr1,s rcachctl).
,r'r,.n1e(l

1,hey need

Sub-Topic: Properties and Phases of Matter

Learner's Activities
Using the chosen ltrior knowledge, misconccl;tions ancl/or tenl,ative itleas ('l'l) to
the l')C] as st,:trting/focal pornts o{'invesl,igzrl,iott, lcartrt:r:s shall:
! concluct uctrviliers to comltare clifferenl,llhases of'ma1,1,er; ancl
! makc tnf'errlnces on ltrolterl,ics of matl,er based on acl,ivr1y peirformecl

ACTIVITY 1
ICE SMASHER
Materials:
beakor: (1 l-)

coltl gla.ss or glas.* with

'
icc cr"tlre

Procedures:

1.

Mark thc level o{' jce cr"rbes while they are in the tray.
Remove the ice cttbes antl ltiace irt 1,he bcaker atltl rrrcord the obst'rved chttract,erist,itts.

2.

Observer as the ice cttlres

ice ctrbes l'rozetl l'rom

5'tlO ,n L

of watcr

ice culre:tray

mell artcl recort[ t]retr obst'rva-

t,iotr.

iJ. Pour the wa1,er back into the 1,ray ancl mark lher levcl
the wa1,er rn t,he tray.

4.

Place 1,he coid glass ru wArm area ancl observe whal'

happcns.

5. Place an rce cube tn the beaker of'water ancl obscrve whether it'
A:rswer ther foliowiug qttestions
a. Which of tbe set,-ttps take the shalle of 1he contarner?

will float ol

no1'.

b. Which occupics more volume, iln equal amottul, of water or tce? l')rlliain.
c. Wirat are the characterisl,ics of wat,er as a gas?
tt. What chiiuge cattsecl the rval,er vallor to change into gtts'?
e. What prolterties of liquid are obscrved rn tlre act'ivit,y?
f. if yor-r changctl ther water-to watcr vallor itr a llressttre cookerr, whal
volr-rme woulcl the wa1,cr vapor occupy?
56

ot'

FIGURE IT OUl-

ACTIVITY
Procedures:

Materials:
lizr.tng

a]1

l,aoi (1 t,a[r le t,.s

(|rirFifi.-1

1,o

lirl] a I-li1,cr lrlaslic ]ro11,lc abou1, haifwav u.r1 lr ,'

Slrr'1ch thc rnorrtlr o1' 1.hcr balloon ov('r 1hr: lrl1r li rr
ilo1 1 ]r:, 1 ak r n g cilrc r., l<r'c1 r 1.irc ltiecrrs in.si cte tire Irrr l l, ro i r

large ballrrorr

I l. l'l'.'l'lt,rtllt,
\\:

lcllner

br:c'ali an anl,acirl 1,ultlr,1 , rr.,,

icc
rrtto thr('('t.rr lbtrr 1ir,'t, ol it 1)i{'c{'ol rlr'f
thcm in.sitkr lr ltrrgc rnllal,r:tiballoon.

As]< 1,lrt,

itl ('l'

.lig'glc 1]rc lxrlloou so thal lhe pieces fall rnto

l,c'1 tht'l('illn('fs ol)scrvc wh:t1, hiipltt'ns {il'
1.

icrn i.rvr' t ht, l rlrl loon lurtl r,-rii rn i rtc

il.
it.

ACTIVITY
J{aterials:
i.l,! s!

i'l

rri'il'",i,

3:

\\ihrr1

11r'c

1.itr:

cortl,cn1

solrr[, lrtlLrrtlarrrl gas in t,hc acl rvrly?

l)isctrss i,hct;hartgcso{'r'irch Irhascr.rf'rnul1ci".

\\ATCH

N{Y FIGURE

Procedures:

I. l'.rrr:olri'irp1'r.1ltr'li'rlrit('i'1r; tlt'tttottsl,t'ittr'I,hrtl;t
I ri

l<r,s t h3 sir

ir I rr:

s {'1 ht' r:onl i.ti n()r.

2 l i;rvc snrall gi'()irl)s

ol'sir.Ltlent,s ct('a1,c tlispirtvs

ir

ylli'iqrts sizt'." itnrl slt,tlrt,s

*r,..,('t.,tl t:1tt1;li11rrp5 rrl

:;lnli' lllll,)lr;11,,['i ir1Li rri.

ll 'r -i. llir'l,,lii'irr,i'r r';li'.ii r:rririir)1ts

()l)

thlii'tlisltl;tr'.

rt \\rltlrl t^ til lttrlrltlrr ll lll'.,',rlLtnti'ril lr Jirlrriil t'1r,,'t

l: i)r iii r','ii !'r'' iili i )ilr' i'olli ill Itt' i' 0 iltl, llt't"'
1

11

i;. i)l's,rlr jr,' l itt' i'i ctrrcs {olm {'ronr 1,ltrr itr:1 ivrl \ i'('gilr
inii I hi' ri'opct't ios o1'li rlur rl.
1

Sub-topic: Properties and Phases of Matter

Usrlg t1r,,.|1esrn ltrior knon'lcdgc,, mtscr:ltcelttitttts antl/or tent,al,ive ichits ('f I) 1r,llrl
Fl(i as s1 ar1Ing/fbcal ltoints of investigation, IearrLers shall:
r rl,ork in grorrps 1,o ltcrform actjvitres on ltropcrtres of ma1,1,er, physical atrrl chctnttlal
(1r

ropc

r1

es):

erxt

t'r.tsive ttrl rl t ut,'tlst vt'

L- rnak() irtt'crcrrr:cs cnr ltro1ter1,ies of

b trsc ri ort ltct tvit,ies lterformeci;

(p

rollert,itrs);

mattor

(gth5tstcal, chemical,

extcusjve atld itrlr'tlsivt')

1ti1:sotrul ex1-,erteuces about the properties, classlficatrotr aurl llhvsic:rl/c|r'mical changes or vicc-versa (may be cloue through poster rnaking, .;rllglc, illt,cr1tre1,lt1,ivc tlatrtlo, role play, l)o()m writing, trtc),
! COnCluttl trtttrVtl ics tO COmlt2l"l, 1lj{f 1rrcrt1 phAst's of miil t{'r;
.: conrltrcl r('sr,[iruh on the cxist,cnce o['ltlasmit as the fbLrrth phase tlf'ma1 1t't'('l'\: nl;tv l"'
rionr'l,hrottgh a library rosrrArtlh or ltrl'erne1. search); anrl
misconr:c1r1.ions artrl/or 'l'l on 1tro1l{rrt,it's ancl stat'cs rlf'rntt1 ter. rf
- rt,r,isit ltrior.krrorvlecigc,
'l'hc
1,9achcr may ask oach groLrl) o['leartrcrs 1,o tltscnss tltostr 1]rlr.rr kttor,'Jarrv. (l'N:
prlger, ntistt6lcrrltt,ions antiior'['l whii:h 1.ht glottlt itrert'iously chose ltrr itrvr:sligitlrorl.
'fhis gr91lt shall be askctl to reason oul, {br cither zts.sessttrg, corltirming r-rr rt'jt'rllttrg
t,hcse resltog1iverly in 1,h<. light of'the actrvil,ics conrlttcl e rl iiucl zi nalyscs matlr'. )

rela1,rr

t|t'ir

Sub-top ic: Classi fications of Matte r

citgspn 1;rior knr.,wlcdgc, rnlscot-lc()pt,iotrs artti/t.rr tenl,al,ive rrlt-:ts ('l'l) 10 tht'

Iil(i as:rl,artingilircallloirrtso['rrlvcstigtttiorl' 1p1111116rrs s]rall:
. irr groLtlJS, lterform ac;tivit.iers on itomogr:neolis antl hcterogort()ous matlci': lv|es r-l['
s,[ts1.artr:cs alrl mixtnres; il1111 59ytartition ttf l.he comltortcrll,s of subsl,ances atltl mix-

Usilg

t,irer

t.Lrros;

ltaseci oit observutions, comllare I,he

1l:o1,rerr1,tes

of'a homtlgentrous ?lttri ht:lerogeneor-ts

mal,tcr.
cilssil'y mlttcr as snbs1nlrccrs or mixtures ltasr:cl ott oltsorvallle llrollertrcs,
ro.ognize mixl,ures asbcipg Iomogerlcor-rs rlr hc'1,r:rogor]e(.)r"ts (mixtr"rrc); ('l'N: i,carners
shall be asked to shon'somcr samllles);
. r6f[brerr-rl,iate a homogeleous from a lrel,erogeneotls mixl,ure; tttt elr,m<'ttl' fronl a
r:ontltolttttl: atr itrorgatric from organic colrlI){ 'tirlrl
. icle11if5, spbstancesasalelemenl,oracompottntl,gtvctrasct,orlisloi'ma1'erjttls,ancl
. revisil ltrior krrowlecige, mrsconcelttrons and/clr TI on rllassifitlal,rorl of maltcr, rf any.
('l'N: 'l'hr, 1s'26|ter ma5, ask each gitoult o{'learners 1,o tliscnss thttsc' ilrtor knowleclge'
rniscolcr'p1i6p.q alcl/or'fl which the group lrreviotrsly chose {irr irlvest,igalion.'l'his group
shall bc asklrl 1,o reason out lrrr eitber ass()..-\sll]g. confirmltrg or rele'r;t,ing 1he.st'rpsl)c('trvrrl-v i1t5cr iig6t of the act,rvit.ie:. contlucterl anrl au:rlyses matlc llerl,ilirling to classifica-

.
.

1,ron of mat,ter").

5tl

I(
I

I
iub-topic:
Phvsical and Chemical Changes and Their Effect on Health ancl the
Environment

Usrng lltc choscrn 1l'irtr knttwlcrlgc, misconcelltrotrs ancl/or 1.r:nta1,ivt' itlr,lis ('l'l) 1ir
l'i(l rrs stirrlrng/lbcal1toinl,s of inveslrgal,irtrt, lr':lrtters shall:
! l)l'()\re 1.ha1 nitrll.err un{l{'rgo{,s physic:rl or chcmical citartge or bclth
(FU: EXPLANATION);
. work in groults to conriur;1 actrvil,ir:s orr the r:lassi{icatrrtn ancl seltaratiott of l,ht'(toml)o
1rrt.r1s o['nrixlures; aucl on lthysical anci c]rermrcalc]ranges 1,hat affect, heall,h arrrllhr
(rnr.'irorrrn('n1. Iikc srmltle rnvest,igation.s oIl t,ltc usc o{'tlifferrenl, varitrbles ott stttit
removul. et.c.
C hecki ng for Understand ing:
r I)rol)os('\\,ays,)n how rrn(k'rs1 rtrrtling of changt's irr 1tro1te11,ies cl{'mat,1 cr (tatl llrr r.tst:tl irl
li{i' (FU: APPLICATION); anrl
. revisil ltr:rrtr klowlctlge, misttgrrceltl,itlps urtrl/ ltr J'i 9p of'[irc1,s of thc st:lturiil,rorr o['1,hr,
(toml)orxrltl,s o1'mixt,urcs, 1;hysir:al aurl r:ht'mit:al t:hangcs o{'ma1,1,er on ht'al1h ttnrl
cnvlronrnenl,, i1'auy. ('l'N:'l'hc leachcr rnttv rtsk cach groult of'leartters 1,t.r rlist:r.tss thosc
'l'l u'hir:h t ho grortyl ltreviouslr' ,'ll, ,s,' l,,t'
1trr9i' know)erlgr:, misconcr,rlttiorrs anri/oi'
ipvesl,j ga1 iorr. l'hisgrolll)shallitcrtrskctl 1oi'('llsr.rn,;tt1 tl rt'ilht'rtlsscssittSl,t:r.,tr1tt'tttittg
orrcjr,rcti itgl,hese iir 1,hrr hght o{'t,he actrvrt,iesr:ottrlr.ir:1t'tl iutiIatlAll's('s ttt;ttlt'.).

'lrc

Topic: Phases of Matter

Checking for Understanding
With ltrior knowleclge ou 1,he properties

ancl the phases of mat,ter the lcarntrrs

shall:

making s'rlse of the clata gat,irerecl from invest,igations that indical,e 1,he chrtrrgt's irr
p rop crtie,s of' m:rt,e r (FU : I NTE R PRETATI O I{)
argr.ring on tbe effects of commercialJy available rtroclucts o1 health ancl l,htr rrnvironment, (FU: PBRSPE CTIVE)

ir9

ACTIVITY 1: MC FLOAT, ANY ONtr?

Procedure
Materials:
l,

of

rr:k

l.

ot)rl

mass ri['l,ht' woocl.

torrn l;al r-rnr:e/

riig-rt al lrrtltttrce
p I aL

baii

tht' lcitrttt:i's caltlttlrtl'rr f,[1' 1'911,-o o['tt lrlrltll< ol

n'r.iorl (V= ltrnglh r wrtll,h x 1,iltt:ktterss). N{rrttstrrt' t

1,t,1

to gct l'hc clensrl,y ot'

i.vootl lry r-rsirtg t,ltc: fbrmtrl:r (p = nr/V)

Ask

1,hr: lpsli'11srs

ns1.ruc1 1.ht' lcitt:tter to lltLt 1ht'lllt.rcli o['wor.'rl

Ilrrsrrt ot' lvtt1,or tttttl obscrve wllttl httlllltrtt.
f

W:tle

ru'icir

a. Whii1, hrtlrltcn to the block

r1 in a bttsirt o1'water'l

,l

o{' wootl

a1

:tl'1r'r

b. \Vhl'tlocs it, f'loal?

c. I lou, is [']otrlirtg t.rr sinking rt'latcrl irl the
o['ma1 c,r'itil']

RAINBO\\T COLLECTION

ACTIVITY

Materials:
Joltnsotr [tabY oil
fbotl crjloi:i n g r lissolvctl
iu wat.or
r:irlrbi

rt

g it ic,,ltrll

Procedure
1. Dividr: learllcrs itll'o grortll o[' [btir or {lvt'. l'trttrtrrrrs
wjll be grv(ll mal,crtals atrtl ask tcl tltrsign ittr trxlttrrimen1, ttst rr g 1,ht: avttil :tbl<' mit1,r:ri ttl s. [l)ac:ll groul r wr l l
tliscr-rss t,hcir rttrtll tr1'.
a.

Which is tletlsr:r

mal crials

gritil it;tlotl t:yl r rtrlnr

t

hr:

c:tch

Materials:

ACTIVITY 3: LET'S DEBATE

Procedure
Croup the iearners into 2 groups:(1tro anrltton)
2. Ask tl.re learners to rat,e the followrng:
glass lrr.,ttltr
alumrnum
plastic bottle
clgat'e11r, lrtr11
_
peel
orange
nylorr i'rrlri'ri'
plast,rc ri, rlr lr'(l
gum
pal)er
1.

_leather

styrofoam
ll. Rank the followirlg commonly littered items from 1 to f.)
Use I for 1,he it,em t,hat will biodegrade the fastesl,, and
I0 for the item that will biodegrade the siowest.

Assume these items are on

a roadsirle. ancl are

exposeci to the same conditiorrs.

4.Let,the group
Items that go to the lanrifill are comllacl,ecl serveral
times by largc machinery. ljach day, the portron oIt he
landfill that is currently in use rs coverecl wit,h several
inches o1'ash or sanci. Do you l,hink thc rtems above
woulcl bioclegracle in the landfill? Why or why not?
'glend:

Nylon b-abi:ic
30-40 years
Cigarette butl,s - 1-5 years
(]lass llol,t,les -- 1,000 ycitrs
Aluminum Czlns and caps - 500 years
Plastic [loat,ecl Paper 5 years
Plastic l3ags - 10-20 years
years
l,cather - r-r1t to 50 years
Plastic Film Contamers - 20-30
Orange ancl Banana peels - up to 2 years Plastic bottles/st,yrofoam - rndefinil,ely

Properties and Phases of Vlatter

.ll

.
.

the IeteI oI'rtrtrlet'sIorrclittg, Ieot rret's slro||:

relsltltryth<'{irerlingso1'3u'orkor(at'irrmcr,tt{isltclmttn,tr1,c) whettl,hcrc'slcssltrorlr-ttt1,ron rlue 1,oct'rlrrin {'at:1,r-rrs - lortg lerms ttsc o['pt's1 rcrrltrs, cr1,c, (liLI: Iimlttrlhy);itrttl
re'alizrr h9w uutlersl,trnclitrg r.rf'r;hangcs rn ylrolttlr1,ics o{'ma1,1,er affccts oll("s \'t('w ()l)
hcai1,h :tnrl thrr t'trvtrrtttmerll (lf L' S,rIf'-lirt,ru IctIgcr).

Chechi,ng for the Essential Lin d e rst ond i rry ( I') (')
'l'ttclt'ott'ottItIte es,r^r'it1ttl1 IltIdersl(t11 (|irtq,l.''JrtI|sslutL/:

r
I
.
E

1;s11{,gml)121t.91 1}1g g5sr11ti rll ilupsl.rr,n

1 ies o['mn1 1 rrr become benc{'ir;ral?";

r()()xamrnc' t h0ir rt'vise(l

;1s1,i{y

tht'ir ltn'vioLls

,i,, rLrtrs tttttltrrsl.aucling tll'cllttngcs

ill

pr,r1,r't'-

'l'l; trntl

zutsvi()r's bast'tl or} lll('r.urtltrrsl.attrlirtg(s) gaintrcl

NRI CHMI' NT ACTIVITIES

I {' 1,rmc pe rm i s. arlvtttrcerl learllers
1

}l

sh all

muke a r:c.i'lcctivc ior.rrnal otr ciranges in prolterties o['mal,l,er that, are bene[it:ia] or httltnful irr 1,hc comntttril,y;
.rolatel,hcrrltrt'scn1 unrlr:rst,andrngofcotrceltl,sleartretl 1o1r-rturercareer;
.j1l1r11ify or classrl,v whjch changos 1r'r p2{{trr are bettr:ficial or harmf'r"rl itr soctely, glvcrrl tl
I ist of'si1 Llttl,i()rts;
.nttikc a ros('Afch ou l,he changcs irt ltroltcrt,res 01'tho mal,orials tlsctl by somc ttltlttslritrs;
tt tr cl

r Itrl,r-rr(, 0itfc)()r arr d ocrtr.rltutional yt rospect(s) of sctence ficlds lly

latecl carc<rr oriepl,ut,ion l)rogram(s) instdr: aucl outsrcle school llremiscs.

.cvAllal,e

l,her

62

a1,1,<rtr

rlirlg rc-

Checking for Understanding:

|
I

1troltc.rse 1,ltc 1trcltiir.:t1 ir.rrr ol'rrscr[ui

1;rotltrcts,
tlOr'eLlll llrr.rrlr.tr:ts bast'tl on onc's interest, 1]ru1 are bencficial 1o ]realt,h irnri r]r. r,rrr.,ii.r.n1()lll Qlrerllttrittiotl of'home macle sl,zrin rcmovcrs whir:h oomo from na1rri.,] s,rrrr.,r.s:
llrell:trtlf iott 0t tlatit tlo t:ocrt, lish sar-rce Qatis), virgrn coconul,oil, bagoolg, \.rr(,giti. .irt sr-rp from banana/1,omato. btrrger from [lanana per:lings, ct,c)
rlocnmcnl t,hc crcal,ion ol'ttrocluct,.s in terms o{:
- i r t t t ot' ct I i t p/le.9.s
- replir:obilitt,
- nt o rketnbilitt'
- t: o s t e f'f'e c: lt. r' err e.s.s
- rttctrtifesluliotr ol' t:lronges irr rttolter
- bene/'i,ts to hectlth onrl the enrit'cttrttertt lo be clerit'ecl frortt r:t'r'olecl prodttcts

cvalttafe thcir ltrotlticl,/performiincc using the clctarls of't he cil,cclgriterra;

Materials:
2,{0mln milk

45nr[, sugal
BOm l, ir:r, clrra m sa jt
2l>mL r,;rrrillrr
5() m l, Lreirkr,r
l {)0mL qurrlrrattrtl pr';i

rr rler

rco

,100m1, Lreahcr

3.81. Ziplot: lrirg (gallort) glrrves

(l.l)lrl. Ziploc b;rg

tbslt

Iou.'r,l

sl)txtllr.i
( lrr lsi us I lre plnlyms;cr,

SAMPLtr ACTIVITY 1: ICE

CREAM IN A BAG
Procedure
l. Divirlc the ioarncrs int,o livc. I,lach grotrl)
t

mus1, hilvt,

hr: mal,errials ncerkrrl fbr: l hcr r io(: cream.

2. lieminclt,he lr:arnr:rs t,ha1,thrr ice cream that t,hcy havc

1,o makc shonlcl no1, ite r('nlrlv(r(l in the rlish l,owol
.

ll. Ask the lcanters 1,o l;u1, the rnaterrial-s in 0.95l,Zr1tktc

bag exce1t1, hc salt anrl l,hrr ice. (larefully seal thc [rag
anrI sirakc l,he mir1r-rre 1,lroroughiy.
4. '['ell1,he ]erarncr to place l,hr, .*mall Ziltlcx; b:ig insirle thc
:l.8ll, Zrplctc bag. hr 1,hc birpl :trlrl cnougb ice to cov()r

tht'0.951, bag anrl ltrlrl irtc'0rcilm,sall,. Take thc

icr:. (]urc[irll5' seal the bag.

l,erm-

prrr:t1,lrre: ol'1[rc

lr. Ask 1,he lrrurnr:rs 1o lrr-r1, ou ther gioves ancl cover t,ho seal
Tryt)or:bag rvil h 1,ho r-rsc of thc drsh l,owel.

6.'l'ake l,urns fliltlting t,hc bag. Ilold the bag bv its corners. Keol) Lhe bag flipprng over ancl ()\tr.
Itemcmber 1,r-r kcep t,lte bag overr the t,owel it1, ;rll
1,irncrs. 11, shoulil t,aker 10 to l5 minr-rters to freczo. 'l'ak,,
the tcmlterat,ure of the lce again.

6rl

SUGGESTED CRITERIA FOR EVALUATION

Innovatr\/eness

Marketabilrty
Replicability

Cost trffectrveness
N4anrli,sl at,rott

o1'

prr.rlrcr'1.ies o[' m

tt1

cltangc's i tr
t,cr

IJerrc'li1s 1o ont''s

Irealth :rtttI enl'i rorlnt('lt1

ASSES-C},TtrI\ T (JF. T,I,AR }iT

Resource s (\'l,'eb siteg, Softw are,

etC.)

.I

11

{i. hI,l1r:// rr,'li'r^,'.1t';toht: t'1:lil ll('1 .( ii 111

tp:irri'u r."'.1ir | 1ilr

8: http : llw i'rr.t' al utrll.tto tn1 i i I'l
Schtlrrl hll,wrlrk
!). litl 1t:r/it,r..'rv. \['l'j( ()ylrr'r
7. It{

il'1

otlel

;\r:atittmy.r:tttn
1{). htt,p :1iwww. gl olr itlclassrootn'tle1;
1 1 . li't,t1r ;iirvn'rv.l,]rtnk.t:t;rn

ttp //w ww.vr

rnl .k t I a.us/ U1-rl rrad/mat tcrcttrd,r:
cltr'; "ntil lrtt'ri' ctrr{1"

I ll. ht't,p

/iwww,

1.1't

in

k .tr.r

n-t h

91

t, .coil1 1v r e wc,l"'la=vft q=q:

;lt'ltr.:l;tT-

Web []oar:cti$ctt,ttrct' \\icb ISoard

2. h {1,p /l'vr"w. rln I lt', i. ti, i "; I I I r /s irrrorll ph
il, htl;p :lin,wlv.iL-r1ttl r l. g{r1,:. I )i1 /t}-t Llt'(-:
-4 . h ttp /ln' rvw. tii'ltrr t1 q' r'" r h /l iS l"lli } fl P
5. h t 1,p /lw w w. I i x' r l t r r'.' i ir'i t rt' ss/l' h r lipi I
itrc St.i.rcl,iesli.'JtJr,l'. t' i'-X'l'1]( )i )KS
.

I i). lr f qi :l/r k ;cs. goo

1. htt p:/lvrrvl,,' ri,'1','ri gr,', 1'[r1iSt'lio,rl

:

l'tiJ

tn I I I
J : w,,v

r,r,. ei

xp

Io

l i,. o

r plls()

(: It

r'r',,

tt Ii ittril lltll|{'}'-t'{ rFrJu }'(ri t

I ,i. h 1;Q-l;1/rv wn'.itt li-ln (r s1,.t:,:rnt/Lj I'itIt/r:tiItl ri:rIr t
rrl,i:r'll{ l 1 iou ir,i1;l lk.* Lltonllil l.t,'r.li i,rn I
i5. Piryiir:s '\ \\ir>i'lrI uf \ tcrv. ilh ]i(1.. by'
1'( i rkl ia tri'-tlt arrl'l \\'li t'trl tr
{.jhcmisl.n' A Moclerrl Lltrtti:srr Irv
Simnot. l'rtt:e tltt,ril Sn:rth
(J
Sr:i,,n,'r, rtrtrl'll','ltttolrigr' lrr':
pp1;1r..ii
ts. irlrysics A \Yorlrl of Vicu', '{1h
Kirkliitl,i ri:l. ttrlil \\ lr cclc r
lf) {lirirmiIti"i A .t"lotie,i'iI ( )o'.ttrse,
Smo01., Pnce arr{l $mrt.}r
2{} St:ie ucp \1 ;l gaz-i ttc'.

g.

ii4

$CliB.fiCe

Force, Motion and Energyt

'tesundeistan:dtngof fu'nl4t*'9n'."i*1:*:::9

io

r)roce*ses

cnn*ii6,Hy-;;,-sp 1"

s*i1Y,*qPPS:!.Y"j! !Ii)l,i;::'r::r:;X

'iHtrtr";;W;W;f;:#;,ffi:;[,;::y{:3y::y,'ondi'matseitnrornteadpcisi*"s
n*.rnd s usia'in gu aliw i'fe;'
*
i

n r rdn:r to

ptutec t ti:": aii; tiimnni,

*i

"@

Time Frrame:

Topic:

Quarter II
Force, Motion and ErrergY

25 tlzty.s or iJi) ltur"trs

Laws of Motrorr

Content Standard:
'l'ht' I t' itrtrcr cie' m rltrstral es r'tnrle rstzitrtl

tn g

oi't ht' l ,ttws ol'rntil totr.

Performance Standard:
l,e'arttersittllairs.llll("gril1'('1ht'it'ittltj't'stancling o{' t,hc Irirvs ot' motit'rn ilt .li t l'';tt'
uicle ott safety an tl 1lrol'cc1't rln

trssential Understanding(s):

l,aws oI Nlof ion itre valr'tzlbitr when observrrr g snfi't 5 nl('ilstll'('s'

The learner will know:

l. DescriPtion of Motion
i. I)is1ancc, rlisllltrcemetlt,
vclor:il,y

slleecl ancl

2.Urlifbrm velocrty anci

accer

r-rniform

lerttl,irltr

jl. prec {'all, prglt'ct,ilc: an<l circular

mot,ion

lI. Cause of Motion

1.

Newl.otr's l-aws of Motion

a. Iiorce arrcl Inert'ia:'l'he F rrst l'etw
b. Iiorce, Mitss antl Acceleration:
l'he Second Law
'fhircl
tt. Acl,totr rttlcl ll.t':lctiorr: 'l'he

[,ilw
II

I. Forces and the Laws of Motion

I )l ass, wetght' ancl gravttY
i. lii'ttl1 iotr

Essential Question:
In whal, ways rlro Lilw's of'Molrorl irnpot'ttitrl
in daily liftr?

The learner will be able to:

. {)escribe mottotl occr'trring in lllt'ii' ilitilv
activities usll'tg
i. Thtr f'ollowing cotlctrllts/t'trtms:
I tr rat'i tltr'
clistauce, c[spl ace meul', spee tl' itt:cc
11olirrr}'
{rerer fall, proiecfile :urcl tltrcttl'1'
moment,nm, tiucl
2) mot,ion grallhs'
. Precllct how the Laws of Motlon
one's safetY ancl Protecttou'
. Clarify quest,ions arrcl incp'tirics
. Design zrucl cotrclttcl' exl)erlmel'lts

. Use apllropnate
,

techniques 1'o galher

analyze, ancl irrl'eirllret ciata

Deve

lop clescrillt,iolrs,

trxll I atr

pre clicir orrs' atrtl mo clels Ltsl ll g evi

. Thlnk critically

a1
tlrr

loIls

'

ttt)t'

ancl logrcally to tnalie

I'lter

reiat,ionshrps betweell (rvt([ettt:c' tttltl

l'.tlurlrbrium

I\'. lmplications of the Laws of

]lotion on SafetY and Protection

1p121{'1r 1o

'

explanat,iorrs
cxlll:tRecogtttre alld arralyze altertlat'tve'
nzrtiotrs ancl Pre cliction

(lommttnrcate scientific proccdttrtrs

explanatrons
. ' Comllarc ancl contrast mot'ion s9111;6rilts
' Observe and irrfer motion activitrt's

arrrl

Product or
Perfbrmance il'ask:
Irrlt'gritlior r.,1 1hc irtw's
rrl rrotiott rrt ir r;lt'lrr'.
lrllrtrl iciti/iippi r r:itlrle ttntl
i:, rtttl rrt' hi'ttt1t','' g11i1l1r rttl
strli,1

i' itrll

ltrot{'(r1 r()lt.

trXPl,;\NAl'l0N
Predicting rvhcn :ln iloclrk'n1
Iror-rn

rl o ir irlllrrrr

s()nr(, 1 lt

ing/sonr('{)n(' irt

intrlrrnl ttirl nol

rs

(l)c()a us('

r:r.rrtsirlt'r

hl

1,ltt'

l:rrvs ol rnol,ion).
C

tt.

rite ri a
('{r}'t'r'r'l

(ttstltlj

.lt't'ttttt!r'

sclcnc() cotrttrrpl;s ltt'hrntl lfrt'

crtctlcvcnt,)
b. Clcor (expxrssirtg ivil Ir claril,y

scl(,n1 rf ic l lrorrp4hl,s irt

INTERPRETATION
Translating l)v using gr"aphs,
1,he varitrtl mol,rot-t of borlres in
nrallrl'e.

Criteria
,lct:ttote (prcsorrt.rug tnrc antl

corroct, ilIusl ra1 ions)

b. Corttprelrerrcite (ltrescn1,ing
possiblt' motion examltlcs
exislrngrn real Iiftr)

APPLICATION
Proposing wrtys on how thc
laws ol' motton cttn be ttsctl itr
life.

Criteria

o. ,lppropt'io1e @itrng l,irc laws

ol mo1,i0n 1ha1, fits 1,hc
sitr-r a1,ion/even

1,)

b. Ef'fer:tire (achieving

1,irr:

clesrrctl resull,)

PERSPECTIVE
Arguing 1,hr: neecl
gacigerts

for

or 1;rotecl,ive

safety

clcvrces/

gears when engagecl in fast

moving acl,ivit,it's (cycling,
rr-rnning, playrng ror-Lgh games,
etc.)

t)

I)t'r'lirrm an()(' ilss(,ssln('n

ol' itrlvor;ttcv rn it1 r,r'i rr I.
(plrnt itrtti non-1r'inl )
l,;ts,.rl rrti I it,. Ii,]],,r', tlru
cri1,r'trtt
(

llarit v

l)rar;1 icir

ilvi

Aplll rcitlrrlrl v rrt virrrr',

r)0t11r'r1s

wri11,r'u/oral ibrm)

o.

IJvidence at the Ier

lrerformance:

nsivt,r tcs:
At:cr-tracv (itr:t;rr r';t1 r'
()r.,m1r rtr hc

inl,egritl ion
o1 trlo1iorr)

o1' l ,ltr,'

Criteria
o. Crecl ibl rz (cit in g aut,hori t,ativcr
source/s of informat,ron while
argurng for or against a point of
vrew)

b. Insigltt.frtl, (creating one's

own vrclw aft,er considering all
t,he

sit,uations)

EMPATHY
Assuming the role of a victim of
an acciclent clue to inability to
apply the laws of'motion.

::

*i
Ai

q
.{:
)t,

Criteria
o. Receptiue Oecoming ready /
wrlling 1,o :iccept that humans

f'ail to remember to take

precaul,ions eit;her clue to
ncgligence or lack of knowleclge)

1,. Pcr(eltlit't, (recognizirrg

emol,ions ofothers)

(exhibiting other's
feellngs and reciprocate rt in
r:. Re sponsfu,e

some ways)

SELF-KNOWLEDGE

Realizing that tire laws of

motron hellr one become safet,y
c0nscrous.

Criteria
o. Ilefl.ectir:e Oecoming aware of'

how one's thoughts are

inf'luenccti by ccrtain factors
Irke uccrrlcnts which

happen

bercause som() peolllcr neglect, tct

cr.rnsrcler

the laws of motions)

lt. Re.s7-ron..s t.t'e (react,ing

l)0srl,ively from otle's
r-rnclerrstanciinp;

motron)

of' l,he laws of

::,

As part of

inilial acrivit,ies,

Integrat,erd Science teachers shall:

CONDUCT rhagnosis of learners' prior knowleclge, mrscoltcelltrons

atr ciior a Itemat,rve

conceptions on prerequisrte skills/knowledge gained from elementary strrtnt:r-: iln(l
INFORM learners to know what, they are expected to learn ancl clo anrl hori' tberr
learnrng shall be assessecl.

this element, lntegratecl Science teachers

GUIDE learners to acquire scientrfic knowledge which is about accessilg

informatrotr, i.e., what informatron is neeclecl, where informal,iorl can be tcatecl

how informat,ion can be gatherecl focusrng on certain science concelrts; anrl

anr

ENABLE Iearners Lo clisprove misconcept,ions, examrne/a.sse,s.s prior knowleclgs ar

begin to chscover the validity of tentative icleas (TI) to the [i[]; make their
understandrng of the scientific method real; equip them wit,h skills anci knowlerise
for them to be succe.ssful throughout the topic; ancl unclerqo clifferentiatccl
instmction to adclress their uniqne -strengths and neecls.

In this elemenl,, lntegratecl Science teachers shall:

'ENGAGE learuer.s to unrlerstand scientific knowleclge which inciucles the processing
ancl rnaking meanings out of the rnformation; ancl
'ENCOURAGE leamer,s to express their unclerstanclrugs ancl engage in meaningful
self-evalttatton; ancl unclergo in-depth study of .scicnce using multiltle solrces of rnformat ion ancl various mocialr tres of manifesting Ie arnr n g.

this rrIcmen1,, sr;rr:nce t,eachers siritll:

ENCOURAGE learners to orgarlrze their learnurg experrences so that 1,hey can
move from l,car;hcr-gurrlerl anri cr-rncret,cr actrvil,ies to rncletl;rrnclernt applicat,ions
whpri: 1 ire'y creat,e or ltroclucc new knowleclge in .science:
CHALLENGE learners to transfer t,herr learnrng in ne.r .set,t,ings anrl use this
creativelr' f,o generat,e new r cieas, vrcu. thrngs riifft-rentl\,, anrl roellgr neer i) roccrssc s
;

" INVOL\.E icarnerrs to design,

construct, plan, ltroduce new knorvlcrlge. anrilcr.

inve'ni 1-llotllict,s whrch can conl ,nbr"rle i,o the proter;t,ion of' the environmenl, anrl

sr-rstarnliblc

u.se of

rcsoLlrcos.
69

eiirffi.,ri*HriI

Day

Da-v'2
I,lk:rnent; of 'J'dllt IlNplore

1;11.s11in1.

01''f

(I

Irlrlrltrrc

Teacher's Activities:
. rr)llorlrrr:rrlit lltr' !opir'
llrc Iiru's o{' mo1 iorr

Checking for
Unclerstanding

il(l()(ll(,fti Il()l)

Day

F.lr.mcnt ol"l'( l:

)q.r1g1g!11rn rI1

rg

\lirUU

1l14yq,c1 i ily rilr

!:u-q!tlal rrt(I](Ju)
LL

l,a

ql

l,earner's Activity
irk,nl ifv t Irc rolal toriship belwcrett {rrrtr f:tl}
antI pro,jccl,iles
l,hrough a simpler
acl rvr1,y

Checking for
Understanding
-rrlvisi1,j n g

ctlge,

.lri,rtn :lJp

Subtopic:
Ilf'tltt:rUt-tlLurf'
\!{rrurllt luIt)r ryl

di,splacru_rc,ul,

r,'r:J_ot:r1r,'

sner:(l unrl

q!i.1irrltll

vclc.rr:i 1,v)

&

aurtolerrrrlrorl)

Learner's

Activities

- tlifTirrrrntiating
chsl,ance and
chsplacement
through a .simplcr
r[r agram cortstru(:-

Learner's
Activities
-- rCl)roS('ltl

Day

:Elremen,t ofiF{ril

F'irm Up

Topic:

Topic:

(ltr r,,*g_0{ trloLtqtr (,Nr:w t,on's

Laly$A4otion: F'orcc.

(l) i st:rnce. ciisr r I at:c mt,

q14.51 an

ti

iit:cer lerr

al,iotr)

Learner's Activity
t'xpliurtirtg I hr' rt'lat iottshrlrs cxist,ing bet,ween
-

mass, zrcceleral,ion ancl 1,he

[i ,r't'c a|1ilrt'rlotl 1noVtl)$
bodres

m i scortceltt,iotts,

al1.erna1,rvr) c0ucel) lions, el,r: rr.t rggard to

motion

70

11lg

unrlorm mol,ion
anti irccelerat,ion
gi:a1rh icalll'

t,loll

prror knowl-

tiersr:rill1,ion of

I"ilertrcrt t, o{' Tr(:} :

\4rX,rqrlDrr1tttlec.

liirm ttli F)lemcnf of l'(l: I.'irm U1r

Subtopic:
!

!llemeret oli il'(ri

Ii'irm U]l

Topic:
Deiuuxlrll-al'

ilss('sslllg {)1'
l('ilf n('rs' rrrt r lt'i't:r.rntlr-rct.i rt g oricn1 rt1,iou
s1 itttrlitrg rrl ,11;11ort 1irrr prt.rtltLcl .s/
itt'1r1 s 1.itrr{itl tlt
1lcrlirrrri iinccs
(,i(,nl('i.t I il i'\, sr:t('nc0
Learner's Activity
irr rrrg;trti lr,
{or:nrtri :rtror-t o1' quesntot ron. i1 s tii'scriltiorts lr:acling to li(i
l
1 it;tt. iutrl llto\:('rlr,1arlrng of asscss*1,111 o{' llorljr,s u,i1 l
molt1. orrl(,tril
luur[iri:rn vcloci 1y
irntl rurilirrni

Day

Day

Da-1.3

Car-rse o['Mol,on
n

1,,

rpeecl anrl velocity)

Learner's Activity
drffr:rentiating rlisl,ancer
and drsplacement througlr
srmpie cliagram constrtictron

DaI'10

Day.9
lrllrrnlrn1, rr{''f
l,'rr:pr tqr

(I

Day

Fllcment of '['(i

Subtopicr:
l'rir', ;lri'l rlt, i,l\\,,,i \lll 1, '11 1l'1'1r't 1',11-r

:nirl {ri11 r1r'1

Lea rncr's
,\ctivitie s

,li

['1t'r'r,n1 r:r1 r;r

.j\. (,t'\'r

jll lil

iiru,

rttliss r'irtti ur. rqlri

Da1, 12
I-ir,rlrrrr1. ol"l'( I: l"irlrr
r.ll1

Su btop
i11riI

ic:

l"ili''11';,

1,lr1'-i,i1r11

s rr i

Strirtoltir':
11111,1

1;

- ,j iltt,
' l :!t

-Vol ion ii'.r1rrrIir;

I!._r rr!l

l.l1,. i r
Sttti'l-,. ti ;:

Learner's

f,eartrr-t'- \,'ir irr

,\ct iv it ic s
-- i,rpiliirirrtg

-- ('\l)l lrt t'ilt'tg ll0.'r'

I'r'rr:1 irirt rrt'li'r'1 s rrrrr

i:'ri'rrr

ull

i"r rlr't 11p

Subtopic:
i:t,LCll itltri litl
i,,1r,vq ll',\lrrl lrti
',\!lsr. lqrgh:

l,earner's
'\ct iv iti+: s

11

lillerncnl of 'l'{l:

i'trrw

c(,rl il rir sl rr-rt]1 irrcs

i)n i,;1f1 il i'r,lltilrn

I r,i'1, :'i "\;,1;1111! :lru tlr,' pi'irrt ,itlr, ',{

lrlrriiilrrrrriit

(lhecking f or
Linderstancling
-- r',,i'isi1 r ng prior'
li11',ii l, 'lq,

lilt:{',,1)-

iorts. iri1 r'i'iilti r\'(, (t()l)c('lil rolts, (,1i1

tl) i'(,jitltrrlt lrr li'1r'r'5
iurrl thc litl,s ,ri'

cr,1r1

, , I rr rtl

.-- tlli'illri'
illiiJ(ri'ililli-, :
;11'r't,lll)l:r ir:
I
1 lr o ii' rt'l; tl rl ir
jt.i
u s ,rl
\t .,. 1i;ll':
]ll()l iiill
,

(ihet:liing'Ior
Utrd el'-st:r ncl ing
-- :'('\ri:1Il1]q i)i i()l
l,lttr;r,i li'rlgl ,. rll i,{{.i)il, i,1)
I lrlll:-. rll lIr'lllrl tt t'
(:ott('('l)l t{)ns. I'l( 1il
i't'lltl ion l,r irtilrl rr'ltlrr)ns ll t ]rr, ili.,r s rl'
ittrtlion r,r, slili'lt' ;irtrl

!r(

;\,

D"v';19.-

1.1

l.,lf'm0lt1 rrl I ( rl lrr'('l){'rl

Cheching f'or Understanding

ilr accl(l(,1r1, is bor"irrcl

hlrltjtcn (FU: EXPLANATION)

--'l'rartslitljng ll5, trsrng gr:U)hs, 1,ht'varir,tl rnol.ion ui'borlrcs irr rctrl lrii,(FLi:
INTF]RPRETATION)
-- I)roposirtg wi.rvs orl ilow thc laws o['motion cu br. usocl rrr ]rfc (FU: APPLICATION)
-argr"rrrtg llrc rtr.etl Ior safcly gatlgr'1,s oi'ltrot.ective rlevicers/ g()ars v,,lron cngrtgcrl rir l'irs1
movirtg ar:tivif re,s (FU: PERSPECTI\rE)
*- ilssltrniirs thrr role of a vict,rm ol'ltn accrtit'n1 rlnc to ntabrlrl,y 1o airltiv l.irt'linvs rl'
rrrr.rl,ion (FU: trMPATHY)
-- realtzrng that the iaws of motion hclp one'becomr:s saf'et), coniiciolls (FU: SELFKNOWLEDGE)
CHtrCKING F'OR ESSENTIAL UNDERSTAT{DING (EU)
-- cort,enrltl:rlrng on the E.qscnt,ral (lucst,ion (E(l)
-- r()-(rxilminrnc lire l,cntatrve lliea vrs-i-vi,s lhc rQ
-- rcvrsing/jr.rs1 ifyrng the tent,ative iclea ba.st,ti on tlir: unclcrstantling(s)

-- lrrcrlrcling

r,,lrt,rt

t,rr

T1

Da1's15-16
f.l,'rucrrt rrf"l'( i: Tr"anslier

:
Day' 1J
,
Elcment of"l'(l:'t'ra'nsft'r :,,,,,i
r:iirr::',:

Learneros Activities

,rrl

ASSESS}IF]NT OF' LEARNING

-rrr1,ergrat,rn6l thtr laws o1'mo1,ir;n tn :r

r:lear, 1tracl,ir;ai/ tiltphcabli: anrl comltrchertstvc grLrck, on sa[i,lv anrl l)ro1,cct,ron (PRODUCT/ PERFORNIANCE)
tt ti1,1 I'l g I il i' ; i t'r.'tlttt:1,iy tt' r Ip rt]t tt I.lo(,,
(USE OF ASSI'SSMENT

-('vtll

CRITI.]R TA1.|'OOI,S}

TOTAL NUMIIL,R OF DAYS: 17

72

Sub-topic: Motion
Checking for Understand ing
As parl o{'t,}re prelimrnary acl,rvit,ies, Iearncr shall:

'

tttrciergo an atsses,sment. of their knowlerdge on how motion is ciescriberl anrI cc.,nrlr1,ions for uniform velocrty trucl acceleral,ion. ('J'eacher's Note/s or'l'N: zrssessr-)'renl t,()
usc itrcltttlt'eitirer Ilaper or pencil l,est,, user o{'checkli.ql,, concept ma1t. srluation:ri
analysis, r;omltutation.s, et,c. Teachers shall take rrol,e of'leanrers ltrior knowledgc
an(l mrsconceptions, if' any);

Activity l. Operation Motion

'fhe class will be ilivided into five gronps. Each gror.rp sirall be g'ivcn a ,*heet, o{'
manrla l)aper wit,h the worrl MO'l'lON wril,t,cn at the miclcllc. Flach mr:mber shall
t,hink of the iclcas u. gellccpts relat,ccl 1o the worcl. No repetrt,ron of irleias.sirall bc
macle.

When ail groups are finished, the l,eacher wril

1rost, t,her

{bllowrug ciragrams

on t,he boarcl.

on the boarcl and the malt of rclcras that,

learners have seneratecl, the Iearners will clefine MOTION operationally.
Bascrcl

on the cliagrams

po-stecl

1D

1,htr

Teacher's Activities:
. introrlrrcing the l,opic 1.be lar,vs of motion
. conclnct,ing orientalion ou the yrroclucts/ perfbrmances

Learner's Activity

.
.

fbrmulatron of'questrons Ieachng to IJQ

rletailins oi'assessment criterria

Sub-top ic: l)escri lrtion of \4ot ron ( I )r,stancc antl D isplacement,)

Learner shall:

contlrult an acl,ivitv on tli,:liincc antl ciisnlacemonl,

Activity
Materials:

2. How Near is Far?

lteaclt,he srtr.iation irelow nnrl clo the actrvrty aft,erlvarcls.

,Ioni is lrlartnurg t,o go 1,o,I{-r3r)'s holrse anti ask him rtltotrl
lho irrolect rn lrhystcs.'l'o reacir Jojr,r's hottsc,,Jotti h:rs 1r; r''n'alk
l]00 rneters going trttst. Then, ite wrll herarl 1o tl're nort,h al a
thst,lurr;e ol'400 met,crs. :\[1,erwtircis, ite will r,r'a]k 70 tn q()rIIu
west,.

Procedure:
ltath t,aken by Jortr t,o reach .Io jo's itotrsc ttsiilg
ruler, ltencrl ttnci bonrL I)itper. Use t,hc st:itlt: i0 rn. I tlm

l. Skt:tch

1,her

(Nottr: 'lhe l.r,racher sl-rall in clrt,ss clemrlrrstral,tr irow to clraw ttsiltg lI r:otlvr'ltiettt scttlr').
2. Usr ng a balllten, clraw a s1raight linc connerct rng titc s1,ar1,ing artcl last.lrorrtl,s oi 'iotti's
1-la1,h.

wtll now n-sk t,hc leanters:

What is the cliflerence br:twccn tbe 1,o1al 1l:t1,h takcn
con nect i n { lte sl,trrt,itr g itrrcl l a s1' ll oi nt,s of thc llath ?

il. The 1c:rcitcr

i: u b-top
1.L

ic: Uni fo rrn Velocity and Accele ration

lrer "irall:

'i: r,il"'
;-

;ill ii{:i lVlf,V r)n s1i{rt,tl anri -r,'eIoctt,-v

; r-j i ;: *lt{lPti
i'rqrn r.rpir;r:itr,'

rt',: r.'r; I :

byz

anri the

Activity

3.

Visualizing Motion

'f'hr' lt'itrtt('r shall llc rrttgitgt'rl in lcltrc'senturg r.rnifbi'm rni)tri,n irp(l ;lrtr:t'i('r'il1,iol
grallhlt'lrlJr'. J'hr'leat:ht'r shotrltl grvc tt sjl,ualion sitrtrving n)o\:(,nr{,lrt
'..r1}r s1;i,r:r lir,ri
s1.o1)ovt'rs. ntitgttilttrlc r)1'n-]ovcrnrrnl :rnrl trmc. (No1,r': '['itis r.s rnlt,gi'il1],rrl
lill, lotrir'
l)f()s('n1ri1 iorr :rnrl inlr:rltrr:t,a1.ion o1'tlit1,ri rn (luarlerr l)

Sub-topic: Descriptior-r of Motion (Free Fall, Proiectile Motion anci ( ir

Motion)
I-earner shall:
. (lt:tllrrttsl t'ltit' itl gl"oul).q of'{irtrr rrsing i,xl)(\rtm()lt1s" actl ivili(rs. gritl)hl(, ()l'girl ,
t.rl hcr s1 t'rtt,r'gtcs rltr hor,r'atttl whr'thc follorvrngooclll's: l.rir,r,s ol'Mo1,ion. t)lonl,
f

rce I'al l,

1t

roler:1,j ir:, uncl r;irr:uI rtr mo1 i or

Activit5' 4. Falling Coins

N{ate ri a ls:

Procedure:

l,Wti OnC'1,rtls{l (:{llI1S

t.alll<,

l.
2.
;i
,1

Irosilrrtri th(' ir,l'ri cotns ii1 i)n(, slrlr,oi'1.hr, l:rlrii

l)ro1t thc 1.r,l,r.l coins: on(' is rlroDltcc[ r,rrrl rttalh, lrnri 1lr
ol irer ono (irol)l)('tl honzonlailv
i,is1,t'n 1o thc sr.trrtrl ol'tht' (t{)r}ts.
lJascrl on ihc exporirne,nl. l<'1 litc sl urlt,nls liiliri.: ' tr
llto s0lrrtris rv{'r'r'lrro{lucr:rl llt, litc ttortts srn}ul1;rr,
{t()nsi (lcri ug lirai i,hc 1n'o u'c,rr'rir', i1t1tcrl :r1 rltll',r' r.'
m illlll(r i's.
.

Activity

5. Decode and

Interpret

'l-'irc ii,rrrncl' u,rli wor'l- irr rlyatLs. 'l'hcv wrll irr: lrssrgnerci
sl at ('nrcn1 irnri rlo 1 ir(' srrr:rieortin g acl ivr l,v ttfl cru'arris.

)6-^,
lrtu? 'r

:')UlLi)

fl
ffi

q!

ffi*,,, 6
i
I
I

=-r'l *

t*6-

IF

ffi

- AAF

$+fte

,,;, %!
t:i/
+2

ErI
H

ffiffiH-*,, .H

ffi

L;/

,r%

.f-

a*u

!d
t-i

+ ii,aas

75

tr{y

i+"b,,v- K,' iffr

rA4rC

Xked Y

'l

'

:1,.1'lirt'learners have clecoclecl l,hc sl,atement, relate l,hc statemcnl wit,h

,n I:ttllrng (lorns. Lising

1,hc.

Venn cliagram, coml)are ancl contrast

1,hrr

l,he

movcmerrl, ol'

-..,,

)r'orrtsirtlhrraclivrl,y.'t'liislessonshallbedonefirst,beforediscr.rssingt,heconcelttof
-r'i\r1\'. ('l'N: 'l'lie rrtterseclron of the Venn diagram shall be r-rserd fbr rlescnirirrg t,ht'
. inrr larilies of t wo entnes

0orn droppecl
vertrcally

Coin clropped
horizontally

Sub-topics: Causes of Motion (Newton's First Law of Motion, Newton's Second

Law of Motion. Newton's Third Law of Motion)
Learner shall:

'
.

i)('rfi)rm irr:f it'rl rcs t,htt1, rlcntonsl r'trl,(r Nerwt,on's Laws o{'Mot,ion
r()ia1(. t,hc \r.wton's 1irs1, luw of'motion wrth different l)rac1,ice,.i sLl0ir as w()ilr"111g ;1
seutbelt
erplain 1,lrc rt'lationshilrs exrsting bcl,wer:n mass, acceleration anrl Lhe fc.'rce ruplrlreclort
rrlovlrlg brlr[res
ir comc
{'xl)lai}r 1 hat all lbrces on
lliilrs

.
.

Sub-topic: Force and the Laws of Motion

(Mass, Weight and Gravity)

Learner shall:

'

thlTe'rerrt,itrt,r' inass and

wcight

Activity

6.

Differentiating Mass and Weight

1. 'l'he t,eachcr
I

wrll group lhe iearners in five gror"rps. Iiach group will think
ing the fbllowrng tasks:
wrrte rhfTbrcnt concelrts whrch they think are relatecl to mass anrl wcigirt
di fli'rr:nl.i al,r' 1 ire wor ri mass an rl we

isht

2. After thr' learners irave clone the act,ivrtv, the teacher

antl werght

explain the concclrl, ol'

Sub-topic: Force and the Laws of Motion (Friction)

Learners shall:

.
.

inf'erlhtrroleof'frrct,ionirtchangitrgtheve)ocityof'movinglrorlitrs
explaitr how f rrctiort atfect,s ottr everyclay living

Activity

7.

Friction: An Advantage or a Nuisance?

'['iris acl ivrty can be clone aller 1,he t,eacher has inl,rorltrctrcl the conce1t1, of'f'ric1,ron.
'l'hrr class will be tlivrcletl irrto five gronl)s. Ott a shccl of Mzrnila l)tIi)er, f hcS' rn'ill cottst rr.tc:1,
:r congept, map about the lrrzrctical altpliciit,iotrs of'f'rrc1,ion. After cttch grotrp has 1'rnisllrrrl
rvrrtilg 1,irc cgncr'1tl,s, thcy rvill pass rt,1,o anotht'Ir f{roLll) ancl the ot,her one tc; atrol'htrr (gral--

fiti

horl).
)pc1 i itp groult rpr;civeri tirc rr rn anr la 1t a1lcr, t,hey rvrll classr[y 1,hc 1t rar:l,it:a I alt1t lr'
r:at,iops irs lrivirrrt,ap4e rrnri rlistitlvittt{,it14t', l'iach HroLtp shail hltvc a r()pr(ls(rIlt.ativt'wlro nrll
p rcstrr t 1, 1.h e svn t,ltcsr s o1' t,lttr grotli).
mert

Sub-topics: Force and the f,aws of Motion (Law of Universal Gravitation and
Equilibrium)
Learner shall:
. rcllt,o 1.lre (x'gurr(rrrce of t,itltrs wrl.ir tilc Law of'Uuivt:rsal (lravrl,iltton
, ('xplailt lrorv cprtaip sl,ruct,ures on earth remziln st,ablc by cxlllarirrng 1,he llrincillle rll'
trrltttiiilrium

tlcsenlr(: thc tiilT'erenl,stat,esofcquilillrittm througir iufcrertt:,'s

i"ti"rrr.
Materials:
]l-tt;--;T
lli;!111C

r-:t-:

il

,.rttle, f,,',".,,
::'::

.,:,',,,,,

:rt::j ,t. :

i i" r"oor" o. iot io ropptu.

In this actrvity, tire learners will be ablcr to rcltint,ify tht'rlifferent, stat,cs of r:quilibrium by obs.:rvirrg llit:lttrt's of strr.tct r-tres
on earth. I-et 1,hem rdentify thr: cenl,er of gravr t,y o{'l,lrtrsc lluiltlr1gs. (.1'N: Il, rs impc-rrt,ant that t,he tcacher shows Lhcr s1,r"rtlen1,s
how to iocat,e 1,ltrr cot'ttt:r of gravlt,y of an oll1trc1, i1111i irxlllltrrl 1l're
fzrctors

t,it a l, a {Ibc

1,

t,he I ot:a t'i ot-t

tlrr

tr1,r'r o I' qravi t'y)

,(
1il.

t
i.i
'RJ f,

:;'4.. fid

.tlicr thir lerrnlcr

ltais lrtr.:lr1,r'rl l,hc r:i'n1rrr of'p]nri'tl1' ol'1,i ir, IIrtr;i:rling. rIiirs1 t';11rons
ii )t riu ghl l i nc' fi'rtrr l itc r:r'n1 r, r' ri1' q'i{tvri v ol tirl iliLrsl,i'it1r{ilr ul: 1rr i1 r lr:ts('
Nlake sur('l itirl lhi. hnrr is rlrawrr llrrrltr:nrlrr;lr jrri'l\'.
[]asetl orr 1itc aciivilr'. it,1 thc li'lilni'r's rticrrl,rlv

1,1tey

.,.,'1 j

J i irir'",,

Sub-topir:: lrnlrlication ol the l,arvs of ltrotion cln Safetv and Pr.rtrt,.tion

l-earner shall:
' sllittv lrilrr; i lt(' i-liin,. ol
irro1,t:rr1 1ol] Llsrnpt whlr1

anii o1,lti,i' rr, j lttctl rrlnijqrl)i s

i,,itrrti,rl i llrtt 1 itr, :tltr,r,,' riisr

ActivitS, 9. Car Accidents: At a Glancc:

(liti'ltr:r.j,li.itlsiir{-ltrttvrtirrtrl ilil,lict:Otnmurt;1ytir"tt'i,or:iisi'sci'llnlrr',rjrr,r'ir'inlltraciiccs. in tirrs rrr:1ir,i1i'. iire l(,arners rvili lirrll groulis of'lir.r' 'l'irtrv u';li tiriiiii oi lir
1ti-lssiirit, 0aus(,s of i:ar act:riicnls. As i.ht'y u'l'rl,c, 1,irr- clrr-tsr,s. t,hink oi'thc i1i..^.'51 1rl"n:r:ir,,:
reiirtr.ri fri l hcin 'j'irl iciirners marv use llte firllorn'rrrg mai rix tri rlo 1,hrs.

l'Iajor Causes of Car Accidents

Lawfs),ofiMotiCIn Involved

Sub-topic: Implications of Laws of Motiotr to Eyerydar Lir-ir-rg

Checking for Understanding
th tr Ieve'1 oi' u ncler"sta ntli n g, le a rtrtr r sh all :
(FIJ:
1tret6ct, whgp alt ilccld(,nl, rs l-lotttrrl to halllltru
A1,

EXPLANATIO\l
tr:tnsla1.c b1'ttsitrg gralllts, 1,he vartetl motiotr oi'i-'otIies ll]

.
,

('irir'

lrlr'

{F{.1:

INTERPRETATION)

useti in life (FU: APPLI CATIO\ t

ll 1;,-l
irfgLt(r 1iit,tr.r,ri lr1's1f'ety ga{gpts or ltn.,tectrve clevices/ gc;li"s whelt t'llgirg'
rn o." itt s il(t1 t r.'t i itrs ( FU : PFIRSPE CTIVE)
ilsslrm(, thrr roie gl'a vrcl,irn r-rt'an acci rlent, ttlttr 1,o rnabilily 1,o allllly l,htr lttrn's ',i'rll

propose v,/2vs orr how the laws of motion

,
.

czr be

(FU:EMPATHY)

rc:lliz-t: 15a1 t],p

llws rtI mol,ron irclp onr: bettomes strf"ely col]sciolls il-U: StrLF

KNO\\LEDGE)
CHECKING F'OR ESSENTI,{L UNDERSTANDING (F]U)

'
r
,

ct.inl,emlriiil rng rltl t ht' Essent,ial Qtierst ion (l)Q)

v'(r-1\xrllllitlttr{ tilc 1'r'trt al,ivc itit'it vls-a-vis llrc Ii(l

r(rvlslr)gi;rrstrl'vtnglhr'1c,tr1.a1iveitlt'itbaserionlliettt'Lcir:rstanrling(s)gainerl

sub-topic: Implications of Laws of Motion to Everyday Living

tr-earners shail:

intcgral
rievr'ioD rt p;rirrk,r.rn srtfel,y ztuti llrot,c'ctlotr iit, homer, schOol or COmmuurtsr
!

'aws o{' \1ir1it.rrt

Activitr,

rrtg

Llie

10. T

ffiide

Against Accidents

,l.irc,:ltiss rvrll ltg riivrrle<l info iiver groLli)s. ln this acl,rvt1,y, 1,htr lezlrncrs willbc tlral'lgtrrcle sirali iritcgrelr' il.tt'
irrp; a gr-rir1, l,rr sirfi.ly ,rlrl l-lr.r,ter;tron ngr,rrnst. car acciclents.'['he
t'eaclter trt asst':is til0
1'1te
by
ntal{lr Ia-uvs g'r,t'r'nrng mo1.iotl. r\ rtlllrirl shall ilel cOnStructerl
lrrotltrct rt['1 ilt' ](';1rit('1's,

1,1.;iiq1;:i i, i i'ti,. ;' ili'r),iLr(tLi l)r-r'fr;t'tt-t:i

11.55

g:;\i-r{ r: !'!-' j .\F I ,1]ARN1N G

tlr't'

Qryial,Si,tilndlar* The'Ieu;1ryrdoryOrystratps undnrstandiggif,fuf& nl:d uncrylA and

pf6$e$ in Chemistr, Physi.q&, SrmCe Sotctce eM W,lh ,,in am,inregr*iue

IyeefulueErvblents criticallg, thinh intirxtatiuely /cTeatiu'ely,"and.'nrak'e infowrled. derisiarc

ii ord.er to patect th,e enuircnwreng wnserve rcx)rtrgry and ffislo,in quqlity life,

Quarter II

llrncrgy 'fra'nsfer

Performance Standard:

Content Standard:
'l'ht' lt'ttrnt,r (l(']tl( rltsl
o{' thc' rmpor'1irnce'

Time Frame:
1S tlily.s I lli hor.rr.s

Topic:

Force. ilIotion and Ene rg.v

l,oAnre'rs rn groul)s contlucl, tur atlvorrar:1' 1,,

wiso trs(r ol't:nrrrgy anrl il,s all,trnral iv(' sourr)r,l,hrougir a cr..ropelal,ivrrly lrlanncrl, relcvani
conltrehertsrvtr, antl c:reiit,ivt' c-rr innovrtlrr'

o1'

rrncrgy 1rtutsli'r.

act,rvrty.

Essential Understanding(s):
Atlvourt,rng c['f ictt'ttl onorg)' t,ransl-er t,s a
mc'iills o1' usnlfl- ('ll('l'gy rPsoLlrc('s wisel-v

Essential Question:
Whi' should we

aclvocal,e'

{br

r'

{'{'rt:icn,

encrgy l rarrsl'cr?

ancl il,s al1,ei:rtttlrvt' s()Llrccs in the' commltnrt,V.

will know that:'

The learner

I. Energy Transfer

(sltotrt,atreor.is

The learner will be able to:

r:nt,rgy, rkrlrlteral,t: 1,ransIt'r of' cncrgy. work, m ttch ines,

kirrtrl,ic ttnt[ 1tu1t'trt,t al ortergy, ])( )\\/(rr
aurl cf'{icient:y o[' mac]rines, powor
rat,ing o{' elecl,rrcal appliani:es,
hrrman aclrvil,rcs t,hat impact on tbe
1,irc rmal p 111'1 pglpeut)

II. The Larl' of Conservation of

1,r:ursfi:r

o1'

Ener95'

III. Conserving Energy and Energy

Resources (energy use and
sources)

.
.

[)cmotrst,rate relal,ionshi1ts ilrTt()i closel.v relal,erl scr(:rtce princip lcs

Sugggst, r'xamltle's

of obserrvatiotrs

1l

illust rat,rr a scrence princrlrltr

(lather, syll,hrrstze atrrl rrvalr-ral,e rrri
mat.ion {rom mr-rll,iplc sources
Apply princiltles or sr:ien1,i{ic tlitlrr
anticiltate cfi'ects of tech ttolot
rlcsigrt rlctrrsiotts
flommnntcal,rr re.sult,s c.rl' experim(rrlt,s
s tr.t cli tr

r.,r

Product or
Performance

Evidence at the Level of Evidence at the level

Task:(}nclrrr:1 oI'
aclvot;ttcy [br lvrsc trse ol'
erlergy ancl rts ailrrrna1,ive srtr-rrccs thlough lt

l'lvirloncr'
stlurrlrng:

cooperal

ivclv

Understanding

lrlunnecl.

cvant, com lt rr.'ire n sive, ancl creti1,rr,r, or

innovat,ivc ar:1 rvrl y
rel

of performance

:rt. 1,he

]cvr:l of unrlrrr'-

Below ilre ex:rmlllers of thc srx

I

acr'1.s o I' un

rlerrst:irtrli

rr

g:

1,ivcr sor-ri'c:r's

EXPLANATION

Demonstrating lrrlrv
is 1,rans{i'rrctI

r' {'[i r:r

])crlirrnr an0(, itss('ssrn('n1

ol'1,he t:rtnrlrrcl, r)t trrlvrl.
('ilcy l('l n r lr li rl' \\'lsr, ui(,
of t:nt:r[]v rrnrl il s tlll r'rrra-

on(,rr14y

cnl ]v

I. Oooperat ron

('rrlt.r'rlt
Acrttrote (grvrng r;orrect rlala /
inlbrmat,ion)
CIeor (expressing with clarity
thc scientrfic thought)
'l'ltorortglr (giving complete
explanal,ron ul terms of how
encrgy is trans{r:rrccl efficrent,ly in
l,wo or more ways)
Justil.ictble (ltrovrcling clcpth
and breaclth of scir:n1,rfic reasoning)

INTERPRETATION

Evaluating why there

in t,hc

commr-rni1,v lrtrscrl on thc

ftrl lowin g r:r'i 1 r'r'i ;r

are

drfferent power ratings of r:lcctrjcal apphances.

Clrlerra

Illustratite. (clrscussing in

'
'l'(ramworl< (nrt'rttbers n'ork logclhcr: r'irch
nt(,ntl)t' r' pt'r'f iri'nt s rt
spccrlic t,:rsk )
'

(lommnnrcal,ion

(members communicate
tholrght ltrocesses anrl
strategies by asking
quest,ions, cliscussr rrg
n g r:on,structive cril,icisms, arrcl
strmmarizi rrg rliscovorics
as a resull, of'1he groull's
effort to come up wrt,h an
aclvocacy)
icleas, of'{'eri

2. Relevance/ sui 1,abilr1,y

in the conterxl, o{'one s
communil,y

3. Comprelrcrtsrverness

det,ails the value of having different, power ratings using graphs,

etc)

4. lnnovzrl,ivc'ncss/

Mecntinglul (giving t,he value

of h aving cliff'erent power rating.s)

5. Wi1,h a locus on l,hr:

wise usc: of cnergy anrl

APPLICATION

Proposing ways to mrnrmize

ellerrgy consumptron.

Crcativity

rrr lhc rlcsigrr

zrnrl/or implerment,al,ion of
the act,ivrl,y

ils allerrtalive s,rrrrcos irt

the communrty

Criteria

Appropriot.e (expres,srrlg
vanecl ways how energy corlsLrmlltion can be mrnrmizecl within one's
context or exyrerrence)

Pror:tic:ctl (rlltist,rating how

such w:rys can be clone easily)

Elfi.r:ient

(expouncling how
l,hesr: llroposed ways can be clone
using time ancl resolrrces lrrocluctivcrly)

Ellectie (pre.senting clocuments showrng that clesrrecl

resul

are achieve

t,s

cl)

PERSPECTIVE

Inferring

how lrroyrose(l ways

to murrmrze ellergy consnmptron

contribute to global campaign on
the wise nse of energy.
Crrtc ria

Crtzdittle (citing authorit,ative

solrrce of rnformat,ion / clata while
argr"ring for/agains1, a view)
Cri

ti

c:ol,- nr i n

cl

ecl (roaching the

view rmpart,ially and without bias

by combining research, knowlerlge o{' historical context,, aucl
h:rving a balartcecl jr.rdgmenl)

Insightlul ( creating one's owrr

view after consrclering all thc
situat,rons /views)

EMPATHY

Imagining how

yor"i

will live

in a worlcl characl,crized by

the

abuntiziuce of' non-ttseful fbrm of

cnergy.

Imagining how you will

livr:

in a rvorlrl characl,cnzeci bv the

abunrlanctr of
e 11()

r-rsefr-il

form of

f g),'.

Crrterra

Operr minclt;d / Ileceptite

(reing reacly / willrng 1,o accept,l,he
possrbrlity cif' havrng a iack o{'
use{ul Iorm of'energy)
Pet'r'e1tl i t

r' ( r('cognizr

rrg

emot,ions / worlrlvicw of ol,hers)

Serrsililr, / Ilesporrsite
(exhrbiting othrrr's feerlings or
worlclview ancl able to reciprocat,e
rt)

SELF-KNOWLEDGE

Recognizing the necrl to nse

cnergy anrl
wisely.

i1,s

alternat,rve sources

Cril eria
Re l.lec:ti r e. (becoming aware clf'
how one's thor.rghts are influencecl
by certaur Iuctors (e.g., acquisit,iorr of a comprehensive knowl-

cdger:rncl skills on ellergy

clemands)

ir,ert.ess (re act,ing

positively from one's utrcler,stan cl.Ilesporr..s

rng of energy tran.sfer)

Teaching/Learning Sequence:

A.s

ltart.of rtrttritl zrcl,ivr1.res, Integral.eclscrence tcacht'r.,shall:

' CONDUCT

tliagnosis of learnsv.s'prior knowleclgc, misconcepl,ions unc[/9r ri]l,epr:rolt prerequisite skills/knowledge garnecl from clemenl,ary .scr(r1r(tr;

I'tVtr ct.rtttlt'ltt'totrs

anrl

' INFORM

learners to know what they are exlrectecl to learn ancl rlo anrl how l,hr:ir

ie:rming shalI be asse.ssed.

tlris elemor.rl, lntegrateci Sciernce teachers .qhall

' GUIDE it'artters to acquirc scientific knowleclge whrch r.s about, accessing informa1ron. i.e., what, rnlormation i.s neeclecl, where informatro]r can be locat,ecl antl how
informal,iou can lle gatherecl focr-rsing on cerl.ain science concepts; alcl
' ENABLE iearners 1;o clisltrove misconceptrons, examrne/assess prior knowlc'tlger antl
begin t,o cliscover 1,he validity of tentative idea,s GI) to the F)Q; maker 1,heir trnrlcrst,ancling of'the scientific mel,hod real; equrp them with -skills and knoivlerdee fbr
them to be ,"ttccessful throughout the topic; ancl unclergo chfferentiateri nrstrr"rr:lron
1o acirlrcs,s t,heir unique strengths and ner:ds.

Tn

ln thise'lement, Integrat,ecl Science teachers shall:

' trNGAGE learners to understand scientrfic knowleclge which ir-rcltrclers
ing :urrl m aking meanrngs out of the infbrmal,ion; ancl
' ENCOURAGE ierarners to express their understancling antlengage in meanrutifirl
'sell'-ovalttatton; ancl r.tntlergo in-depth study of scjence r-rsing multrple ser.irr;cs 9['
informa1 ion rinclv:lrrous modalrties of manifc,sting learning.

n th is <rlemrrnt,, science teacher.s

'
'

shall:
ENCOURAGE leartrers to organize l;heir learning experiernct:s so thal, t,hcy g2u
tt'tor''(' lir)nt t,e:tr:her-gtticletl atrc[ concrete acl,ivit,ies 1,o indeltenclept altltlrr:tr1iops

i.,'hcl'c th<'v creat,c or ltrorluce rrew knowle(lge in .sciencc;

CHALLENGE Iearners t,o transfer therr learning rn new sett,ings
Ir't'itl ivt'ly 1,o gertrcrat,e new icleas, vrew things diffcrently, alcl

anri

"enr.gi,-reer^

irnrl

user l,his

lrroc()ss(,s:

. IN\'OL\T Iearne.rs to clesign, con.qtruct, platr, ltrochlco nrw knowleclqc, aurlior

it)voll' ltlttcl,s which cau contributc to the prol,ectron of the envrrolmell aprl
sustainttliIc

rrse of resorlrces.

84

Day

Day

Element o{'
ilr(.i; Iinrlorre

Day

iilenr<:nt" a,f

'llil:

llkrrnrtnt; of 'fC:

Hxltlore

Firrn Up

Day 4
Iilemerrt of T(l
i,'irm LIp

Day

Sub-topir':

Teacher's

Sub-topic:

Activities:

Sub-topic:

for

Sponl,anr:ous

Work

Understand
ng

and I)eliberat,c

Checking

assessillg
of learneir.s'
i-rnclersl,anrl
ing of
collcepts
l,aught in

elcmcntnry
sclent)(r It]
rcgarcl 1,o

t,he' concept,

eltrrgv

machinr:s,
ancl lrowtrr
ral,rngs tt['
electnc:rl
appliances

Day

Elembrixt of
Frirtn Ui) :r

T(i

Subtopic:
Kinelic antl
al

Energ)z

Learnerts

Activity
-

exltlaining

how poltrntral

Activity
- contluctrrrg
act ivrt,ics on

Learner's

--exyriaining
how lvork r,*
rlone

Activity

scienti{ically

concluctron,
convectron, ancl
rarhatron

formulatrng
of que,strons
leading 1,o Efl
det:rrling of

l:rrm Ulr

Activities

hera1 inclr"rcling

Activity

Iilenrcnl, of'T(i

Mtrclr-rrttr

Learner's

Learner's

onentatron
on lher
p ror[icts/
lrerlormances

-rlerivrng the
lormula for
work through a
simple activity

ex1-rlarning

how srmlrlt,
machint'nrake
work morc
cfTr cier n t,lv

assessment,
crit,erna

Dfty?

Po1,en1,r

of '['rans{br: of'
Ilnergy

Learner's

erlergy

transfer,
heat, work,
efliciency of

in1 rt.rtlr-rcing

D,a5t

,,,,,i,

,,,

Dayg

Day 10

fllo alnt:ol:rli{,i:

Elemeiil, of TG;
I rrm up

lllomont,,,of,,il'G;
.:l'Itm Up

__:

illliementiiiuf
TG; ,Flirm',iril

Subtopic:

Subtopic:

Subtopic:

Subtopic: 'l'he

Powcr ancl
l'lfficienclz of
Machines

Power liat,ings
of Elerctrical

Hnman
Act,ivities t,hat
Impzrct on t,he
Thermal
Ilnvironment,

Law of

Learner's
Activities

Learner's

- exyrlarning how

Learner's

Activity

tlcriving

Ar:llralscr
Learner's

Activity
- rat,ronalizrng

ii

Activity

85

explaining

ltir

Up

(lon,se rv

l,ion_d

Enerrg)t

l,hc law ol'

and krnct,ic
el]ergy rs

ecluatron to get
the efficiency
of machines

rlcmonsl,rat,ecl

in a penclr-rh-rm

how human
act,ivitres

the clifferent
power ratings
of electncal
appliances

grve rmltact,
t,o

l,hc l,her-

con.servation of
energy goverlrs
energy transt'er
in livrng organ-

mal environ-

ISMS.

menl,

- explainrng why
energy cunnot be

Checking for
Understanc
Checking for
ing
Understanding
- revrsrtrng
prior knowl- - revisil,rng lrrior
eclge, mrscon

ceptions,
aiternat,ive
concelrt,rorts,

etc in rela-

tion

t,o

energy
trans [or

Days 1l-12
,Slenre,nt rlf

{l(}i

brirlr'l

Sub-topic:
f)onservmg l'lnergy

linergy

fiesourccs

Learnerts

Activities
-thrnking of the
rlrff'erurnt ways of
('orlservrng energy

Checking for
understanding
-r'r'r'rsrtrng llrior
l,',lgr', m iscollL t.l ) l l.)ll:. alternative
r'Ilt('(,llt t()ns, r:t,c tn
t'r'lirl t 'l) lr) ('r)lls(rrVrng ent'r'gv antl
ellcrgv fes(JLtrccs
^

11',',r

':'''':'::

misconr;ept,ions,
all,ern:r1,ive
concepl,iorrs, ctc

in ri:latjon t,o t,hr:

law o['conservatron ofenergy

Day'15-17
[]brn,pr]{ of 1'G:

[-rp

ancl

Days 13-14
lilement of T(l: l)eepen

knowledge,

Transf$ rrlA$sr)s*me

t 0[

Learner's Activities

Checking for
Understanding
Learner's Activities
-clemonstrating how
erlergy is transferretl
efficientJy(FU:

EXPLANATION)
-evaltraling how ertergy is
conservecl as reflectecl irr
the differeut power
ratings of electrical
appliances (FU:

INTERPRETATION)
-proposlllg way,s to
minimize energy consumption (FU:

APPLICATION)
86

-- cortslrttr:lirtg art atlv,x:ittty [rrr

wise use o1'ener:gy ancl rts
alternativc sources l.hor-igh a
cooper:rtively ltl arure ti, rt: leva n1,,
comprehensive ancl si-silf,1vs or
irurovat,ive act,ivi t,y
(PRODU CT/PERFORMAN CE)
-

evaluating t,he
lrroduct/performancc (USE OF
ASSESSMENT

CRITERIA/TOOLS)
ASSESSMENT OF LEARNING

making an inference
on how propo,sed wsys
to mrnrmize energy
consumption contribute
to global campaign on
the wr.qe r,rse of erlergy

(FU:PERSPECTIVE)
imagrning how to live
in a worlcl characterrzecl
by the abunclance of
non-useful fbrm of
energy (FU:

EMPATH\)
recognizing the need
to nse energy ancl its

alternative sources
wisely (FU: SELFKNOWLEDGE)

CHECKING FOR
ESSENTIAL UNDERSTANDING (EU)
Learner's Activities:
contemplating on the
Essentral Question (EQ)
- re-examining the
tentative irlezr vis-d-vis
the EQ
- revi-sin g/j ustifyin g the
tentative idea based on
the r.rnclerstanding(s)

gained.

TOTAL NUMBER OF DAYS: 17

Checking for Understand i ng

inrl iirl arrl rvrI rt,s. lt'itrntrls sltttll:
unrl('i'gr ) illl ilss(rssmcttt o1'llti'rr ktt,tu,]t'tigtr ()n el]()l'gy, ('lt('t'g)' 1i'lrnslci' Itcrrl. u"oi'k.
l)()\v(,i'. t'['t'rr:rt,rtrty r.rl'mattllttr\s, l)ow(,1'rit1]lills o{'rrlt't:1,rit;aJ rtltlrlriu)(:(,s irtrlirrj rlulrllv rtr
irtlr:ri's(TN:ass(,ssln(,111 1r.rr-rst'utt;lrrtlt'(,i1h('ri)ttl)()rantl lrrrncrltcsl.trscril'clrcrrklisl
trsrrrg gritplric orgalliz('r, r'1c.'l'r'achcrs shitll lttlic notrr o{'lrrrrrucls'prioi'krroi,r,lt'rIgc
ttntl nr rstrortccpl rons, r l ltny')
.\s

1rit11 o1'1hc

Activit-v 1. Conceptualizing Energy (Graffiti)

'l'lrr'1('lltrll('f r'vill groLrp t,he class in {ive. }r)ach groLrlr shirll lrc givcn a slrcr'1, ol'
munilir l):ll)(,1'u'r1h lirc worrl liNltti(lY wri1le'rt a1,l,ht: con1,c)r. liat:lr nrcmlrcr o['t.he grr.rlrlr
vn,tllgtvolhcrlirk'rrsorcollo(,1)1st,itc'yt;artrclal,r:1,o1,ltr:r,'rir(ler)(,rgy. lltrlow jslht'lorrnit1,o['
1,hr, (:ortrtrrlll, mrtlt 1 ltt'r, wrll tlraw.

EINARGY

Whcn l,lrc groult is finished in making the concr:pl, mal), l,hcy will lritss thcir
she'et o['N4anilfl I)al)er to t,he ot,her groul) 1,o atld som() oonc(r1t1,s which wcr(' ttr)1, givcrt lty
grouqt.'l'he same l,hurg,,villbe clone by the otite r groLrl)s. As ther groul) rtrctrtvcs l,hrrir
owrl sl)('('1. o['Mitrrtla prU)er, t,hey wrll now syrrthesizt: :tl I t,he itleras artc[ cottsl,t'ttt:1, atr
orrtrra1,iontrl iic f inil,iort fbr the word LIN ii tt( lY.
f,|1s

Sub-topic: Spontaneous and Deliberate Transfer of Energy

Learner shall:

r
r

r0late mot,lon collcepts t,o energy throlrgh cliagrams, cotrcelll, map or allv irtst't'ttt:1 irrtlttl
me(lia
cr()ate i.n groults of il's a di agram or czrrical,r-tre oll how etrtrrgy is l,rarrsferrctl irt strvcrttl
real-lif'e srtuatiols (t,his shoulrl inclr-rcle etr0rgy sottrces/gentrrtttors, irettt,, cotlrlr"rclic.rn, convecl,ron, racli ation, nseof m:rchitrcrs-mechatricttl antl cleclrrcal, alllllrAllces,
vchicles)
coml)Arc iocal (home or community), ct-rtur1,ry arttl global rlata on ellorgy ttsc arttl it,s
effect,/s i n 1,ire Iocalit,y/country/worlcl
coml)rlre orlergy sources in the commttnity, counl,ry ancl the worl(l
88

(iomonst,fal,tr l,brough a crirat,ive proclucl,/ltresent,atiotr how etrergy otll) llrr

cl'{it:tt'tltli

ileat arltl llower.

oncr!{y
grotll)
cAtl
llre'setl1, how an inchvrcltral or
')l'rs.'rvo
rlemolst,r:t1,c how Otre's acttvittes irnpacl, tlrt t.hc' thermal c:tlvirotrmctrl'
itc ablc 10 apswer 1,ire essenl,ial qr.rcsl,ions inrl,i allyllt: t)rttrtrl,etl on th<: g'rotll)
prin1, unc1 tron-pring arlvoc:tcy materials
usrrrl trsitrg sr.rch terms as work,

I
I
!

r.ir.r1ptt1

beiuformerlolhowtherrltroclucts/ltrrrformanceciulittrasscsser(lusingarttbritl

2. It's Getting Hot in Here

I1this itt;t,rvity, 1,lre learners shall bc ablc to itlenl,ify t,hr: llossibl(r m('lhorls of'
rrulsfi:rrr19 iter:r1,. ll, is rmporlant that the learui:rs havc lhc btrckgrotttrrl ott thc
corlcelrt, o{'hctt1, before cloirlg this aclivit,y.

Activity

Materials:
watcr
beaker

tnpocl

rnongo seetls
2 shercl,s o{' t,ablcclot,ir

ma1,ch

elecl,ric irott

wlre gauze
alcohol lamp

Procedure:
l'his aclrvrt,Y will bc having three sr:tnlls. Sr:tup is baserl on 1,he methocl

o['he:11

t,r arrs [e r.

- Conduction

Setup A

1. Plug 1,hc erlcttl,ric trotl.

onto a silect of t,ableclot,h.

l].'l'ouch tht' 1 abltrcloth afl,er llressing.

2. Prcss

i1,

Setup B - Radiation

1. Place a sheel of'tablcclol,h urlrltrr l,ire stur fbr l]0 mnltttes.

2. (ie1 thtr labltrclotlr after lllacrrlp4

i t,s l,cmitt'rtl1,ure.

Setup

rt'

urttltrr

1,he sr.ttt.

Totrcil thc t,ablecloth and tkrst:ribt'

- Convection

l. I)our wa1,()r in a beaker (abor.r1, t'ilrec fourl'hs).

(TI'J: Tcachcr sh:tll

2. Make a he2t,ipg se1,r-rp r,rsingberikr:r, lripotl ancl wirc gauze'
jn
making thc hr:atrrlg setull')
sulcie thtr lr:artrers
wa1,er on thc hettiing strtttll'
wrth
il. I)lace l,lto beaker
4. when 1hc water st,arts boiirng, ltlace somt) mongo sr:trcls itr i1,.
i-r. Oirserve t,ltt: movcmenl, of morlgo se()(ls irt ther beaker'

89

i-EruPA

"

SIM ILAR ITIE S

F
E

R
l

I
l

E
N
E

SETUP C

-']-_-'-

learners have clone the activity, let them analyze the similant,iers ancl
rlrffcrences o[ the three setups. The learnerrs may Lrse the following cliagram fbr thrs

After

1,he

l)Llrpose.

Sub-topic: Work
Learner shall:

.
.

explain how work is done scientifically

clerive l her formula for work through a simltle activity

Activity

3.

Work in the Context of Science

In this activrty, the learner-q would be building the concept of work ir] screllce.
l,earners will work in dyad.s. They will clefine the word work based on their real-life
experiences. Then t,he teacher will be giving examples of activitres whicb are
classifierl as work anclnot work rn the context of scienr:e (TN: Teachers shor,rlcl not
give the rir:finition rn class cleliberately. Letthe class form the rlefinition of work).
The followrng are exzrmples of work:
. Someone who is pushing a cart on a roacl.
' The lady pulling the luggage at the airytort.
. A boy who throws a stone on a river.
'f ire

.
.
.

followng are not examples of work:

A larly who carnes a grocery package.

A man pushing the wall

with great force.

Somcone rvho pr"rils a hr.urclretl olcl acacia on the grouncl.

i)0

aucl

After reading the following examples, let the Iearners think for three mrrllrtes
ask them what would be the definition of work in science. If the learners can't strll

:',rm the concept, ask this question:

Is it necessary to exert great force to perform work?

As the learners formed the scientific definition of work, let them clerive
iquation of work. (fN: Since work (W) requires force (F) made at (x) a distance

thcr

(d),

therefore, the formula shoulclbe W = F x cl)

Is it necessary to exert great force to perform work?

Sub-topic: Simple Machines

Learner shall:

.
.
.

identify the six simple machines and their charactenstics

derive equation to get the efficiency of machines
explain how simple machines multiply force

Activity

4.

Lifting Easily

Procedure:
the small wooden block ttncler the ruler. Then, lrlact:
the book at one enrl of the rttler.

1. Place

2. Press the free end of the scale with your finger. Were yort
able t,o lift the book off the ground?
3. Change the height of the wooclen block, the posrtion o[ 1,he
block antl the length of the ruler. Observe lrow tloes 1,his
affect, the lifting process.

(TN: The teacher may also ul,ilize other activrtres on t,he six simplc machittt's
import,ant that t,he teacher emphasizes how simple machiues multiply forccs.)
9l

Sub-topic: Potential and Kinetic Energy

Learner shall:

. i.[er 1,1-rat, 1,henr are csse.l.ially two krnds o{'t:.ergv - l)()1ol)1ia] or sl,orecl s.1r'gy a'cl
kinet,ic et](,rsv.

Sub-topic: Power and Efficiencv of Machines

Lcarner shall:
tlt'rivcr trilrtaliotr to get 1,hc e{Ticrelrcy of'machines (TN: Rr:call how erncl whv simnlc
nlat:h r r rrrs m akc work f :rs1,rrr/ca.si cr.)

'

Sub-top ic: Power Ratings of Electrical Appliances

Learner shall:

rat,iortaliztr

I 11q' clilfereu1,I)ower

Activity

4.

rattlgs of'elcctrigal trltltiialces

Watching Electrical Consumption at Home

'l'his ctln Lrtr gtvt'tt lty tht: l,eachcr As An as.srgnmenl,1,o thc class. .tiaclr class shall
rk'1r'rminchrrrvnttrchr:lcc1.rit:il,ytheriraltltlrall0()sconsumcmonthlv.ON:I1 isbel,lr,rthal
t h(, 1(' a('h('i' h as introrlucccl 1,hc conccritt o['rva11s.)
t.

Lerrlrnor.s u'ilLchooser fivc alrplranccs t,hcy usuallv ns(r al home.

')

'l'he:t'rvrll look tbr the power raturg oi'tiro altlrliancr'(usually erpressecl in wa11s
9r
kilorvatl's). I['l,hrrratrngrsinwatl,s, l,helcamrrrssha]lconvrrrt,il 1ol<ilorva1l,s.
'l'111'11 1116'1' rvill trslimattr how long lhey us('1,hc)
apltlianccr rn a rlay.'['his sha]l lter
<'xllrrrssctl ttl Ilottrs. 'l'her anslver wrll bc tire rlaily elirctnc:rl cclnsumltt iou crpresscrl
rn ([rivh).

,).

'l',

st'1 lhc cslrmalecl rnonthly, elecl,riurl consumpl,ion, thrry

t'lcrt1 rrt; t:onslrmltl.irtrr by i30.

['sr' thi' lrtlrlt'btrlrtu,

rrt

:l'lln(:('.

will m.l1,rply thc rlaily

1o 1.:t]rlrlttl,c thc monl,lrly electrir:al consi"rm1l1i9l e['giigh

92

App,lianee
I

I
I

il.

i).

A{1er 1}ris activrt,y, let therm icbnl,ify which appliance consnmes 1,he highest
amounl, of erlccl,ricity. Ask 1,irem which l,ype of'appliances usually consnmes l,hc
highesl amounl, of'clectrrcity.

Sub-topic: Human Activities that Impact the Thermal Environment

clemonsl,ratc itow one's act,ivities tmltacl, orr t,hr: l,hermai environmcnl,.

Activity

5. Diagnosing the

Thermal Problem

'f hrs rurl

rvilr' shtrll br. clttnr: afierr the tcachr:r htts tlisr:ttssed ltow too mrtch Itc:t1, rs
erltcllerl in thrr rrnvrronrn('n1,. The lcarncrs will act, zts ctrvirotrmcnl,ttlisl,s whrt wrll
invesl,igtilrr 1ltc roo1, oaLrses o{'too mrrch accumr.rlat,ion of'htra1, rvhich resttlls 1.o tht'rmitl
'l'irs at;lrvtlv
ltolluliotr.'l'hcn 1he lcarners lvill also [jntlso]u1,iot.ts lo 1]rrs ltroltlom. ('l'N:
(]uar1,1r1^
(iuirlc)
z1
ur thrs Teachrng
urn :rlso be in1,r'grated rvil h Acl ivity 1ll rn

Sub-topic: 'l'he Larv of Conservation of Energl'

Learner shall:

. ('\llltlit] 1 ilt' l,ltw

o[ ( 'ons(, i'r'tr1 ion

o f'

l'int'rp4v

Q'l

Activity

6. Tracing Energy Flow

in Different Materials

Below rs a set of different materials that we r"rsually use zr1, home. Identify what,
energy t,ransformations occur rn these mat,erials. Use a cliagram for this prlrpose.

IJaserl on t,hc rliagrams t,hat the Iearners have constructecl, let them rlevelol
the conceltt of the l-aw of Con.servation of Energy. You may ask them to give othe
exampIers of energy transformations.

Sub-topic: Conserving of Energy and Energy Resources

Learner shall:

.
I

havc a scientific answer to the two contradictory icleas - the Law of Conservatron of
l'inergv ancl the neecl to conserve energy artd energy resourcers
rrk'nt i [y 1,hc clifferent, alternative -sonrces of energy
explairr wliy is t,herre a neecl to conserve energy and energy resources

94

Activity

7.

Assessment of Energy Resources

In this activity, the learners will be able to assess the

energy resource,s in the Philippines and .state the courses of
action that can be made to conserve them. Reiterate t,o thc
learners that there is a need to assess energy especially that
the demand for energy is continuously increasing. For this
activity, the cla-ss will be divided into group-s of five.
Find clippings from the newspapers and magazines about,
energy conservation.
2. List the sources ofenergy tackled in each artrcle.
3. Discuss in groups the content of each article or st,ory in
the newspaper.
4. Think of the solutions that the government can clo rn
solving energy problems in the country whrch were
mentionecl in the articles.

EnerEy Sourcs

5.
6.

IssueslProhlEffirs,',.,,','

:Concerned

,,,,,

,,,':

'

Each group shall present their or"rtputs.

Synthesis of t,his act,ivity will be facilit,aterl by the tcacher (TN: It, is
important to reit,erat,e 1,o sturlenl,s that there is a clifference between the l,aw oI
Conservation of llnergy ancl energy conservation).

Checking for Understanding

At the level of nncler.sl,anding, the learner sirall:

.
.

r
.
.
.

demonstrate how energy is transferred efficiently (FU: EXPLANATION)

evaltiate how energy is conservecl as reflectecl rn t,he drff'erent power ratings o{'electrical
appliances (FU: INTERPRETATI ON)
propose ways to minimize enc'rgyconsumlttion (FU:APPLICATION)
make an inference on how proposecl ways 1,o minimize energy consumption contribr-rte to
global camlraign on the wise use oIenergy (FU: PERSPECTIVE)
im:rgine how to live in a worlcl characterizcd by the abr-urclance of non-nseful form of
energy (FU: EMPATHY)
recognize the need to Lrse energy ancl it,s altenrativc sources wisely (FU: SELF-

KNOWLEDGE)

CHECKING FOR ESSENTIAL UNDERSTANDING (EU)

. contemplabe on the Essential Question (Efl)
r re-examrne tire tent,ative iclea vis-h-vis the Ef]

revise/jr.rstify the tentative idea based on the unclerstanding(s) gained

Learner shall:

conchrct an arlvocncy for wrse usc of energy anci rts alternative sources through a cool)erat,rvely ltlarurerl, relevant, comprehorlsrve, ancl creative or innovative activit,y (PROD-

UCT/ PERFORMANCE) (Days 16-17)

. evaluat,e t,her procluctiperformance

(USE OF ASSESSMENT CRITBRIAffOOLS)

(Day 17)

Activity

8.

Energy Conservation Advocacy

This shall serve as a culminating act,ivity for the topic on energy transfer.
Learners will make an advert,rsement material ftrochure, vicleo or any form of materrial)
that will ltromote proper conservation of energy resources. The teacher shall coustruct a
rubric that would ervaluate the output of the ieartrers.

conduct of Assessment of Learning (Day 17)

References;

'l

L
2.
l].

Rcsources (Welr sites. Soflware, ctc.)

National tieograFlrir;.lliggs, A.H.. et al. 200t. Glencot,scjcrrcc
Bh.re'ihacher Wralrarourrrl l,lcljtion. Mc (lra'w HjlI: _
I{oug;tlton'Mifdlin Carnpalry: 2005 Mcl)ougal I,itfll Scior:*, Trrkrgrirkrl
Corrrsc l. Mc[)orrgal l-it{cll:Ilrnois

4.'

bl ue.mssc.icnce.com

4'

:5,. <clas.szolte.conn> by rrsing t,he {o}lowirrg coclc t,o creat,c

tlie useriranre apcl
pa,rsworcl: M CDTC()WDMSSZ

. h l,tp :/iww w. gcscsci ence.com/1 ren -e

8. ht.{.p;//w"ww.plrysicsclassroum.com/
7

.h t t 1 r :liww w.1

rr

rgy^jo

r-rl e

s.

hysrcscl a.usroom .rrm /m mctli ale norgy/lr

fortlrt

norr-

.ts-];imn,'lli]}ilJ],.l98]..IrtvitatiottstoSct:trrcel.llq.rrjryt.}:i.nrrIilrir'*slI,eiingtrll'
trVlaterialslEqu i prnent Need ed:
1. St:opwa tt:h trr ol hor t imo recr;rrling rlcvir:tr
2. McLc'r sl.ick ol msl,cr {aJ.rc or ruler
3. ltubht,r ltirll
4. C)rlrlrlring llal)or

5.
6.
7.

Ilalkr,.rrts

Dnlrkurg sl,ruws
String

8., 'l',Allt
'
L l(lT MutcriaJs * ssftwar,e antl /or [rirrclrrya,rei
,i,10

imetcr stick
stt4rwul.ch,

ll.
I2,.clor:k

: ,,, : :

Q?

a
J

hlrn

rr .r: fm
...11.Il.1f,pJ/0Ir:wj.kj]petlia.oig/wiki/l,ar:ge*F{atlrbrr--CoIlir'toi#Pur1ro.sel
I2.()sborno. J. antl Frceman, J. 19u9. Tcachirrg Phvsrc.s: a guide
1

iI

'

General Stand.or* The learner demaratratcsundarstandtngof fundamental. eoncqts and

in Clrcntistry, Pltysics, Space Sci.enee 6nd, EcolCIgy in an integrctiue iltq\, ft) ilnalyxetba,hrc pvoblents critieal,ly, thin]l in
ertrle:iy/uvhtfn , cmd mahe,irtfaryqd d.ecisiaw in
order toprctect the enuircnmrnt, consen)e rmurces otulswtain quulity tife.
processes

Quarter II
lioi',lr', N{ot iutt tt trrl l'.rtcrg.y

P1ate.

Content Standard:
'fho lcarnrrr clcrnonstratrrs unrlcrsl.anrIing
rrl' matragrng ef'fi'cts of' events itssociittetl
lvr1,h pJ ate

etr1

on ics.

Essential Understanding(s):
Unrkrrstandi ng o [' 1rl trte t,ectort ics heIps us
reaiizr-' t,irat, v,.e share l.lrer samc planct in
whrch l,berr: Ar(' m:uly cvcnt,s whosc
effects ,shoulcl ire managecl bccauser tht'y
inevitably affect hnman lives ancl the
envirortmenl,.

The learner will know:

I.

Ti$ e Frar,nel

Topic:

Evidence of Plate Tectonics

(lr1,hosp h erc anri a.sthenosirhere,
contincnt,al drif't theory, seafloor

Ii'riCl'onicr

:,

:1,

1G rlays

Performance Standard:
l,crrlrn(rr,s, working rn lrrurs, manage the
}ruman lives and ther environment of
evcnl,s a.ssociatecl with 1tla1,e tcr;1,onics
t,h rou gh i nfbrmecl cleci,sion m akrn g.
rrf'{i'c1s on

Essential Question(s):
What cloes untlerstancling
tcll tis?

o{' 1rlat,e t,ectonics

The learner will be able to:

. iclentify causes ancl effects of plat,e tectonics

. make preclictions ancl rnferenccs

slrreacling, rclat,ionshilr of the laws of

mot,ion antl cnergy transfer to plate

l,erctonics)

II. Managing Effects of Natural

Phenomena associated with Plate
Tectonics (carthqr-rake: cause/s,
damages causcrl by earthqnake on

.
.

hr-rman lives ancl t,he environment,

r,arthqr.rake ancl tsunamr, managing
,lrrmagcs ctruseci by eartliquake; ltlate
ri'r'lonics ancl the formation of'monn':1rr tvlles; volcanoo.s: types, volc:inic
;1. ',\'rlrcs, of'fects of volcanic cruptrons
,ir ir,-rnritn livers ancl the i:nvrrortment,
l,j'r.,lrr'1 r rtg r-olcanic activities, monitortns rrllil -li1i'guarcls for volcanic activrtles)

event,s a.ssociatecl

98

or]

occurrences of certarn events associatecl

with plate tectonrcs
observe correct scientific precautrons
cluring calamitres
const,ructing moclels t,o show concelrt,s
associatecl with plate tectonics
determining relationship.s bel,wecn plate
tectonics ancl natural lrhenomcna or

with it.

Product or
Performanee Task:

Evidence at the level of

understanding

Infbrmcrl clccisron
making on ucl,ions
lerarners nee'rl to tal<e

L,earlters shoulcl bo ablrr 1,o

clemonsl ra1r, unclcrsl ancling by
covenng the sir (G) faccls of
uncler.slanrling:

manage,

t,he

tct

effrrcl,s on

human lives anrl 1,he'

environmeul, of evertt,,s
associal,c'rl wit,h plale
t

crct.onic,s

EXPLANATION
Describing hoiv 1rlu1,rr l,cctonics
{itrrnamolrnl,ains
t,ion ol'
anci volc:rnoes.

cztLlso ettrl htlr.rak('s An(l

C

riteria:

o. ,k'ctt t ott, ( using correct

ci1,t'rl ervcnt)

b. Clecn (t'rprt'ssrng with claril,y

scienli{ir: thoughl,s in wntt,err /
c'ral {irrm),

TNTERPRETATION
N{aking sense of the connec1ions involving rl't:r:nl. occurrcncos ol' carl,hqlrakcs anrl
tsr.uramis t ha1, trf'frrc1,crl counl,nes
rrror.rrt(i thc i,l oli rl.

Criteria
a. Meortirtgfirl (sccinp; the
connrrr)t,iorts wr1 hin l.]re rmmechat,c' contex1, of'1,hc learncr)
dc,1

I)crtbrm anr;c ass('ssmcnl

the learnt'r's caltalri I i1_v
to maker tlc'r:tsion^. llrst'rI
on l.irrr fbliowrng cn1t,ria:
of'

.inlbrmerrl tlecr si orr

2. Acl,ions I(,ar^n('r's rrt'r'rl

1r,

taker 1o marrrige thc

scrence conr:r'p1/s bt'hrnrl the

lt. Illrtslr',tlrr,, (rlist'rr..sirrg

Evidence at the lcvel o{

performance

in

ail t hc connrrcl.iclns involvrng

recenl, oocLrrrences o1' errrrt,irqrrltk,'s ltrtrl lsullamis ;tm,rttg

counlrics)

APPLICATION
Propose imlrlcmenl,ttl,ion o1'
safcl,y measllrcs lrt:1orc, tltrnng,
:rtrrl trfter thrr occr-rrrclrcer of
carl h qr.r akcs. 1,sr-uram is ilnrl
vol r;a r.t i t: c rltl t 1,tt.rtrs.

Criteria
o. ,$propr rolr: (provrtling srr{tr1,y
moilsllres be,fore, cluring, anrl
afl,cr 1,hc occrlrrence/s of t,bese

htrmlrn livr'.r iinrl

crrvrronrnollt ol r'vr.rr1s
associa1,()(l wil h pltrl tr

e{Ti'r:l,s ort
1,ht'

l,ectorllcs.

I
(
{
I

nat,rlral llhenomena and telling

how such measures can be u.secl,
adapl,crl ancl customizecl rn
rli ffe rent/seveiral sj 1,r-ra1,ions or
conl,trxt,.s)

b. I)r'ctcIir:o/ (drscussing ltow

saf'cty measlrres can be clone
r:asily)
c. fil'l'icienl, (expounchng how
t,imc anrl re.sources can be usecl

lrrotlur:tively whik: r"rsing, arla1t1,ing aurl cust,omizirrg sucb safety

mt'Astrrcs )
d .Elfer:tire (clisctrssing irow the
dcsrrorl/ exlrectccl results can be
achievetl after using safet,y
measures)

PERSPECTIVE
Analyze goverrlment efforts
(internal,ional, rrational ancl
local) in reclucing clamages of
eartirquakes, tsunamis ancl
volcanic eruptions re asonable
baserl on cosl effecl,iveness.

Criteria
a. Irtsightful (developing one's
vrew after considering all government efforts in reclucing
rlamages of earthquakes and
volcanic eruptions)

b. Cre.diltle (citing authoritatrveiprimary sources of information while arguing for the

re asonability of government
efforts rn reclncing clamages of
e arthquakes ancl volcanic
eruptions baserl on lire cosl,
effecl,rveness analysis)
r:t.i r: e of c:ri t i c:a L t h i.n k.i n g
(combrnrng research, unclerstanding of historical context,
ancl balancecl juclgment to prove
the reasonable or unreasonable

r:. Re l'l.e

r00

government efforts in reducing

damages of eart,hquakes and
volcanrc erttpt,ions basecl on cost
ef1'ect,iveness analysis)

BMPATHY
Imagining what other peollle
feel ancl how they adjust whiie
livrng in areas frequentecl bY
carl,lrqttitkcs, 1 sr'tnitmls or
volcanic erttlttions.

Criteria
o, Perceptit e (recogrtizing t,hc
cffects on people lrvirrg irt Art'As
frequentercl by earthquakes antl
volcanic cruptions)

(exhibrting what
these lreople feel ancl how theY
adjust as a result ofexperiencing eff'ects of these uatural
,r. 5p71.e1lit:r:

phenomenzr)

SELF-KNOWLEDGE
Self-assessesing how the
unclerstandi ng of rcclucing
clamages of earthquakes, tsunamis ancl volcanic eruPl,ions
shapes/influences one's bellef .s
and values on volunteerism.
o. Ref'lectiue Oecoming aware of
how one's beliefs ancl valnes on
volunteerism are influencecl/
shaped by understancling of
reciucing clamages brought
about by earthqr'rakes ancl
volcanic eruPtions)
b. -Respon.sirre (reacting Posr-

tively/how one must behave as a

result of changing one's beliefs
ancl values on volunteerism)

101

Teaching/ Learnin$ Sequence:

Sctctlct' t,e ache rs siral I

a lr t l/t'r
r i i a gnosis of le arnc,rs' ll rior kntlwlel tl ge', mi sConCep l,tOns
j()r'r: ()11 ltrcrequtsttc skills/kntlwletlge gtlrrrecl Irrlm elemtttil:lr-v

rrr:1 i vr i i r:s, I

1\S
I

ttl e grat,er

cl

atrcl

INFORN{ lctrlncls

1o

know what lirery ii1's cxlltrr:t,ed to Iearn ancl

lcrtntt ng sh all irt' l)ssess('(i.

In l his ('lemelt1, lntcgral t't1 Sctctrcer t,cachers shall:

. GUIDE lctrrpes i,.;) il(t(luri'e scient,ific knowleclgc whit:h rs allout etccessirtg trllormtitron, i.c., what in{ornrrrlrrtr.r is neecle..tl, w}rert: rnformatiotl car} be loclrletl, atlrl hc.rw
infirrm u1 ir.rn can be gat ht't'i,rl focusing ou ce rt:riu sciellce concellts: ittid
. ENABLE lt:trrners 1,o ilislrlr.,vr) mlsconcepttolls, clxamine/assess prioi' krttlwlr:tlgc,
trleas (Tl) to t,he li(i' rn:rke l'hcir
31161 l;sgi. 1,o rliscevcr'1hc vtrijriity of t,oul,ativer
.,,,,ier,.i,,,rdurg of 1,hcr scrt'nti[ic mel,hocl real; equip them with .skills itDtl knowlctlgrr
for them t,o be succerss{irl throughout the topic, ancl ttntlergo clrffercntralrrrl itrstrttct,ion to utitlre ss l ireir uniqttc sl'rertrgl'hs ancl ueerls'

Integrat,erl Scieuce l'eachers shall:

ENGAGE lt,arucrs 1,o urrclerstancl scientific knowledge which lnclucles t,]re lrrocessing ancl m aking of mearlr trg out of t he intbrmatiotr; aucl
ENCOURAGE Iearncrs 1,o exltress titeir unclerstancling arlcl eugage itl mt'aningfttl
qell'-rrvalr-ratrol; alrl r-rrrile'rgo rn-rleltth str-rcly of science usrng mr'rltilller .olrr(les of
learni n g.
i rrfor.nr at,i o1 an tI varj ons mociali1,ies of m anifesting

In 1his

1'l1rp-tt'tt1..

ln thrs element,, integrat,eci science tcachers shall:

, ENCOURAGE i.nr,rn., t,o organize t,herr learning exllertellces so 1|12{' flrpy can
move from teacirer-gprciecl ori,l concrete activities to urcleperrdcnt aplrlicttt'rous
rvherre they crc'al,e or llrotlltce ucw knowledge in sclence;
. CHALLENGE lsnrlers to transfer their learnrng rn ncw sett,ings anti trsc this
rtfcril,lvely 1,o general,e new itleas, view thrngs diff'erently, antl rer:trgitreer llrocesses;
tttrti
. IN\rc)LVE learners to clesign, construct, plan, prodllce new knowleclgc', autl/or
invcrrl ltr0rlucts which can contribute to the protectiorr of the environment' ancl
sus1,:titt ttltl t' r.tse oi'resources.
102

Ea5r
Elbmirnt bf T'!;
ntrxlll,brt
,

DaSo A

Dayis..8

fflerner:rt of T(]li
l.,xJrlorri

FJilernent of

fr"*

",.4.

Ul;

-- assessing learnt'rs' rrrtrlt'rsl ;trtrlr rtg

of'concept,s i,aught,
rn rllementary
screllce in regarrl t,o
t,he strr-rctr-rre ot' the
earth, movement, of'
t,he earth crust,,
earthquake ancl
voicano

'Ieacher's

Activity

1'..

Sub-topic:

Sub-topic:

Irviclencr: of'Platc
Tectonjr;s

PIQllq]]]tr,i riil'l

-- int,roducing ther
l,oprc PI:rt,e

Learner's

'i-trc1,onic.q

Activities
--comparing ancl
conl,rast,ing 1i1hosphere antl
ast henoslrhcrc
(Day i))

--condr-rct,rng

orientation cln thr:

ipcr[or-

protlr-rc1,s

mal]ces

Learnerts

-- makmg infer-

Activities

on t,ire:
ciranging posit,rons
ol'continenl,s over
time
(Day 4)
-- meLino in{'orences on t,he
movement of plates

-fbrmtilat,ing
questrons leading
t,o

li(l

-clet,arling assessmenl, crit.erria

Da5'S
l'llerrlcnt oll"l'(i:
1.'11"111 1.,1r

Checking fbr
Understanding

lil{l

llrtue.! q! \lu
Learner's

tr:r'

Activities
--relatrng ltlatcr
ter;1 onics th<ror"y 1,6,
thc law(s) o1'
mot,ion anil encrgy;
anrl

enc]s

(l)ay 4)
-- making models
on plate movements at clifferernl,
types of bounrlaries
(Day 4)

10il

Checking for
Understanding
--revrsrtrng prior
knowleclge, mrsconceptions :rnrl/or
tc:n1,ult,rv('

rdea/respon.se orl
evirlence of ltlate
tc:cl,onics , if any.

natg '

lillomerli; o,f lllGr; :,

l'rrnl Lllt l. rrm U1t

Sub-topic:
Sub-topic: .V rrnrrgr rrg
V:mtrgrlg ltllt'rtq 1,. Llllalr of'f atlrral
ql-Nillqriri
L'l t' l rtttcla .\!'l q ii{.!'{l
t

Ir]44omr,nit
itiiecral,crl wil ir
i)l a1 t"l't'tr l,on i irs

Learners'

Activities
g h, rr^.
r,:rr1 Irqrirrkcs
{)o(:ri}' rvlra'n rrit:litt'tt.rv{' Al0ttg
tli ['li:rcnt krnrls,,i
fault s
-

ri i st:r"tsst tr

-makiug au
rtrlt'rettc:t'hou
en('rg\i frorn arr
r':tr'1,h11riakc rs
rrsr,(l 1o tlt'l,r'rmrne il.s ior:a1,irtn

ancl sizc

-attitlyzt rlg 1,he

riam agcs t::u-rstrti
by :rn rritrl,hclr"rrrkc
runtl how sucir
rlam:r;4t:s c:rn llt,
reciucr:rll managerl

vi,'

rt

ir

I)l a1,c,'i'r't:tonrt;s

Sub-topic:

Sub-topic:

!lanagr ng I'l{'f'qcls ol
Na1 rr r al I)hernqn('llil

Maqagr r g
ol N,rtrrrtii

&:vilalqlw'1lt

l)ll('n()rTl{,ni1

[)i it l1y I etlt,ot_rLqr

(ihecking for
Understanding

(Uou-tLaui

i,r i.!tl ry r.tit

Irlltl1.'i lr:tonri;.

(\qk:ar;r,

--nrakc s0ns(, o{' 1,irr,

r:ltllltl(11lOlls itrvrrlvltr g
l'{,c(' ltl rtccltrr('tttlt's t;1
(,ilri ir(luakos :lrri
Isrui:rrlls t hat iifl'ec1r'ri

Learner's
Activitie*s-

Lafl1r:flS

tiri'woy'lrl (FU:
INTERPRETATION)

r:art lilrrn mr)urrl airrrs

-mukrnS; an rniirr-

)()slllg i mltlenten1 atiorl oi' sali't,v mc'risl.r ]'os lrclbn'. rluri ns

;rtt'i ltll('t' I lti, ,)('('tll'rcn{t(rs oi' ea rt.}t qntrke
:uli lsr.rnttmr
(trU:APPLI CATI ON)
--l )r()l

ellccr on 1,ittr rr.']a1,ronshrl; o1' 1tlu1,r' l,crrt,onr(rs illl{l ntoulll,Ilt t'r

lormrrl iolr

Checking for
Understanding
-revrsilirtg prior
It,,wl,,rlgr'. m i>r'r rl)ccpl,iorrs :rnrl/or
t('n1,zi1,rvt' i tk'it orr
rnounl,ain iirrma1,ion, if any.
ii

-rcvisr1 i ng ltrir.rr knowl('( lg(:. nl r scr)rtcr'1)1,r t)tts

ttrtrilor l,cu1at,ivc iclca ur
reslrorlse on eart,ir-

quake, rf'any.

-makrrrg a
crcttl,rvi: l)resenlaf,ion on t,he
rcl:it.ionshilt
betwcen l,sunami
ancl earl,hrluake

104

l 11r11.s

r\slll

Lrrul]lq!
itnltivzr: hi;r,r,' [irl tlrng
t.,i roclis ar)(l movt'nrcni alrtn14 l'aults

i1.l

Activities
- nt;rkttt{ nrli'i'1 '111',,.irow rIi{'icrcnt 1,ypr,:
tt{'v0irItnot:: ilf(,
fbrmtrti a:r i 1r:1,r;pit:
1rla1.rrs mov()

-classrl'vins llrc
immlrlr rr1r. irrrrl
lortg l,'l'tr],,1'ii'r'1 s,ri
volt:trrr i,: i'r'u 1r1,ions

ott irrun;lns
'ttt,l iltt
(,nvlrollill('il1

.U[*.*....iotii],.,,'
fit.drlleiit tif li.t,,1

Dap-s 12-13
l'llanrerr t o{"1'(

l:

;;;I)eelrcrr

Ttrans[err

Firm,,rUt1

Topic: Managing
liff ccts oi'Natur.!

Checking for
Understanding

PhclLo_ulq!11

A:rqeralql
Oolcano)

Learners'
Activities

-anttl yzi n g gcrvcrnmen1,

t:Ifrrr'1 s (in1 ci'rta1 iclnal,

nal,ioual rrntl Iocal) rn rcrlr-rcurg rlama ges o{' carl,hcluakcs,

lsr"rrtitm j arttl volr:;lnic t,rrrlrl,ions basecl on cost ef'fbr:tiveness (FU: PERSPECTIVE)

-ima grnr

rn,it tr1,

ol,hcr

EMPATHY)
-sr:I {'-assrrssing how the:
unclerstandurg o{' retlucin g
clamages of earth tiuakc',
tsunami, volcanic crulttion
shzrpe/i nf1 r,rerlce orrc:'s bcl icfs
anrl valucr,s on volnnteerism

-irroposiug imlrlcmentation o{'safety

moASLIr0s br:{bre,

citiring trnrl aft,rrr the

occurrence/s of
volcanic cruption
(FU:
APPLI CATION)
krrui,t'lorlgc. miscortccpl iorts an,l/or
lcr)lnlivc irlcrt ort
volcanoes, i{ any.

pcoltle li:erl ancl how 1,hcy

Ittl,lrrsl while lrvirrg rrr ;rrcits
frequentecl/ visrtcd by r:arthquakc(s), l,sunami (.s), anrl/or
volcauic cruptron (FU:

Checking for
Understanding

prior

(FU: SELF-KNOWING)

CHECKING FOR THE

ESSENTIAL
UNDtrRSTANDING (EU)
]

-conl.cm1rluting on the
Essential Qr.rcst,ion (E(i)
- rt,-t,y..tmirrirrr'
'..t'.'',. llro tcrtl al ivc
irlea vis-i-vis the E[]
-revisi n gltrst,ifyin g thc:
tentative iciea based on thcr
untic:rsl anrli ng(s) gai ned
105

:,::.r,

lrrcparing a tangr-

bJe or-r1,pu1, (cg.

l)eci,sion Mal,rix,
Acl,ion Plan,
Atlvocucy M a1,r:rial,
c1r;) slrowinfl
inlbrnrt'rl rlcr;i sions
matltr on acl,ic.rns
Iearners neerl l,c.r
1,ake to managc l,he
effecl.s of nzrl,uraI
phr:nomena or
cvenl,s (sr-rch as
thosc o{'volr:anic
crupt,ion,s, eartirqrrakcs. rrnrl l,srrrrrr-

mis) a,ssociat,erl
pla1,c l,ect,onics

with

(PRODUCT/
PERFORMANCE)
-evaluating thr:
lrrocluct/ lterformarlce (USE OF
ASSESSMENT

CRITERIA/
TOOLS)

16

Assr+Ssrnerft of
l-ea rn i rrg

Learner's

(FU: EXPLANATION)

--making prt'tl rtrl ion.s

on hor,r' l,hc
Phi I i ltpinr,' k' rri ory
may be afTectertl firr
having been sil,uatecl in t hc belt
callrrtl 'liing o1' I.'ire'
-communictrlrng how
hr.rmans monitor'
volcanic acl ivil ics
anrl rech.rcc ciamages
causecl by volcanrc
ernptions

Day

Activities

-tlescribing how ltlat,e 1,cctl,rlnr()s calrse c art,hquakes,

1.sunami, monnl.ain fbrma1,ion anrl volcanic ern1t1ions

ullr

Plalc-ll'r.c1,onics

-revisiting

ra.ttr:i:.

lllenr<,nt. of'T(

Suggested Er richmentActivities,on H;;'th inO Sb[cu Ohse,rVatiotrs

rvoriiing in gror"rlts 1,o shrtrn-hr.,rv crluccltfs on force. mot,iol]. ()r]ergy atttl rntt1,1('r llre
I lt\'()lvn(l i rr 1ri ltll' 1'1-loIllt'>
' orglnrz.rng a ['re)rl l.rrp Io 1,he lt)iirost IrA(;ASA ( l)hrlvocs) iitrtl leartl ttt')rt'itlrrttil,
1

'
.
.

volcttnr)os a n rl t' ;tri h tlttrtkcrs

cr)n(1uc1 irrg air inlrrrvicrv rviIh rrxltlrts (vr.ikranolttgi st, sirisntitlogist, t'ttt.) 1,o rttrLlt'i'sl,unri {iri'1hcr 1.hosc con*,1tts rn ltlatc l,ectotrics fotutrlto bc rirf'fit:ul1
mlikirrg rr lrirckgror-rnd invcst,i ga1,ir.rn (throtrgh lit,cr:t1,ttre search, rrttervitrlv r)l' ttl'vr-.v)
on horr,slrfc one's rmmctliatc comtnultrtv from 1,her,:lccrtrr('1tcos rlIearthtlttake, 1.sitrr itnr r rr n t l/oi' r,olc:utic erltl.ltiotr
ptltiirrtg iilt itgcoupl o{'lhrrrr sclf'-rntercst in fir1,rrre career atrcl occrtpztt,iolt/1troIt'.*sttltr
lrv lrtlt,rrcling carecl rtricnl ul,ron irt 1,he school or care()r cottnseling

Checking for Understand ing

As 1rar1 ol't he

1r

rel

tmiuary activi

1,ies,

eartrers sh:rll:

urrclergo an ilssessment, o{'their r-urclerstanciing of structttre of the earth, movt'metrt of

t,hc erart,ir crlr.st, earl,hquake ancl volcano. ('feacher's Not,c/s or TN: Assessmetll' t,rl r-tse
Ilclricle eit,her I)aper ancl ltencrl l,est, use of checklist, using graphic orgttutzer, etc..
'l'eachers.qhall l,ake note of learner's prior knowleclge and mtscotrceptions, if an1'. Some
su g.gesterl activit,iers below may be clone t,o attain this ltr-rrpose.);

Activity
Materials:

1.

How can you model Earth's layers?

Procedure:
1. Put a layer: of colorecl beacls abottl. 1 ctrnt'jmeter

t,]eur Irlasl,ic cup

small colorecl beatls

gravcl

sl;irring stick

tirli

r,r,atr..'r

:'

thick

at

t,lre center of tbe clear plastic cttp.

2. I'u1 gravcl on tctp of the beacls aLror"rt,2 cr:nttmeters thrck.
Strr the beads ancl gravel r"rntii t,hey are wcrll mixe'tl.
i]. I)ut anotirerr layer o{'gravel about 1 r:entrmeter thick on
l,op of'the mrxt,urc. Do not mix this gravel.
4. Slowly fill the cttp about l,wo-thirrls fuli of water. Be sttre'
not to disttirb the solid mrxtrire: in t,he cu1l.
5. St,ir the beacls atrrl gravel trsirlg a st,ick. Observe what,
hapyttrns.

106

Activity
'l'her

2. Determining the Magnitude of Earthquakes

i'*U ri'lpi15etl by rrn t'irrl.hquakrr citn llrr cxl,rcmrrly tlcsl,rr-rc1,ivr'. Yotr lt in,i,
ltroLlably rerrtl allotit or se('rr Lhi' rlarn i1gr,s lxlrclrcuct'tl by counl,rics s1.i"r-rcli Irv
earlitquak(rs - cv()n l,he Phrlrppirtrrs rs nu1 slrttretl {l'om t}te o00asr()r}al seisnric;rr'1 rvrl\'
'l'he mosl ltorvrrr{irl earthqualie ovoi' reco}"(letl was l,hc one 1,lra1, hi1, (lhilc in lf)(i0. 'l'hrs
earl,hquakc rc'leasecl almosl, l0 trmr.s as mncb cncrgy l,iran tlrc onc 1,ha1, hi1 AlrtsI<it in
1964, anri 600 trmr:s fllp lrucrgy of llre carllrtluakc thal rkrsl,royrrrl much ol'San
F i::incisco ur I1)06.
6,11f

Nlagniluiie ancl inltrnsilr'rli'r'usc'rl 1o mottsrlr(r rli[[orr.n1, chttrticlr'rtst.ics r.rl'

eartirqr"rakes. Intensity mcasr-rrcs t hc sl,rr:rtg1,h o['shttking irrotlucecl by an carl,h rltritkc
at, a 1tarl,icr-riar locat,ion. In conlrrisl, magnitude measulles the enr:rgy releastrrl ir1, l,ht'
soLrrce or i:lliterttel'of t,hc rrarthriuirli(', l1 vrtlLrt' r'('mililts urtchttrrgccl no ma1,1 f i'f.illi'i^1'
you ar{r.
Sorsmologrsts use thrr nr()nr(,nl rnltg^nrl,lrrlc scttlc (MMS) to measrtrt' thc
magnit,utlcr ttf'ttn eartltquakrr. Sir.rr:r,('ill'1 lrrlrittlics vary lrom quite weak 1,o sl,rotrg otrcs,
thc scalc is rk:signecl Lo covcr tr rvrtlt'r'ilng( 'll'i'rtci'grc's. Each wholc nltml)('t: int:t't'ltst'itt
mttgnt1 r.,,l1, 1'1,1)l'crsrrnls i't'l(,iisc r.rt'rtlrr.rrrl i]2 l rrncs lt r:r'i'1 aitr ilntttuttl, cll'erterrgy.
I

lon

1o user t he

I{asnitude:

scale'

.,

,,,).)

'),)

.,'t')

x ll2

r jlf

jl2

x32

i]2

x ll2

I0

rnrignilurlo-4 carl,hqu:tke rs i]2 1,imes iIS groa1, as tt mitgrtilLrtlt'-jl

carlitquakc.'l'hc strme altltlicrl 1o a magrrrl.trt[r'-7 carl,ht]traker 1,ha1, rel()as('s ll2x rttrirt'
gnerg.v tharr that of':i m;rgniltrclc-6 cztrlItquake. What altoril, 1,her cttcrgy ol'it
rnagrril rrrlr'- 1 r'at'l lt qr"tal<c (t(lllti)iiretl with a m agnil lrch-2 carl,h qtral<e'?
[:'or

crirmitlr:,

Solution: 32 x32=1024x
fiounrlcrl ol'f'1o thc rrcarrrst 1000, the answer rs 1000.'l'his mearts tha1, 1000x
moi'() onoitg), is rt'l(:trserl by magnilr-rclc-4 t:arl,hquak() comptlr(tcl 1,o nrttgrliltrtLt:-2
e

urth qr-rukc.

Questions:
L Ci.rmpitrr'

ma gnitr-tcler-[) c arthquakers. Erllri'ss

etttrrgics ttl' nlagnil'utltr-(l
tht: rtt'artrsl I000.
Ir.ru. mrrr:]r ()rx'rgy is t'clcasctl l.ly magnilutlc'-4. earthquuker as
m rt grt i 1 rrrlcr 5. iJ eiirth qr,r tike?
lior.., .,r',rulrl vcltt comltare tltc ertergy o{' a milguituclc-f) e'art,hqttaktr
tnitgtlil trrlt'-6? l')x1lrcs,s voul' all,swcr t,o t,hc trc:ailesl' 100 000'
4. De1(,r.ntir.t(, lltc uragnrl,rrrlr: rrf an earl.hqttakt'1,Ira1, rel()ils()s altoul l000
o n (, r' llv o f' a m a grt i tu rlc - 2 c lt rt lt qtr ztkc.

:lns\ve]t

1,he
1,o

Activity

3.

Earth's Moving Surface

Procedure:
Place trvo halves of lreitntrt btrltcr anrl lam sanclwich side by srcle. Very slowly
t,crgclhcr.'fhen i,ake ontr-hiilf'anilverry slowlypr"rll italtart,.

1,hr.m

ltlrsh

Observe and Think:

Whal halrpencrl when yor-r lr.rshcrl ancl pulled on thc sanrlwrch halves'l What
might th i s act ivi l,y l cl l yotr nboul, thc move mcnts of E art,h's su r facc?

bc irrl,rocluceci to t,hr: toprc lrlrt1,c t,t:c1,onics anrl its subtopics such as lrlhoslthr:rer ancl
asl,hcnc.rspherre, con1,inen1,al rlrifl, thcory, scafloor .sltreacling, plat,e tectonics antl i1,s rcla1,ion 1,o litlvs of'mo1,ron :tntlcnergy l,r:rnsfer, carthquake, tsunami, monntain formatiou,
anclvolc:uro (TN: St,ral,cgicrs 1,o use inclr"rcle either film showing of a clocr-rmentary {ilm
on arlyofthcsubtoirrcsorascjencefictionfilmsuchas"Volcano","2Al2",etc.;1ticl,ure
analysis, ct,c);
be informed t,l-ra1, they neecl 1,o cir-'mon,strnt,e unclerstancling of plate tectonics;
be orient,ecl on relatecl ancl variecl rcsourccs ancl materials to be usecl in r"rnclerst,ancling
p latc t,ecl,onics (see resources an cl eqtiipment/m ateri al s nee de d)
bc givern trme to formul:r1,c c1r-rcstions on plate tectonics and cluster 1,he.se lo initially
fjnci or-rt what is/are intercsl,ing for t,hem;
be given t,ime t,o formu]ate other questions leading to E"ssential Question foctr..rng on
what cloes unclerstanrling of plate tectonrcs tell us.(TN: Strategie,s to use inclucle either
K\,VL, Focns (lroup 1)isclrssion, brarn-qtorming, think-parr &square, dyad.s, rounclrobin
;

ertc.

(TI) to the Essential Quesl,ion (EQ) as possible to

show what, they alreatly klorv about tinclerstanding what cloes unclerst,antling oIplate'
tect,onics tell us. (TN: Strategies to nse inclucle eitlrer brainstorming, l'ocr.L.s Llroulr
I)iscussron, grzrphic organizer, concepl mapping, etc. At this poinl,, 1,he t,eacher shallbr
careful not, tn reiect leamers' oltinion but shall encorlrage them to grve therr icleras wi1 hout being iuclged as righl, or wrong. Each tentative idea (TI) shall be publisheci on th
general,er as many l,entatjve icleas

board);
be groultecl accorclingly to choose some of the identifiectprior knowledge, misconcr,l
t,ions anrl tenl,at,ive ideas (TI). (TN: Whatever each groul-r of learners selectetl, tire groul
sball be askccl to challeng'e or exlrlore tire vahdity of these pnor knowledge or t,enl,atir''
icleas rluring the Firm Up St,age);
berorient,ecltirat, t,heyneedto showtheirturclcrstanclingofplateter:t,onicst,hror.rgirrlercr-

making.
concluctrng in groups a terachcr-guided data gathenng;
brr infbrmeri that this ilecision makirtpl shall be based on t,he followng criteria: (a) in-

.sion

108

:.1

formccl, anrl (b) uctions l(rillr.ri.,'s rtce'cl tcl taker 1o manage the effects of natr.rral lth,,l: :ena (such as thosc of vr.rluinrr: r'i'r-rirt,ions, cart,hquakes, ancl l,sunamis) assctcral.t'rl ..,. 'r
ltlat,e l,ec1,onics. ('fN: lJrattlslr.,i't-ning may be nseci t,cr cliscuss how t,]rese criteria sh:tll l,'
nserl. Le'anrers rreecl 1o bc'r:l:tlilir:cl on the details on how t,heir lrroclucl or lter{r)rmanc(
shall be assessetl. Such rlcl ails of criterla may be reviscd basecl on rlgrccments r<rar:hecl)

Sub-topic: Evidence of Plate Tectonics

Using l,ht,rrhosen 1-rrior knowleclger, misconcelrl,ions ancl/or tent,ative rdeas ('1'l) 1,o
the I.lQ as sl urlrng/lircul points of jnvestlgation, learners shitll:
coml)are anrl r:r)nli'ilst, litbospltere an(l astltenosphere ('l'N: F)mphasize tha1, lrlarth's
crus1, unttlht'.,'t'r'v t,op o{'t,he mantle together {brm thrr lilhosphere. T'his layc,r is thr: rigrtl
of all t ht' lavci's. 'l'he lil,hoslrhcrc si1,s on t,op o I t,hc astheno,sitirerc, a layer of'hot1,rrr, sofl,err:
rock rn llre'uppcr mantle. This layer rs not actr,ialiy iveak, but is so{i cnough 1,o flolv
slowly.)
muke inl'ei'rrnces on thrr changingl,rosil,ions o1'conl,inents over 1,imr: (TN: Neetls rliscussion on ('vi(l(,noos o{'conl,inental tlrifl anrlcvirlcnces from sea{loor):

Activity 4. Jigsaw Puzzle

Alfred Wegener, the German meteoroJogist, fbrmtrlzrl,crl the Cont,inental Drifl
'fheory - a popular theory that describes the earth about 200 million years ago a,s.just,
one largrr con1,inen1, whrch he called Pangaea meaning all lanci. This sultercont,ruent,
eventually shatterecl rnt,o pieces 1,hat, slowly rlrifi,ccl t,o their present local,rons. Wcgenr:r
rar,secl l,he bclir:f'when he reahzecl that the west,err part of'Norl,h Amerrica anri easterrn
1rart, of South Af rica can fit l,ogetirer like preces ofjigsaw ytttzzlt'.
Materials:

paper
colorecl pens
manila

scrssors

coloring materrals

Procedure:

1.

2.
ll.

Drvrde t,he class into small groru)s of at least fbur membcrs each. With their colorcrl
1rens, ask 1,he stuclents to clraw an outirne of a large lanclm ass. Ask 1,hem also t,o clraw
in 1,hcir oul.line motrntains, seas, lakes, rivrrrs or arly lancl/water fe'aturrrs l,lrcy
prefer.
Cutl,hcr l:rnrlma.ss into smaller part,s as requirecl. Mix all t;he pieces togetherr.
Ask thc st,r"rclents to exchange their prece.s with those of'o1,hcr groulrs. Afl,crwarcls,
ask them to put tlre pieces togel,her.

Questions:
I . tlrs 1,llcre any r:lues you usecl to put up the lriecers togel,her? What are tirese clut's'/
2. How cloes the activity ilh.rstrate Wegener's rdeas about Pangae:i nnrll,hr,: Conl rucnlirl
Dnft Theory?
ll. Look closely into a map of the world. Do any of the lancls on t,he mal) sr,(,rlr l
r^.-^+].

^ -'2

i09

Ia

l-

Activitl'

Convection Currents and Plate Movement

Vlul,erials
iasit gn a p an
2 brcatii)ails or 2 bricl<s

r.r.,'G*- gl ass

colorrng
irlr:hcs. 2 slrongcs

Jrrlrrr rl firrtrl
rtr

satl

ssoi's

l3-4

pushllns

wrl1,()r, 2

smalj canrllc's

Itrocedurc':

l.

I)litcr'1hr, lirsiignal)anovc\f twr-rlircilll iraiisorbricl<s.irrll l,helasagnalraiilvilhu,iri

1o a rlo1rl lr ol',1 trerrt,rmeter,s.

'2. l{oltl thc lootl coloritrg

ovt:r 1,hc mitltllc of'l,hr: pttn. Sqr"rerrzrr srrvr:r:ill cli'olts in1u ti

lr'rl1rr'. Ilc *ti'r,1'ul no1 1r.i lrtuch itr rlrst.urb t.he lv:t1r'r u'i1h thc 1t1irs1it: 1rp or'\'i ,.
h ttn rls. \\' i'i 1 r' tLru'u your ol rsei'v:lt j(,lls.
il. l.igh1 thr'1r,"'o crrntllcs rrnrl pltice thrrmbcneal,h 1he (:en1,er c.,1'thc yran.'l'he'n s(lu(,{,,
scvoi'ill rlri)l'(' (lrol)s of'fttorl t:r.rlr.rring in1.o l hrr mitlrllc ol't,hc'1tan.
Olrst,r'.,'t, ri ltitl hiiyrlrcns ftrl ir lr,rv mrnr-r1.ers, then wlr1,r: rlown yor-u' rtltsrrrval,ions. Al't
.votr ir itvr' 1i nishrrtl, blou, or-r1 t her ctrnrl]es rrnrl wail trntil the uiri1,('r 0o()ls.
Nloisieiriirclrvosl;r;iii3't,s.(lrr1 oncinlollrcslrapcofSoul.hAmtrricaanrlollrcrinlolir
shirpc r,1 ,\['riur.
(;. I)]ttt;t'lhc sixrnges on loirs t.r1'1htr n'tl1('i'in tht'c('n1cl'ol'thr'pan. liil thr'1.uro sl){)1}g(,s
1r.rgt'1 ltt'i' rt lon p3 t hc ii'c:orrs1 I rnrrs.
(lcrrllrholrllhcsportgcsl.r.rgt'1hc'rrrnlillhcrirrlo'islilllbcnlcl go Olrsorr.r'1hr.nrliri'
a li'r'r, rnilrul()s ttntl rccortl u'hA1 yor-r stru,.
i,igir1 thc t:rtrtrllcs agarn I)lacr'lhcm rrrtrlci'1hr'pltrt arrrl rlji'rrc1 l), lrencrrl,lr thr, 1u,
$)tll) Si':r
Ocnlly Irolrl thc sp{.rirges 1,ogr'1hcr unlil thc willer hca1,s Lrlr.'l'hr'n r:arofirlly lr'1, go.l
t he spon g'r,s, 1 r'r'in g no1. 1.o rlisl tr rlr 1 hc rvtrlr'r.
I0 Olrst'r'r'r'1lrr',;1;oiilir''sliila li'ir,minlrlr'srrnrl 1il()nl'()('{)f(l r.or-rroJrscrval jons.
'

'

or Advance Learners:
l. Arltlilirlnal Ar:1,ivr1y firr,,\rlvanccrl l(,rli'n('rs: Ohallcngr'1hcrn 1.o map shorving hou
1,hc cortlirtt'r't1,s nright lrroli 100 million vcars {i'c.'rn norv.
2.'J'o help tht'rrr scc'hou, thc'conl,inrrn1rrl rli'iIi theoi'y rll()\'os l'rom tr hypol,hcsis 1o lr
I.hct.rr\,, rtrrliine crn llrc ltoitrcl 1,hc mourtl,rns cvi clence 1,hat sultltctrtcrl iris itlea.
Iimlthirsizr, 1.hut a hypolltcsis is an unl)rovctl crplanaliort olohscn'a1,iorts iurrl r.'
F

dcncr'.

l]. makc iirlirlrrncers on 1,irc mov('rn('n1 of 1rlate.s ('l'N: Needs tlirt;ussiort on lrourt(lttrir's
o1'1,('t;louic plalcs, s1rli1,1,rng r-,{'con1.inrrnl,s/ sprtracling of'seaf'loor a1, clivcrgcul
lrrrrrnrlarics, usc r.rf'ho1 spr.r1,s to lrack plate movemcnls):

Il0

Checking for Understancl ing

- ,11r'i,l)lr,rns rttt,il,)i"l'] ,ttt t'r''irlrtttttt'o1'lllatrr 1r't:lttrlti's. ti .:t.

ji '.ir,.:lr groul) r.,f'l('tli:ttt'rs 1.o rlisr:rLss 1,ht.ist' llriol'litrr.ru'lt'rlgi
'l'l i.,'hrch 1.i'tt'grt.rttlt ltrt'vtr.rttsly chos('[i.rt'ittvr'rttgaliotr.'l'lris
nti.scor]()(.1)1ir.,rrs lrp,i ,i'
gi.opl) shirli Jrl ii:lit 'l 1',r'i,risr.in or.r1, firr e'i1hcr ttsscssittg, coll['irmitlg ()r r('.1('(]1 lilg 1ll('s('
i'q'y:15i{

irr,iqi'}<p1)\\'l,i1l:' t:t

('l'N: 'l'ht' lclighli' lr)il\

resl)(,g1

ir-

rr,r'l] rn1]t,,l1"l11,l tlrt'ar;t,ivilitrscotrtlr.tc;terl iuttl tttlAlyst'sIltild('.)

Sub-topic: )Ianaging trffects of Natural Phenomena associated with Plate

Tectonics (Earthquake)
Usipg the chosert ltrior knowlerlgt', I.l-lis(t()ll(tol)t,iotts attrl/or tetlt,al.ivt'rrlt'ils ('l'l)
t,o lhc lif] as starlrng/focai ltornls o{'ir-rvcsl,igation, leanrerrs shall:

cij

scusshgwear1hqr.rakesogclrlyi'l61)r)rocksmc.,vealc.,ttp;tlifl'erenl,krnrlso[[:rr.r]1..;

ActivitS' 9. Horv Does an trarthquake Occur?

Whrrl yotr pull ou a tiralver, i1 may ollen smoothly. Br-rt somert,im(rs, rt may rtrlitsc
1o blclge. Once you ltull hard e'noLtgh, il, may lly o1ten. l)o you behevtr 1,ha1' ror:ks tlatt
bghave i1tirc sam() wayl Rocks rlo move antlthcir movoment,s restt]l,s in what wt'tltlll :t
f'aul1.

A fault is a brcak or fi"acturc rn the Irart,h's lrthosphere, along wirrch bior;l<s of'
rock rlay, move by passing qrch ol,her. Nong some 1tar1,s of a fatrll,, t,hr: rocks on bot,lr
sitlcs slrrle slowly ancl const,antlv. On 1,he otiter hanrl, somc rocks lock togelhtrr tttrrlcttrl
only be ltroken if st,ress or a greal, cxtenral fcrrce is trltf lretl to. A,s rocks :trr: llrersstrtl,
t:rus1,, stress is ilxtrrl,ctl . Whrrn I'ills
1tp) lercl or ltushecl agailtst,:urol,heit ttntkrrtretat,h titr:
st,ress is sltlrlenly releasecl, there is a sr-rclder] movemettt of large lllocks of'rocks along tl
[2ult,, causing l,]re gronuti to shakcr. 'l'hrs clasl,ring movcm('llt ls ktrowtr ils .lll

earthquake.
'l'hs lbllowiirg actrvity that yor-r are abotrl, 1o perfornr will show how earthtlrtakt's
occur. 1t will :tlso exltlttin 1,hc eflcct of ltressttrc on a solid material.

Material:

ofbamboo stick 7 inciltrs wrdc:,

t,irinly slicecl ( enougil to be benl)
a piece

Procedure:
sticks at both encls.
2. Slowly bend the stick.
l]. Coltinr.re altltlying llressLrre on the strck until it finally breaks.
1. F-lold t,he ir arnltoo

il1

Activity

10. Effects of Earthquakes

'l'he Utril cd States Geological Stirvey (USGS) estimates th at, 20 000 e arth

r1u

ii i

stnke the Flart,h yearly. About50 carl,hqr.rakes arc located each clay but many of th
quakes go uncietectecl because they occllr rn remote areas or are o{' very srlr
raagnit,ucles. Malor eart,hquakcs carl be lrarticularly destructive, however, esl)e(:rii
when t,hey occr-rr rn poltr-rlatecl areas.

Most erartirquake-related inir"rries ancl cieatir-q are not actr-rally carise by Lhe

qr.ui

itself by the colJapse of infraslrricl,ures antl even the fires that break ont causcrl
brokr:n lines o{'gas or c:lect,rical ltower.
One of'tlre most fearecl effect,s of'an eart,hquake is a tsunami -defined as s(,r'r(
waves
sea
t,hat arrive one erfter another in stich a way that t,hey look likc a single gr
WAVC.

A l,sunamr hrts wrthout warnrrtg ancl, once i1, reaches the shorcs, rt leurl.
chsasl,rous effects sr.rch as severe flooding, clamage to property as well as tirc los.
countle'ss lives clue to drowning. Tsunamrs are often mistakerr fbr t;idal waves btr1,, r,i'l
l,irlal waves are carised by the pull of gravrty, a tsnnami is trsually causecl by occar
seismic chsturbances or volcanic act,ivr1,y.
A

landslide

is sucklen collapse of a part of an elevat,erl area, such as a mounl

thatsenclsi[isi111,pgral,ingmnssesof'rocksancleai:t]rtoburveverythrnginit,s1rath.

ln short, l,he releasc of grerat energy cluring an earthquake canses signilir

clamage. |):rrl,hqtrake magnrtncle scales are usecl to clescrjbc t,he huge range in enL,
Effects near Epicenter

Magnitude

-rarely noticeable

0-3.9 (Verv mitror to minor)

i -siight

4.0-4.9 (Lrgh1)

-some structural clamage

5.0-5.9 (Moclcrate)
ti.()-(i.9 (Ma.ior rlamagc

1,o

-major clamage

sl,ruclures

1,o

stmct,nres

| -some wcl]-built strnctnres clestrovr

7.0-7.9 (Maior)
,l
8.0-above i[]reat)

clamage

i -mirior to lol rl tlestrrrction

I

112

Questions:
1.

Describe the strck:

a. befbre you have applied pres.sLrre
b. after yolr have apltlied llrcssrlre
c. before breakrng
d. after breakurg

2. tl'the pressLr r(' act,ing r"rpon tlre stick rs aplriied on rocks, what is most likely to halrllcn'?
ll. What rs urt r::rr1 hquake? What f'actors are responsible for it,s occr,rrrencc?

Activity for Advanced Learners:

IIiivt'learners serat:clt itt rtews soLrrces or on 1.lre internet lbr in{itrmal.ion :rirrrrrl
rtrc:etr1 r:ttrthquakes. ilave them rcienl,ify thc cpicenl,cr of each rluake ancl thrr fiirr]l
aiortg which t1, oc<:tirreri. Ask t,irem l,o visnally llreselll, thc:ir frnrhngs 1.o tlx: class r.rs1r]{
a largr, worltl trao. llavc l,hem leatl a tii scussion about, whe.re eart,hciuakcs ilrc lrliciv 1,
0ccLlr.

irtfcr holr'(rtcfgy frrrm an eart,irquakcr is usecl to cletrrrmrner i1,s loczrl,ion antl srzr,('l'N:
I')ar1.hc1uttk('s rclt'ttst'()noffly. Whcn you l,ltrow a rock rnto a pontl, \vaves lrpplc orrlwartl1rr.,mt,hcspol rvlrerer1.hr:rockhi1.s1,hewzrt,er.'fheenergvrek:aseclbyancru'1hquako travels irt it.simiiar way l.hrotrgh Ilart,h. Unlike thr'yrortri riltitlrrs, tirr.,uglr,
eart,irqtrak('clt()rgy l,ravr,rls oul,warclrn all rlirecl,iotrs - u1t, tlown, ancl1,o 1,itc sirlrr" 'l'hc
cllergy 1.ravt:ls its s('tsmrc waves, whir;lt are vibrat,ion,s causecl by earlhriuirl<r's.
Scismic wzlv()s oa]'ry encrgv from place to plar:e. As rvave mo\/es l,hrough a m:r1r'r'iirl,
1;:trl,iclirs o1'1,he mal,erial movc otrl of posrtron tcmltoraril'y, t:ausrug the ltilr'1ir:los noxl
tothcm1,omove.Afl,erreachpart,rclemoves,i1,ret,umstor1,soriginalltcrsrl,iun. lulltrs
wity, orlergy moves thror-rgh the material, but matter cloers not. Serr.*mrc wzrvcs lr(.,m
evetr small earthquakes cttn bc recorded by sensitrve i nstruments urounil 1,itr: n oriri)
:

analyzer ther damagc's causetl by an earthquake anri how snch clamages can lrc
reclucerl/ martagetl (TN: Learners slrall relat,o their exlrcncncc(s) or cliscuss 1,hc cxlcnl
of clamages cause(lby malor earthquake occurrences witir emphasr,s on the I)hililtpine
context,s. Flart,hquake damage can be reclucecl. Screntists work t,o monitor anci 1tn'rlir:1
eart,hquake,.. Al,so, structrrres can be rlesigned to resi.st earthquake clamage. )

11

'l

Questions:
1

Describe the strck:

a. before you have appliecl pres.sure
b. after you have appliecl llressrlre
c. before b reaking
cl. aftcr breakrng

2. If

1,he

pressLtre actiug r.rpon the stick is altj.rlrr,,lon rr)cks, what is most Iikely

Lo

haltlrcn?

ll. Wbat is an eartirquakc?Whatfactors itrc r(,s1, ,nsrir jr,l'or i1,s occurrence?

Activity for Advanced Learners:

llavc lrrarncrs setar:ci't in news sollrces rrr',,n 1l:.. :ti'.
liave therm icienl,i fy lht' opr(tr.ni, r. ,t r,
along which i1, occlrrrctl. Ask 1,herm Lo visually I)rr-:i.lli 1rr,.rr
rrrr;ent, c,arl,hquakes.

it large worlrl mao. L{ave l,}rem lcarl a rliscu.ssiorr iil,,,r,it

0ccrlr.

.,,rr.-

tufer ]row'('11()rgy {rom an earl.bquakcr is use(l t,o cic,tr.r'nrLn, ri.r l,rt,iilirn rrnrl sizr'('l'N:
I'iar1 Itqi-rak(.s r('1oas(r onergy. W[e1 you throw a r6c]i 11i,, ir l, ,1lri \\'irv()s rrlt1lJl ,trlrn'arrl lrom t,hcr,slto1 r,vltere 1.he rock hi1,s 1,he wat,er. 'l'hc lrr,.i'sv rt. lcasc,rl by itrt crrrl hcltrakc t,ravr:ls in a simrlar way 1,hrou54li Ilar1,h. Unlrke.rb,. lionil ni;1tlrrs, l,ireLrg-lr,
eitrt,hquak(, otlergy 1,r:rve'ls rtr-tlwarrl rn all rlirecl,ion,s - r.rlr. i1,rr,,.n, anrl t,o l,hc.sirlrrs 'l'hc
cllergy l,ravels :ts seismir' \\'itv('..j, r.l'hit:h are vibraltolts 0rrLls('rl Lly rla11 hqgirl<r,s.
St'ismtc witvoli carry olle]"gv from ltlace to place. As'nvAv('nt(,r\'(i.r {hrotrg}r il rntrlr,r.iir],
llarticlt:s rtl'1,he mal,erial move ottl of position temltoranlv, (taLrsurg 1,he lrart,rtrlcs n('x1
to them 1,o move. Afi,er each parl,icle movcrs, it, ret,urns to rts onginal posrlrc.rn. Iu 1,hr.s
way, ellergy moves thror"rgh the material, but matter does not. Seismjc wzrvcs irrlm
even small eart,hquakes cau be recorcle cl by sernsitiver i nstrnmcnts arounrl 1he wurlr[)
:

analyzr.' the rlsps*es cattsecl by an eartirqr.rake anrl how sncir clamages t::rn lrp
reclucerd/ mttnagecl (TN: Leamers sh all relate their e'xlrcricrncc(s) or chscr-rs.q 1,hp cxl,cn1,
of clamitges r:auseclby malor erarthquake occllrrencer.s wrtir emphasls on 1he Philippine
conl;exLs. Eart,hquake clamage can be reclucecl. Screntists work to monitor anci ltrert[c1
earthquakes. Also, strttcture-s can be clesrgned to resist earthquake clamage. )

11,)
I I r!

M&tb.rials

r{ an cl

metal

i,ke 1; qrlriil i.,,.i. 1-i1'lrsoiri il'i ron i,-1 the reiaiiopsirip bet,ween tsunitmr anri earthqr,iake (i'N:
-r,,i::.-::;.,'.. :,- r,,.:r,'--,i.t'" : l-, al t:,Ui-Lamt iS a Wi-r.igr '.vau76: tl'i8flefe(i il,V atf eaftif ,-'iliake.
.'!.;-r '. :\, ; , 11...t1,i' -;'si:l-l:ii:11! Aia rlll(jl,1t]l{'si:ili;"iiii1j31
',ru;li''i'.-. i)lii,i'i}{)\r ilr(
, ;rr'( r..ti
i.t.'.:, r:i'l;lriirl,: iiirr': ri lSr-,--1": a.t:il l-,li::' llOi. i,t .: :i,'lit'
i, ;1.. i .. ,:,
iir it,ii)i i,il 2i, {-}ii:i., ';1,,';1' ,:,iiel't,ttt
:,_..,:1.'ti
}"etgir,1 .: ailr{l Cii'lr i:rri11;: l-i:titiS allA.li.. -'"i Ai:'1r {rtif lilr,i.'i,ta Dacliic i,icei:ii.'i iiere{htr', iil"eils t:l anti iifoL{il(i i,hl5
,i. ,!,i-Yl'$ r)r,' i.r.rr il.r{r'rii1(j :1i,, f
'traf.s
l.:,.::l i::,l. ii-il{:t iri;eiy to 1,-.e::ii,irv il.r-rntir:nrs i,i:l116rnge aiivanr:eii ic:irners i,tl i,':.ilialtl wh','i,
.,,_r,-,r,,*,,.
{,iirt,lttilak(, rtitlu ri t:rtr'.r ire"r,,,l. i;i,,i111 -1i;iii6'}' ii1' {)it{'riLtl is iixe;'1r 1,i.r llt"otlr,tca ''
i;r.i1 ;. ;.1-:r7u,,,r1lli t.ll::'i,i;,''it:il{-e t::.r;t,.g. t :'arvcrsil il:,,i11, ]il:iii':t t,l;t' ct:t:itt: rn;gh1, ;,]"t:": ir::ti-:";
f-i,.,.1i. ;1 ; y,,1' :t{'. .ia,5i,i"t.iciili{:l J,sr.t :tii:ll : i

t,

ic:,'4anagin g E ffects clf Fr'aturai Phenornena ass<tci*|sd uvitir,lJlate

Tectonics (E;r rthquake !
S u l,.-tr-..,c

hecking for tinderstandin g

! m: i(() ri(rtjr-r() o{'t.ile connect,ions }nvolving reccrlt occtirrences c.r{'ear:thquakes alltl lstlill
rn i: th a1, ai'fbctctl t,iie woricl (FiJ: lNllE RPliETAillON);
ri)r{rl){}so iinlrlr:mcnl,allon of safcly IneASr-ires be{orc, iir"rring an{i afte

r t,}rc tlccltrr()il(l();l
('fN:
berforer
cartl.rqtlake:
Safet,y'filrs
{,arih(lllak(r {1r}{i tsnpanii 1i,'Li:APPLICA'fItlN)
{'11sf,1ri lie?vy ol;jects, sr{c}r r}s br;ckcases, to {1or,.,rs or wrills t,o keep thtrm from falling,
l)ut lal,ci"Ies orl cabrilels to kccll ilisirc.c {ron fallingout, (i}) identify saf.r spot,s ln cv(
,,,,,rn, sucit as the s1-,ar:e r-lrrrler a sl.rong table, and (4) keellrng a11 emergellcy slll.,i)l','
clean watcr; Safety Tips cir.rring aircl atter the earthquake. (1) [f inside a btuiciing, kt
:psrc|e lltrl 1,he shaking stoils, ol-r3ec1,s faliing from building often calrse rnitiriers, 12
y{)r,r. arc out,cioors, move away frorn iruilclings, poles anci trccrs, (l}) make a famiiy l.riarl I
copt,actirlg :i person who hves in anotirer town. As people call 1,o say tftey are safe, thi
1

1it:rrliitr cillt iltiss cn the informat,iorr): arlcl

114

'
r..'\'tsi1 t)f iof i\i]{-)\\'i(r(lli('. lll . ll:! i']i)li',llt :)llii,/{)1' 'i'i i-)ii 0:11'thqr.taiil'' ti-'iil-l-ir. t''
,, r . iai,.':'. 1l iiistlttss litose illiclr krlrrv;lt'rl1{r', ;lli::i" I'
{. 1r'll{,' lli;tvi-J^, ' l"i: l: l '
i !, ',.\ l)risjr, lllirlsi' il;- irtvL'si,ig:i1,ioti, '1-1t1t g111i.:11 rir:ll
'l'l
rrLL
u'ilri:11 i r;,' :
i irlr..r tttitiir,:'
ilskt-r[1 i,rl t^(:tlsiili {)tt1 !',1','i1 i,"' ,t--,.:>lr!j, rli.)rli'ifnlillgi-,rr I'clcc1,itlg l,iresc l'?si)(ri 1r\''rrl.\1 '|r"
ilgiri oi t,iii' tlilt,l'"i t ir's .)'rlr' ! (,: ' , I ttri'i iill;li'.'sa'i nlli{'': )
I

'

Sun-tonic: ^Uanaging Flffeets of i\atu'ra-: ['netrornena as,cociated

Tecton ics { hiounta in i"o rmatio::,l

$'tt1'!

l:'i r(.il l:".1 ' I I' r '; 'r ,r lli iiiil' l,alll1,ill.1\
'.-lsill g i,ilt' cili.rsctr l) rlor ktlowietlgi', Iii
thr,: i'l{J ils si.af 1,ll}giibcal llornl's Ol-'ttrv(:s1,lgat'1o11, li'ai't'tl':'i

"

rirlliv,,r'lrltl

Nlateriais;'

i0l rirtrqol'l'itcks ati(i ntilvem.rrli I

tr(;'r:rii'r'
Ill iiiri i:

ir-I

-s

r,:,{r

{i

1,t't

i'i

l'. t"aui i;

Activitt'

titr gr-t i ttr

i.,i:l: s

i.r i

ilii)tli:

l'

\\"

iiil

Pl'OCeCt Ur l.

l.

i,0sril():.] ilri,r\,,,) tIrilirllrrit.]r Lrli.,itiis o1 r,r,trrri wli,h {)Di. rit.t i,or: of iire 0t,llr'r
i ri iitt gtr I tt i' I li 19il s il r,lo, ll i'tli,.li''

maskillg t,ape across the 1wo blocks. (1u1, thc t,a1le whr:rr: it crosses tirI lrlocks
(lolorthcmziskitrgtallestlifftrrenl'lv1'oiclentifrrl'rtauglt'lfroml'rianglr:J'
l'her otiter'
ll. Keep tlle biocks rti conl act and 1ry sliding onr: block aloDg
1'o move 1he biricks irsaLllsl
wavs
4 Rc,lteat St,e1t l3 urrt,ilvor.r come ut) wrtlt titrec rlii'f'erent

2. Put,

each other.

Questions:

1,he illocks a$ainst eirclt o1l''l'r'?

*n.n Uo., ,rble to move t,hc b locks cluritrg t'il0 t hrtrc 1 r'l A ]'':
rltrect,irlns
2. 'l'owar<l whit:ir
hellr ityjt'tcrnlllltlr:.r 1ll('rr'rilirvi
3. l-iow rlirl 1frr, llilt.l ('rlts ot^ colors on thc maskttrg t,a1le
riirr,rr:t,iotts lr-, whtr:ir \:()ll mo\/e'l t lie l-lil':k"?
.1 \Vi', u i .r:i i l, i' s i tcs -" i : l l -\:,.iii :ri rl'i r: i)it ! l:': ll it:t:i' t')

t . Were you abi,:r 1,o move

\"
, t-,lvist1 l)rii)t klt,.)$,ic-tigr, r'ric''i)l'!i:rrirt tllls iillii.i(i:' 'i-i i-)ll i'ai'ihqltallt', ti' atlv i'l
lll:r' 'rl
ir,ltr:l-.'.f r:rrI! ilsk 0lil,]t g'l'i,ii;r r)i ii'a11i,.,i': 1,) iirsr:r.t*s th'rsi' irl'!0r litt0'1"')t.llgi'
'l-|1j9
rir:ii
g11ri,1r
ig:iliOrr'
'i'i
1r;rrr"rf
,'
rvl;rt:ir liii' q,-irliitt ttr'rlVl0r-isi.1 1i1;r.' "
i rrrir.. lririli..,:.
rtsl.ir:ii i,i.ir,(,;rs.rrou1 i'rlrt:r1,ix.r'ilssosslng,,.:i.nri'n'nrirtg,trlolecf

irglti,rlt 1,i1.':itlilvilt;,'s c''ltliiilctt'ti allti 21t12i1''r'51i111'

il]glircst'r{'siri)(.1

;1:1'11r

';;

$'11.1'1 ^assoclatr{t lrr

Inenomen* associat{l
sun_tonic: :\lanaging Effects of i\aturai Inenomen:r

'l'ec lon i es { }i ountai n i''o r"rnatio -- }

f'llt'A'l'tr'':'i'il'
Us*tg i,lrt'f:itfrSCil 1)i'l(lr X-li{)Wit'iig,l , iirl}" i1,'"f ilirlis lltriii';l'
ihc i.l{J 2s sluliitrgilocali;,crllt,s{rl'illv(rsl,igilil{)ii, li:ztrtre'r's sl' t'
,t l't / | I il ) \i,: ir,,{rri ! :liotlg i':tuil,s cii}l lilrm lllr')r-illr 'rl'
:in iii \,';.i' it, rrl' ibl tir t i g o I l'')ili'l
I

Actir-itv I I. iiatrii,;

Nlateriai'-s. - ('{i.i
,i.r

r;

i'1'-s

ilsi< i:|.Iiill).

",{'ii

1.l'1

itlI{l I j iti

i;

lL:i. s : i t n

Procecl ur t,
wiiii
f . i'tistil()11 1li{' r\\r) li'rllijtiLri:tf bj,-ri;iis li'irlLlti
1riartgrrilir lriocii shtir', rt ilt'i,r.^.

t-rtte o11

lolr ol"ihe ci1'll::r'r'

whore it r:rosses 1il{, lrlochs

Put m:rskrng t,ape across the two blocks. cut t,he tape
I f rom triang)e 2
Color t,hc masking tal)es clifftrrentlv t,o irlentifl'l,riaugle
iter'
Keept,irerbkrcksinconl,act an(ltryslitlingonr:trloclialollg1'heof
1he bl'cks
mov(r
1''
ways
riii'f'erent
Rerlteal, St,e, ll untrl v.r.r come Ltl) wrth thier:
each other.

Questions:

move tlre iriocks against eaclr ot htr?

blocks cir'tritlg 1i1n {'}1vp1r 1t't;)
2.'l'owarrl whrcir it,roct,inn* r"arn uo., ,.Llle 1o move tire
t,alle helll irrl|.'1'r'rmltlItl'r { 1;1: r'r.
3. i lor,r, rlirl l,bc llat,tcrrls r.rr colors orr tiro masklltg
rlirer:tiops rrt whici-t t',4111 11111116'ii tlic biolks'l
t . Were you abie

Wil :r I :{l:'i

r.ii'

:r

1,o

1't'.''i i'
I

-1

r:i i,

i i r, r}'-r:

l,it i i;t liiili

Activity

Materials:

2-B colors of

12. How Does Rock Fold?

modeling clay

rtrler
2 blocks
newspaper

Procedure:
i. Make three layers

of cJay on top of a sheet of newspaper. Pr.rt a block at either one encl

the
mocleling
of
clay.
2. On the other side, hold one block. Push the block slowly r,rntil the two blocks come close
tosether.

Activity

13. How Do

Fault Mountains Form?

Materials: iltriangularblocks
13

rectangular blocks

Procedure:
1. Use t,he t,nangularblocks to clemonstrate how movements along normal fatrlts firrm
two mountains separal,ed by a valley. The three triangies ,shall form a l,rallczoirlai
shaper. Move tire other blocks apart to form two mountains selrarated by a valley. Ilraw
a cliagram lbr the results.
2. Use t,he re'ct,angular blocks t,o clemonstrate how a row of tilted fault,-block mount,arns
{'orms along normal faults. The blocks can be tilted while volr move thcm. [)raw a
riracram for 1,he results.

Sub-topic: Managing Effects of Natural Phenomena associated with Plate

'f ecton ics (Volcanoes)

Using the cirosen prior kuowletige, mrsconceptions anri/or 1,enl,ativt,irleas ('l-[) t,o thc
li(l a s s t,arl i n g/tbcai poi nt,s o i' rnvers t,i gal,iorr, le arners shali
' nlAk(. inlerences how iirfferent, types of volcanoes are {ormerti as l,erctonic qrlal,crs movo
i'J'N: Let learners c[scover that volcanoes are common alung t,ectonrc plate bor"rnclaries
whcrc oceanic ltlat,es siuk beneath other plates. As a plat,e srnks cleeir rnto tr subclucl,iorr
;,.oner, it, hea1,s ancl begins to meit, fclrming magma. I{'tire magma reaches the sr-rrlricer it
can ltuilcl ttril volcanic mounlarns. Volcanoes are also common along t,ecl.onrc lrourrt[;rrie^s where plates pull airar1,, allowrng magnla to rise lrom thc mantle. Less cornmonly,
rr volcano carr form over ii hot spot fzrr lrom a piate bounclar:y. More than 400 volciinr.rt:s
:irc llepg subcluction zones in the Pacific Ocean. These volcanoes ibrm a belt calied t,hr,
liing of l.'ire. Some of theser are founcl rn the Phrlippines. There are two types of'materizil
fbrming volcanoe*s: rock lragments that fall close to the openiugs i]:rry err"rptetl f rom anrl
lava flows t,hat have cooled ancl hardenecl. Volcanoes carl have many shapes, inclr.rrling
steep concs arrtl nearly flat iand. Volcanoes are categorized as shield, crncler cone anrl
composit,e.);
:

116

classify the immediate and long term effects of volcanic eruptions on humans iiir . -r,environmeqt (fN: The effects of a volcanic eruption largely depend on hou' m'.i, :
material ancl what types of material the volcano ejects. The immediate effects are ril
lava flows, (b) volcanic ash, (c) mudflows, (d) pyroclastic flows, (e) landslides, anci 1ir
steam explosrons. On the other hancl, long term effects canbe tremenclously clestructive. To mention a few - (a) volcanic gases and ash affect the air, and (b) volcanic activit,y
affects water.)

Activity

4:

Activity for Advanced learners:

Invite learners to act as a reporter covering zr famous past erulrtioli. They can
clevelop a report for a newspaper, radio broatlcast, or TV broadca.st. Suggest that they
inclucle map.s ancl diagrams to accompany their report for a newspaper or TV broaclca.st.
Learners should provide backgrouncl on the geology of the area ancl informatron on past,
eruptions. Other learners can act as cyewitness and experts. Learners should highhght,
research on the effects of t,he eruptron ancl provicle this informat,ion to the eycwit,nc.ss
beforehancl.

Activity

15: Activity for basic learners:

Have iearners make flash carcls for the different effects o{'volcanic eruptions. They
can write an effect, such as "lava flows" or "volcanic ash", or] one sitle of a carcl ancl a bnef
clescription of that effect on tire opposite sicle. For "lava flows", leamers might writ,c "slow
moving" ancl "burn almost everyl,hrrrg". l{ave learners use the pirrases as springboarrls to
describe each t,ype of efferct t,o you or to a ltarttrerr.

Sub-topic: Managing Effects

Tectonics (Volcanoes)

.
,

of Natural Phenomerla associated with Plate

make predrctions how 1,he Philippine territory may be aff'ectecl for havrng becn
,situated in t,he belt, calkrd rins of fire;
commullicater how ]rumans moujl,or volcanic ac1,ivi1,tes uttti reciltce clamage's ciir.tsctl by'
volcanic ertrptrons.(TN: I'impirasize 1r) lt:ttrners t,hat scicirt,is1,.s, like tho,sc irt tho
Philrltprues, mouitor volcauoes arounrl th<'worlcl fbr signs rtf erttltttt-rns. lnciic:ttrons
that mitgma ts movurg r-rnrlerneath u volcatro incluth cari,hcluakcr ac1,ivit5,'anrl
changes rn llre tih, oi1,he grount[. Screnlrsl.s also ntotrtt,r.rr 1,ht't,r'mlttrt'iltures 41, o1)r'ttinp;s.sltnrrgs,ancl lakr.:st.,nvolc:artoesaswell asthcitmor.rtrl artrllylre's',Igttscrsgl\rilt
ofI'. They alsr.r sl,rtriy 1,hc vrtlcartoos' htstory whicir gives clttes airotrl, ltossiblt' fitl trrt'
errupt,rons. Flvcn wrt,h close monitoring, mtls1, 1rroltert,5z flu-o*e {llom volctttric ('}'Lllltiorts catrnol.be ltrevente'ti but warningpeolrle to move away from a volcatro thal is
about to erultt can save lives. At t,his iuncture, ask learners to relate 1,heir e'rpertence(s) or rliscuss the extent, of damages causerci by major volcanic erupt,iotrs wilh
much emphasrs on Phililtpitre volcauoes);

t17

ii ireckin g fo r Li noe r"sta nrrt rl ;

i t i iil-t l,' v,' ! t.; i. ii rr, i.r' i q' :l li iil 1l l'.

1'

;i;''

a'

F,l:\Tli
r'l':
lliJ\'.';':lll-i''::'
:iiliil\I/lt'
i.;q;';,i1qri:r kl'. ( sLlj).ii1'..
I>trRSpEi";-ff51'!!.: f i i
i: lir:r' i:r; lit : t',,: ':i;:r!

21::r1 jr.rr.::ti

i1

:.1':

i tir

aiir:LiVSl:-l

*6;;j

,i

il

jmrrg'rc what other peol)lc feel arrc'l irrrw tirey-.i{-irus1 rvl'rilc living itr arcas lr(-tlr'r('111{'''i/
(F U: EN{PA'l'} IY); anll
visrteti irv earthq'ake(s). tsunamr (s). aniliol'r't'ricatric erlrl)1,]on
anll
. sel{lassess how thrt r-ittriersl,artcltng of recincing (lamages of'earl'hquake tstttlamr'
(
's lle tie fs a1l (i vaiLles tl. voittnt'eerism F U: S Fli '1"
e r.l) i.ror] shap eiirl flr-lellce oIle
'.lcarric
KNO\VLED(;tr).
Checking for Essential Understanding
shali:
To clrarv out the Essential Understanding' learners
j',ssentiiri {]trestioir: (Whirr r.itlr,s ttttrl^tslalrt[ttlgo{ lliilte ir]C.l'()l].li:j
1.1'1,lpigfi1)jatr: otr 1l.re

t<rli us'l)

.
r

!l(\ir:iilil:iilt' iillii' ri'vi'

;,'.r'lit' :i,,'':'' :'.:-',i',

Enrichment Activities
ill 1 ime 1,rermi tr:, aclvatice

"
"

"

cl

ieartrers

sh aii

t
F

airtl m:t1 tei' at:t: itlv0ltre ri

sirntllttllotr' c'1t:)'
i.eri:1,opitts (-1-N:This mavbe cione i,itrr]ugir moclcl constntctiou,
i'
'1,l,e
more allor't1 volcan(;es
c.rgaitize a fierlci tnp to the nearr:si, PA(IASA ( Phrivocs) :itrti letlrtr
v,,r)r.k ir] groLrl)s i,o show i-row concepts on {brce, mo1.iotr. c)}tcrgv

:lrr il

"

,|

:irt.il

r.r

aker s,

collrluct an interview with erxperts (volcanologrst, scrsmologist, etc') io r-tttrlerrslatrtl

ftirtirer ti"roscr conceytts rn lt1ate tectonjcs fbr-rnd to be cli{Tir:Lrlt
{)tl
:t:ike a i;atti<grounri iuvestrgation (through literat,trrc scarcir iltl'ervlew or strr\''v)
lrowsaic0t]e.S}mmecliatr:commltrritvfrontiltl()(]{]Llrr(]11(](,slli,tart'i.ttlttiik't:.1't-itl;intl
irlt (i/o]" voic:tnjc ertillt,iou: anri

i\

u mAL,-t a{l(-.(jil'1, t:f 1hcir scif-rrti,ertrsi it'r |l!,tir(r ,-liil(:tjl' ,liiti lrllil iil)it1 ;Itl''i'''rlr'*ti';ir
.,,i., 1:,itltqi:;lri,..l,nrteiilailrItt
tri il,..-, 1'r113i ,l', ;;i'{ ,r'!'r"riill:, i' '

!'11: i,i

i,]-,.1i. r';i:.".'ira-ll|" t,l lt l i't'l lt 1 i,i r l

il'.'{r{i l:-: ':if:,, r'' i'ir ilrllifi('1 1'(' t'i-

...1

;1'

r';,''!il,'i::i { I lr i ti "1'.

1,'r;li'2trt1' (,1'ir ililirll'r

:,t!,

i'j !( ji

:\

ri9

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Gle.ncoe,$eierice Level Blue, Chapten
2,.,.,..,..Pio[urei*r, Illusiratron s, Articl.r* fuJfi fnteiuAtf
.:i,

3.

PA(;ASA. Philvocs maLcrials

4. Wehlinils

hltlr://ivv.,rv.rle1;cd.gav.libiiSchooj \treb Ito6p1y5.;nncc Web l]oarel

. h1;ttr:lwww.clelted.gdv.ph/skooo:t.ptr

rftf{,p;//wwi,r,.cIe1re'r1'goi.'1lh/e-1rti'o

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. http://wrvw.pjctcrlu.rvorclllrn,*s/Ilhifilrl rrne Sf udies/tfft|,,$ TIiXrltB( )(.)KS
. httrp:/lwlvw.teixthcrplarla:t.com
. lttl,lr://u'wu'.1riI.1rlr
. t,llr /lw w. nl cr.,b .com/l O'f Mo riel .Sc li, rrrl Ne tu,ork
. ht l 1r://wu,u'.APU(' ('.r'Irr'r'.\cittlt'tn1'.r:trnr
' lrt tll://wrvn.gloLalclassroonr.ncf
. htt,1r://rvww.think.conr
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1r

r,v

Nlaterial

s/

Equipment

I.Sc'isrnogrlryrli ItorIei
2.Maps
i3. (

hher nor:rkldlati'oratr,ry uliparatus

120

lntosrated $ci0nce
Sun - ilIoon - Earth S5rstem
Earth and Space Explorations

Quarter III
Sun - Iloon - Earth S;,stem
Earth and Space Explorations

Topic:
Sun-Moon-Earth Sy,+tcm

l Time Frame:

2i ,[irr,*

Content Standard:

Performance Standard: l,crrru('rs. llork-

'l'hr' Icarnei' clemorrst,rril os un(l('rs1 anrling

of' ef'fl'c1s o[' Sun-Moon-Llarth Sys1.r:m aird
how llrcsc arer managecl.

ing inrliviclually or in groups, nlak(, inlirrrncrl

clecrsion 1o managc t,he effecl,s o[' thc SrrnMoon-Flarth System on actrvitres rt'lal,erl 1o
IrvcIrhood, heal th ancl transl.rortal ron.

Essential Understanding(s):
Untlerst,ancirng of the Sun-Moon-l,lart,h
Sysl,t'm rs va]trublc when r,rseci makrng

Essential Question(s):
In wha1, way rs ther nnrlerstanrling of tho

rrtfbrmcrl ck:cision to mrlntigr: it.s r'['[erc1,s on

ruct ivrtrc's i nvolvr ne lrvclihoorl. hea lt,h ancl
lrill)sl)or1 al1o1r.

will know that:

I. Dav and Night Cycle (causes;
human l)rrrr;licrrs/ strpcrsl,rl,iotrs

The learner

bclrcfs common in l,hc communilv

r:elatcd 1,o l,hc phcnomenon; anrl
c'ffects on hr.rman activit,ic's relalcrl 1,o
he

alt h,

Ii

vt'

Ii

hoorl

zin rl

transyrortation)

II. Seasonal Patterns (causes; hnmtin

pracl irrcs/ snpeilstil,ious bclicf.s
('()rnm()n in thc communily rclrrl,ecl to
thr' llhcnt.rmrrnon; ancl e{T'ects oll
htrrnurr acl,ivrties relalecl 1o hml1h,
I

rvt,l i hoorl :rncl

transportation)

III. Phases of the Moon

(r:anses;

irrrnrirn I)r'rlr)1rces/ su1l'r.s1ittor.ts

l,i,jtr'1. (rorllITloll

The learner will be able to:

' m:ikc qualitativc anrl quant,rtatrvc olt..ervat,ions through not,c taking
. p rc tlict ani[ hyirot,he'si z<:

'
,

itlenlrf5r cattse-antl-efTbcl rcl al.iorlslti

1rs

use science laborrtl,ory aitltaratus/ orlurirmenl,

. iclentify ancl manipulate variables anrl

cont rols
. est,rmatc
. cl assrfy 2111[111{,srltrct clala
. mak(r inftrrences
. rtlenlify scienl,r['ir: facl {'rom an opln jorl ur
sr"r1terst,rtr ons berI ief

. commurticalr' restrll.s llas<rrI on enrlririurl

rlala

1.o t hc lrhenomenon; and

on humarl acl,rvities relatecl to

li,lirtcrl
i,['1r't:1s

rn 1.he commr-ttri1,y

Sun-Moon-Flar1h System valuable?

lrcall,h, livclihoorl ancl transporta-

tion)
122

-l

IV. Eclipses (r:auses; hr"rm:In ltrac1rces/

sr-r1rt'rs1,i1 ious ltt'ltr:{.s cotrtnott rn llre
r:ommunily relal,crl to titc phcnomcnon; anrl r'1'{i,c1 s on hunlal'l itrtltvtl,tcs
relul,c'rl 1o hr.alt,h, livr'lrltootl anrl
1,rarrslt or1,tt1.r on)

V. Tides

(causr:s; humitn ltracl,ices/

supr:rst,i1,rons b<rltct.s commoll in thc
communily rt:lttltrtl to t,he phenomcnon; anrl cf'{i'cl,s ott hrtmart acl,rvj 1,ics
relal,ctl 1,o hcal1,lr, livelihood ancl
1,r

allsl)

or'1,a1,1

0tl)

Product or
Performance Task:

Evidence at the level of

understanding

ln{brmed rlecisiort
making on acl,ions
lenrners neecl t,o 1,ake to
rnanage 1,he trf'fects o{'
t he Srin-Moon- ltlarth
Sysl,cm on activilic's

Lear:nr:r should be :rble 1,o

clemonsl,rat,er unclerst,an rlin g by
covering 1,lrcr Six (6) Iracels of
Unrkrrsl,antling:

rtrlatccl 1o lrveli hoori,

hr:al1,lt antl
1.rans1rort,a1,iou.

EXPLANATION
Demonstrating irow t,he SunMoon-Flart,h Sysl,em cALtses
rli ffbrent natural phctromentt.

Criteria
tr.'l-l tot'ot gh (cx1ll lr i rr i trg sctcItctr
concepl,s behind r:ach naturzrl
phenomenon caust:cl by SunMoon-Flarth System)
t

b. Cleot' (expressrng wrt,h

clarity t,he scient,ific thought rn
oral or wntten form)

t. ktstil'iotrle ( providing depth

antl brezrclth of scienti{ic
reasonitrg)

(providing correct
science concepts rrt explaining
how caclt phettomettott is
c:ruserl by Sun-Moon-llarth
cl. ^ lccra'crte

Sy,sl,em)

12i\

Evidence at the level of

performance
Perform anr:e Assr:ssrntrn t
of' the lcarn<rr's urpubr I i15r
to make tlr:ci srons llttst'rI
ort tlto fi rllowu)g t'rilot't;r:

I.rn{brmctl rlet;rsion: rrrttl

2. itct,rc.rns l(,:lrrt('r's rtctr(l 1o
t,akr: 1,o manrrp;r' thc
c[[i:ct,s o1' t,hc Surt-Moon-

l.rrrllr Syslcm rrtt

actrvi 1,itrs rclal,r-,rl

1,o

livclihootl, heall h trncl

trar.rsportatron.

INTERPRETATION

Illustrating through

graphs
the phenomena cau-sed by the
Sun-Moon-Earth System

Criteria
a. Meon i ngftLl (providing

,substantive information of the

phenomena being illustrated )

b. Ar:ctta c:r, (clepicting correct

clata or tnformation through
graph,s)

APPLICATION
Proposing ways of
adoptrn g/adaptin g safety
measLrres ciuring the occurrence
of some natr-rral phenomena
causecl by Surr-Moon-Earth
Sysl,em.

Criteria
o. -l14tro1t'lote (provrding safety
measLlres during the
occurrence/s of t,hesc natural
phenomena ancl telhng how
snch measnres carl be trseci,
adaptecl ancl customizecl in
cli fferent/several situations or
contexts)
b. Pror:tic:ol (cliscussing how
saf'ety measures can be clone
easily)
r:. EIIic:iertt

(expounding how

time ancl resources can be used

prodtrcl ively while using,
aclapting ancl customrzing such
safety measures)
d. Efl'ectiue (cliscussrng how the
clesirecl/ expected resr.rlt.s can be
achievecl after using safety
measures)

1 '),4

PERSPECTIVE
Inferring on the aclequacy
ancl/or ursufficiency of eviclence
of superstitious behefs and
community practices relatecl to
natnral phenomena causecl by
1,he Sun-Moon-Earth System.

Criteria
a. hsiglrt.lir1 (developing one's
vrcw after consrrlering all
superstrtrous beliefs ancl
commr-rnity pracl,ices relatecl to
nat,nral lrhenomena causecl by
t,he Sr,rn-Moon-Earth System)
b. Ct'e cli bI e (crting aut,horil,ative/
primarSr sonrcos of information
whrle argnlrlg for limitecl or
aclequa1,c eviclences

o1'

superrsttttous ltcl
comm r-rnrty ltrar:t,rces)
t. Ileller:tice of' ct'itic:ctl tltirthirry
(combining rescarcir,
nnclerst,an di n g of hrsl,oncal
ge11f,1rxt, ancl balancetl luclgmt:nl,
lu provt, lhc lrmrlaliotts rrr
atltrqr-racy of evir[cnccs for
superstitious bclic [,. uncl
communit,y p racl.rccs, irtrcomur g
skelr1 ical of' argumerul,s Ilastrtl on
small samples o{'tlal,a, biasecl
samples or samples for which
tircre was no cont,rol sample;
thstinguishing between
irrelevant ancl relr:vant, or
inaccnrate ancl accurttl,e
information, illogrcal and logical
conclusions, ancl appropnater
ancl inalrpropnate analogics)
i

of ,s ancl

EMPATHY
Relating how people livrng in
drfferent topo graphrcal locat,ions
(highland, lowlancl, coerstal
ilreas. rivr.rbartks, r'lc) mighl leel

abou1, bcrng uf{'cclcrl b1' 1,}-'.

Sun-Moou-Ijar1,h Sysl cnt.

Criteria
o. Pet'ceptile (recognizing th<r
efTbcts of t,he Sun-N{oon-systcm
melhocis to ltcoltler lrvrng in
dt fii: rrrn1, t oltogralt h rcal
lot:alions)
r'. S'crtsi/ilru (cxhibrtrng what

ltr:oplc'feel anrl how tlicy

atlapl, as a resr-rlt of lhe cr{'fircls
'
of lirc Stur-Moon-llarth Sysl cm
they ltitvc lrccrt cxpericrrr:irrg)
t,hersc

StrLF-KNOWLEDGE
Reflecting on how the
unrler

r.standing of Suu-Moon-

I'larth Syst,em influences

one 's

bclief ,s, behavror, practrces

ancl u,ay of'lifc.

a. Refler:tire ftecoming awarc of

how one's beliefs, behavior,
practrces ancl way of lifc are
infjueucecl/ siralterl by the
unclerstanrling of Sun-MoonEarth Syslem)
l;.,Respon,sft 'c (reacturg

positively/how one must, behaver

a.s a result of changrng one's
vrew)

126

i\s llrll o1'rniltirl

rrr:1

,\s llttt'l ol ittrlntl

irril,ics. lnir

n"r1r,,s intr'gi'it1r'rlSgi('prtp lpachrtrs shtrll:

rlraglr,r>l- r1l lt'lti'ttcrrs'ltrior ktrowicrlgt', miscont;r,1rt,rt.rr.rs rrprl/ei'rtl1r,r.pa1ir''r' tlrrlltlt'1t1iolls {rtl t)i'r 'i'r'rltttsilr' skr]ls/knowlrrrlgc garnetl fn.,m t'iont(:n1rri.\, scr(,lrc(,:
ltrtrl
ttr:1

' CONDUCT

' INFOIT]'I l,;ii't)i.t'r 1',lilt,rtv rvh:tt the.r'ax'cxpt'clrrrl

It'rlrtttrtgsirlrlJ l,' ;1-11 ii1'1i

rr th i s

t'lctrlr'ri

lt 1 {' gi'li I prl Sgr<rrtgt'

1.r'at:[ers sha]

1.o

ft:arp altl t1r aurl lrr*, 1lr.ri,

' GUIDE lr';l,tt,'r'i 1o llc(lLltro sr:rcrn1,i [it: know]r'rlge which is ailgpt. rrr:{)r'ssipg irlirrrnlr.
lirltl . lr'. .'ll;11 rlllili'nliltirltl is Itc'('(lo([, lvh('re rnfitrmal iort r:an ltc lor;rr1.erl. it.(l l]o$,
rnlirIlrrrttl ilr ('ir1] lli'gltl ht:rctl lot;u,*ingorr t:cr1,:nrt scitrrrt:cr t;oncrrllt,s; anrl
' ENABLF, l,'rll'rl('i's 1o tltsltrove mist:oncr'1tl,ions, rrxamintr/assc."s ltrior knou'lprlgr,,
tttltl lrt'{t1l l',rlls{lo\'(rl'lhtr valrrlily'of t,r'nt,al,rve irleas ('l'I) 1o tho li(1, m:rkr, llt.i.
tttt([('i'sllltlrlllts,rl lllrr scicnti{jcmcl,lr<rrlrcal;equi1r1,]rcrmrvil,hskill.qaprl krtgrvlprlgp
Irlr lhcrll 1,lrl srtt]tl('sslirl throttshotrl, 1he 1o1tict, anrl urtrlergo rli[1'erirltiulcrI irrsl,rrr.l.ion

1o rrrlrlrr .ss

thcir. rrniqtrc strerngths anrl

nee(1.q.

ln l,hrs clt'rnt,n1 . lntcgi'rtlr'rl Sciernce tcacitrrr,s sitall:

. ENGAGE lt,rtlnots 1rr r.rnrlersl,unri scrrrntif ic knowlerlge whic;h rnclurlcs thr, pror:cssing atrrl m a k rng of'rncrrn ing r.rut ol'l,lre infbrmal,iotr; ancl
' ENCOURAGE lciti'trt'i's 1o t'x1)r{rss their r-rnrlersl,uurlinp4 anrtcnguge nr mciininglirl
sr'll-t'viilttttlion: tutrl rurtlt'r'qo irt-rlep1,h sl,urly of scrr:rtcc using mr-rl1,i1rlc sorrr(:cs e{'
r rrlbrm at ion riurl vit ri()Lrs rrtorla lit,ir:s of man ifersl ing ltraln ing.

t,hi s r'Icmen1., scir:ncc l,cacherrs sh aII

ENCOURAGE lrrarrtrtrs 1r.r rirganizr' l,hcir letrrning erxltcrir,r-rttcs so

rnovr' lrtttrt lottchr:r-gr.ritkrtl itntl (r()rrcr()l,c ac1,ivr1iet.s 1,o jnrItrltertrlernl,
1

whcre thtry crcate or ltrotlrrt;r' ncw knowltrrlgc in sr;irltcir;

CHALI-ENGE Ir:aruers 1o l,rans{rrr their lcanriug in nr:w,set,t,ings:rnrl usr, lhis

crettl,ivtrly to gctrcral,e ncw rrleras, vrew l,hrngs rliffcrenlly, anrl recnginct'r l]ro()csscs;

INVOLVE Icrarners 1o rlcsrgn,

constrr.rcl,,
inv<,r'r1 prrtrlrrr:1,s whrch can cclnl,riltut,er l,o
sr.r.s1,al nall | (' rr s(r r){' rcsourccs.

121

plan, lrrorluce n()w knowlcdgrr, arrrl/oi

thtr ltrot,ecl,iorr o1' 1.lttr t.nvrrr;ltnt('n1 illt(l

Da5'1
lilcrmrrltt o{'"l'(l:
l" xli la) f ()

Days 2'$
lllement of T(lr
l,xplor()

Checking for Teacher's

Understandin Activities:
1,hrr

I('itlrtt'i'.'
rrnrlcl's1itntlittu
ol'r:ottct'1t1s
lttugit I t tt

Learnerts

l'-ai'lh Svslcnt

Activities

otl oll
protlucl
i
1itr'
llcr lrrrm a nce

l)

l'.iti'11t, \,lrtott

)i'l()lll.i:.tl.l

Learners

Activities

rtrtrl Sun.

[brmulrilirrtt ol'
qr-rrrst,ir.rtrs

lr:achng

clel

1,o

Ii(l

arling of

ttss(:ssmcttl,
crr t,c r:t ti

Dav

Sub-topic:
I)ay qrrd-Nrgbl CysIc

tkrrnortsl r:r1rng itr.,ri,' 1,lttr

cl:rv unrl nrghl
cyclt'Ocuur
- makinp4
inIrrrcrtct: on
how tho rlay
arrrl nrght
cyclt' is
cansctI by
Ila rtir's
ro1,a1,rr.rr

Learner's Activities
cortrlrrcl ittg (lisrtrtsst,irrs t hc
(rorltn]oll sttl)t'l'sltliotts lrclit'ls i,r'
ltritr:1 it:r's rrt t,ht' (rot'rtllltttttlt' ttt
i'r'litlrr.rn to rl:iv anti nrg'it1 ttvt:lr'
ttittl hor,r' l,htrsc rrtllr.ri'nr:i' tht'
l)(,llilvror r.rr way 0l' lr1r' r.r{' tttt
Checking for Unclerstanding
mttl<irtg, inli'r(rttr;r' ott t ht'

atlcrlLracy or insu

ic:i('nr;r' o1'
tvirL'ttcr' ,rl' Iltt'sc rttl)r'i'sl il l{,tt:
boliir[,s trntl pracl,iccs (FU:

Days 10-12

l:llsmeut of rl'(l: [i'ir:rn

l,llrrrnt,rtl ,r["]'( i: li'irrn tt;r

Sub-topic:

Sub-topic:

Setisonal Pat,1,erns

Stras<trt

Learner's Activity
mlkirrg ttt[crt'nlcs

Learner's Activitv

1,hat serasotral

lrat,t,errrs are cartserl

;rttrI I t'rttts]lr.,t'lrll ttrtt iI) rt's1loIlso

t'1'[cc1s of'1,he tlay antl night
i'r'rrlt'

by t he l,illing of t,he
t:arth's axis an<l it,s
orbrl
making a creal,ivo
llresenl.irt,iott ott hou'
scttsonal 1t lt1 l,ertts

io

rl rrlir ng a crcitt.ive ltrtrstrtrt,a,tr rlr hor'r' hcal1h, livclihoori,

iin.I I ] ilnsl)orlit1 toll ar('
'tl'1,'('1(,,1 lrv rlay antl nigitt
(nrr:irrilrn{ rlitv ttnd nrgh1,,
nrrrlrrrghl stttt, eartit's time

it

lr I llt's

[f

PERSPECTIVE)

f)ays 6-7
Sub-topic:
t)ay alt!.\-LUirt (lyclc
l,earner's Activitl'
t:ontiucling observalion in the
r:ommlrr.tr l,v or.t itttmittt ac1.ious
lr'l:rtcrl 1o hoitl1,h, lrvelihootl

Fllemcrrt ol '['(l: l.'irm LII'

(lyrlJl

1,htr

cortrlrtctt trg

1'j1'1.1i,'111;11'1'

1o

Sr,rrt-Mc,ou-

scl('ll(l('
rcgarri

toltrc

,
C m/r
h,lem0l]l (iI l\':
l,'irrn [-1:

Sub-topic:
,!)a)'ancl\ighl

nrl,rorlr"rcrng

rlss('ss1 ll g

nay

clr atrgr,

forecasl ittg weitlhcr

litiscrl orr availablc
wrrtttht'r mal)s

I)a1,t,rrrrts

cotrclrtcl

i tr

g oll st' t',,'a

l,ion rnl,ervtcw ott (it)

htrman prttcl.ict's ttttrl
sttlrt'rs1,t 1 ir.ius lte'l it' ['s
oommon in thc (i()IttlnLl-

nity

1,hat

ar('rt'la1t'cl

1,r.,

1,irc phcrtromt'uott. i f'

anv; (lt) itr"tmlitr tit:tiotts
r'llllctl l,r lt,'ltlt lt
livclrhootl ttnrl 1 rrttts1lorl,:t1,tott Ilt resl)olls()
kr c{'frrc1.s ol' sctisrtttitl
1

r28

al

U1r

ttl

t,r,:

rn s

Checking fbr
Understanding

r(:vrsrlnrg l)rror
knrtlvl t, rl gr', miscor-r ccpl rorrs. allornal ive

makiug compilal rort o['1]()ws rli'licir

(clownloarlable or^ rn prrnl) orr 1hc
clcv:ts1,at,r rtrt catrsrrri lty _v1thoon s/
htrrricartc,s, tornarlocs, l',1 \irio. Lrr
Nina and othrrr soassll-1'r'l 111,,,1
phenomena.

constructrng
rli {'[ir rrrn1, wc ather
ulsl,rLlm()nt,s tn
recortl weather

conclit,rons

collc()l)t1ons, e1,c rrl

rr:p4lrrtl 1 o rkrscrilrl,ror

Checking for Understandin g

- makc an inference on th(' arlcrltutrtv

of mr.r1ion

or insufficiency or evickrncrr o1'l hcsc

,strlrersl,it,ious beliefs anrl prartl rt:r's

(FU: PERSPECTIVE)

I)roposr]lg ways of adop1,inp; sali,tv

mea.sures be{bre, tluring anrl a{ic'r'
the occurrence of'changtr in sc'trsonal

patterr (FU: APPLI CATION)

Da1'13
l.ll<rmerrt

'rl'l'(l: lrirm u|

revisitirrg lrrior knowlcrlgr), nlls(ror)ccptions, alternative conr:op1 iorrs.

etc. rn reliition 1,o st:asonal nlr11r'r'ns.

Days l4-tb
Llemeut ol I L;: ,f,trm

Sub-topic:

Topic:

I)lul.!c,: of' t hc Ntoon

Phases of the Moon

Learner's Activitl'
vicwing it movrc .51rgmcn1
lrortraying t hr, runsfol'm {r-

Learner's Activity

t,ron of'an orcUnary htrmrirt

inl,o an cvil creatnre rlurirtg

full

rnoon

- cliscussjng srmilar anci otlrcr

strlrersl,r tious bel ie[,s and
1)ractrces common in thc'
commurrity that, arc relaterl
to thc phuses of the mooll

Checking for
Understanding

rclul,rrrl 1o hcall,h,
livel r hoorl anrl 1,rarr,.ltr.rr'1.it1,r r.rrt i 11

k-r r:['[t'c1s

ylrslyortst'

o1'llhases of'

1,hc moon

Day

16
F)lcmtinl;:o{"ll{ i: l"rlrrr

Ir

Illqlrl l)rsr'',t,'i't,'atrd-Br11rkl,hlouglrs rrr

l'14{,h1q{lSlrrrirr'
tipfqi',alrors
Learners Activities
Topic:

conducting a commurtrty .survey ,rr obscrvation to tkr1,<rrmi nrr

htrm;rn at:1,iorrs

communrcal,ing how
hcall,h, hvelrhood and
1,rans1lo11,al,i on are

m:rkrng irrferencc on the

aclcrlrriit:r' or i nsu{'[icicncy or
cvi tlrrnr;r' o l' t ]rcsc sr-rllerst,i Iirrrrs lr,'licl- lrtrl l)i'acl ic('s
(F-U: PERSI,ECTIVE)

trlrlorirtg itt,lri r,itt;rllv

t;trrl,ain i,ssucs orl cili'1 l,
;iltrl spat'r, (,\lli'ri'illr{)n
cxpt'rilrlclll: rlr rll' l
rlt'lcrmittc 1It,, 1r,,s-rl,rirlr
o[ living in s1)iir:r' r,t'
otberr Plancl.s t'1'{irr'1 s ort
tire se:irt:h of'{'r1r'rr
t,erres{rial,

r't,r:

comrnrrnicttl,e lalr's1
in[irrrn:r1ion allr.rlrl sl.)il(]e
ettrl h anrl sllitcc' r'rlrlorit-

l,jons

I
I

I
I

__,___l
t?9

Days 77-78
lrlcmprrt o["lt l: liirrn Up,:

Sub-topic: l',clrpscs
Learner's Activities

makrng a comptlatror-r of
news rtrt,rcl<rs or rlownloatiable vjtlco chps ou t:t:liltse's
from the intertrtrl,
risrng thcse ntal.cnals and
tirose whrch are avarlabler,
rrrfer 1,1-ra1 r:t:]iltses are cattsecl
by the aligtrrne'nt of'Sun,
Moort itnrl l:.a11h

'Bays;I+-1F

Elemettl; of 'ftl :: Firm Up

Sub-topic: Tides
Learner's Activities
making an inference
that, ticles are cattsecl
by gravrl,y
cliscussing hr-tman
practices ancl sttlte rs1,ttions common rn the
communrl,y that, are
relat,ecl to trcles
affect,ecl based on 1,hcr
dal,a gatherecl

Day 20 and 21
lilement o["f(i: Firm Up

Subtopic:'fides

Learnert Activities-itlelrl i[yirtg itrla. irt

the counl,ry and jn 1,he

lrrovrnce which art'
affeclerrl by trdes

conrluct,ing au actttttl
vrsit, t,o any nr:ttrity
coastal area antl
c,bservc ltr.tmart ltrtl iotls

relaterl t,o ireallh,

hvelihoocl ancl t,rartsportzrtiort in resportser
to effects of 1,ides

Checking for
Understanding

proposing ways of'

arlolrtrrrg htialrlirrg
.safety m()a.sures
before, cluring ancl

Checking for
Understanding
- proposing ways of
adopt,rng/aclaptmg
safety measrlres
before,, dnrrng arrtl
after the occnrretrct' of
trdes (FU:

after 1he occurrences

ofchange in seasonal
pattei:trs (FU:

APPLICATION)
- revisiting lrrtor knowlerige,

APPLICATION)

rsconcepl iotrs,

allernative

corlcrp-

revrsiting yrnor ktrowlerlgc. miscottcclrl iotts,

alternativer corlcel) 1,ions, etc irr relat,rorr t,o
rr:cent cliscoverres ancl
breakthror,rghs in thc
Sun-Moon-Earth
Syst,em

t30

Days 22-23
ElcnrcrtL ot' l'( i:

Day 2,$
Element ol'11'(l: Fii'm

I-earner's Activities

ASSESSMtrNT OF
LEARNING

Dee:1rcrt

Checking for
Understanding
Learner's Activities

(lcmonst,rril,inp; how 1,itc Sr.rnN,ioon- li arl,h Sysl em cALrs(rs

dr [{erent, ual,ttral l;}rcruomc'rl a

(FU: EXPLANATION)
rllustral,i ng through grtrphs
rli ffsrcn1, lrhcnometra
assocratecl wr1,ir l,he Sttn-

1,h<'

Moon-l'larl h Syslem (FU:

(
r NTr,r ti PRlt'l'A1' I )N)
relal,ing how iteople livrng in
cli ffenrnt 1 olro graphical
local ic.rns rnigh1, I'eel about
lrerurg affi:t:1ecl by events
relalecl 1o 1hc Sttn-Mooul'.rrrtlr Sy.tt'm

(l"U:llMPA'l'FIY;

Days 24,,,
Element o{'l't l: Tral,sfi.,r

rctlecl,ing lrow one's beliefs,

behavror, ltrttctices anci way
of'ljfc are shaltecl or inflr"rcncccl by cvetrl,s rclal,eci ttl
thc Sun-Moon-ll:irtlr SYslr:m

l)l'()l):rrulg a tangible
ou11tu1 (decision
nral i'rr. ttct,ion plarr,
c1c) t ha1 tlcmonsl,ratcr
rrrlirrmc, rl ilcci sion

matle r)tt ttt)l totls

learners ,'v1'1'1[ 111 1 i1]i1r
1,o munage the etlt'ctls
of tire Sttu-)1ot.,tr'
liarth system on
activil,ies rel atecl to
livelihood, hcall,h anrl
translrorl,at,tott

(PRODUCT/
PERFORMANCE)

evaluating t,he 1troclucl,/performatrcc (USE

OF ASSESSMENT
CRITERIAJ TOOL)

(FU:SELF-KNOWLEDGE)

CHECKING FOR
ESSENTIAL
UNDERSTANDING (EU)
Learners Activities

6s11f,gml)lat,r rrg rltr

rtr

-erami

iclc:a

the

Iissen1,i aI Cluersi,ion (liCi)

tttt-t

vis-i-r'is

t,h er

tent,ative

1,he FIQ

revr singiltrstr fying the

teri1,tt1,ivt' rrba basccl otr

1,he:

untlcrsl andi ng(s) gaineci

ill

U1r

Checking for Understanding

Learnert Activities;

rirtrl('i'go Au asscssmenl of't hcir knowlcrlgc 9n

Activity

l,c.r1trcs

sttgil tts I'jar1h, i\'lrlorl aptl

S Lrrt.

Make me a model

J,!;lfsri:tls: mcrlittnl slze lllastic ball

l)al)e]'. srtissors, llastc, 1llas1ic l ape

(cr-rt

irrto halvcs), assorlecl colt.ri' ullrlt

r:rtlsl
nr rrn1It'

()ol'o

Procedure
Learner shall:

L l)i'au,a circio samc siztr tis 1,he ()lrcrtm['erettce o1'thtt lllaslic Ilall ' CLil atrrl 1lits1 i'lllt'
llirl)('l' ttt',.,tttt(i t hc ball.
o1'th0 btlll'
sltr:e1 of pal)er cul a smtill circic tttttl1l:lstc i1 a1 lhtr cetrltrr
2. lrr thrr
'l,ht,r
il, l,rrirr-l tht. lavrrr of thc billl tts crttsl,, mtttrt'lc' atrricorc'
,1

. '\nsu'c'i' tit,,' [illlowrug cltiesltotrs:

it. 1 lc.,r,' nlany layors tlocs yottr rnorlel have?

lr. \\'hitt rs 1.hc largesl.laytrr? smallest' p:rr1?
.. lp n,hrr:h layer 9f the c'art,h tlr.r organisms/livirrg things llossible to cxisl

Activity 2: Earth's shape

Materials:

Procedure
Learner shall:

n0:$

smalt Dail
.''

sain0er,

Ikrlbrc rlorng the activrt,y, make the room rlark. Set 1,htr
iighted flashlight, on t,hc t,able facrnp4 1,hc clark lto11,ion o['
t,be room

eurtA[ns

2. Ask t,irc learncr t,o holrl each obiecl, in front of'the

trlhshlIgir.t

flashlight.

ll. [)raw t,her imager lrrorltrcerl.

,,'.HGG

....$.M$tP

Sffi.CHR.

BA-r"t

Answer t,hc followrng que,st,rons:

l. Whal, rlo you call 1,o 1;he image procluced on the wzrll?
2. Dcscril.re the shape of each shaclow.
il. Is the shalre of tbe obiecl ancl thc shaclow ltroclucecl srmilar?
Activitv
Materials:
cov,ere:il bOx

erlilt,*irlirlg
'l
r

Brain Teaser

Procedure
Learner shall:

,
:

):

3:

rttlscfamDleG w{)r{l

1. 'l'he learner picks svl,,smiley in thc box. Ask t,hc lr:artrt'rs

l,he rciea regarcling the wortl writtert

oa
\-/
Orbit

Moon

Sttn

Plttnet,

co
\-/
Ilarth

l'iclilrsc
133

Stzrrs

Solar Sv."l,t'nr

Learner shall:
. l-r,.r,in,irrrlcr'1trr:1,parl,ofthesong"Wirrslrersrtrlhel)trrk"rvhiclrsays'...lrlcn'r1hoLr1
l ., . irlir, lhe liarl,hwithoul,t,heSLrn. rtoniywhtspei'srutho rlark.";
. I .n1i'otlucet[ 1,o the toltrc Sun-Moon-Earth Sysl,cm anrl r1,s sr-rbt,oltics strch as tlav anrl
n

rghl cyclc:, seasonal pal,terus, phascs of'the moolt, eclrltscs, rtncltitlt:s;

l;r, rnfbrmetl that they nccci to rlcmonst,i'at,e untlersl.ancling of'l,lte' Sttn-N'loon-l'.ai'lIt

Sysl,trm;

related ancl variecl re,qoLlrces ancl materials to bc ust'tl in tttttlt'r'slitrttlrng

l her Sun-Moon-Earth Systcm(see resources ancl equipment/malci'iills rtlcr li'rl

l-re orienl,ercl orr

'

be given ttmc 1o formulerte quesl,ions on the Sun-Moou-!larth System arttlt:111s11'1'll11rs{'

1 o initi ally find ou1 wirat is/are intr:rcsting for 1,hem;

be given trme to formulal,r: other questions Icacling to EsscrrttaJ Qucsl,ion lotttrsilt!-1 .)tl
irow rmltorlant rs tire unclerstanchng of the Sun-Moon-Earth System. ('['N: Strlrlt'gies to
use irrclticle etlher KWl,, l'-ocus (iroup I)iscussion, brainst,ormtug, thirtk-pair &sr1r"titrc,
tl1,arls, rotttrtl loLlirl, ertc.)
;

gsrlor'2re uls many ten1,zr1,ive itleas ('l'l) t,o the Essential Qucsl,ion (ECl) as llr.rssiblc 1,o shorv
wha1, t|ey alrearly know.('t'N: Strategies 1,o use inclucle either brainst,ormttrg, Fr.,tltts
(iroup l)iscussion, graphrc organizer, corrcepl, mapping, etc. At tbis poin1, l'hrr 1t'atlhtrr
sirall be care{ul trot, to reject lcrarn-(rrs'oltinion btit shall ct}coufage 1,hcrn to gi','rr tht'it'

iricas rvithout being juclgecl as i:ight oi'wrong. Each tentttl,ive irlr:lr (TI) shall lrt'lttrlrlishrrd on the board);
bc gror,rltec[ accorclingly 1,o c]roosrr somtr of the jdcntrfied ltrtor ktrowlctlge, mist:t.rtrrleP1,io1s alcl 1,r,pt,a1,ivc. jclcas ('l'1). ('l'N:Whatever caclt group of lcaruers selerctt:cl, l|1s grottlr
shall be askerl 1,o citallenge or cxltlore thc vtrlichty o{'tbese prior knowlcdge or l'ertrl,af ive
j deas ciuring the Firm Up Stage);

be ortepte,rl
Svsl cm lry

that

they rreecl 1,o show their nnclersl,autltng o['1,he Strn-Morlrt-]',iir1h

akittg tlectsiutts; atttl

ltc informecl 1,1-Lat tbese rlecisions shall be based on l,he following cril'erta: (a) infbrmercl
alrl 0) aclions learuers neecl to take to mauage the cf{'ects of the Stttt-Mootr-Etrrth
Sysl,em olt activrties rcrlatecl to livelihood, heaith ancl l,rttnsllortal'rotr ('l'N:
Brailsl,orming may be usecl to chscuss how thcse cnterta shall be ttst:cl. J,r:artlcrs rrcr:rI
to bc clarifictl o1 tle cletails on how tircir prodttct or iler{ormancc shall 1rn utspssorl
Suclr clctail,. of criten a m ay bc revrse cl b ase cl ol] agreements reacile il).

1:J4

Sub-topic: Day and Night C1'cle

Learner's Activities;
Using thc choscn lti'ior knowlerlge,
t,he

.
'

r)r.s1;e1113611;t,jons artrl/or t,en1,:rtirrc

ECI as staflrngifocal lroints oI rnvrrstig:rl,ion, lerarnor srrail:
rk:moust,ral e how l,he rlay anrl night cycle occr-rrs
inlbrhow l,hc clayanclnightc;lcle iscar.rsrrcl by Jlarl,h'srot:r1,io1

ACTIVITY 1: OCCURRENCE OF DAYAND NIGHT

Procedure
Learner shall

1.

2.
3.
4.

5.
6.

Make

u-se61

6f moclel to tlemonstral,e the occlrrrcu(:r, ol'

clay anrl nrght,

Draw asmzrll clot, in the midcllc of t,her ball, bananu

stick serve as a hanclle. (The ball reprersenl,s llrc
Earth flashliplht, (reltresernts l,he Sun).
holcl the foam ball in fronl, of'the Ilashlighl, ancl mc.,ver
the foam ball around the flashlight.
Observe the conrlil,ion tha1, occlrrs on t,ltc ot,he'r siclc of'
the ball.Withirr t,he group, each learner com()s rU)
with two clififcrent icieas that symbolizc cl:rv anti
nrght.
liorm a model fbr l,]reir rcleas.
Use the foliowing as a guicle:
a. What obtect, is movrng in vour lirst mocierl'? Whal
conclition happens when one sirle of'the fbam ball rv:rs
facing the lig]rt? How about, t,hc, other sicle?
b. Was tbe movemerlt cause of'rlay ancl nigirt,'i
c. Why cio we experience tlay and nighl?

d. Why can't the whole part of'the carth cxl)enencc rlav :il
the same time?

1lt5

Activity

il

Keep on moving

Materials:

paper

llell
'.

Figure

Figure

Occurrence of l)ay artd Nrght

Earth's rot,ttl,iou itr one tlay

Procedure

Learner shall:

l.

{i'r.,nt lite rliaflram 1,he rr['[c'cls o1'eart,h's rol,attotr

h
o['
tliiy ttncl nighl
lcngl

intirr

arltl inclinal,iolt otl thc'

Effect of Rotation

Rotation of the earth

Fa,'utg t ht' sttt't
lf trcing alvtry lrom
lhtr sr.tu

'l'ilt, of'thc
clrllh rs l,owttrrls

1,hc'

srttl

'l'rlt of'1hc citrl,h is

ii\\'?ly fi'om t he stttt

I ;l(i

Sub-topic: l)av and Night C1'cle

Learner's Activities;
Usrpg thtr t:hgscn plr,rl iirrou,lcrlgi', rlisconct'ltti,rrts lttrtl/oi'fr:tt1.tt1 jt't'rrlt'its ('l'l)io
thrr l,iQ rts s1,at'ting/1?rtttri pr.rittls t.rf irtvt'sl.igilf iotr, l(:tll'ttrrl sllttll:

r'nitk(' ll r:i.r'ir111,1, 1ri'r,st'nl Atiort on hr.,rv ht'rtll lt, livrrlihr.,r.'rl. ittttl l ritusltt.rrl,tttir.rtt llt't' ti1'1i'tltt'rl
lrt, l,hc rlrn. lrrrrl nig'ht. cSrt:1,' 1','r,,,,rrlurg Jcnglh o['tlay antI nigh1., mrdntghl, srrrt, t'itrlll's
1ir.tt('zont's):
rlist:rrss hou,sr.r1)r'rsl,i 1,ious bclit'f.. (t()ntnt()n rrt l,hc rtommtttril)'(1 ital at't'i'rrlaltrtl 1o llll

lrhsnorncnon)tr1lcc1,thcbchtivir)r()r'wiIVol'li{bo['itnirrtlivitltrtt];
Checking for Essential Understanding (EU)

. ipfi'r 9p lltc

or rlsr,rl'['rgrrrlr:y o['trvitlencc of'srL1ters1,i1,i911 * fcltt'l.s arlrl ()()llln]tlrtilr'pi'irrtlit:r,s rr,lalr'rl1o 1,hc tllty itrttlrtrghl rlyclc (FU:PERSPtrCTI\{E):
. 1;J'1;.1r1'1'1, ltrgtrilp irt:1 iqps 1r'la1r'rl 19 h1irl1,h. ]rvtrlihootl ttntl lrattsltorl,ttltott itt i', 's1), )l)s('1()
r, 1'[i'c1s ol'1hc rlpv rtrtrl rtighl cvttlr': arltl
. 1'1.yisil llrir.rrknolvlec[gr',miscroncelrlionstintt/oi:Tf r.,nrLaytuttlrtighl cyttle,il'arlv.(1rt:1hc
1r'ttchpr ntlr\, il.l< ctttth gr.rtnl) c.,{'l('llrpSrs 19 tlisclss 1it9sc 1tt'i9r kttowlrrrle,,, I}tts{ {rlt('r'l)l rorrs lrntl/,rr"l'l lvhirth lhe groLll) lrlcviously chosc [or inveslrgiil rort.'l'his grr.,trp sllrlll lrt'
Irsiit,tl 1r.r i.(,lls9rl 91r1, [9t't'ilhtti'lsst'ssi1g, r;9p['irmtng gr r:(,ticc1.iltg t,htrst' t'r'spr,r'lir-,']r' ttt
thrrlr*lrto{'tltt'rtt:l,rvil,icrsttotttlr-tc1,crl llrttl tttlilly'scsttltttlc.)
trrleclutrgy,

Sub-top ic: Seasoual Patterns

l,earner's Activities

L.sr1g l,hcchoscnltnurknr.ru.lerlgc,misconceltlionstrnd/c-rrlettl,al,iveitlcils('l'l)1o1hc
l'i() ass1rir'1rrrg/lircalltoint,so['inrrcsl,iga1iou,]etlrni:r sh:rlI:
. ip1,r.thal srrasgunl ltzrt,t,crnsAr)0ALlsedbyl,ltelilt,ingo['1,hcreai'1,1i'saxi sttrlcl i1 'st.rrlrr1,

.
.

lrrcst'trtal,itltl oll hon'seasotral 1la11crns charlge;

nt:ll<('irt:,rirr1tila1 irtnofllc,\vsar1 ick:s(cilhcrltr:ittl.ctrrlourtrlo:rclalllccollics)rltllllt'ti('r'ils111j9p r:iy-rscrl ltr, lvlthoons/ir-rri'rcanes/cy'clottt's, tortttt(locs, trl rliiio ttnrl l,a Nirllt rtrltl
o1 h o r s(' as()n - l'o I ttl'r' t1 ltll ctlonlclla)
lirrt'rt:tsl u,('il1 il('i' based on avaii alllc ivcal,h('r l'nal)s;
rrrttkc

A (tit('..11 i,,-rr

.
.
r
.

"

r:'r'rs1r''t:1 rljl'{t,rrrtt1 u,'CalhC,ritlqll'ttmCt.t1s1O1t'Ctl;tl r','t:illhtrt'Ct.rilrlll'lOrls;

j1111,1.yi1'r.'ltprsorrnrrl fronr tltc'\rrl.ioual Djsasl,t,it Citoirtiirtiil,ing (lor-rnciJ (\ l)(](l),rrl
tllrrirl g :tnrl rr{i t'r t;ttltit't't i I'tcs:
1ri.r'1r.t r.ti1 ior.rs, st,i'at egic's trntl :tlt1-tloat:ht:s ltcli.,l't',

lllcii'

)rTrrntrnittalc hor,r,hcal1 h, lir,r'lrlroorl. itncl trttrtslttti'1 atttltr ttrt'a{Tr:ctrrcl lrr'' srrllsrrillll

1;rll,r'i'ps (1,r inrtltrrle' orlrritrt)rcs, solsl,iccs, t:orirtlis c'1I'et:1, m()l1s(lolls, l'l'(:7. 1t'o1rti:ltl
r;\'t:lorri's/lrrrr.r.ir:itncs. lortr:.1(li.tc., lil Nirlrtantl l,a\tna.tttrtl r.rthrrri'clal,crl lrht'llotrtt'ttlt)l
1;Ii1i..i.\,, irrrrntlirpritr:l ir:r'.ilnil ::jjl)(,i'sl iliotisltt'licfi(t{)nlnlollirl thr'(:i)nllTlrirlilr 1ll tl Ili"'
,',,ltil,'ii r 1 lri' 1lh{:tt,)t.t-ti'trrtt. ii';:tlv,

c(

;l;

Checking for Essential Understanding (EU)

rn{er on the atlcquacy or insr-rf{iciency of evirleuce of superstit,ious beliefs atr(l c,,trl.ni1,_v lrrac1icers relatetl to the riaV atttl uighl cycle (FU: PERSPECTI\rE);
c:onrlnct at community survey or observal,ion to determtnt'httmart acl,iolls t't'lA1'(lti 1,,
heall h, livelrhootl ancl transltort:rt,ion m response to efllect,s of serasotral 1tttt,l,errtts,
llropose ways of arloltturg/adapl,ing safet,y measLlres before, clttrtng and a{ierr thcr otlcttrrence of change itr seasonttl patl'crn (FU: APPLICATION); anri
revisit, prior knowledge, mlsconcelltions ancl/or TI oI] seasorlal patterns, r1'any. (TN:
'l']rc t,clt:her may ask each groul) of ]earners to tliscr.tss lirose ltrior knowlcrlgt', ttti'"cottceltl,r6us anrl/or 'l'l which the group 1ti:eviously r:irose for investigat,iorr.'l'hrs grotill '.hall
bcr askrrcl to rcrasc.rn c.rut frtr rrrther zrssessi ng, confirmrng or rcjecting these resltccl,ively itr
1he hsht of 1,he act,ivities conclr.tcleclancl aualvses matle.).

.
r
.

Topic: Phases of the Moon

Learner's Activities;

knowledge, misconceptions ancl/or tent,ative rdeas ('l'l)

learuer shail:
points
of'rnvesl,igatiotr.
as starl,rng/fbcal

Usilg 1,he chosen pnor

Et]

1o 1'he:

vi(rw a movie segmcnt porl,raying l,he transformation of an ortiinary htimtltr rtlto ttn evil
creatlrr' (werewolf, vamltire, "aswang, tikltalang, 1,iyanak, matLanallggal", e1c: or i1s
apl)earanclr -e.g. Whrl,e iady, cltrrjng ftrll moon);
rhsclrss sr-rperstitio.,r 5sliefs (farmrng practrces, wedding cu,stom, etc) commou rtl the
commnnity t,hat are associatr:d to the phenomeuou atrcl how these affecl' orre's behavior
or wzly of life;

Checking for Essential Understanding (EU)

. ilfer
,

o1 l,he atlequacy or insufllcienr:y of evitience of sulterstitrous belie{,s arrtl (lommtrnrl,5r ltract,rces related to t.he lthases of the moon (FU: PERSPECTIVE);
i1{i-r 1,ha1 plrases o[ the moon aro calrse(l by the moon's motion in re]at,rt-rn 1o thrl
ol):.(,r'v('r's lot:itl iott ort eltrt lt
;

contntpltigirtehowhealth, livelihood,aucltransport,ationarettffecledbyphasr:sof'1ht'
moolL:

a commnnity sr-rrvey or observal,ron to clet,c:rmine httman acttons rerlat,erl

health, livelihood ancl tritnsportation in response to effect,s of phases of t,he moon;

'

oo1(1191,

prolrose ways of'acloltt,ing/adapting safety measures befbre, dr.rring ancl aft,er the occ:ttrrence of phases of the moorl (FU: APPLICATIOI{); ancl

rervisit,lrriorknowieclge,misconcept,iorrsancl/orTl onphasesofthemooll,ifany.(TN:1he
lear:hc,r may ask cach group of learners to cliscuss thoser ltrior kttowiedgt', tnisr:ottt:t'11 '
t,rgrrs :rnrl/or TI which the grouit l;reviously chose for irrvestrgation. 'Iitis groult shall lrc
rrskecl lo re'trson out for eitber a.ssessing, confirrntttg or reiecting t,herse resltect.ively irl
t ho lieir t, of l,i-rc activrl,tes contlticte cl atrd analyses maclel.)

l3u

1t.r

ffi

Topic: Phases of the Moon

Learnert Activities

Using 1,hc chose'n lri'r,rr knowledge, mrscorlccrptions ancl/or tentative

the EQ as sl,art,ing/focaJ pornts of inve.qtigat,ion, learners shall:

wa1,ch 2 5sgmer-rt

o[1hc [r]m (r:g., "Apocalipt,o") feal,uring an occurrelrce of'r:t:Jipsc

ancl

hci' super.st,rt,ious beljefs o*.96i2{,crl wrt h t hc, llhertomenon;

inf'er hor',, 1.ht'se lrelref,s rnfluence the norms or culture of ,socrety;
coml) af(' 1.hrs

.
.

1r.r rr1

inf'cl on tho irtk'clnacy or insufficiency of eviclence of superstitrous behef^s and communit.v.. pi'ac1ir;r's relat,e(11,o l,h<r occurrerlce of eclipse (FU: PERSPECTIVE);
make a cc'mpilal,iorr o{'news articles or clownloaclabie video chps from in1crnre| on

ccl

sc's:

'simr.rlalc1r(r\\rscasl,ing/newsrcporl,ingbaseci onthecomprlecl orclownloatierlmalcrrr:t]s,

. inf'er lhal i,cliltscrs irre catrsed by thcl ahgnme'nt, o{'sun, moon ancl ear1,h bast'rl on thtr
conrlli I ctl

nr tt1 rl rittl s;

rlisrtrss borv hrralt,h,livelihood, antl1,ranspo11,a1ion art: affr:c1,r:clbvcclipscs, rf trrtv,

Checking for Essential Understand ing (EU)

ltrol)()s(, rr'rrvs rtf'aclopl,ing/arlalrtrng safi.1,v meASrlros beftrre, rluring anci a[i,trr'lbc r.rtit:rri'iren()(,, r [' ('c] r l) sos (FU : APPLI CATION) ; tur rl

revisrlltlrc,r'krxtwlt:rlge,misccrnct'plionsttnrl/olT[otrr:c1r1tse,rfany.(1,n: 1hr'l,oitrtht'rmrtv
ask t'ar:h gr( )ul) r;['lctlrnei:s 1o tliscuss tht.rsc ltrior knowledgp, miscortr:c1tl.icttts itttr[/ot' 1r
r,r'lrrr:h the group ltrevior-rslv r:h,-.rse fbr rrrvt:s1,iga1,ion.'l'his groLtl) shall ltc askt,tl 1t) i'('ilsr)n
ou1 [br crlbel usscrssing, t:on{'irming or rcicrctiug these respccl,ivcly in 1,he lrghl ol'1hc
acl,i vi1,i es cotrth-rct,e cl att tl atra lvsr:s m a rle.)

Sub-Topic:Tides
Learnert Activities

Usrng 1,be chosen ltrior knowleclge, misconcelrtions ancl/or tentatrvr: iciclts ('l'l ) to 1 lri' l'-(l
as sl,arting/focal ltorrtt,s o1 irrvesl,iga1,ron, Ieartters shalI:

.
.
.

tides are causetiby gravity;

worl< in grotills 1,n,1svelop a crcative presertl,al,ion on how hcullh, liveliho,rrl. rturl 1r:tnspolt,al iou arc affecl ccl by l,icles;
ol)sen'c hr"rman ltractices anrl snlrerst,i l,ious bclicf.s c()mmolr irr 1hr'cl)nrmunil.y thal :rro
reIa1,r:cl to thc lrhenomcrtrotr;

infer

l,ha1,

Checking for Essential Understanding (EU)

. tnfi'r rlr 1.ho ailequac5, or rrrsr-rf'liciency'of ('vjtlent:t'oIsttltt:r,"1
11j{11 1rlaclitu's rr.lu1ecl t,o 1,rtlcs (F'U: PERSPECTIVE);
i rt9

rltotLs

lltrlitrl! tlttrl

rtr.intmtr-

, rrl(,p1r['y lrrtras in the conntrVor in 1,hetr ltroviuce which are afT'er:1,r:dby 1,irler.",
. rnilii('an ttr:l,ual vistt 1o any uerarby coastal area ',t161 ollsr:rvt'hrtmall acf itttrs i't'lir1r'r[1"
hp

all h, ljl,lr li h ogcl rl1(l 1,rrut.sl)clrtation irr rcslrotrse to

r:

[f'ec1,s

t.,

['lr tltrs;

Checking for Essential Understanding (EU)

r
.

antl ilfler 1'h('otlt:ttrllrol)os() ways o{'aclolttrng/trclaltting safety measLtres ltefortr, iluring

f ence o['t'cli1tses (FU: APPLICATION); ancl
'l'ht' l"rt' ltIt'
revisit 1tri6r l<lowlcrigc, 6irgs1l131r1ttrorrs ttrrcl/or TT on l,itkrs, if'any. ('l'\:
rna.v irsk t'trgh groult o['lertrncrs 1,o cliscuss those llrior krltlwlotlgc, nliscrlrrcc'1t1iorls
lrt' itskt'tl
n,-,,-l/,,,'. 'l'l rvhit:5 l,hc) grogi) ltreviously chosc tbr irrvest,igal,iou.'['hrs group shall

Topic: Sun Moon Earth

Advance Learner" shall:

Q(,ll()f al,(\ mo|'(i t1r-rest,ions on

the lthcuomeua related

1.o

tht: sttn-Moon-Ea11 h Svslr'm litrrl

oi't,heir n,15v7Qrs,
l<rrelt a1 Lrl)(lat()(l recorcl sf gb5crvat,ions on the Sun-Moon-Eart'h Syslerm's Iht't't'im('llil
occurring irt l,herr owll commtttuty; tttlcl
cvtrl,alr, 1|11rrir fqtsre (]areer arrcl occupat,ional prosltect,(s) of'scicrncc fir:ltls lrv ttll'-lrtlitrg
rtrlal,tr rl oar()e r ori errtati on llrogram (s) r lr school'
|i1'grl-l zr irccortl

.
.

At the level of understanding' learner shall:

.
.
.
.

rlr:rno's1,ra1,u how the Snn-Moon-Flarth System causes cliff'eren1, ual,ttrltl llll.'tt'rrrl('llil

(FU: EXPLANATION);
ill*s1,rat,c l,hrough grapirs the clifterent lrheuomena associatetl witb 1hr: Surl-Nlor.rnl', a r1,ir Systt:m (FU : INTERPRETATION)
r:r:la1,.s how lteeple livirrg in clifferent, topographtcal locat,rorls (highlantl, lorn'latrtl,
evcnl,s relalt'rl 1o llrc
co2s1,al ilr('2s, riverbalks, e1,c) might feel aboutbeing affbcttrdby''
an r-l
S r-tn - Nl oon - Iil trrt,h s ys1,e m (FU : EM PATHY) ;
trlfluencr'tlb1'
r.egc.t 5r_rw o.e,s bclie{.s, Ilerhavior,ltract,iccs ancl way of life tti:c shallerlor
(FU: SELF-KNOWLEDGE)'
cvc n t,s rc l at,r' rl 1,o t lr c Sr-rn-Moon- ll arth System

checking for the Essential understanding (EU), learner shall:

.
'
.
.

conl,emlrlttlt: on 11r,r li55el]1 iai (]uesf ion:

In wita1, way is the r-urrlerstancling of Sun-Mootr-Eartir System valuable?
reexamirtc l,heirprevions auswers; atrci
gatnecl.
itrstif.v 1 he'l'I basccl on t,he unclerstanding(s)

140

Enrichment Activities
Given enough time, advanced learner shall:

'

couchtct it symltrtsittnt/liri'r.utt/st'tnulilr on chsaster l)reparotlne.ss (rn c:impLls: lrArn(rrs

may iuvtter sltcitkci's rtnrl thr'1'lhemsr:lves togr:l,her wil,h othr:rleartrcrs arr:thc ltartrciltattts; ofl'camlttrs. l('ai't'tci's shall organrzrr 1,his act,ivil,y in 1,hc communi1,y,, makc 1,beir
owll l)rcsclllitltrttls n'tth ol,iter slteakers oi: jnvrte resoLlrce l)ersons, ancl invi te ()omntLlnil,y memllcrs irs 1 ai'ge1, ltarttciltanl,s).
crit,i rltLe hr)u r'(,irsonablr' arty of the solul,ions/ vuriccl altltrc-r:rches apltlrecl 1,t.r pr:crvcn1,,
miuimrzt'oi'rtrlr[tcrss 1,he problems wircr-r caiamrty results from the lrirenomcna o['1,hc
Sun-\4or.,u- l'litr1 h Svstem

Learner shall:

Prepare

tangiblc Output ( Decision Matrix, Action PIan,

et,c) clemonstral

the

nrg in{brmtrtl

clecrsions marle on actions learners ner:rl 1,o 1,ake to manager

ef1'ects of t,irr: Sr-rnIiart
h
hSystem
related
livelihoocl,
ircall,h
Moor-ron activrtie,s
to
ancl t,rans1to11,a1,ion.

Flvaluate 1,heir irrodr-u:t/pcr:fbrmance

Assessment of Learning

14r

ResourcesoVebsites,Software,'etc.)
.

:1/www. rle rer I gov.p hli School Wbb Boarcl/Sci e.nt:e Wcb lloarel

h:t;11i

2. htt4r:l/www.rlrrperl.gov.ph/skoocl.pir''.

ht!r://www. tlepetl. gov.phle^1 urb

4. ht t1i:/lwr,r'w.de1rerl.gov.1rh/llSEljDEP
13,

5.

htf

:1/r,r

u'w.

i.ir rc

r,l

u. wo r r lp res s/Ph il

i1

rp

irte Sf;riclieslFliE

TEXTB(

)KS

://www. teach erp I a irel,.corn

7. ht t1 r://www.1iil.ph
ll. lrt [1i:/iwr.r'w.aicab.r;om/l O'l' Model School Network
9. htt.1r:1/u'n'w.APt)C Cyber Acutlcmy.corn
I (l. h t I r :/irvww.gloLaIcl as*qroorn.rlrr L
I | . htI 1r://u,ww.1lrinli.com
1i.

1.1:1 r

llate ri a ls/Equ i pment Needed

l ()omltrrlt,r(s)
,

2. lVlur lc ls
.)

Minial;ur:e.s

tl

)awrt

li
i,l.

ll rrsl r;t I ir rrrs

tti.

[)ir:t

or itrt,w6rk s re I alc<] to day ancl nighr. eclilrsr*, trrlns,

pnas{}s ol tn(' moon, srra.sonal changes
lr

lr

ri11[x[il1' mu sic

rcs

7. V i clt) o s, v
l;it 1 rt's

dco

c I i1l

"^,

cltlcu m

{rntary

fiir.n s,

1.72

fi

cl ir"rn mr;vir.s,

(lONii' ll.l l-

Quarter IIn r i
Strrr-Mr:uu-

i,.ii:,i.

Topic:

Earth anrl Space Hxploratinn-.r

lr antl Space
l.x1rli1f i11.1g115
J..

ir

':

rt

Ftamo;
,25,tlays

'

Content Standard:
'l'hc Icarncr tlcmon.sl,r'a1r,s

Performance Standard:

r-rntlcr.,.1,anclrng

of'atlvoca1,rng 1hrr r-rsr: ofbre:rk1hroughs / cliscovric.s ;1111[ l,trchno]ogrr,.s r('suII ing [i-om ear1,ir uncl
.sl)

ao()

crl I lr.rral,rrtn

s.

Essential Underster n cl ing:

ltlartlt anrl sl)it(:(, rrxllloral,rous learl to
brcalil,hroughs/ rlisr:o,, r'rics anrl clevelolt techtrologir:,", 1.hc Lrsc 9['g.hic[ shotr]rl be aclvocatocl
{irr Ilrl lrr'111'1'1 1 l| :,,r'r'lv.

Learner n'illl<now:
I. Slrace-basecl C)bservations of the Earth

(ltrslil'v 11,pcs iln{l usrrs of'sa1elli1,cs slrch as

rrrltlrtral ron t.r[' mirtr:rrrl rle1to,si1,s, weal,her
{,\'('nl }. l o1r{,grfl 1r[)y. r,l C.)

II. Explorations of Earth'sWaters (Earl,h as

t,hc wil1,()r 1;lane1,, Ircshwal,cr

r()sorlrcc.q,

()c(rall svstcms illt(l ocefln cnvi ronments)

III. Earth-based and space-based observations of space (hisl,ory of' astronomy

rrnciernt to moclern; technologies or tools
rrseri 1.o exltlorc space -1,cle.sco1tes,
sltacecratls, orbil,crs, lanclers, probes ancl
flvby; sl)aco f1igh1,s and challcnges encoLull,erctl by asl,ronaul,s/ cosmonaut,s; r:xltlorul,ton.s wrt,hin l,he Solar System; exltlorations
]trrvoncl thcr Solar Sy.stem)

lV. Recent Discoveries or Breakthroughs

in Space (Latest information/cli,scovenes

about, [.]ar1,]r zrnrl space; latest l;herories

tlr:velolteti on llai:1.h,,ritace/univrrrse; bene['its of thrr society fr,rnr spu.r-,rffs o1' l,echnologtes ttsccl r n ettrth ancl .sltacc crltioral,ion.s)
14:l

1,0arll('r working in groLrl)s,

arlvocatts thir trse o{' l,erchnologics arrrl
rccent cliscoverics/ bre,akt,hroughs
resulting from earth ancl ,spuce cxltloral,rons for the benefit, of ,sociert,y.
Essential Question(s):

'l'o what extent, anr snrfh 21111

.sp aco exltloral rons r,rseful ? Jlxul ai n.

Learner will

'

'
'
'
.
'
'
'
'

be able to:
make qualitative uncl c1tran1,it,a1,ivt.
observations
preclict anrl hypothcsiz('
rclenti [y czrr-rsc anrl rrflr'r:1, rc]ul,ionshilts
Lr.so scionce laboratory :i1t1tara1trs/
eclurltment
r:strmate
cla..sify and rnl,crltrcl rlal,a
make inf'erenccrs
commLrnrcat,e resnll,s bascr[ (]l]
empirical rlal,ir
itlenl,ilytng sciernliflc fac1 {i-r.rrn irn
oltinion or su1;ers1,itiorrs lreI icI'

Performance Task:

Evidence at the level of

understanding

l,eamcrs shoulcl be able

Ploduct or
,

)n(1rrc1,

,'1 t,

o['an

ac.l,rvi11'

arly ticlvocati ng

l,he

rrsc of lerchrrologres autl

lt'(;(:rtt cliscovei:ies or
bru: akth rou gh s resr-rlti ng
from earth ancl spzlce

t'xplorttt,ittrts for t he
btrne[i1, of socrely.

Evidence at the level of

performance

t,o

Perlbrmance assessmctrl'
l' a n a rlvot'r tcy ar'l iv i l v
lritscrl ott lltc fb1 l,,rvirrg
criterra:

clemotrstrate tiirclerstancling by
covering the Six (6) Facel,s oi'
Urrciersl,atrcling:

EXPLANATION

Describing in

oue's own worcls

t,ire srgnriicatrce of :tclv:tnces in
earl,h trucl space exlliorat,itltLs.

Criteria
,,. flTorrn IBlt terpl ltirtirtg
complctely the siguificance

of'

r. Justil'iol;1e (llirovirling clclrllr

ancl brcaclth of scient,rfic
reasorting)

INTERPRETATION
Evaluating t'he trtlvarlors mil(l('
lhrough earlh antl sPtice
exploratrons.

Criteria
Meorrirglrrl (giving substant'iai
insrght,s about earth atrcl sllitctr
exploral,ions)
a.

b. Illrtstratll'p (cliscussrng ln de1'arl

thesc insighl,s ttsing varieci
examltles; becommg aware thal
there may bc more thatr 61116r wtl!
to irrl,erltret cl:ttzt on si)zlc(l
erpl orations)

APPLICATION

olrsct'i'iti iotts.-r[' 1 ltc ottrl'lt.

clear aclvocacy orr 1'he

use o[' techrttllogirrs itnd
recenl, cli scovcrrics arlcl
breakthrou ghs re'sulti ng
lrom ear1,h atrcl sitace
exploral,ions

2. lrrrpc['iCiitl

erclvarrces irr earl,h atlcl spaccl

explorat,ions )
b. Cleot' (exPrcssing wit,h claril'Y
thtr scienti{ic though1, itt oral or
wril,tcn fbrm)

Using ltractically 1,he Inlormal

garried ii'itm sllactr-bast'tl

1.

rorr

l1y

;or.1ol5'

Criteria
o.,lpproltrrotc (tlisctrssing horv
1,irc rnfrrrm itl,iorr gainccl from
sp uce cl -lr usecl observat j ons of thrr

etrrl h crrn l.le trserl, atlalttcci ancl

cusl,omize(l daily irt otle's

as111,pxl,)

lt. I)t'otliro / (rilusl,rat,ing how thc

rrsrr, arlalrtal,ion atttl
ctrsl,orn izal,ion o1' 1,ht'sc
rn{or:ma1 ron catr lre clone casily)
r. ll//'itierrt (cxpounclittg how 1,htr
trse of l,ircsc informal,iou cmltloys
thcr procir-rclrvc ut,iliztttiort oi' t,imer
anrl resourccrs)
d. Il//ectit e (rliscussirlg how 1'her
rltrsrrerl/ exPecterl resull,s ciur be
achrcvetl a1l,cr r-rsing t,hrr
i ntblrnal,iou from sltttcc-baserl
olrserval.iotts of 1.hc' earth)

PERSPECTIVE
on lirc risks antl

Inferring

cosl
('f'[i](:1iver.]ess of c{lor1,5 1le1p iD
r':ir'1

ir anrl slracc erltloral,iorrs.

Criteria
,r. fi ;.sisit I/)i1 (dervclolting ottc's
vjr'.r ;rl'1cr t:r-rnsiriclittg all c[for1 s
irr oirrlh iinrl sll:tccr cx1llorttlions)

iblt' (cil ing ittrl htlrjtalrvr'/

lrrirtr;ir'\' sourc('s ol' rlt{irrmal,rrnl
lvhiltr ai'gtturg lor thtr
rerusr.'nairrlrl,y of c[Tbr1,s in ctlrth
b.

{.,

t'ed

anrl sp:tce cxplorat,tons bastrcl olt

thc r:ost, efTcctrveness ttnalysls)
t. Ilt'Iier:tit e of'r'r'ititrtI thirrhirrg
t:onririrring resr:arch, knowledgc rll'
hrstoricttl r:on1,cx1., arltl llal i111[(r{l
jlirlgltrt'rr1, 1,o itrovc 1,hc rt::tst.rnllltlc
()]' rir)rcasonal.rltr erf'[brt,s itr citrl [:
:rnil siritrte i'rltLri'al.tolls l)iIs('11 i)ll
t osl t'f'{r'c1 ivelt{'ss ltrtalysis)

1:t

EMPATHY
Role playing irow astrotraut's/
cosmotratits or occ uno graP hY
might feel aboul acllustitrg ttr
lrroblems in earth ttncl sPace
exploratrons.

u. Pet'r't,lt I it r' ( rccogltizittg

problems fiiced by a.stronattts/
cosmonanl,s or oce ano grall hers
cluring earth or sllace
explorations)
tt. Rec:ept.iue (acceptin g reatlily/

willingly the feeltng of'

astronattts/ cosmonaltts abotr t
arllustrng to problems
encount,erecl cluring earth or
space exltiorat,ions)
r:. llesport,s iue (exhrbi l,in g how
cosmonauts/ astronauts or
oceanogralthers feel arlcl acliust
to problems eucoltntered during
eart,h or space exPlorations)

SELF-KNOWLEDGE
Being aware otr irow
information from cart,h ancl
space erplorations helP one
ber:ome more oblecttve antl

aplrrecrative of the wotrclers of

nature.

Criteria

lkl'lt'Iit

c 0recomitlg dwal'('
flrom earlh
ancl sltacr: ex1-rlortttiotrs make

o.

that infbrmatiou
onc' obiective atrrl

appreciativc of'

*611il6rrs ot' nat,nre)

b. Ilesportsrt'e (exhrbiting how

cosmoniluts/ astrouattts or
ocealrogralthers ft'el arrcl atljr.rst
to proltle:ms encounl,ereci during
Iiarlh or space exltlorations)

I
I

I4(;

Da1: I
l'ilenronl of''1.'(l

Day

|ix1.rl:r;rc

F)x1rlore,

Day

Fllernrlltl, o1''U(

l'.lr.rnenr of

l,olrir: earl,h
anrl spacr:
1,her

erxlt

taLrghi in
elt'rn ('rttA rv

scicnct: in
rtrgtrrtl t,ir

earlh,s q,it1Crr,
sol{lr svstenr
:trtrl Ilcvonrl
solttr sys1,t,nt.

lora tiou

courlucl.ing
clrrcntat,ir.lt ctrr
1,irc prorlucl,si
ltrrrlorma rtctrs

Learner's
Activities:
- lormnlaling of
qucsl,rons

le26li11g

to l)Q

rlel,ailing ilssessrnenl, orrtefIA

Da.r's 5-6
[ilcmr,rrt trf''l'( ]: t"irm up

)bscrv:itjons oI

Learner's Activities:
Usrng

1t

ri nt:i1t

lesi

Sub-topir::

()uqirtttronlol Llu
lia4b
Learner's Activities:
revrowlng in groults of'
the exisl,ing litcraturc

aurl mat,crials rtn thc:

h i,qt,ori cal developmcnl
ol' sllace-baserl ollservatrons of't,he ]larth

analysrs r.,f horv sal,ellttes, remol,e sen."in g.

( )cographic Iniirrmal ion
Systcm, anci
lntornat,ronal S1tacer
stal,ion zire uscrl irr
observing tho eirrl lt or
tirc Flarth S5rs1,em

$urcc.b.r..r'Li
Q!,sc, r'1a-1,r olr s o I' t.h t,

lLullt
Learner's
Activities:

usin14 1ritirrciltlrrs/
conceltl,s/ I:ru's of'
lthysrcs trt cxuiar n
movemerrl ol'
sale,llilc's
- shor'ving horv
rarw nr a1.r'r'titls itrc
sclectccl in the'
r[esr gn r:orrs1 i'ucl rorr
of salellit,r'.s arrrl
o1.her olr jer:1 s rrscrl
in obsrrn inc l,ho

earth.

Days 7-8
Ulement of '1'(i: I"irm

U1r

slt,,\'irt{ It,,r, rilW mltt('riltls arc st,l('cti'rl in

Spacq-baseti Observations of ther

l,ltrr

tltrsi gn con.q1 rucl,rt;n of'

satt'l l i1.e's anrl c.rl,her: ob.ject,s
rrst,rl in oltscrvine 1,he

li:l:tit

Learner's Activities:

conc<rlt1,s/

lar,r,s o1' lllr-1rsi1's 1.o t'xltl airr

movcm(,111 o[' sa1,cr] h ters

Oart h.

J.llernnrrt 01."1'(;

Sub-topic:

Sub-topic:
Slrrtcrr-lt tr.ucc[
!rr- 124i'th

Day
["rr.m Up

Sub-topic:
futut-b:r,rerl

.. int,rorlucrng 1,o

o1't:rltrr)r'111 s

'l'ti:

liirm Up

Checking for
Teacher's
UnderstandinE Activities:
liss0ssirtg r.,['
Itr a l ni'i''s
runrlclsI ;tntling

synthesizing irow sltttcc-brisr'(l obscl'vat,ions ille usr'(l

stucly 1,he r,rar1,h
r-rsing ylracl ically 1,he rntbrnral,ion gairrcrl I'r'ont slrac(,basrrrl observat,ions of the !,alt,h
contlr-rcting enrichmenl :tctivil,ies (lbr urlvaur:r'rl
learuer.")
1o

Checking for Understanding

prror knowlt'tlge, m i.*conce,lt 1,i ons. ir l l.r'r:n lttive cottt:cpl,jonr, erlc irt rclal,irtn to sltace-ltlslLl
obstr lv:t1,r i.rns of' tirc t' rir'1. ir
rr:vi

si1.inp4

l4Fi

Daye 9-110
Iilemnrit bf TG:

l2rl3

DaSrs 11

Dayt

F-i:rm [Jli

i.'iemtirii o{rII(
firm ilp

Bltimrrnt o{rT(,1:
Flirrn lirr

Sub-topic:

Sub-topic:

Sub-topic:
Larll$iucrl_.rryl

linlqallaLd

EortbrlUatct

Exulqralaou o{'
EarllA_Walr,ru

Learnet's

Learnet's

Activities:

Activities:

rr:la1,rng ltrinciltler,s/ cctuceltts/

laws oI physic.s
anrl conceltt,s on

prollerl,res o{'
ma1,0r 1o rnov(rm0n1,

ol'rrartlt's

wal,ers anrl thc

occurrencc ol'
1,sunamr, t,icics.
{lash floorls,

lwislr'r, llnri

rrl

lrlr'

wtrl,cl'-rel a1,e rl
rlisl,trrbanct:s o1'
phernomena

showing how
corl,ain htrmiui
ac1 ivrtiers sur:h tis
t,ran,sltort:r1,ion,
rcttre til,iort,
a

qtracr.rl t,urer,

farming,
wa.q1,r:wat,er

1,rrra1,ment, ancl
1tr:ocl r-rction
Arc mai(kr possible

oner gy

rrsiug water
re so rl rc0.s

$pAqer-ita.sed

)lt,serv4[.ro419]
Slaqer
(

showrng how
rrol,,gy ir I lur,r
oce anogralthers/
screntrsl,s 1,0
expioro rk,ell sea

Learner's

Leclr

Activities:

,synl,hesizing how
cxlllorat,rou.s of
Earth's waters
contribr"rt,e to
grcater knowletlge of t,hc 1tlanel.

app reciating
the movemetrl,s
of'ther planet by
lr,slening to t,hr:
"mnsic o['ther

crs)

.s

cr-urrlucl,ing

I)

Jrlar'1,h-l

t.;,;-

Learnerts

Activities;

in1,crnc1, .st,itrch

:tnrl lrsrr o[' mrr] t,i ltlc mcrli it s()rlrc(,s

synl.hcrsrzing hrtr,,
ca11,h-itasr:rl trnrl
sltar:e'-lrttst'r

trg prror
knowlcrlgc,
misconr:clttions,
alternal,ive
conceltl.ions, clc rn
reltilion to explrrral,ion o1'eart,lr s
water.

:rnci 1,ools usecl

in

.space explo-

ratrons

observatiorrs o{'
Slrllr',' ;lt'r. rl, )lt(, ;ts
mo:tr).s o{ rrr1tior"

cr.rnce1t1.s/

rr:vi.sr1,i

clevelolting ir
I I rt'strnt,tt
trc-rrt rtn 1ltc
erlt lrtratior is
wilhin antl
or-rl,srtle 1,ht' sol ar
s)'sl('n) | lri'rrrrglr ti
librtiry, s0art;l-i r)r'
cr(ril1,r tr(t

ac()

ltlinci1tlt,.s/ Iaws
ot'physrcs 1rt
erplain thcs(r
tcchnologie"

rast'rl alrl
I
lSlrirr;r '-l;ascri
I f ,f tr"r*,i,,,rrs,,l'

rrrlating

Checking for
Understanding

lSub-topic:

cliscnssron on
thc 6lgypl6il-

enrichmcnt
activitiers (for
arlvancetl leiim-

ar1 Ir

E.lernbrlt,irfl'l"r
F'inrn LII)

spherres"

ment of a,q1,iton,
omy (ancic'nt 1,o
mociern) focusing on techuologie,s ancl tools
r-rsecl 1,o erplorc

er

Day

lng

sl )a(;c

conclrrcl,ing

enrichmcnl
activrt,ics (1i;r
arlvanct'rl Ici'rrners) lratlsligrl at,ttjn. rrrcrrraI iotr.
Arluaclrlt,rr i'r'.

lirrmins,
wASl(r\\ral ('r

l,reiltnrttnl. ttntl
('t)('rg\' 1rt'or Ir rt'l ror)
itrc marlr' ;rossil rli,

rlsng wrtt.('r
res()urc()

r49

biy i,6 I

Davs 15
i'.lt'tlltltlf

F'irrn up

Sub-topic:
l',art,h-b asecl ancl Suatq:

based Obscrvat,iorts
Suace

o1'

Ili,ernent

..,.

Day

.,..

Sub-topic:
lircc rr1, I)iscovenc's arrcl
Brcakthroughs in
l.lartir antl Space
i',x-]rlor:a1,iqut

Learnert Activities;

Learners Activities

role ltltryirtg otl htlrv

asl rort ti lt1,s/ttt ts nt tt tr tin1.s

rnrghl, lirel :tbotrl'

atl.jusl,irt g 1,t.r 1lrolllems
ln si)ace exltloral'rot-ts

(FU:

EXPLANATICN)

- makirig
'ht'

ittlcretttl+' ott
1111 sl i;o:l

ri sks

1'{'1i'g1 i yr, 11t'ss

II

I' t' lTbr'1,s

i[on(, i rr :])li(to ('\!)lof atirlis (F U:

PERSPFi CTI V li)

exlrloring irrdivr clr-rally ttertaitr tssrtes otr

carth atrtl sltztcc
{'xltlurAl iull ('Xl)('ri'
meul,s cione 1,o cltrt,ermine tite lrossrbrlitY
ot'Irving itt sltitttt' or

ltlanel,s, eflbr1,s
on the scarch c.rl ext,ra
lerrt:strial , e1,c

o1,her

-- commLtlltcal,rng Ial,ers1

rnfbirmal totr aboltl

spacc earth antl
space exltloriittorrs

l.rrttls,

Recent L\sclyqrrjr.t an tI

trrtl

Brerzrkt,irroughs in I'larth
Su acc lrlxt I lora l,ionl

1t li nci I r It's/
tlotrtlclll s
ttrttl
Iaws o[' llhysit;s
on cltattgtrs itr ltrollct'1 tt's r.,l'
mal.1,er 1rt oxitlairl lltc sllrn-o['ls
of l,cchnologitrs rlt:verlol-rcrl i Il
ear1,h rtttcl sltttcc t'rlllorltl iotrs

rel

a1.i n

g cr.rrrttr:1t1,s/

showtrrg how sllirl-o1'[.' o1'

1,ccirnokrgit's ltcttcf it thc
sociel.y sttch as thrlse' rr'la1r'rl
1,o tclecomnl tttlicttl i otl s.
ut';llltt'r' Iut'r 't'ltrl rltg. lri'r'>r 'l'\'il1 i ort ttl' tttttttral ]'esoLtl:c(),
lrrrr lrlt ttg, rt ttrl ltotnt' ri'r i1 t'r'l io11.
borlv lli',.,1.ecf itltt. sch'lol ttrltl
mc'clittal allpl ical rr.rrts
1

- contlttctittg etlrichmclll
lc ttrtrr: t:s)

Checking for Understanding

tve ilollcirl,) -

'1(l

Sub-topic:

activil rcs (litr atlvatrcctl

ylvisi I trlH Ir]'tor itirovu'|t'i1gt', tt, l, 1l()ll(l(rlli lolls,

ttl l,tri:tttt1

U1r

LearnerB Activitiesl

Checking for
Understanding

17

tilemcnt. al''l'( i: ljrrm

rl,f TCil

lll relatrotr 1o

rcv

eitrl,h Itaserl anr-l

s1r acr:-b aseil ef 5Prvaliorts oI sl)rl(]e

srt,i

ng 1l ri ol" kltorv

mi sconccl,tl,iotrs, rll1.ertt

rl''-t:,
it1

ivt'

cotrcelll.itltrs. ('1r-' ttl rell:t1 it.rtl 1tl

tccetrt tltsttitveLirls atltl lll't'ltJ<throughs itr ctli'l Il itrrrl sl)ii(lc'
exi)loral trlus

150

D,ays.18-19 ,,
,
lilernent of T[i; Deeller,r

Days

2g,-21.212t,' "",

Fllernent of ri;G:

Tiansfl-rr
Checking for
Understanding
- tlescribing in one's

lvc.rcacy

INTIJRPRETATION)
rrrh iir I llg ir\\'aroness
r

how inlil'rna1ion
fronr crrr1 ir lrnrI sl)itcc
crDlorat,ions hcllt one
ltccornrrs rnolc ol.t.joc1 ivc, ltntl tt1t1)r'r'r:r a1,rvc
oltthc u'onrk,r's,r1'
na1,ur('(FU: SHLFKNOWLEDT1E)
t.ru

clearlv
ar[r,or;at,ing thc
ac1ivi1,v

luse ol't,echnologies ancl r()ci,111,

tlisttovtrtit,s or
b re akthror-rgirs
rersnll,ing from
earth ancl sltace
exlrloral,ion.s ftrr
the benefil, o{'
socicty (l'liOD-

uc't/PEliI'()RM
ANCfi)

CHECI{ING FOR
ESSF]NTIAL
UNDERSTANDING
(EU)
conl.emltlating on lhe
i'lsscnl ial QLrr:stion (EQ)
rc-r'ramining 1he
1('rr l.titivc ttlca vrs-i)-vrs
thc EQ
sr

ASSESSMENT
OF LEARNING

llreltarrng 0t'a
clocr.rmctrl, ypltorl

on 1,hc act,irrrly
contlur:tt'cl

-conciucting of'an

hcrorl f'ront clrrl h

ancl s1r:rrtc cr1tIorations
(FU:

revi

arr

1t ro.jcr;1,/

aclivrty

51ai

Learner's

Activities:

ltrrrltaring for
ar

Da51s

Htrement:of 'l'(+:
'llrzrirsfer

Activities:
-

fi"rr,A&-ga

Learner's

rvorcls tho ..ignif icanttc' o{'

a([vanr;(rs in otrrlh anc[
sll ilce t,r1t I ortr t,ron^s (FU:

EXPLANATTON)
- evaluirling rlala

ngli-r,st,i f'ying t hcr

en1.rr I ive i rle:r ltasc'rl

orr I hrr unclerst,ancl1

tugls) gainerrl

'|OTAL NUMBIIR OF DAyS:

2b

-r'rrrtlrrrtIrng the
prorlucl,/ per{brm:lncc (USit Ol.ASS],]SSN{UN1'

CRI't-llRt\fl'(x
S)

)1.

Suggested Enrichment Activities on Earth and Space Observations

Aotlvitios

Topic
S

1r

,1

ace -b asc cl

Liser

o{'avarlabie etFripment, maps anrl globcs t,o in{t'r lrow

stuclv of eart,h is

)bserval ic-rn.s
of the lilarlh
(

.z
z
.z

clone:

Making inclividual inference on tlle. valuable contribtrlions of'

Agila 2 (1,h<' i)hrlippine satellite)
Obl,aining arlrlitional clata in regarcl to earth obscrvalions
(eitirer through fir:lcl t,r:rp or vrsil 1o officrai rvebsit,c ol'
PA(;ASA ancl other jn.sl,i1ul ions of similar n:r1,r"rre)
Making analysrs basecl on a movie relat,ecl to observalions o1'

the l'larth (eg. journey to the cenl,cr of the

rlocnmentaryfilm

IlrpLrral,ions ol'
lj a 11,h's \\,'a

1,t-

.4
)z
)thers

Crcal,ing a simple rtrpresentatiou or crr:a1,ivc 1)rt'strt'tt:t1 it'n ot'

timeljnc in r"egarri to hist,oric:rl rlevclopment of astronomy
Unclergorng an actr-ral vrsjl 1o ii sciertce centrttm or planct,artr-tm
Unrlergorng sl ar gazlllg act,ivil,ics 1,o analyze a st,arl constellal,ion
miip.
Vir.wilg I or 2 sciglcc: fictrol moyics/W sr)t.rc)s or readinp4 1 or 2
scic'nce fict,ion novels related to s1;ace cxplorat,icrtrs:urtl crttiqttrhow the 6s11c0p1,s on laws o{' mrl1,ion, enorgy- t,ransf'er atttl
changes in the propcrl,rcs of matter aro stu)l)ortetlor violal,ctl
Conrlucting a tlebate on "heliocentricrl.y v(rrsrts egocentrit:r15"'
consrrlc'nng lire laws of motion, alignmctrts of 1-rlattels, an,l
other aspects lelatecl t,o earth atrclsltace erltloral,ions

l'la11h-basctl
arrrl SpaccIi15gtl
( )bsc,rval,ions
of Spacc

c1c)

I)orng:r hbrary search or in1,erne1, settrch ott irow Jjarth

rvaters contain n:t1,ural resolrrces aucl stt1t1tor1, lifc.

r's

eart,h,

,1

lnvestigating/ compilin g local sr.rperstit,ior-ts bt,liefs aucl or 1,rr vi:r

relatecl to o:trl,h antl sirttcer exploral ions
\{aking a moclel or a re})resenl.atiou of a lthcttomenon/cot.tt:t'lll
l,heoiry rcIateclto ear1,h atrd space expiorat,ions
\/aliriatrng tlal u otr earlh anci spacc t:x1t1oi:iitic.rtls b:tsertl ,,t'
l.i on {orm rr:l izrble u'eb srtr:s
(lortclucl,ing art inlerview rvit,h expei'f,s lrr tttrt[et'stalltl ftrrlll,
lhosr: ar()iIS in cart,h atrcl sltace exl)loratiotts urt1. crtvr:rrrtl ttl 1l
clustroonr to clari Iy tliliicult conceltts
()rglinize/ r.xlribi1 syrnltctsi r-ttrt to showcase a(lvarlr:t's nlrl

receu1 i nfbrma

,1
.1

sur.r noo

.z

1,lr

ro

r"r

h c trrt,h atr tl sit aco

e x1t

or tit,ir.rtrs

l'.r,:rirral,rng fr-ttnre cArc('r rttrti uccrtpittional ltrosllecl

ir'ltls by altencltng ,',.li1l,crl {tiir('or oriciil ttltt.,tl

cori drtt:1.e t I i rt si rle an d or ttst dc stlilt.rol

t','lll

se's

rrI qr ]

l)r'osl'

Checking for Understanding

As 1tar1 of rnrl,ial activit,ie.q, t,he leamers shall:

11111[1rrgo au it.ssessmenl, o{ tht:ir r"rnclerstauditrg o{'earl,h,s wa1,er,
sol:rr svsl,cm anrl
bevonrl 1,he solar system.

Materials:

Activity 1 Match Me!

strilts of'palter of'differernt figures

rlouble srclecl t,ape
rlolr rt a

t.lt

Procedure
Learners shall:
groulleci into five, c:tch groLut has enveloltes containing the unmat,checi
l.rril;t,rs
2. sPreacl the sl,rips on the floor ancl match the term/word with the rlescrintions
written on the .strips.
3. given l5 minutes 1,o match each term
4. cliscr"rss the outltut after finjshing ther mat,chrng game.
5. be asses,seclbased on l,he out1tu1, ol'each gronp
1. be

Thr: ltlrinet rn,ilit living l,hinp3s

The ltlatrct clo,sest

Jtqriter

l! art lr

Mars

'l'hc red

1,o

1tlartc1,

Tire ltlric ltltrne

'fhi:
Mercury

titc sun

argrrsl, ltl anel

Ncirtune

'fhe

hot t,est, ltlaner1,

The 1tlancl, wrth the mosl

ruumbcr of'rings

Satunr

Uranr,rs

Venus

15;l

Activity 2 Picture, Picture

Materials:
ca*rffirthrrl..;sizer a$ i}R

r:oloritt g mtrl oriaJ,s

Procedure
Learners shall:
L be dividecl into 9 groups, each member of'the groul)
will be givcn assignecl ltlanet to work on.
2. choose a symbol or a cartoor-r ciraracter associate wil,h
c of thc irlanet in the solar sysl,em.
it. rlraw the symbol and ltut colors cln it,.
4. writ,e ther trait,s of thc chosen symbol ancl comltarer if'
it has ,qrmilaritrers with the planert assign.
5. cliscuss the out,put in class baserl on t,he followrn6;
qllcst,ions:
a. What t,raits o{'yotrr r;}raracl,er are simrlar wilh l,he

Iicn

lrlarret,s associate cl'l

b. Are their characterrstics re{lect,ing on il,s
allllearanccl?

bc inl,rorlrrt:ecl1,o t,lre loprc earth anrlsltace explorzrtrons anclrts sub-topics strch as sllacc-

btisrrd obsrrrvulrons of Earlh, flttrth's waters, slrucc-basctl observat,iorlq bcyoncl the

I,la11,h, antl roccnl, rliscoverre.* unti breakthroughs in sl)ace exlrlorzrt,ions ('['N: Sl ratergres
1,o lrsr: inclr"rckr eitherr film ,sirowing of'a clocumentary film on sllace exltloral,ion or A
sci('r'rc{'ficl jon film - Apo)lo I il, Uncler Siege 2,etc.:ltrcture analysis, etc);
br: informcrl

that they

neeci to

ricmonstrate unclcrsl,anrling of earth atrcl space exltlora-

1,rons:

Ilc orienlcclon relater[ and varir:d resources and ma1,c'rials 1,o be r.tsecl in ttutlerst,ancltng
carlh zrncisltacrr erxltlorat,ions (see resoLrrces ancl equrltment/materials neoclercl);
bc givcu l,ime to formulate questions on r:arth ancl sltace cxltlorations aucl c;lttsl,er these'
to inrl ially l'intl orttwhzrl is/are inleresting lor them;
Irr grvr:r'r 1,imr, 1,o {brmulat,e ot]rer qtrestions leading to Essenl,ial Question focusrrrg ort
cvrilual,ing earl,h ancl sltzrce explorat,ions basecl on their ttsefulness or non-Lls(r['r-tlne'ss
('l'N: Stral,cgies to u.se irrcluclc erther KWL, Focns Group Discnssion, brainstormrllg,
think-pair &squ:tre, riracls, rouurl robin, et,c.);
ggncratrr as many trrntutive ideas (TI) to the Essential Qttestron (Ef]) as possiblr: 1,o show
wha1, t,hey alreatly know about, tl-re usefuhtess or nou-ltsefltluess of eart,b atrtl sltace
trxltlor:rlious ('l'N: Strategics to use inclucle either brarnst;orming, Foctts Grotrp
l)iscussion, graphic organizer, concept mapping, etc. At this point, the t,eacirer shall bc
careftrl nol, to rclect leanrers' cryinion but shall eltcottrage them to gtve therr rcleas
w.rlhotrt, being.judged as right or wrong. liach tentative idea ('l'I) shall be publisheclorr
thc it' ,r'tl),

154

'

be grottltecl accorrlingly to t:hrn.qtr.sontc o['1,lrr, ir[rrnl,i fierl llrior knowlrrrlgc/1rr.rel lil()\\, rcclge aurl t,ctttattve idca.s (fl). ('fN:Whatever cach groLrl) of lc:rrncrrs scrlrrcl,orl, 1,irr: grgrr;r
shall bo asketll,o challenge or r:xplore thc validity o{'tht,sc'ltrior knowlc,rlgr. or Lcnl,al,rvc
icleas ch,iring the F irm U1t Slagc);

'

be orienl,r'ci

'

be informetl 1,hat these ativocacy aclrvil,res shall be basetl on the lollowrng t:rilcrrtr: (a)
clear atlvocacy on the ttse of technologies anrl recent rliscoverres anrl ltrcaklhlorrglrs
resull,ing from earth ancl space cxyrlorations, and O) beneficiril 1o soctir'1\'. ('l'N:
Brainslorrning may be ttscrcl t,o drscuss how l,hese critt:ria shail bc usecl . l,t,arnors n('('rl 1o
be clarifjetl on 1,hc details on how t,herr lrroclucl, or lterfbrmarlce shall be assesserl. Sur;lr
tlel aiIs of'cri1,r'na may bc rcvrsedbasbclon agreemerrl,s reachc'cl).

that

neeclto show therr understancling o{'earth ancl slracc c,xlrloral,irrrrs

groul)s
by conrh-rc1,rnp; in
l,hosr: activil,rc,s arlvocating l,ire ust'of 1,r:cirnolog'ies irnrl rt:r;r'rrl
rliscoveries or ltreakthronghs resull,r ng {rom carth ancl slt at:e cxltlorat,ions Iro l hc ltr: nr'f it
ofsociet,v;anrl
1,hey

Sub-Topic: Space -based Observations of the Earth

Learning Activities
Using t,he choscn ltrior knowledge, misconceptions ancl/or tentativc
the

.
.

E[]

icleas ('l't)

1,o

as,start,ing/fbcal ltoints of inverstigation, learnerrs shall:

review in grottlts t,he exrsting literature anclmateriais on the hisl,oncal ricvclt.rltmcnl ol

space-bzlsecl observations of the Earth
crerate a simple representation or presentation of the timcline in reg:rrrl 1,o hisl,orical
rlevclolrmcnI oIasl ronomy.

Activity

3. Mission Impossible

Procedure
Learners shall:
1. group rnto five ancl r.rse the given reference materrals in

l,hc

activrty
2. trace the history of sltacc exltlorations
3. prepare a special rlews reporl,onthe following:
a. chronological report, of spaceshilts launcherd by thc US,
Russia, ancl ot,her conntries startrng from Sltutnik I orr
October 14,1.957
b. latdst fintling about space exltlorat,ions.
c. inst,ruments/ usecl in sytace exploratrons.
d. t,he space shuttles-Columbra, Challenger, I)iscovery
.

Answer the following guicle question:

a. Woulcl yor,r liker t,o be an astronaut somerlay?
b. What willbc 1,her qualificatron, t,rainrng neerlerl?
c. What benefits can hr.rmankinrJ clerive {iom sl)ir{
explorations that can lustify the huge experlscs fi.rr' I lrlsr "
I 55r

Materials:
*iits':of poper wi rh
(riatps anrlevents,
are written)
.soff r:[rink straw,
.it

carloh na

Ij(!n

Activity 4. Making a Time Line

Procedure
Learner shall:
1. form a grolq) of five. Each groull wrlJ be give'an assigr.rl
worK arra.

2. look for the straws contauring the strips of paper (wherr, l.he
clates ancl the imltortant event arc written) on t,hr: work
arca.(the straw should be 1llace in clifferrenl, areas like
garclen, canteen, ancl pathwalk.

ll. collect ancl arrange the strips of palter in clrro'ological

order.
rnake a ttmeline from the strtlts that were collecterci.
ltresent aucl cliscuss t,he trme line in class.
Answer tlrt: fol lowing que.stions
a. Whtrl is t he importance of knowrng the clates ancl the historical events in the timg
linc?
b. What arer the diff'erent event;s in the time line?

4.
5.

Sub-Topic: Space -based Observations of the Earth

LearningActivities
Learner shall:

' work in grottlts to ,show analysis on how satellites (lanclsats, sea,sats, comsat.s, spy
satellites, r:1,c), remote sen.sing, ()eographic Informert,ion System, ancl
lnl,ertrat,ional Space Station are used in observrng the earth (monitoring of the
oceans, or tl-re liarth System (such as global climate change, acicl rain, deforest,atron, cleltlet,ion of worlcl fisheries, effect of gravity on 1teo1tle, etc). (TN: Activil,re.s
inclucie phot,o e.ssay, power point lrresentatrons, graphic organrzer, concelt1, ma1t,
er1,c);

'

work itr grottlts to show how the prrnciples of physics (the laws of motion, law of
uuiverrsal gravitzttiorr, law of con.servation of energy, etc) explain movement of
satellilcs. (TN: Learners neecl to recall the conceltt,s in t,he 2nd Quarter. Sl,rategier,s
to be usetl may either be presentation of the constructed moclel of satellites, srmuatron, piroto essay, etc);
work iu groults to show ltow raw materials are selected in the clcsign ancl construct,ion of satellites ancl other obtect,s usecl jn observing the earth (TN: Learners neccl
1o recall t,he properties ancl change in properties of materials in t,he previous
(l u artcrs);
I

i56

Sub-Topic: Space -based Observations of the Earth

LearningActivities

Learner shall:

'

Lr's(r

1lracl'rr;ally l,hc infbrmatton gaiued from slrace-ba.secl obscrvat,ions of the l.larlh

Materials:
washing machine
Withotrl, a polc at
the centor,

Activity b. Simulating a Typhoon

Procedure
Learner shall:
simr-rlate o'how typhoo. move i' cliff'ere.t speerl lry

rr,rrrg
lowin g. actrvil,y
l. Fill thc wa,shing mar:hine wrth water uD to :rlrorrl {i
enongh water
inches berlow the tolt.
2. Set it to heavy rp"oil. Switch it on.
a. What h apltens to the water?
b. Whal rs creatercl at the center?
ll. Place vour {i nger at the cenl,er.
a. Whal doyoufeel?
4. while t,he water is sprnning, put yor-rr finger at the eclge of the wa1,er.
:i. I.s the wa1,er moving gently or st,rongly?
5. '['hen move your frnger ncar the' center.
a. I)oes water move wtth the same {brce as thal a1, th. eclge?
6. Move your finger t,o the rim of t,he center. Comltare the strenglh o{'whirlirrg
water at the cenl,er to that at the eclge anrlnear 1,he miclcllc.
ru. De-scrtbe the whirltng water a,s it ,simulatr:s l,he wirirlins cloucls ot

the

ra

spacer-basecl observations are ,,ss61

1,e sturly 1,lre earth (TN: St,r.1,trgirrs

using conceltl, mapping, power 1rornl, pre,sentation, interrlrrot,al,rv(,
clance, roler Irlay, collagc making, poem writing, .nng.u-1rrsi1,ion, cxhibit,s, ph619
es.say,
slnging a sollg composition wtth accc.rmp:urimenl, of musical instrumenl,, st,orv lerlling,
puntomrme, etc) ; atrcl
Lrse practically the information gained from spzrce-ba,sccl observal,ions
of.thc liart,h
(infbrm ation on we athe r, typhoon, fl oorl, tsunami, etc; FU : AppLI CATIoN)
; a1d
revistt llrior knowledge, misconceptions ancl/or'l'I on space-baseclobserval,ions o{'l,he
earth, if any. ('l'N: The teacher may ask each gror.rl; of Ieanrers to clisctrss t,hosc
lrrior
krlowlerdge' misconcelttions anrl/or TI which t,he group
lrrevior.rsly cho.se for investrgatron. 'fhis grolrP shall be askccl to reason out for eil,her assessing, confirming or rc.;pcl,rpg
the.se resl;ectrvely in the lightof the activitres conductecl alcl alalyse" rna,le.)

may erl'her

'

hoorr.

. sVtrthcsizc how

'

fol

ber done

157

,\dvanced learners may do the following additional activities:

Lls()

avirilulllc rrrir.rilrmenl,, maps (l,opographic maps, rciicf'nr:ll)s,

inli'r

rr1,c)

trnrl glolrcs

how' sl,urly o1' I'lart h is rlonc;

. mrrkc inrlivirltrul rn[i'rcnces on t,hc valuablc cortl,r'ibu1.ion(s) of'Agiltr 2

l'hi

'

1,o

i1l1ri

1hc

nc sal,trllr ltr; tttttl

rn regaril t,o r:arth observat,ions (crther l,hrough trn uclual

vrsrl / [ielrl trrlt or visrl 1o ofT'icral werbsil,t: of' PA(]ASA und c.r1,hcr ius1i1u1,rons of'
simtlrtr Itlttttrr')

t.rbl,riur acl<lrliorral tlat,a

Sub-Topic: Exploration ofEarth'sWate

LearningActivities
Usnrg thc chosen ltrior knowledge, mrscorlceptions ancl/or t,ent,al,ive itleas ('l'l) 1,o the
l')() as sl,arl i ng/iircal lroinl,s of investigitl,ion, learners shall
' work in 1r'i:rrls t,o show ltrinciples of physics anclpropert,res o['matenals erxltlain movemr:nt.s of curth's waters (.s1tring, wa1,er in artesian wells, aquafiers, hot sltrings hke'
geys(,rs anrl st,r:ams, rivers/lakes ancl oceans), antl the: occLrrrence of tsnnami, ti dcs,
flas h I'loorls, t wister, anrl ot,her watcr-relat,c d clisturb ar]ces or lrhenome tra;
' n,ork in groups to slrow how certain human activities sr,tch as t,ransytortatiou, recreat,itttt
(sr.rrfing, watcr^ raf1,ing, wa1,cr skiing, ice skating, etc), aquacuJturi:, f:trmitrg (irrip;a1,i9u), wasterwill,rrr 1,t"sn1,pen1, (sewage system and septtc system), ancl euergy llroth-tct,ion
arc mirrlc ltossiblc r-rsing; water resoLrrces. ('fN: Learners shor.rlcl rnclucle (rotrc('l)1s of
forcc, molion, (ltergy, mzil,ter artrlothers irr the cliscussion.);
. work in ltarrs 1,o show how l,eclrnology allow ocearlograllhers/scientists to rlo tlerell-sea
r:xllloral,ions such as eixltloring cieep sea-vent,s, exploring tite ocean anri clrmat,g, r:xlllorrng oocAlt trltt,nettl,s, ctc.
. sytrl,hcsize how crxltJorations of tiarth's waters contribute to greater knowleclge of tlrc
lrlancl' trarl'h;
:

Checking for Essential Understanding

. rrrvisil, ltrior knowlr:rlger, misconcelttions

aucl/or Tl on exltloral,ions o[ ]jarth's waters, ii'

group
o{'leartrers to chscuss t}rose ltnor ktrowlerlge,
:rny. ('l'N: Thc l,eachcr may ask each
miscgpgrrptrgls ancl/or TI which 1,he group previously chose for irtvestigal,ion.'fhis
groLrl) .*hitll lltr trskcrl t,o re:rson ou1, {br eil,her a,ssessitrg, confirmiug or relecting t,hescr
rosltgcl,ivcly in 1he light, of l,he acl,ivitres.urlillstr:cl ancl ttnalyscs maclc.)
Advanced learners may do the activity below:
. Mtrko a liIrary rr:se,arclr/inl,crnrerl,,sernrc:h on how llart,h's *;1l,grs sultltort,]jfe:rndcorrtttitl
nttl,ttral r(),{otr rc(}s.

r58

Sub-Topic: Earth based and Space Based Observations

Learning Activities
Using thc cho.seu prior ktrowlerlge, misconcerptrons anrl/or tenl,ative irleirs ('l'l) 1,r;
thc EQ a,s starl,ing/focal pornl,s of investigal,ion, learners shall:
. lislr'u 1,o thc "music of 1,hc sltheres" to apltreciul,e thc movemrtrl,s of
ltlanr,ls ('l'\ I , ;r,.lrIr.
nceci t,o show erthcr u viclt:o clr1l, .srmulal,ion or frlm sergmcnl. inrlrcal ing lltc rrl,r, 111,,,'1
o1'ltJanrrl,s)

'

\vot:k irl

lltlir 1.0 tli'sctt,ss informal,iotr on the clcveloltment of astrolomy (artr;irr'l I., rnr;rlt'rtr) ltltltrsillg oI1 lechrtologics ancl l,ool.s u.serl 1,o exltlore sllace slch as olrl artrl ln'rl(,r'
1,clestlo1r0s, comltnters, sltacecraft,s, orbil,ers, lanclers,
ltrobcs, flyby: 1,heir t,ypcs aprl
uscs. ('l'N: May be clone through brarnstorming, focus groult cliscussion, conc(rlr1 malt/s,

1t i t:1,r.r

'
'

r<' un al vsi s,

1l lr

oto ossay,

oll servtr rl p Ir t' nomerna)

'

et,c)

work rrl l'narllo show how the ltrinctltlcs of physics explain t,hese t,echngloqiers ,rtrll,orls
r-rsrrrl i n 1,ht' s1 riicrr cxltloral,ions.
tvt)rk itr grottlt 1rl tnttkcr it library rtrsearch or int,rrrnet, searclr psilg mtrl1.i1tl. m.rIi:r
sotlr(lcs :tttrl r[r'vcltlil a creativc ltresr:ntal,ion on thg erplorltiols wi1,hi1 anrI olrl,sirlrr th.
Solar Syslr'm (hettvertly botlyftociics observi'd, l,cchnoJogic.s usecl, cla1,a g2thprprl lurl
;

work itt grottlls 1,o synt,hesizc how ear1,h-ba,scd anrl space-Llaserl olrsrrrvalions arc rlon(. as
mo:ltls rll' crllloritlg sl)iic(r ('fN: Sl,ratcgy to bo trscci m:ry eilhcr Itc usc ol' c61r:t,1t1 mal;,
ittlvtttrctr orgitttizt'r, jinglc, powoil 1toin1, l)rc.s('nl,a1,ion, inl,r:r1trr'1:r1ivc tlrntr;r,, rolc ItlirV,
('1,c)

Checking for Essential Understanding

'

rol(r lllay l'row tl.sl,rott:tttl,s/cosmotritttl,s might feel altotrt arlju.uling 1o prolrlcms ip slrirr:r,
cxpl or:al r ons (FU: EXPLANATION)
;

. rnlbr on 1,ho risks anrl r:os1, rr{'fect,ivcnrr.ss

PERSPECTIVE); and

of cffbrl,s clonc in sl)ilo() r,xlrloralions (FU:

'revisil, 1)rior'l<nourlcrlge, nrisconcclrl,ions anrt/or'['l ou carl,ir-basetI anrl

sprrcr'-lrrrsctl

i['lrnv. (1-N: 'l'hc l,rrachcr may usk each groult o{'lrrarnors 1,o rlisCttss l,hosrr ltrior kttowlorlgtr, m jsconcclrtions anrl/or TI n htch l,Is groult ltrevigrrslv (]hos(,
lor irlveslig:t1iotr.'l'his gror"rlt shallIle itslictl t,o rc:asorr on1 [breil,hcr ass(rssirrg, gonf irmrng or rejr:c1,itrg thesrr resltecl,ively in thr, ligh1, of t,h<: 2g1jyi1lcs conclticl,crl antl illlillvs()s
ob,serval ions r.r['s])ac().

macler.)

Advanced learners may do the following additional activities:

'
.
'

creilt() ri sirnltler reltrt:setrtattotr or t:reral,ivc lrri'scnl,atiol of 1hc t,tmcrline in r.r'grtrrl

ir i st orical clevelopment, of' astroltomy;
unrlcrgo an actriai visit t,o Science Cenl,rum rtr I)] auel,arium;
11111lgrgo s1,ar

gazing act,ivit,y/iers

1,o

anaJyzc

:r

s1,urlcr,instellal.iort mlrlr;

vtew I or2scietrccfictionmovies/t,vseries(slarlrck,Altollo lli, Unrlersicgc,el,r:)

t,o space exlrlr.rrations ancl crit,ique' how 1,he llrinciltlc:s of 1;hysics are viglalrrrl
t5t)

1,o

por1,e(l;

alltl

conclucl a clcbate on "heliocent;ricrty versus geocentricity" consiclering the laws o1'

mot.ron, alignmeul, of planets, arrd other aspects relat,ed 1,o e'art,h ancl spacc crxplora1,rons.

Sub-Topic: Recent Discoveries and Breakthroughs in Earth and Space

Explorations
LearningActivities
Using f,itc'r;]rosen ltrior know)eclge, misconceptions ancl/or t,ent,attve ideas ('f I) t,o t,ire
ir)Q as st arl,ing/fbcal pornt,s of investigation, leamers shall:
. explorc inrlividr,rally certain issues on earth ancl space explorations experimenl,,s done t,o
tlctermint: 1,he po.ssibility of living rn the sl)ace or other ltlanets, cfforts ou the search ol'
cxl,r:l 1,e,rrcs1.rial , etc;
! o()mmllt'rrcat,rr latest informat,ion about earth ancl sltace cxplorattons (new heavcnly
botlres cljsrnverecl, new theones clevelopecl relat,etl to the earth, solar sy-stem and t,her
lurivcrse, Ial,cst efforl,s rloue autl firtr-rre ltlarrs/project.s, et,c;
. u,ork in groult to show how ltriuciples of physrcs, llrol)erttes attcl changes in the propcr1rc's of mutter exltlain of the spin-offs of technologies clevelopecl irr earth ancl sltzrce
rrxltloral iorrs.
. work in lrair 1,o show how l,irese spin-offs of t,echnologies benefit the society sttch as t,hose
rckil,erl 1t.r 1,t'lecommrinicat,ions, weather fbrecasl,ing, preservation of nat,r-rral resoLtrce,
buil{ing itnci itome ltrot,cc1,ion, body pro1,t:ction, school ancl medical altltiicat,rons (TN:
g1,121{,1rgirrs may ilclude either conce1t1, map, atlvatrce organizer, jingle, I)owcr lloinl,
p rcsctt I itl irrtt. tttl t'11 t rel tll ive tIltttcc. t'1 c) :lt Itrl

Checking for Essential Understanding

. rcvrsit, ltrior knowledgc, misconceptions ancl/or'l'l ott tet:ent, cltscoverres antl llreak-

l,hror,rghs in slterce exltloratrorrs, if'any. ('fN: Thc t,eacher may ask each gror-t1l rlf'lc'tlrtrers
t,o cfisCuss those prior knowlerlge, misconccllt,rous ancl/or'f I whrch thc groull ltrevlr,r'tslv
chose lor ilvestigation. 1'hts groult shall be askccl to rea.sot't out, Ibr cil'h,'r'ass,'ssitlg.
colfirming or reir:ct,ing thesc rersperctrvely in the lrght. o1'1hc actrvilit's tlotrrltrct,otl arltl

analvses maclc.)

Sub-Topic: Earth and Space Explorations

Checking for Understanding
At thc lcvel of turclerrstandtng, the learner slrali:
. 1ips1'pi|11r ip t.rn(r's owl worcls the srgnificancc of ztrlvances in cart,lr :rncl sl)acc exlllorai,iops w.hrc;h maybe clone in visual, wri1,1,en orortrl form l,hror"rglr vttrieci llresentaltons
(IrU: EXPLANATION)
, livirllal,c clal,a qathorecl lrom t:arth zttrcl sltactr c'xploral,ious (INTERPRETATION)
r60

Materials:
Procedure

.
2.
3'
1

4.

Activity 2: Graphing Stars

gralthing l)iU)cr, r:oloring lrcn, ruler

Plot, thc 1,q,,pn1,y st,trrs lrsl,r:ri in l,h<r citar:1,.

Maker onc rlot of 1,hrr l)rol)()r color fbr erach s1,ar.
[Jllter a rlcwly (li.s1;sv111'1'11 slur on yonr grtrph. [1s lcml)rrrirl,uro rs jJ500, (]
rrrrrr rrs
magrtil,urlc i.s -10. Use l,hs l)rol)()r rloi. r;r.rl9r.
I-abel l,he graph.

Stai

'l'em1)craturc ("f')

Ab$oluf,ri,
MaAhit,trclc:

Color

Alrlebaran

4000

Algol

Alpha Ccntauri A

5800

+4.4

Ycllow

AJpha (lenl,auri lJ

,1800

+5.11

()r:rngc

Altair

uu00

+2.24

All,arers

3400

-5.1

iierl

Ilarnartl's si,ar

I100

+ 11i.2

licrl

Iletclgurrse

1300

rF
-i).t)

Iter

r]400

104

Ile tl

KrLrger fiO

i]200

+l

Procyon

6500

+2.6

Yerllow

Proxima (lent,ar"rri

3000

+ 15.1r

Iic tl

Regulu.s

-0.7

iJl trr:

Sirius

9600

+l

42

I]luc

Srntrs I]

+11 .2

[),i Lrr

Srtn

5800

+5.f)

Yeilow

5000

+5.u

Ycllow-orangc

2900

+16.0

lic

Veg:r

10000

+ 0.lr

IJIr"rr

Wolf'll51)

2900

+ 16.7

tir rl

lX Anclromr:<la

'l'au
UV

r:cr1i

Ce1,i

-07

0200

02

0400

0000

r(il

t.fi

()rangc
fll rrt,

]reren-lllrrr

rI

llcrl

rl

^\nsx'er these questions about your graph.

I low cioes tlie color reiat,e to a s1,ar's posil,ion o. 1,lte gralth?
whril, is 1,he nzlme of the liner formcclby mosl of'l,ho s1,Ars on 1,he graph.l
What tyte of star.q arer most of t,iro,se you haver ltlo1,1,crlon 1,irc gr:iph?
Why

yon selcct the color yon

Wha1, kind of sl ar is i1,?

'

rh d

r-rsocl

fbr nerwlv cliscovcrc,rl star?

be uwArt' on how 1he informat,icltr from carl,h anrl sltace sxlrloral,ions heht onc
become,s more oblectrl'er anrl altltrecial,rve o{' wonrlcr.s of nat,urc (FU: SELFKNOWLEDGE)

Checking for Essential Understanding (EU)

1'o

'
.

rlraw out

1,he lf sscntial Untlcrstancling, leanre r shall:

cont,r:mltlat,c on t,lre Esscnt ial (]r-rcstron
"To wir at exl.ent are et arth au cl slt ace cxltlora ti rtn,q nsc ful ? ExDl
ain,,

reoxamine thcrr revrserll.cntal,ive iclea (TI);

.jLrstrfy thc't'I ba.serl on thc r-rncierstanding (s) gainertl.

Given enough time, learners may do the following additional activities:

' gcrrlr:ra1.tr mor() qLrest,ious c-nt eartir anrl spacer exltlorations trnrl keclr a rerrtrtrrl oI
lltr'ir rnl.iwol's:
' invest,igal,(r c.tt't anti/or comprle local superrstjtrous bcliefs anclor trivra rclalt'rl t.r.r
earl h anrl sltace' cxltloralrons;
' mak('a mr.rtlel or it f()l)rcsr:rr1,a1it.rn of a phenomenon/conccpl/thcory relal,crl 1,rr

'

t::rrth anri sltace exltloratrons;

valiclal,c tlttl,a otr irarth ancl slrace crrplor:r1.ions bascrl on 1,he recenl iufr.rrmatron
from rr:lrablc websiters (l'}A(]ASA r,r,cbsilr:, NASA welrsil.e.s ancl rr:atiins malerria

'

ls);

tltltrrltttll atr inl,crviow wi1,lt expcrts (or:e'anogralthcr, me1,corologr.s1,, a,s1,rr.rrr()r1l()r',

llrolessrlrs, trtc) 1o r"urclersl,attcl ['urthrrr 1,ho..rc itr(,r].s in earl h anti sl)ao(] r:xlll9rrrl.jrtttst.trtlcovcretlinlireclassroomanrl 1,oclaril_i'rhf'ficullcor.rcc,pt,s;
r.rlganizc cxiribit/ symltosilrm to showc:rsc atlvancr:s macier irr .scicncr, through
cart,h ancl slttrctr exltlorations; anrl
ev:rluate therr firl,ure carrer ancl occr-rpational irroslrcct,(s) of sciencc fir:lrls by
rrll,cnrlins relalcrl ()ilr(,cf oricntul,ion l)rogram(s) insrrl,. anrl ou1,si clrr schoo]
l)l'c m ts()s.

r62

Sub-'Iopic: Iiarth and Space Explorations

Learning Activities
Learner shall:

ttonrlrrr:1 irrr itr;1,ivi1,y clrrtrrly atlr'oca1,ing the rrse of'technologrers ancl recenl 1ljr1,1;1,i'pj1rs oi
ltrcltkl.hroue'hs rosnll,ing {ronr car1,h anrl spuc, explorat,ions lbr the btrrrcrf il, r.r['socicty;

Sample Activity : Collage Making

Procedure
Learner shall:

Materials:
cut out pir{.ure*

, fi'orn

,,r

rxrwril)ailer.s

alld

rnagan ine

pa;lfll,
carl;olitrii

llrel)ure

A tir.rcrtmeirtl,

rrv :rl u a1,c t h c i r p

1. Divirle a big class in1,o groups of frve 1,o eight 1,t) makt'ott('
huge collagc.
2. (]ive each grotrp specifrc rus1,ruc1,ionts, regzlrrling 1,hc
arlvocacy of' using 1,r:chnologies ancl rccctr1, tliscovtrrit's
or brcakthror.rghs rcsull,ing f rom c.arth ancl spacc
exploral,ions for 1.hc btrnt:[r1 o{'srtciety

reltort, on Lhe in{brmalion obt,attlecl; arlrl

rotl uct,/ lttr r lbrm :itrcer

ASSESSMENT OF LtrARNING

1{irJ

Resources

ftleb sites, Software,

etc.),

I.

ht,fir://www.tlepcrl.gov.ph/iSchool, Woli

2.

lr t |

Web llaartl

://wn'11'. 1 [rper I . guv. yr h /s ko,;ol .ylh

jJ. lr 1 Llr :l/ww w. rltrpe rI.gr-iv.1 rh
/t'. I uro
1

4- httlr//.www.rhrllccl.gov.yrhillsE/lDEpb. :::
5. Irtt1,//*'rvv"'.ltsc,crlir.wnrriJrrosslPhilippinc Str-rclics/FHl.ll,l 'l'1.:X'l'lt(X)KS
(i. lrt t l r://wu'w.ttiirchc r1rI arr,,t.eom
7. hr t 1':/lu'rvw.l.,i Llrlr
fl. h X t I :l/lv,,vr,v. irk:o d.ctim/l ("1' Mr>tJtiJ Sr:lrr rol Ne t wri rk
f). tr1 t1r://rvu'rr',\I'li(- ('ylrpp z\r'irrlemv.r:,'m
1 0, h llp ://r*.;rvw. gJolr ril c lassrry;m, not
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1r :llwr.w.l.lt ink.conr
1

lZ.

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1ll .

l'tLgrtsl

I 1l.

lltrilrling

r,,,r,l'srtr,
urr'];*1

t,'

t,['[r,t:trvc str::rt,cgilr.s tir,r' t,eriiching sr..icncc liV [;mrrlos lr,cn.lrr:

15. l,itlx.rritl()i'\r In'tItLlal irt inlogral.r''cl scicncc lly Til'r,r-z:i Ar:irrl,mrrr Irrrlrlir:irtrti's

l {i. l,ltborir1,o11, y11i,r',.,a 1 b.v Pat,aksil

J7.lrrtegi:rt1t:tlsc:itlLictl[ryac:athtnri1lrr[il'rsh'itrgcii.

]I ate ria ls/Eq u ipment Needed:

1. Sf ar mll), (:olrsttrll,,tl,,,, gl.i*,

l.

'l't,Ir'scn1r,'

il. ( lr,rrr rrrl ci'(st

l. \],,tlt'iii. .\linia t Lrlr:s
(i. l)orvnlourlable music (rnusicol'the $1rhoros, I,ily [,le
J

fur thct

Moon, Across thr,

7. llltr:llrrl iurrs
8. [)iL;l r-rrcrs
1.)..\'irl,',rs.
r:Jlps, tloctrrncnl.Ary {ilms, i.ctr\ltr:(+ Ijct iorr r}lovic,s. f lt)^\S.l.l.: [. tlrlros
.virlr:o
{). Avarlitblp llooks orr aslronumy/sirat:o scionr:r,, r)c{,i11(Jg-}.ill)hv
,l

(i4

lntegratod Science
F colosy

General Stand.ar*The leante,ap^orxtiat*indnistandtVg'oSSundamental untqts and

proresss in ChBmisttl, Physirs, Spafu Science and,'kblog2'in':en integratiue wW tn

ona|'y*,@l.1t,e.rr.{]cr1f'coI'}'Jfu'deirnpugt,uebrduaf......
decisiq,rls,in,affir to'PrcWdt thp4lnp|; hment ionserve rurm.,nflerm.faih Wftl,l|fd,
Quarter IV

trlutiltr#

o.lt,icL
B nnic$

Sime,Frhme:

rrl

of.,IlColo$y arid F,I,timarr

//\l
I
4U (rays

Impact on Ecosystems

Performance Standard:

Content Standard:
'l'ir e

arner clemonstrates utrrle rstan cling

o['hlrmans us stewarcls of our finil,e erarth.
I r:

l,carners, working in gronlls, contribut,c' to

conservation o1' resolrrccs ancl/or so]utron o1'
an ecologir:zrl ltroblem exrstirrg in 1hl immecLr-

lute commurtrty t,hrough thr: cooperrul,ivc

conriucl, o1' an rnnovat,ive/ creatrver ellvr.rolrmcnl,al acl,ivi1,y or ltroject.

Essential Understanding(s):
I Ir-rmans, as sl,cwnr(ls of'otir finr1,c e:rrth,
arc taskeci 1,o cont,ribute to (a) conservat,ron o['rcsollrces antl (t) solttl,ion of r:colog-

ical problerms l,hrough coopt:rative

cluc1, o{'

Essential Question(s):
Wiry are humans stewarcls of our tlnilr
e artir?

con-

cnvironmental activrties or pro-

jrrcts.

The learner rvill know that:

I. Basics of Ecology
' [Jasrc unil,s ot' ecology (organism

1o

biospherer)

.(lomlroncnl,s of ecology (ecological

commtrnrt,rt:s, ccologrcal habrtals,

The learner will be able to:

. makingcomlrari sons
. clesigningcxperiments
. comlraring rrleas wit,h 1,he cltrrettl, scient,itit:
knowleclge

1rr

:rnt,icrpat,e efl'cc1 s of' t,<rchnological tltrsi grts

on thc cnvironmertl,

ccological nir;hes)

.(lharacl,erisl,rcs o[' trcosyst,t:ms (selircgulal r ng: c:trryiug cal)acit.y,

muximlrm sr.rstainable 1,relti, wasl.tr
assimrl:r1 ivt' capttcil.y, trittr.trtll
('n(rrn i ('s. sc) ['-perrpc tutrting)
.i'tr1g1.it.rps e[' egt.rsysl,t'ms (ctrtrrgy 11orv:
lirorl chain, foocl wcb, anrl ibocl
pvr':tmid: mat,eri:ial cyclcs: walcr

makinB inferenccrs ort scient,ific rlttta

'

prcrlcl,rng

1,he

lrrobablc olr1,0orn(' of iltt

evottl,

r:r'clrr, t:hcmicaI atrtl uttiricn1. r;yclc)

I (i(i

ci'rl,iqrrtr soltttions 1,o ltrr.rlllcms, givctt

crj 1r:riu antl scicnl,i Iic rtc.rnsl,raitrts

IL Human Impact on Ecosystem

. Alterrngbiotrc ancl abiotic {:rc1,ors
. Humart conl,ributions to ltollution unrl
l,hcrr rm1tact on ecosysl,e:ms - imltac1,
on the quality of arr and water, globa)
warming ancl clrmate change)

III.

Seven Environmental

Principles
. Nn1,r"rre knows besl,
. All Iifi: form.s arer imltortanl,

' Everyl,hing

1s

conlx,ct,ed to everylhing

rrlsr:

. Everyl,lring changes
. l'ivcryl,hitrg mus1, go somewhercr
' Ours rs a {iniltr r:art.h
. l{r"rmtrns ar(r st,t:wartls of nat,urcr

Product or
Performance Task:
(lotrsr: rvi n g r('s()u rccrs

aurl/or solvins an ecologr,'lrl 1rr',rlrlom cristirr* irr

t hc immcrlitilrr r:ornmlrrrr t v l,hrough 1.ht' curoltrrrat,i vt' conrlucl o{'rru
i rt nova1 i vr:/r:rcitl ivt'
(rnvirortmcnl al iirtl ivily
or llro.jt:r:1, (r'r t ho' r:leunrult tlrrvt', t'tro-{iut rrrn,
1r',.1' lrlanl irre, rillraplrrng, [(l['}lol an
(rnvi rOnm('n1 tt j t:ltrrsi,,
c1c.)

Evidence at the level of

understanding:
J,carnerrs shoulrl bc abltr

t.o

clemousl,rat,e trnrlcrsl,tinr[ng i.ty

0ovcr"ing 1,hr: Six (6) Iraccts of'
Unrkrlsl,trrrding:

EXPLANATION
Proving how organrsm.s alfbct
1,he

environmrln1,.

Criteria

e. 7'ltrtrortglr - cxltlaining

all

ruccrlecl 5lc1ts o{' sr:icn1,iIic mct,hctcls ttsr:tl tttrl,il cr-rtrclr.rsions are

rrrachecl 1o gerneral.c sr;icnti{jc

krtorvlcrlgc; antl expl:rinrng how
rosull,s o1' .scicncrr invcrsl,i gat,ions
arc sr"rll.jercl,t:rl to revicw antl
1

r:s1,i n

o f'r..r1

itc r

.scicr n

1,i

s1,s.

b,,lustilictble ltrovirling

rlc111,h

irnrl brrr:trl1,h o1' scicn1,iI'ic rurtrsonrn8.

r'. ()leot' - r'xl)rossing w,i1h rtlarily
1,hc

scionlilir: l,hoLrglrl, irt oral ol

n'rillon

[i.,rm.

(i7

Evidence at the level of

performance:
Perittrm anat(r tlss('ssnt('ll1
of' 1,ire mtrnif'es1,tr1,rt.rn

r.urdersl,andi

o1'

g of' r;h angt's

in ltroprrrl,res o1' ntal 1,rrr
n

rou gh cre a1 iort o [' p rot [uct(s) llasc'rl t.'n 1hc follownrg rtril,eria:
. ltrttovttl iv(ln('st
. Mltrkcl abililr'
. [ir'1rlir:alril i1,v
1,ir

. (los1-cf'[e'clivrrrrcss
. \4aui['r'sl,rr1 ion

o1'

t'r
1,o ()lt("s

chttngr,r.s rn mrtl

. llcncf i1s
lr,'trlllr lrr,l Ilrc crtr rronm('111,.

INTERPRETATTON

Evaluating how

unclerrsl,artrl-

11lg on ecosystetms br:nrrIit,s

irlrmans.

Criteria
o. Meo rr irtglirl - grving brie{'yr:1,
suLrsl,antral ch.scussion on 1,he
rmportancc of' graphing/ 1abtrlating ciata whrle nsing scicntrfic methods.

lt.

Illtrslrttlit

t,

usirrg givorr
or l,abr.rlatccl rlata to
show relationships or col)necI iorts lrt'l wcctr orgltrtiz.ing {)r
l,rtinslbrminfl raw rlalu unrl 1,lte
gralthr'<1

llrovi,sron

of a more

comlt:rct,

antl organizerl way based on

.specrfic l)rlrl)oses; how relat,ionsirilts or connecl,ions can bc:
usecl in cletermining patterll
anr[t,rr:ncl.

APPLTCATION
Designing how rc.sourccs cAlr
ber sr-rstainecl using basic concerlt

o.

t,,s

ot'ercolo gy.

Criteria
.11t1n'o1tt'itttc illustrallng

hou, scient,ific mcthotl(s) can ber

r-rsr:rl/ aclaltterl/ cust,ornrzecl in
solving problems at homc or
communil,y.

lt. I)rctt:tir:ol -

dr,scussing how
scient,ific methods can be clone
easrly to .solve a ltroblem a1,
home or tn the communil,y.

c. Itlll'ic:ien,/

- r:xltouncling how
t,ime artrl re.sorlrccs can be ti.secl
prociucl,ively, how safety measlrres can be donr: tirrougirout
t,ire investigat,ion, and how clat,a
can Lre rccorclerl ob.jclctrvely or
honc's1,)y.

168

rl. Eller:lir

-'rLsctrssing Irow thc

c].esri'r'rl/ (rxlltc1.('tl rersullsl

rrlitltr-r1.s t;itn l.re ar;hirrvcrl ali,er
Lrsrng scie

nl,ific methotl/s.

PERSPECTIVE
Arguing on "t,hrnking globally
itnrl acl,r ng lor:rili1"' i o 1tr,.i1,er;t,
(){)osVS1.(,ms.

Criteria
o. Irrsiglttlul ltrovrrlingsrnti-

larit ics a1r(l (lr l'fi'i'c,nccs crrr lhct

approacircs/ l)rocctlures a{l,er
sitr-ralir.rnsi
cr.rnsirloring ail
vioius.
b. (lt ediblt, -. Llsinfl trulitorrllrtrvtr
.soui'(l(js of irtfiri'mitttrrn whrlt'
t'rllotrnrling sLrr-irlilrilics :tnrl
rlrflt'i cnt:crs.
r:. Ilelltrtire rtf tt ititctI tlririltirrg
rrornlrirrrtg rr,sr'itrr:h, r-rnrltrr-

slarttlrng o{' irrslorrcitl Con1.('x1,

lur(l l)alanct,rl lurlgnrlrtl lo provi'
srrtrrjantie's lrntl tlit'lrrrrrnccs;
lrottr.rming skeltlitltl of' auol,her
vrt,u,' irorrtl ltascrl ()n \,(rrv srnrtll
s.rml)l() o{' tizrl,a; tlislirrgrrshrng
bel rvr:(rrl i rrelervit

or

n1,

an r I rt' I trv:tr.r l,
iir)curtt1,e'

irnrI

lrlaccrlrat,cr

)llfr'l'lllit1i,,lt. ;trl,l tll)l)r{)Jrl'lill''

antl inaplrroprr al,i' anaiogics.

E}TPATHY
Assuming l,lrc roitr r.,1'art crtvironnrcnl,alisl, r:ommr1.t.r,rrl tl
1

it'r-rl,ct;t, t hrr

I',art h.

Criteria
u. I't't'r't'1tlitt'

i','{'{}glllzill{

rtrLrlcs ilrrrl vitlr-rcs

i)5.'
rlovt,iollrrrl
sr:retr1rsl.s whilr'
tlr.ri rri4 scicnt i{ic mrrl h, rcl/s.

scienl r['ic

at,1

lt. ller:eptir'1'

;11;r;c1i1

ing rcirrlrly'/

rilutgly thitt t.ht'.c st:ii'tt1.if ir

ttl1r{r-rtlt's attrl villrtt,s n}tr',,, ltr
rirrr,r'lilpcrl lrv sctctrl isl.s atrrl

ro

oll('rr'i[.
I ri1)

t,

r:. .ResTtorr..srle exhibitrng how

scrent, jst,s clevelolt scienl,if ic
at trt

udes and valnes while

usi n g scientific mcthocls.

SELF-KNOWLEDGE
Realizing one',s contrrbut,ion to
environmental protection ancl
conservatron of resonrces.

Criteria
o. Rellec'tir c - Lrt,coming aware
of oner'.s limitatrons in applying
scientific methods, ancl of how
one's thoughl, ls rnfluencecl/
shaltecl

l-ry

these.

b. Iies'porrsrle - reacting posil,ively a.s a resnlt of change in

ono'.s view from r"r.sing scientific
method/s; reacting posrtively
showing how the iearner can
use scientific methocls beneficral to the community.

r70

Teaching/Learning Sequence:
Aslrarto('rnrlialar:tivitie.s, lntegrateclscir:ncc'1,ear:her.s.sirall:
' CONDUCT rliaglltl.qis of learners' prior knorvlcclge, mi,scr-rnrrc,lrt,rons rrptl/gr'altcrtlttliV0 t:once1.r1iotl.s orl Ilrcriqttisrl,r: skrlls/knowlerlge
[:rilerl from e'lemerl,arv s(]r(,'.e;
iutrl

INFORN{lrrarners toktrowwhal theyarcexllect,erltoiearnanclrloanrliron, lhcrl

loirrnr ng shtrlJ llc assesseri.

'' '-EEEI:" "'-\r:--:-::;:;

I In t hrs clt,rrrcnl. Iu1r,gra1crtl Screncr, teraciters shali:

'

GUIDE lcirrrtrrrs to :rcr'1rrir:r'scretrlr{ic knowlrrrlgci which irr i1l;6.,1, accessing irrlirrma_

titln, i.t'.. rvh:t1 illlirrmaliotr i,* trer:cicrl, whcro in[r.rrrla1,iorl oAp be locat,rrrl a'rl hrn

trlli.rrmit1iotttlattllcgat,hcrccl fbcusrngoncerl,ainsr;ienceconcelrl,s: :r1tI

ENABLE loarrtors to clisltrove miscortcept,ions, (rxamrue/assrrss
l)rior kueu,lprlgl
anrlirc'g'rlt 1o (ltsr:ovt'r l,he valrdit,yo{' t,en1,a1rve irlcas ('l'l) 1,o lhrr I.)e, makr,1,h.ir r-rrrrlt,rs1'atrtittlplof'1h0 scrcrtt,i{rcmelhoclreal;eqr.riltl,homu,ithskillsanrikno."lr,clggfirrlhprrr
l't.r llc' sr-tcct'ssfit] tht'orrgliottt, ther 1,oprc; rrnrl 11111[1rrgo fliI'ferrr11 rlr1,r'rl
ipslru(]1 rrirr lir
arlrlress 1.hcir r-rnrrlrrc s1 rcnsths ancl nccrls.

Science l,rzrchcrs

trNGAGE lcilrn('rs

1,o unclerrstantl scient,ilir: knctwlerlgc

>l
ln('iu]ullls out ,,['1hc in fbrma1icln: aurl
. ENCOURAGE loarrrrrrs 1o exPress 1,hoir unrlcrsl,aurlirii::. iirrLl (iugilg(, pl
nl(rillllrtg{trJ s0l['-r'valttttl,it-ltt; :intl lrurlcrgo rn-rltrltl,lr s1,uclv ri[' sr:icpt;p i.;:*l!. mrrllrlrlc
sortl'(l('s of itt frrrnl ttl.iott ancl various motlalit.ir.,s o1'mani{cstrng lrrarning.

lrrortt'ssing ttnrl rtrak

rr I h i s (' lrr irtcn

.
,

I,

rn g

t, I c gr.lr1

r'rl Scicrtr:rr 1 r'itr:hcrs sh itll

EN(lOUIt:\Gtr

lt,al'n(,1.S to organrzt. 1lt(,rr lc,trrlting ()xl)(rrir)n(i(,s .{{) I hltl llti'r

nrrtr,t' ll',in1 1(,lt(:ii('l'-grririr'ti anrl Cr)nril.t,lc itrtl ir,,r1it,s 1,rr intlr'pcnrlenl lrlriltr'ir1
utit(,r'r,1lir,\ r'i'i'ir1(,.l'l)11)(ltr(:r, tt(rw know]crlgc ut sci(rrtt:,,

(lHALI,!lNGIi lr,;trn(rrs 1o t,ransli,r. t herr lr,:rrnrns

,illtl rrsi'1
r

| \a;Ol,\'l:, l,'rrrplrr 1ir ili,:igrr

irtvi'tr1 l)f(r.llc1s r,,'ltrt.ir (tiiri rr()lt1
st is1 lt

irri

ti

i.

u Sr.,

r)

f t (jr() u I'itr,)i.

. llltitt. ;;fotiur:{, r)r'r.,'

ltr' lrro1t'r:lt(rtl (i{' I h(,

r'S l )]"'

11 !

ir:

:l

' of:Ec6logl' And lXumqn

l_

Day

Days I and I
]ilement ol'T(i-:

F.lemernl
lixplor:e:

cl '['( ]:

Tea ch

,i{ lr.l)t't . lll i'r,{;lt'rl

()lnS.

Sub-topic:

r's

rnlrorIr,rci ng

Ilasic

1oprc "[3asics
Ircoiogy anci

l(.,

Learner's
on

al

rlrronl il1,r()n 0rl

tire lrroclr,rcts/
1;ertorm:rnsp,s (Day

./)

Learner's
Activities:
tbrmtriating

qr.restions learling

1o l')(l (Day 2)
'..ic1 ailnrg assirssrr]0rlt. crrtena (l)ay

,\

- gsllgelrtua|zing
thc' clesign of au

ellvtrortmental
1ti:o.jrrc1, (I)ay l3)

Activities
r:orttltrcl nt11 ;lt)v ()r
Jroth of't,he l,rvrr

actrvitrr:s: (a)
envirortmc'n1,al
sensrt,rvit,y, antl {b)

ecology corlccl)tualizing (Day 4)

c,xplainrng tbe
imltort,atrce of
stuciying ecology
arirl ililferent Rf[is
of study wrllrin il.s
r:e'alm (I)ay 4)

rlescribrng connections betwerr:n

anrl among the
(loncerlls within thr:
scope of ecology
(Day 5)

Checking for
Understanding
- revrsitrrrg prior

knowlerlgt'. misconceptrons, alternative conceptrons,

etc in relat,ion to
basic unit,s of
ecology

r72

Da5's 6, ? alrd
Fllem*rnt 0f "l'( i
t lnn t".' I)

Sub-topic:
:rl'

o1'

l'lrursvstems" (i)av

Llitr

Flcqlog)'

1,hc

lluman lmpacl

cir'nteritiilv

OO()Sy,ri

lilrrm Ull

Activities

augirt

4 and il

F,-lbment crf 'll(i:

- llss(\sstttg it';ti'n(ri'r 'rilt{ ir't'st rtttrirttg

it{' rrorrr:r,1r1 s

D:aXrs

tjrXlllOre

('hecking tbr
understanding

rrt

lrnpait ari Ecos],sterns,

(l941gqlr111ts

rzl

lteolqgy

Learner's

Activities:
-"conrlialrlng
ccoiogicltL (:( )n] nr
ni1.ies, ocoiogrc;i

habitat,s, anrl
crcological nrchr'.
(Day 6)

ciiilcrenl,i:r1rnrr
habit,ats anrl
nichers

(l)av

l.$l

(jt

- planning anri
cc.rnclr-rr:1 rng ir l'rr.

iiffi

1&
,l$i

utly ,.,[' 'r rroar'] ,..

availabIr' ()c()s\.st,cm (I)avs 7 1,o 1j
st

'$;
,ffi

$i
,{,
'ffi

Checking for
Understandins

rRi
i$r

revrsil,iLg l)i'l(,"
knowierlge, mrsconceptrons,

#,
&
ffi

alternativc oon('i "

trons, etc rn reiiiion to coml).)1r(,nof ecology
t

i
.il

]ifi

rlt

Dal'10

Day I1

iilcmernt olr'l'(l
( hiif il(tl(,1'isl l(:r
l-- t ir Lr'i :1 r. ll l :

, .,',,),\':1,

rrf''ll(

iil r

l1l

i)1'('ilitl /,}'s il i'(: ill )s(']tl

ititirririi

iitrrl itr, r:rrltnlt'1 tolt(s)

1

l1lilliI Dg iIi'i,rlri.1 l( )lls i)il

Itorr, lllr, 6,1f i,1,111ne llntil ()i'
1,, 1,1,r11,.(',i:\i-

Irrrtt ltlllt:1 1,itr, i:t r.li, l1'

1tu1f t('n1s

('()ntII ilnti'il1 I nq' lt( )\\'

1,,;'1 iui ir.)ri ()(llli's n ltcrt
\'\ i)sli, 1rr'rrrittr;1 i()n g{)(,s
j ilt'rrtrl
I ltc li'r:r',;lutg
i'ill)it(t1Iv 01' 1 ltt' {,(:{)s\rsl()nt

Learner's -\ctivities

rr-rer"s,\r.tivi tics
lllirli ilt! | Ilii'l'(,1t(tr,s , )t1
llrlr nt ililt i ltg I iti. ltltl:irrr,,'
in t lrl l){)lrri]iii t{rrr .,\'}t{,tl
tlill'.tt':tl i'pptlll()s /)l'
Le:r

ri,l','rtr,r,. {)ll
g
1,i'tt',;11 1'1'.,'1 tt l'ill) lt(ii \'
wil('n 11tr. rriirnirlr ol'lr
g1\'('l) <l)r', 1t i q(r{,S ilpf'rltltl
lir, l11,,;t rlr.,t r';rll irr.
:itl)l){)i'1r'ri lrt :l t)ili'l i,:rrllti'

'rl,,rlllr'l

l,.1lt:m<r n1.

Sub-to1r ir.:
i i);tt'ltr'1i'l:ri{

{)1'

Learncr"- \ctrvities
- l)lill; rlig

Days 12 to 16

l'llr,rnr,rrl rr['T(,: l.'irrrr L'1,

l;1'1 14,1,1'11

r'rt

irtr:1

i9p itrrri

]'('l)r{)(iLl('1 i V() i:irltiriri

I i1

i0s

()l ()t'qilnlsn):

Ohecking for
Understanding
si t i ng 1li'irri. iinoii-l
r,ri ge,. rn isttoncr'111 I r)ns.

l(,r't

l] i t,rnitl rvr, i),rrir:r,l rl rons

t'1r: in i'('ll1 t()u 1o tirtti'lic
i

t'l'rs1 itls r)l r't:9sysl('tps

,'()lnntit1l](tti1 trtg it,,r,, lttt

ctlos\'sl ln) ltct'loi.ttts illti I

i'{,glllil1t,s I iti' t)i'r)itr'ss

(,lt(,i'gJ'
j jl

lllu tl)ttf's

rr1'

t) :lrril

tlltitlYZing ltoW ntal(,rIlii> r:t,t:lr' ;ls 1 irlt' ilrr'

ii('(turnulal('tl. 1 i'lursiiri rtrt'tl iut(l r)lo\'(,(i
I
)i'1 *r1'1'11 IiVing ()r'qiil)lsnts
:trtri thr, phvsir:lr) {,n\'n'onrlr('nl (l)ir1'J 1;

Checkine tbr
Unclerstancl ing
Learner's Activities
Ilq ll, )\\, jl'l;llt isnls.
ol irt'r' I hitn hunlilns.
'li,r'1 t
lif
hcii' r,rrvii'()nnt(,n1
I r 1'r

r\'t

Lf)ayl5:FUEXPLANATION)
('vitl LlAl i ne hor,r, Lllt( l(, l's1 itnrli ltg ()n cr:r)svs I (,rlls
ilc'nr'111s

FU-

hrrrllrrrs (Day 16:

INTERPRET,\TTON)

i'cy1.si1i1rr 1;rror i<nowl-

0rl ge. m isc0nc('l)1,ir)r)s.

;ti I ot'rt;tl tVC t:r)lt(.('l )l t()lls.

in rclal,ioll 1o lirrrr:1,ions rt{ ccr.rsys1,ems
r'1,rt

17i)

l:ilemcut, of"['( i:

Days l0 and fi1

lilemrrrrt oi''l'( ]:

I'rrn) L ll

lr'rrm Up

Sub-topic:
l lrrrliirr l rttlnql rrr

Sub-topic:
llruulq lru}rc1 all

Sub-topic:

Sub-topic:

J',rrvrlortmtrnl,ttI

ll,nvr rr2qry1q4[ trl

l'lt:o..511 rp;

llr:lu.ubr

I'rqrl1l4rlq5

Learner's
,\ct ivi ti e s

l,earner's
Activities

Learner's
Activities

ttnrtivzing
hrrnrirn corrlrillri1iorrs 1o nr(rf(rasing
g'l,rlrirI u'rrlnting

r,rlrlttinirtg hou'
nitt ur(r rrrgr"rl ttl r's.

nt'r:tl

Days 17 to rl9

l'.i:0.\:,.1

rtrr

Learner's

Activities
mirliirtg iirli'r'()ll()(,s or) ltorv lltol it:
ttrttl rtlt tol irr litt:1oi's
;u r. ;tllL't'r'rl I ltr",irqlt
hrrnl irrg, t'l inlrtrtl -

irtg lrrcrlrt1r.,r'-.
ittI t',',Itt,'I t,,tt,'l' tI,'n
siret:rt's. Jltrttl

t. li lti rr gi rt
svsl('n.t, r'1r'. ( I )ltv
t7)

conv(,r's

or

rtnrtlvz-iItg lt,rrv
s,rtn(, llttnrllr)
itt:1 ir,i1 rcs r:ort1 i'ilru1(' l() lrolJttl iort
(I

)iri'

I lJ)

rtrtrtlvzittg thc
inrltrtrrl o{' tttltt'tmitrk, ltrrllul rolts lrr
1 bc rlurtlilr',il' rtit'
ilnrl u,at('t' (l)rtr' I1))

C'hecking ftrr
Understancling
lt,r'

11,rri

si1

r r'r

li',lg'.

i'(,1)l rorrs.
1

g I )r'r()i'
1111r(',rll-

ltll('i'1ril-

l\ (' ( ()l](:('l)l l()lls.

;rtlr I r'l
t

ttl:tl,','l);ttlq,.

l)rri' 20)
cr1rlorilr!{ n(\\\,

\\ il\'> {il' ;li)l,i",;lt'}1,'-

lrlrli't'ss tllt'
crrologi *t I p lrllr lortr
(l)irr'21)
1i.r

DASrs frZ

ta 26

Illrrtntrltl
l'rrm ul)

e'll "lt(

l:

l,lr'111 LJ)

nrtrirrlitirts

i1s

(toml)t)-

norl s s1 irlrlr' (l)rrY

22)
it1 i ng

rlrvci'sr t v

ol' r.ri'grlrt i srns

k tl,,r,

l,,rl{r'.

tlt isr'',1)-

iorrs. ll1 r'rrta.

r\'(, C()l](t('l)1 trtits.

r:r'1r1
I

nr rr'litl,rort 1,rr
irr.rnrrut irtrIritrrl on

(,1,c

('(l()sVsl(,t11

-.1

tr.r1 i l'\''i tl

g wll

( I )iri.'

27)

crplrtinrrtg
;ttt i'r':l){,rlirl)r l iI \t 1o cot't.t,n'r, :t tt rl
It tr tn

nrrrking rnlirr(,n(r(,s r'r hv r:hrtng^t,s

ill'(' ('ss('tl1 ritl ill
rtt rlrrtl ilrnrnll
I;iilitnct' ol rtitl ui'i'

tl)rir' 2ii
,.rplitirtirg thc
llt l){)i'1 rtrtr:r,

r.r1

linoli rng tltrti

lr

irtt

(t)al,28t

Checking for
Understanding
tlcsrgrtirtg lroii

rrlt'l lc r r r lt,r rr;i'

slroulrl lrc rnitin1 itincrl rn t ht'
(,cr)svs1r'm (I)lrv 2l)

riol

olrerlrlos

r.r

i rt 1 rr

nlarnlrirrr

l)r()1,('('1 1 lirI ul'('

ri,l

irLrrlitn survrvaI
(l)al' 2ill

Checking lbr'
Unclerstanding
lcvisi1irtg priol

1o

llirlirnrrr, :rrrrl klr'1rs

lrotIr lrvrng irrtrl

rvirtg

.jrrsl i1-r,rng t hc

thc linrls nillr

i,r,lrich lrc nrrl rrrc

1rcrIrr'1ult1r's.

rtort-)

Days frI to fr9

lilemcnt ol'"1'( i:

ort crtrl ii

r()s()ufo(,s r:itrr lrc

sLrsliiirrcrl usrltg
llasr(: r:ort('t'l)1 s oll
t'r:ologr' (Dar' 29:

FUAPPLI CATION)
rcvisi 1,urll I)l'r()l'
krtowlr,rlgt'. n) rs(:()n|(rl)1 rolts.
;tl I crnitl i vc r'otir't'r t-

1rrrls. (,to ur
I tr

'.t
trtcrtl itl

r'(

'lil-

1,111, 1 y.11)

1tt'i tr,'r

rils

Days 30 ts 32
UJement ol' T(i: Deellerr

Checking for
Understanding

- argulng 0r1 orl()'s owtl

vicw after exlrirrrstrng all
view,s aboul "thmking
globally anrl acting
locally" to prol,erct ecosyst,ems (FU:
PERSPECTIVE)
assuming thc role of
environmcntal ists committed 1,o prol,ect the:

eart,h (FU:EMPATHY)

reaiizing one''s contribution o cnvrronrne'n1,al

Days:33 to
Elemt+nL

o1'

39

'

Learner's Activities

solvrng an ecological
problem exrsl,ing in the
rmmerlialo commrrrlly
through the cooperative
concluct of an rnnovntrve/cre a tive envi ronment,al activity or
llro.jt'c1. (cleirrr rrlr tlrivr'.
tree planl,ing, riltrappulg, I(iP for an
cnvironmental causc,

PRODUCTI
PERFORMANCE)

et,c:

prot,ection Artti conserva-

tioir (FU:SELFKNOWLEDGE)

- evalual,lrg

the ltrocluct/performance (USE

OF ASSESSMENT
cRTTERTA/TOOLS)

CHECKING FOR THE

ESSENTIAL
UNDERSTANDING
(EU)
contemplating on the:
Essenti al fluestion (EQ)

re-examirring the
tentative idea vis-h-vis
the EQ

Day 40

T(i :'f ran:sfer

revisin g/justifying the

tentative iclea basecl on

the unclerstanding(s)
gained

175

ASSESSMENT FOR
LBARNING

Suggested Hrnrichrnent Activities on Basics on Ecologll and Human

Impact to their Envirsnment

Activities
l. \\ritrJiing rrr sntlrll

gt', rrr1rs 1o

lrrcscnl a'l'\' ( krtru rn('n1.itrv

rtbr.tr I log gr trp4 r;l i nr

itr fi rrosl

s.

:/. l,lncorrllrgtng s1rrrlcnls 1,rrLr i'r'sciil.clr orr Itolr' ltrroltit' in rlt['[r,r,'rr1 r]orrnl,rics rn('('1 I It('tr
Itttl i't1 )i rlt;; | 11,,,,,1
.

ij \\ r'ittnq 1,rrri'itlrls trlrorrl I),rn ]rrtri'nli

(r

l)\'l i'(,tl Itlt'l]

lr J 1 I i'9i rl1

ttl s I ll.r' l'llr:t,.

heck i n g lbr Llr-r cle rsta r-r cl i n g

.\s lrttt'l ,rl 1 iti'uril ilil trttl n rl tr,. lr,lrrrtcls slritli:
'tlt)rlr'i'g, ) iill il:ir()S lll('l)l ll'ilti'ri'kttrrulcrlg() r)ll ct:os.yslcnts. ('l'r'itttltpr's \91r'/s,,r.'l'\:
,\ssi'sst)lt'tll 1,r u:r' tltil\' tit''lrr'1,' ('i1ll('i' l)ill)()r' ltnrl 1t1,rtt;rl 1r'sl. r-rs0 01'rrh0t'Jilrs1. rrsr, ,.rl
gi'it1tlttrrol'{iillt./('i'(')1it.'i't'ltr:}rci'-sitltlItrt}<r'r}o1t,o{'leitrrtr,i''sl)}'l()f kn,.,r,^"']t,tlgi,,iI'ltrtr')
C'

t\ctivitv

1.

\\:hat's an Ecosl'stem

]laterials: ]lar-rila paper and permanent marker

I '\ sltt'r'l o1'\'l rurltt

/:('n1(,!'

papoi'u'rll

lrt'1tr.is1.r'ri ,rn

llri'n':tll.'l'ltt,n,oi'(l c0r)systetl is r,.r'i11r'n

ol'1lrr' r)inlr'l'.

rt1 1lrr'

ECOSYSTEM

-\ll s1Lrlcrtls l'ril

i't'{):\ S1( ill

n,r'i1t,

irli,ir. irlrt I hr,r' lrinl< ili'(' il.{s(,(riii1('(l

1

SvnlIrlsr. ,rl tlris

rirr1ivr1r'

ii'rII I;r' 1'rtciIiilttcrI i,r' iitr, 1i';ilitcl

',.

t1

itt

n',,i'ti

be introcluced 1,o the topic basics of ecology and human impact on ecosystems alcl
subtopics such as Basic Units of Ecology Components of Ecosystem.s, Charact,eristics oi'
Ecosystems, I"unctious of the ecosystems (TN: Strategies to use include either film
showing of a clocumentary film on ecosystems); (TN: Teacher may initially (a) ltlay an
environmental song)
or ask some stttclents present, some environmental songs accompanied by mu.sical instrumetrts before tntroclucing said topic ancl sub-topics; or (t) show a trailer/segment of a film
about the environment)

Activity

2. Sing a Song for ME (My Environment)

The teacher will let the learners listen to a ltarticular environment,al song. It, is
aclvisable that a copy of the lyrics of the ,song mustbe postecl on the board.so that st.udenl,s
can relate with the message of the song. Anyof the following songs maybe used by thc
teacher:
i. N4asclan Mo ang Kapaligiran by Asin
2. Anak ng Pasigby SmokeyMountain
ll. Colors of the WindbyVanessaWilliams

After

.stucleut,s have

listened to t,he song, the teacher may a-sk the following

qr.restions.

1.

2.
'
'

Why is there a need to study the environment basecl on the song/.s you have
listeneclto?
How do human activrties affect the status of our environment?

be informecl that they neecl to clemoustrate unclerst,anding of basics of ecology anrl lrumtrn
r mltacl ort ecosyst,ems;
be orientecl on related ancl varied resolrrces antl materials to be usecl in underst,ancling

basics

of ecology and httman impact orl

ecosystems (see resources n11{ gquip-

ment/m aterrals nee ded)

be given 1,ime to formulate questions on basics of ecology ancl human impact, on ecosystems anrl cluster these to initially find out what is/are interesting for therm;
be given time to formulate other questions leachng to Bssential Question fbcusrng on
humans' role as stewarcls of solvrng an ecological problem. (l'N: St rat,egies to use inclr-rcle
either KWL, -F-octts Gror.qt Discr"rssion, brainstorming, think-1rrrr &share, rlyacls, ror-rnrl
robin, etc.);
generate as many tentative ideas QI) to the Essential Quest ion (liQ) as ltossible to show
what they already know about role of humans as stewarcl-s of nat,ure (TN: Strat,egies to
ttse tnclucle eit,her brainstorming, Focus Group Discussion, graphic orgzurizer, gellgcl)1,
mapping, ctc. At, this point, the teacher shall be careful not to reject Iearnerrs'oltnrion brrt
shall encourage them to grve therr ideas without being iudgerl as right or wrong. Ii)ar:lr
tentative idea (TI) shall be published on t,he board);
be grouped accordingly to choose some of t,he rclentified irrior knowleclge, miscunrrelr{ i.rr r
and/or tentatrve ideas (TI). (TN: Whatever each group of learners selcctcrl, 1,hc grorrl,
;

177

shall be askecl to challenge or explore the vahchty of these prior knowleclge or tenl,ative
irleas clunng the Firm Up St,age);
be onentccl thal, they need to show their unclerstancling of humans as st,ewarcls of 1,her
earth by conducting an environmental actrvity or project;
be informed that the concluct of thrs environmental actrvity or ltroject shall be based on
the following crtteria: (a) Cooperation : Teamwork ( members work l,ogether; eash mgmber llerforms a sltecrfic ta,sk), & Communicat,ion (members communicate thought, ltrocesses autl strategies by asking qr-restions, cliscussing ideas, offering cons1mctive cltrcisms, artcl summarizing cliscoveries as a result of'the gronp's involvement, in an envrronmenl,al activil,y); ft) Innovativeness/ Creativity: Active learning (group members explorer
new ways or aPproache-s to aclclress an ecological problem); and (c) contribution to con,serval,ion of resource-s ancl -solLrtion of an ecological problem existing in the immeciiate
community) (TN: Brainstorming may be usecl to discuss how these criteria shall be usecl.
Leztrners neecl 1,o be clarifiecl on the cletails on how their procluct, or performance shall be
assessecl.Suchdet,ailsofcriteriamaybereviseclbasedon agreementsreachecl);
conceptttalrzc the clesign of atr environmental project (fN: Learners shall be guidecl on
conclucting an environmental 1troject; ancl
prellare interview guide(s)/ qttestionnaire(s)/ checklist, gather information on existing
enviroumenl,al ltrojects iu the community, anclpropose the environmental projec1).

Activity

3. Environmental

Surfing

'l'he t,eacher wil) groult the learners basecl on their re.spectrve localil,rcs. A groulr
shall be composeclof 5-6 members. Each group will be tasked to have an ecological survey
of t,heir resltect,ive communities. An ecological sLrrvey inclucles the following data:
1. Topography of the commr.urity - this inclucles the different, forms oilancl ancl
water as well as flora anrl fauna present in the community.
2. llconomic anct .socral contlitions of the communit,y - this includes t,he rli{I'orent
moAlrs ot'livelrhood of people in the communit,y, mocles of lifestyle ancl o1,her
rcl at,c cl economic anii .social profile.
ll. Flealth conclil,rons in the community - these rnclr"rde the birth atrcl cleat,h ral,es,
common cliseases in tlte community as well a.s the major cau.ses of rleaths.'l'hcsc
cau ber sr:cttretlfrom the hcalth infbrmation offic<r of any community.
4. Maior environmcrnt,al concerns - these inclucle the different ltroblems met by t,hc
oommttt.ttty wit,ir regarclto the environment. This is usr"rally assocrat,erl wrth the
a{bre m enl,irtnc ci tlata.
'l'his aclivr1,y will ber ilone in preparat,ion for theirculminating act,ivity fbr this
qttart,er in reslrotrse 1,o 1,he Iissentral Unclcrstatrng (El.J). It is adviszrble that t,he l,cachcr
shall guirltr 1,ht'lt:arners rn making thc snrvey. Likcwise, ltermission from lirc local
ttul,horrl,ies shall be macle in wrrt,ing.
'f hc oul,lttrl of the activil,y shall ber kept by the leacher untrl l,hey,start thcir projecl,
[br 1,hc r-ruiir1,cr.

r7u

Sub-Topic: Basic Units of Ecology

Learners Activities
U'sing thc t:hosen llrior ktrowleclgc, misconcePtion ancl/or
t,entative itteas (TT)
F)Q

1o

the

as slar1,rn54/focal Points of investrgat,ion, lc.a.,rers shall

concluct, a1y of the 1wo act,ivities:
(et) environmenl'al 'sensitlvily, and (b) ecology

conceptr-rahzing ('l'N: sce attachccl aclivily

sheert.s);

Activity

4. Ecology Conceptualizing
M aterials: bo'cl 1ra1rer, crayoll.s, Ma.ira/craft
lraper, marker pe's
l ' Ask 1]re learners to get an obier:t within an area (or
anything they can l)r.s().l,
thro'gh rlr.wi.g, if gctt,i'g a'ob.1ec1, is .ot pcrmi.s.sibrc).
2. LeIl,hc leanrers form sub-groults anrlcliscr_r.ss t,he following
questions:
I l)escnbc t,he obtect you selecte.cl.
I what r.s the importa'ce of 1,hat obiecl, to yo* ..rl y'ur
s r.rrroun cling.s/h abit,at?
What, do you think is its rclal,ionshilt to other obiect,.s
that, you see
(from other members)?
ll' Let members within the grorqt present/illustrate what they have
clisr:usser[ in

rr

aniIa/craft 1ra1ler.
'l'he facrlit'ator wrll trow .synthesize the answers of
the rlifferenl, groqlls alcl wrll
highlight the intr:rconnectcclne'ss of all things on earth. The concept, of interconnecteclnes.s
may be usercl to bergin the lecture on Basic Ecology.
M

Activity

b.

Environmental Sensitivity Activity

This exercisc ts ttseclto gauge the learner.s'lcvel of unclerst:rniling/pc.rceptiols

on
(rltviroDmetrlal cotrcept's (e. g. ecology, environmrrnt, brotir:, abrol,ic,.L.;.
fn,, wor-rlcl
irle.tify the areas l,hat, need emphasis cluring the recttrrc.
Mal,erials: llonrl 1taper, crnyolls
I' Thr: lrrarncrs wor.rld bc reqnested to go or-rt, of t,he clas.sroom anclobscrver,'1,heir
sttrroltndrrlS'q atrcl choose an obiect that wolrlcl reitre.sent the worcl "cr:ology" (i1
ca.se l,hal, the school rs locatecl in a hrghly urb:rnizerl communil,y or casc,s
of
Lrlrcoollerative weather, t,he learners may be allowecl to l,hink o{'1,he 1,hing
1ha1
woul cl reltresent the worcl "ecology").
2. Ask t,hc lea''ers t,o clraw l,he object they have choser
and
'.slrlg
coloring materials.
3. Then, let ther learners write a simpie exlrrarration why they
thc obiect
rcltrersentecl the word ccologv.
4. After clrawtng autl exltlainrng, l,he learner.s will grve thcir re.spolsgs ir.r r:lass.
'l'hc t,eacherwillnow syntlresize all the re.sl)on,se.s clelivereclby 1,lie lcarnrtrs
rrnlil
1,hey ar:rive t,o an agrer:able definil,ion of'ecology. 'l'hc teachcr may usrr 1,5p
1a pgt,l
rliagram to do this.

vague ideas given by

learners

simplified icleas grverl

by leamers

agreeable definition
of ecology

explain the importance of studying ecology and different areas of str"rdy within its
realm;

Activity

6. Importance of Studying Ecology

(Graffiti)

The clas,s will be dividecl into three groups. Each groulr

shall be provicled a sheet of Manila paper ancl marker.
2. All members of the groull shall give their icleas on
reasons why is there a neecl to stucly ecology. All
responses shall be wrrtten on the provicled sheet of
Manila paper.
3. When all members of each grolrp finished scribbled therr
icleas, each group shall pass their Manila paper to ot,her
grolrll and the other group to another. Followrng is the
way how graffiti is facilitated in the classroom.
1.

\H/
4. When each group has receivecl therr resirectrve sheet of'Manila paprrr, all
mcmbcrs will syntiresize the icleas wrrtten on t,he graffitr. Each gr,,up shall
choose zl rel)resentatrve wlro will preseut the synthesis o{'the groul).
180

describe the connections between ancl among the concerns within ther scopc o['
ecology -ie., from organism to biosphere;

Activity

7. Seeing the

Big Picture

In this activity, the students should be able to rclentify the levels of orgauization of'
lif'e and how cloes thrs relat,e to the maintenance of our ecosystems. Stuclents shall be
engagecl t,o picture out the iclea being portrayecl by the diagram below. The cliagram
below is only an erxample. Yoti can provicle other examples of diagram.

W*+ffi+m+ffi+@
The teacher will call some stuclents who will explain therr icleas. The teacher will
synl,hesize lher icleas by showing the following cliagram illustrating the levels o{'
organizati on from (or garrism-brosphere)
bio.sphere
ecosystem
commttnrty

population
orgarllsm

Make stncleuts infer what cloes the cliagram above mean (for example, what do 1,hcr
conccntric ci rcles inclicate?).

Checking for Understanding

r rtrvrsit itrior kuowledge, misconccptions zrnd/or TI (tent,ative ideas) on bastc r-rrlits oI

ccology, rf any. (TN: 'fhe teacber may ask each groult of lezrrners 1,o cliscttss those prior
klowleclge, mrsconceptions ancl/or TI which tlre grotilt ltreivior,tsly chose fbr investigtll,ion.
'l'hrs group shall be askecl to reason out for cither assessittg, con{irming or releclirrg t lrest'
r n tb e light of 1 he activrties conducte cl ancl analyses m ade.)

lul

Sub-Topic: Components of Ecology

Learner's Activities
Usilg l,he chosen ltrior knowletlge, misconcelttron

Efl

aucl/or tentative rcleas ('l'l) to

shali:
learners
points
investigation,
of
as starting/focal
. compare ecological communities, ecological habttats, and ecological niches,

Activity

8.

1]rc:

I Belong!

Below are two frames. The first frame has pictr,rres of different organisms. The
other frame has pictures of different, environments. Ask learners to match the rlrgauisms
to the respective environment they canbe located'

182

A ltt

1.

2.
3.

After thp students have matched the item.s, ask the following questions:
What was your basis in matching the items?
Do you think it would be possible the organisms to survive in other
environments?
What cloes the activity imply to ecosystems?
The teacher may use this activity to introduce the concept, of habitat.

'

differentiate habitats ancl niches;

Study a picture of a particular environment (e.g., wetlancl) or go to an actual
environme nt. Consicler the followin g que stion-s
:

1. Describe

does
2.

the niche of one of the populations in the picture or envirdnment. How

this niche cliffer from the niche occupied by another organism?

lnfer how adaptations help determine an organism's niche.

Activity

9.

What's My Role?

The stuclents will work in dyads. They will identify what are the possible roles of
the following organism.q in their respective environment by putting it on the calloul,,s of
the following organisms. Use first person in stating the role of the organism.

1U3

available ecosystem' (TN: l-earners shali get necessary

population relationships in the
permits from officials, investigate physical factors and
of the place); ancl
biotic comm.,'rty, und prupurJsketches orillustrations

. t)la1 a field study of a nearby

Activity

10.

Field StudY

Procedure:

for
Students will find an environment which will be used
studY.
clifferent
2. Place the quadrat on the field and identify the
quadrat'
organisms present in the
in
3. Count the frequency of each type of organism llresent
the quadraf. Present this in tabular form'
performedby the
4. Using the table below, identify the niche
organism in the saicl environment'
1.

the niche of
activity' ask students what is the relationship between
the organism and their habitat'

5. Basecl on the

Checkin g for Understanding

TI on components of ccology' r{'any' (TN:

revisit prior knowleclge, misconce^ptrons ancl/or
to cliscuss those prior knowleclge' mlscollcell.l.he
teacher may ask eachgroup of ieamers
.l.l which the group ,rr."in".fv chose for r'vestigation' This groull shall be
l,ro's a'cl/or
confirmi'g or rejecting these i' ther light of 1'her
askccl 1,o reaso. out for either asses-'.ing,
m a cle')
:rcl iv it,ie s corrclucl'e d ancl an al yses

I
Sub-Topic: Characteristics ofEcosystems
Learner's Activities
E(]

[J'sing the chosen llrror knowledgc, misconceptron

ancl/or t,entatrve iclca.s (,1'l) t,o l,h0
starti'g/fr;cal poi'ts.f r.versl,igatio', iea.ners shall:
make infr:renr:es on 1,he carrying capacity whcn t,he n,mber
of'a givern ,..1)(,.r()s flo(,s
beyoncl ther lim.it 1,h:it can be supPorteclby a particular
habi1,at, (TN: Th. tc21;111,1to emltha.srzc the conccirt of ,,carrying capacrt,y,,);
'.(rrls

as

'

Activity

11. Ooopss!

I'm Loaded (Simulation)

The leanrer's wrll give feeclback regarcling the followrng projecl,ion

marl.
English erco'rmi.st'fhoma.s Malthus. Below *u,r" ir^ statemcnr.s:
U

Foocl is ncccssary fbr people to .survtve.

I Pa,ssi.. belwee'members of l,]rer olrposite sex i.s necessary

a'cl
i1,s prescul sl,at,r: so 1,hat chiltlren wtll conl,inue
tobe bonr.
!'J'h(' I)'\\-'r of rrolrulatro' growt,h is i'clefi'it,ely greerter tha't,he
l)ower
to

ca rt,h

ltrocluce tbocl ancl othr:r relaterlneetl.s.

Thc lbllov.'ing shall ber macle a,s gr_ride clue,stions fbr tlie simula1,ion:
1. Ilori' clo tirc statements of Malthu,s rerlate with the
ltrerscnt, sittration of the

2. I Iorv r s tire envi ronmcnt. affecl,ecl by thc rojcctiol

of M
ir

all,h's?

ll. \\'ha1 lrossible solution,s clo you think can help to solve
t,hrs problem?
'l'his ar:1ivi1.y ca' be
to
cliscuss some of 1,her basic chura.tc,rrsl,ics
'secl
ccosystcns sutth a.s carrying capacit,y,
and the like.

I
I
I
I

or.

makr, ltrcclictjons on how the exceecLng limit of procluction of an

eco-syst,cm alTecl, thr:
cycle of'nut,rients (TN: The conceltt of ,, maximum sustainablc yielrl"
shtrll be rlruwn
by learners);
commtttricatel how lloilutton occurs when waste procluction goes beyoncltire
rccyr:lipg
capacity of'1,he ecosystem (TN: lrearners shall foclrs on the concept, in regarrl "wastil
to
a.s.si m r I a tivc: cap acity")
makt' itrferences on mzriutajning'the llalancrr in l,he popr-rlat,ron when natural
e1r:mi.s
or llrcclal,ors are abserlt (TN: l,carners shall consicler the conccltl, o[' "na1,r-rr;r]
enemies"):
find the cotrnection(s) between extinction and reprocluctive callabilitics oIorgluisms
(TN: Netrds integrat,ron of the concept, on "self-perpctuation" as a characl,ensl,ir:
r.rl
ecosyst,ems); anil
;

Checking for Understanding

rcvi'sit llrioi: klrowledge, mi.sconccptions and/or'fI on characterris1ics 9f'e.o.s!Sr (,ril:

any. (TN: 'l'ile teacher mtly a-sk crach grolq) of learners to clist:tr".q 1|l()"6,
1,,.
knowlerlger, miscollcept,ions aucl/or l'I which 1,hc groLllr
lrrsviotrsll, ,,h,,.,.
invc'stigattcln. 'f]lis groLrl) shall bc a.skec[ to rca.son or-rt, [or crtlrer 2ssrrssi.g. r:r.1'r r,r.
orreler:f itrgthescinl,helrgirl of'lheactivit,icscourlr-rcl,cclanrlanalysc.smarlr,,)
r85

Sub-Topic: Functions ofEcosystems

Learners Activities

Using t,he chosen prror knowledge, misconception anclior lent,ative icleas (TI) to 1,he
IiQ as starting/focal points of investigation, learners shall:
. commlllticate how atr ecosyst,em performs ancl regulates thc process of'encrgy flow
(TN: Leramers shall illusl.rate l6v,' snergy transfers as shown in food chaitr, foocl web
antlfoorlpyramrd.);

12. Connecting the Chain

Ask ieamers to list clown the foods they usuaily eat. classify l,hose fbods as 1o fbod
coming from ltlants ancl tirose t,hat comc from animals. lrct, them name some {borl 1,ha1,
whitl is ils
1,hey thrnk animals eat. Aftcr the learners have macle tire chain, ask tlrcm
relationsl-rip to the maint,enauce of ecosy-qtems.

Activity

Visualizing Food Chain

This acl,ivit,y shall be clope after the teacher has cliscussecl the llreliminary

Activity

13.

chain antl foocl web '

The stlrlcpts have learnecl 1,he principle of crnergy trausfer in l,he llrcvior-ts
quartcrs. Usilg the following rliagram, ask the stuclents to ichrlt,ify how is thr: amor"rnt, o['
on carl,l'r rs kep1, constant se15i1l6:ring that only 10% of the orgauism's availablc
"p,,rgy
energy is t,ransf'errccl 1,o the next trophlc levels.

6s11ge1tts on foocl

Attswcrs grven by st,urlents shall be wri1,1,en by 1,he tettciler ou a target rliagram. A

conseustts slt:riI lr,' mittlc i rt cst itlrl islr irrg 1,11 s 2 grere able cxltl anal,iotl for this lthcnomelt()tl.

ru6

in general, ltrove how orgauisms, other than hr.rmans, affect their environmcpt (FU:
EXPLANATTON),
analyzc irr;w materrals cycle as they are accnmulatecl, transformerl ancl moveri

betweern lrving organism,s ancl the physical environment,;

I evaluatr: how

r-tnclersl,ancling
INTERPRETATION); and

ol) ecosystems benefits

hum

ans (FU:

Checking for Understanding

t revisil lrrior kuowleclge, misconceptions ancl/orTI

on {irncl,ions of ecosysl,ems, iIany.

'l'hc lcachcr may ask erach groulr of learners to clisctiss those prior knowlcclgc,
miscttttceltl,ions ancl/or TI which the group lrreviously chose for invest,igal,ion. This
groul) shall be :rskecl to reason out for eit,her assessing, confirmrng or relecl,rng 1,hcse
in 1,hc lighl of'the activitres concluctecl antl analyses made.
('1'N:

Sub-Topic: FunctionsofEcosystems
Learners Activities
Usrng lhtr cho.qern prior knowlcrlge, misconception ancl/or
the E[] as st rrrt urp;/fbcal ltoints of inve.strgation, learncrs shall:
o

teut,zrt,ivc irleas ('1'l)

1o

makc inlr-rencer/s on how brotic ancl abiol,ic facl,ors are alt,erecl t,hrough htrnl,ing,
elirninrtlrng preclators, introrluction of ncw species, lanrl conversion, karngin
sl's1crn. r-tc;

Activity

14.

Predicting Outcomes

Llt'l,rn. altr rliffbrcnt srtual,ions of environmerrtitl t,hrca1,s. Let ]earrrers l,irink wirrrl
wonltl h:tp1rt'n r {'l,hcrsir t,lireat,s are cortl,innously tlone by 1,he pcoplc. 'l'116r lcrarrx)rs nl:ly Lls(,
l,he folloivruu rhagrams {br l,his llLrrpose.

Continuous hunting of
pawikan for its shell

lntroduction of
piranha in a fishpond

Overgrazing of animals
like cow and carabao
in the lleld

187

Sub-Topic: Human Impact on Ecosystem

Learner's Activities
Using 1'hc chosetr lrrior knowltrrlgcr, mrsconceltl,ron ancl/or 1entalrve
1,her

li(]

irleras

('l'l)

l,cr

sl,arting lfocal1torn1,s of invcstigal,ion, leanrers shall:

. alralyzc how some hr-rman activil ic's cont,ribul,e to polltrt,iou;
o zlr] a l yz() 1,h c i mp act of m tur -m a cle pol h-rl,rons 1,o the quaht,y
o1' air anrl w atcr,
. aualyzcr hr.tmatr coutribut,ions 1,o increasing global warming trnclclimate change;
as

Activity

Tracing Global Warming

Thtr class willbe clivitled in1,o five groru)s. They will think of'1,he pcrssibler ar:tivitres
o{'m:tnkiurl 1,hat led to occurrellco oIglobal warming.'l'he fishbone rliagram wiil be usercl
lbr

1,hrs

15.

puri)osc. 'fherir outl;ul,,shall bc written on a shcet of Manila paper.

Cause 2

Cause 3

Global Warming

Cause 6

cxltlore n()w ways or alrl)roaches to aclclress thc ecological ltroblem; :rncl

Activity

16. E-Solutions (Ecological Solutions)

Learncrs wrll write a lett,err t,o a person t,hcy want, to arldrerss an environmenl,al
ltroblem. Thcr lcrt,1,cr .shall inclurle the nal,urcr of the ltroblem and their recommrrnclcrl
solr-rt,ions lor the rtrobk:m.

Checking for Understanding

; 1'sr,,isi1 ltrittr knowledge, mi.s6e11ss111,ions ancl/or Tl on hr-rman imltac1, on ecosysl,rrm, if'
an,v. ('l'N: 'l'hc 1,cach()r may ask each groul) of Iearners to cir,sclrss thclsrr ltrir.rr
l111vq,l1'1191'. misconccrlrl,ions anrl/or T'1 which ther groLlp ltrcviously' tthosc {br
rtvcrsl.igal r ort. 'l'h is group sh all be askcti 1,o re:tsrtn ou l, {br crr 1,hcr assrrssing, con [i rm ing
ot' re.jer:l rng these in 1,hr: lrght oi'the acl,rvitie.s cctntlucl,cri anrl analysss matlc.)
i

188

Sub-Topic: Environmental Principles

Learners Activities
Usilg the chosel prior knowledge, misconception ancl/or tentative icleas (Tl) to t,he
EQ as starting/focal point-s of investigation, learners shall:

how nature regulates, perpetuates, maintains its balance ancl kr:c1ls both
living ancl no1-living components stable. (TN: Needs cliscussion of the firsl,llrinr:ilrltr

. exltlain
"

N at r.rre knows best.")

relate cliversity of organisms to human survival. GN: Neecls cliscnssiort ol' tlrt' 2rlrl
(Jl]
ltri.crltle "AIl iorms of life are importanf'. This may involve the int,egrillt,'tt "l
whrch is partly concerned on explorations of earth's waters);
.l.strfy why interdepencience shoulcl be maintained in the ecosystem ('l'N: Nctrtls
ilr...,..io1of the Brcl principle "Everything is connectecl to everythurg else".'l'hrs 1ra11,
Earth Sys l t' m) ;
m u1. rlclucle the ilte gration of Q3 which p artly talks about Sun-Moonr mak rlferences why changes are essential in maintaining balance of natttrc. (TN:
Neels cliscussion oi th. 4th principle "Everythrng changes". This part may be
co11eclecl to Quarter 1 which is al:out changes in the properties of matter);
"simply goes
. exlllarn tire importance of knowing that nothing on earth "clisappears" or
awav . t'fN: Neecls cliscussion of ihe 5th principle "Everything must, go somewhere"'
1
I)rscussrons may involve law of conservation of matter ancl energy - Q and Q2);
. j,strfy
the leecl to maint,ain the limits with which the nature operates ('l'N: Neerls
'thscr.tssron
of the 6thprinciple "Ours is a finite earth");
. ex'lar,' humal responsibility to conserve ancl protect, natttre (TN: Needs tliscttssion of'
tlx. irh lrri'ciple "Humans are stewards of nature". This may inclucle the integrat,iou
or harmful to
of e l. eitects of physical ancl chemical changes that, are eit,her beneficial
lrealth alcl elvironment, Q2- managing the effects of volcar-ric eruption, earthquakc
beneficial to soclel,y);
arr rl t s i.r'ami, alcl Q 3 - recent cliscoveries/ bre akthroughs

17. Ritual of Commitment

ectlvrty wul serve as covenant, to all stuclents rn relation with thc severl
environmental principles. It is aclvisable that this ar:t,rvr1y be:
done outsrde the classroom.

Activity

irs

'tt

Procedure
1.

Each participant will be given a leaf-shapecl carl,ohna.

2. Each learner will write their pleclge or llromrs() 1n

mainl,aining the sustainabilit,y of our environmenl, based
on the seven environmental prirrcillles'

ll. when all of the learners ar{) finished wnt,irlg 1,hr'rr

pleclges/promises, they have to sharer it with tlre whoie'
.1o."-. After reacling
tree.
r89

it, the ieaf'must, be at,tachccl t,o l,htr

\\']rerr everybocly has postecl a pleclge on the tree, the sturlents will reacl the Porr.rortunpo
so /{olilrasorr.

Panunump a sa Kal ih,asan

lionr r

oJ) tlongongoko rtct ipogtctt.ortggol. rnntirt, ong ko.r'apot,crrt. rlg /,r.go srfst{,1ocl rut
so/rrrlcrlri poro sa ntee))os, nt,aft.rtis of nto,ol.ipglos rta hopo.ligiralr 1.o .:,'i-\,(r,rg
nrogsr.srltring ltcrrtlungon ng ctrttirtg mgct ctclltikctirt. Mogsttxtnriltolt tlirr ltunri tru
rttokn ttt i I ortg o nt i rr g pirtopartgarep no nt.ogort,cl orrg ltttko s.

nontirt ottg orttirtgl ltgo solili

rto nngsilttirry gobot so /llgo srrsrarorl rrrr

tnogigitrg pctt,rtubcrt"ltutgo.sopo.qsosclgou'o ttg nlge lroltborryjrr rto
ilo-qbibigor,-golorr.g so h.opoligirott, ot. kolihosort no ho.loolt.so onrirr rrparrjlirratryjtr ol
I)og,)totnoturr so obol n,g oning,ltohot,ahon. so poilLonrctg,itort ttg pogilf?ulrrrlgurt ct!
pct-gkokoiso.

Itirtotctlctgct rirr

sol.itrlolti.Iionri

o!

Checking for Understand ing

I design irow resources can be su.stainecl using basic conccpt,s on ecology (["U:
A1lphcat,ion); ancl

knowleclge, misr:ortcel;trons ancl/or TI orl severl environmeiutal

(TN: 'l'hc teacher may ask each grorip of'leamers to cliscr-rss l,hose
if
any.
ltrinciple,s,
ltrror knowledge, misconceltl,ions ancl/or TI wirich 1,hc group prerviotrsly chosc [t.,r
invesl,igatron. 'llhis group shall be a,sked to rea,son out ibr either assessr ng, con [irming

t revrsit ltrior

or re.jr:cl,ing these ut l,he Iight of 1,hc acl,ivrties contlucl,ecl ancl aualyses macle.)

Aclvance learners shall:

work in small groups to present a TV clocr-rmenl,ary about, loggiug cltmax frrrtrsl,s.

Cl'roose one lrarttcttlar fbrest, to feat,ttrer.
[)o researr:h about ther fbrest area.
Wri1,e a scri1t1, of the TV clocumeutary.
l)raw chart,s or ltresent 1ticl,ures.
Assign a member to t,ako t,he role of TV Atltlourlcer.

Average learners shall:

o ()llcour&ge sl,udents to clo research on how peroltle

in dtfferelrt, cor.ttrtries mcct,

1,hcir

nutril,ronal neecls.
(lhoose a particular country ancl fincl informatjon abottt the diet, of'l,he lteoplc livirtg
there.
(lon.strucl, a food chain, food wcb and food pyramid t,o show l,he linear seqttcnc: o['
rclatiortshrlt s.
. write journals about how therr lifestyle cont,ributes to somtr of'the e'nvirotrmetrt,al
problems they facc.
190

a
a
a

Make a list of lifestyle changes the learners would be willing to murke in orcler 1,o
improve the health of the global envirottmettt.
Write journals about an ecological issue in their locality.
Choose an ecological issue in their locality in wortls and pictures.
Discuss why it is important to you and why yor"r think people regard it, as important.
Illustrat,e their vision of an icleal environment five Vears from now.

Checking for Understand ing

At the level of understanding, learner shall:
. argue on one's own view after exhausting all views about "thrnking globally anrl acting
locally" t,o yrrotect ecosystems (FU: PERSPECTIVE);

Activity

18. Debate

The students will be debating on the following proposition:

Et,eryone nLust go bach again, to basics to mo,i,rtt,oi.n. the sustoirtaltilit.v of our
ent irott.nten t.
Every speaker is given three minutes to explain his/her statemenl.. 'l'ht' l,eacher
shall bc the moderator of the debate.

I
il

assume the role of environmentalists committed to protect the earth (FU:

EMPATHY);and
realize one's contribution to environmental protection ancl conservat,iou (SELFKNOWLEDGE)

CHECKING FOR ESSENTIAL UNDERSTANDING (EU)

To clraw or.rt the Essential Unclerstancling, learner shall:
I coutemplate on the Essentral Question - "Why are humans stewarcls of ottr finitc
arth?
re-examine titeir revisecl tentative idea (TT); and
jr-rstrfy 1,he'i'I based on the unclerstancling (s) garnercl.

I
I

i,r:anter shall:

solve an ecological probicm exrst,ing rn thtr immecliate commttuit,y through tbc cclolterat,ive corrcluct of an innova1ive/ c16rat,iver envirortmerrtal act,ivity or ltrojerct (etther cltratrup clrive, eco-fun run, tree planl,irrg, rilt-ra1t1trrrg, I(lP for:in envirortmctrtal cattse',
etc.)

t91

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Activity

19.

Environmental Stewardship for Sustainable Development

Usrng 1,he ecological survey 1,hcy have macle tluritrg 1,he slitr1, of'1hcr fourl lr tlttttrter,
they will concluctecological projects 1,hat woulclsolvc some of'1,hc (:rtvtrottmenl,al problcms
i1 thc commnnity. Teachcrs shall construcl, a mbric tltat woulcl evalttat,c 1he ltrolt'cl,. It is
aclvisable that urvolve the lteoplc in litc commttnity rtr assessitrg l,he 1lro1ecl oi'1he
st,uclents (e. g. barangay chairman)

evaluate therr procluct/llerlbrmatlctr.

R,esotrrces:'(tsookS,

Intervie*. Science Magazines, etc.)

'
Acl,ivrty fihcet. otr Envtrotlmetrtal Sen.rit.ivit.y
Act;ivity Sheet otr Ecology (lont:elttrtttlizirrg
AC:tivily sheets orl:iirterrelationsltips irt ecosSisterns
Actlvity s,[eets o:ri Bil,sic Units of'Ur:ology, ltriul-()ut c()l)y of inLerrttlt:arl,tr:les. vitk'o's'
.

ffiiliH,;:::i,*.'.'"111,'iJii-,.1i"11i'ifi,n*,io,.,,,,rir,,, acriviiy sh.ers on crrai,rctc,ri*rics

il?;f:i,T:

ohxcrvat,ibn ch*ckli.sl/ quesl,iortrtair:e, ar:livity slreiet, irn furir:frorr.s of

i::i}-ffi:

uU*.ruu,,nn checklist./ rltrcstiunrurire, aclivity sltetrlx on lrcw brrrlic ahtl

ahiotic fac{,ors nre alt,ererl
Vitleo r:li1is, obsgrvalion clrecklist, irtlnrview rlucstiorttr,aire, activrty shcct,s on thc
imtrrrets of htrmatrx oll ecosyslt'ms
PjcLtrr-es/ illustra:tio5.s, arl.iclas [?om inl,ertrot, tcclrlrical reltor'ls, movirts, vi{[t'ti t:li1is
"fur hrbortvenient Truitjr" Virlno l-ry AJ (lorc . ,,,
i:-,,i':

Weblinks ,',i'
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rn:ljwww.y:oe1ln,: iLi:::l*t-*l,i1rp,ine,$1lrrrli'e*/FRliF rltxrl-lCl()KS

llll];1i};},lll.i'l."*iiciln".l*l.Scho;|Net,wofk
httlri//www.APEC,CylrerAcaclerny.co{n,,,

ilil].1iffi'?il:il:#'rcomrre1.'.i.

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