Integrated

Science IV
ORIENTATION
PROGRAM
OUTCOMES
All SPCEM Graduates can:
 PO1: Accurately apply and
integrate sound concepts,
skills, processes,
technologies, and information PROGRAM
from the major scientific OUTCOMES
disciplines to develop and (POs)
implement workable
strategies that have a direct
bearing on their daily lives
and decisions.
ESSENTIAL
PERFORMANCE
OUTCOMES
  EPO1: Initiate Science
activities that show
ESSENTIAL
others that going
PERFORMANCE
beyond their customary
OUTCOMES
ways of dealing with
(EPOs)
things is clearly
possible
  EPO2: Explain the
factors that
ESSENTIAL
generally affect
PERFORMANCE
their decisions and
OUTCOMES
actions, and assess
(EPOs)
the consequences
they produce
  EPO3: Describe and
explain the new
ESSENTIAL
Scientific abilities they
PERFORMANCE
have developed as the
OUTCOMES
result of self-initiated
(EPOs)
learning experiences
and projects
  EPO4: Seek out issues,
ESSENTIAL possibilities, and
PERFORMANCE sources of related
OUTCOMES information willingly for
(EPOs) further investigation
and development
  EPO5: Search voluntarily
beyond readily available
ESSENTIAL sources of information,
PERFORMANCE resources, and standard
OUTCOMES techniques to generate
(EPOs) new understandings
towards workable solutions
to existing problems
  EPO6: Resolutely
ESSENTIAL understand,
PERFORMANCE address and
OUTCOMES resolve issues or
(EPOs) problems of their
communities
  EPO7: Take the risk of
experimenting with
ESSENTIAL combinations of ideas,
PERFORMANCE data, materials, and
OUTCOMES possibilities to derive and
(EPOs) test potential solutions to
existing problems even at
the risk of criticisms
  EPO8: Continually set and
re-set challenging
ESSENTIAL improvement goals for
PERFORMANCE themselves that require
OUTCOMES persistence, self-
(EPOs) motivation, and self-
regulation which others
can monitor and validate
  EPO9: Remain
focused on fully
ESSENTIAL
completing
PERFORMANCE
projects of pre-
OUTCOMES
established
(EPOs)
quality in a timely
manner
  EPO10: Openly
demonstrate their basic
ESSENTIAL and advanced Science
PERFORMANCE Process skills as
OUTCOMES experienced individuals
(EPOs) and improve them
according to the feedback
they receive
 What is
Integrated
Science?
 a combined approach of
various disciplines of
science to understand and
appreciate the body of
knowledge and promote
environmental stewardship
What are its major areas?

I. FORCE, MOTION, & ENERGY

II. MATTER
III. LIVING THINGS AND THE
ENVIRONMENT
IV. EARTH AND SPACE
PHYSICS
I. FORCE, MOTION, & ENERGY
1. Electromagnetic Radiation
 Regions of the Electromagnetic Spectrum
 Applications of the Electromagnetic
Spectrum
 Effects of Electromagnetic Radiation on
Living Organisms
I. FORCE, MOTION, & ENERGY
2. Light
 Reflection of Light on Plane Mirrors
 Image of a Point Object
 Image of an Extended Object
 Reflection of Light on Spherical Mirrors
 Concave and Convex mirrors
 Refraction of Light on Lenses
 Plane and Spherical Lenses
I. FORCE, MOTION, & ENERGY
3. Electricity and Magnetism
 Magnets and Magnetic Fields
 Making Magnets with an Electric Current
 Making an Electric current with Magnets
CHEMISTRY
II. MATTER
1. Kinetic Molecular Theory
 Solid, Liquids, and Gases
 Molecular behavior of gases
2. Simple Gas Laws
 Boyle’s Law
 Charles’ Law
 Gay-Lussac’s Law
 Avogadro’s Law
II. MATTER
3. Ideal Gas Law
 Ideal Gas vs. Real Gas
 Ideal Gas Equation
4. Chemical Reactions
 Signs of Chemical Change
 Writing Chemical Equations
 Balancing Chemical Equations Type of
Chemical Reactions
II. MATTER
5. How Chemical Reactions Occur
 Collision Theory
 Factors affecting Rates of Reactions
 Real-life applications of factors affecting
rates of chemical reactions
BIOLOGY
III. LIVING THINGS AND THE ENVIRONMENT
1. Central Dogma of Molecular Biology
 DNA and RNA structures
 Replication
 Transcription
 Translation
III. LIVING THINGS AND THE ENVIRONMENT
2. Mutations
 Types of Chromosomal Mutations
 Effects of Mutations on Proteins
3. Sources of Evidence of Evolution
 Fossil Evidence of Evolution
 Comparative Anatomy
 Embryonic Development
 Organismal DNA
III. LIVING THINGS AND THE ENVIRONMENT
4. Theories of Evolution
 Lamarck’s Theories
 Darwin’s Theory of Natural Selection
5. How Changes in the Environment Affect
the Adaptation and Survival of Species
CLASSROOM
POLICIES
 Written Work Quizzes
Laboratory
40 % Report

GRADING Performance Task

Scaffold(s)

SYSTEM 40%

Periodic Test
20%
Example
Written Work (40%)
Quizzes Lab Rep Unit Test Total
90 / 100 95 / 100 92 / 100 277 / 300

277 / 300 = 92.33 x 0.40 = 36.93

Example
Performance Task (40%)
Scaffold 1 Scaffold 2 Total
95 / 100 90 / 100 185 / 200

188 / 200 = 94 x 0.40 = 37. 6

Example
Periodic Assessment
(20%)
88 / 100

88 / 100 = 88 x 0.20 = 17.6

 Example
Written Work (40%) Performance Task (40%) Periodic
Assessment Total
Quizzes Lab Rep Unit Test Total Scaffold 1 Scaffold 2 Total (20%)

90 / 100 95 / 100 92 / 100 277 / 300 95 / 100 90 / 100 185 / 200 88 / 100

277 / 300 = 92.33 x 0.40 = 36.93

188 / 200 = 94 x 0.40 = 37. 6
88 / 100 = 88 x 0.20 = 17.6 Therefore:

36.93 + 37.6 + 17.6 = 92.13

1. Formative vs Summative
2. Types of Assessments:
A. Written Work
a. seatwork/drills/worksheets Take Note!
b. quizzes (announced)
c. laboratory reports (informal and
formal)
d. unit test*
 B. Performance Task
a. EPOs
b. Scaffold activities
c. Peer evaluation Take Note!
C. Periodic Test
3. On submissions and
requirements
SCAFFOLD ACTIVITIES
Data Gathering
At the beginning of Performance Tasks,
all groups are expected to:

PREPARE ALL DO STRUCTURED COLLABORATE SUBMIT OUTPUT AT

NECESSARY MATERIALS BRAINSTORMING EFFECTIVELY THE END OF THE
PERIOD
 Initial Draft and Consultations
Once all data are gathered and
collated, students should:

ASSIGN INDIVIDUAL CREATE AN INITIAL COLLABORATE CONSULT WITH THE SUBMIT OUTPUT AT
TASKS DRAFT EFFECTIVELY SUBJECT TEACHER THE END OF THE
PERIOD
 Submission of Final Output
After having consultations, each group should:

PREPARE THE FINAL INDICATE ALL ANSWER THE PEER SUBMIT OUTPUT TO KEEP ALL EXCESS
DRAFT/OUTPUT CONTRIBUTING EVALUATION TOOL THE SUBJECT MATERIALS
MEMBERS TEACHER
 What is the
performance task?
PERFORMANCE STANDARDS

Each student will demonstrate

1 their basic and advanced
science process skills in
investigations regarding
Electromagnetic Radiation, and
improve them according to the
feedback they receive.
Conducting an online
research on the uses,
application, and risks of each
region of the EM spectrum
PERFORMANCE STANDARDS

Each student will resolutely

2 understand, address, and
resolve issues or problems in
their communities where
electromagnetic radiation can
be applied
Designing posters that show
how a specific region of the
EM spectrum helps in solving
a specific health,
environmental, household, or
industrial issue, and the risks
accompanying its use
PERFORMANCE STANDARDS

3 Each student will describe and

explain the new scientific abilities
they have developed as the result
of self-initiated learning
experiences and projects in
studying Light and its properties
Analyzing and comparing
images reflected/refracted
on plane and spherical
surfaces through laboratory
activities involving mirrors
and lenses
PERFORMANCE STANDARDS

Each student will initiate

4 science activities that show
others that going beyond
their customary ways of
dealing with Light and
Images is clearly possible
Designing and building an
optical illusion or optical
device where concepts of
reflection and refraction
could be applied
PERFORMANCE STANDARDS

5 Each student will explain the

factors that generally affect their
decisions and actions on moving a
magnet through a coil, and assess
the consequences they produce on
the electricity generated
Explaining how the strength
of an electromagnet varies
through experiments with
magnets, coils of current-
carrying wire, and batteries
PERFORMANCE STANDARDS

Each student will experiment

6 with combinations of ideas,
data, materials, and
possibilities in constructing an
electric motor generator to
derive and test potential
solutions to existing problems
even at the risk of criticisms
Designing and building a
prototype of a wind-powered
generator using indigenous
materials, then improving it
based on recommendations
Gear Up!
 Lab. materials
Lab gown, lab kit
 Computer device
Desktop/laptop/tabl
et, etc. (will not
require purchasing
new ones)
Gear Up!
 Textbook
Integrated Science 10
 Notebook
Filler notebook for
quizzes, seatwork,
and others
Gear Up!
 Form lab groupings
 Assign tasks/
responsibilities
 Leader
 Secretary
 Laboratory custodian
 Utility (others)
Things to bring
Kindly bring the following materials for next week (July 3 - 5)
Temporary officers please make sure to prepare for the whole
class

Tonic water Black construction paper Clear plastic cup, Desk lamp
(sparkling water) (black cartolina) small size (x2) (or old model
flashlight)