FIRST YEAR SCIENCE BASIC PROCESSES IN SCIENCE Module 2 LEARNING GUIDE

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

FIRST YEAR SCIENCE

BASIC PROCESSES IN SCIENCE

Module 2

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FIRST YEAR SCIENCE

BASIC PROCESSES IN SCIENCE — MODULE 2

Mind Map

The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.

Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making

personal connections.

Background:

Students are aware of the basic science skills learned in the previous lesson.

Activity:

Ask students to find words in the puzzle by encircling them.

Have a quick review of the scientific skills that students learned in the previous lesson.

Strategy: WORD PUZZLE (refer to TSM Attachment 1)

Setting the Context

Activity:

State lesson objectives and explain the “hot potato” strategy. Prepare the students by setting them in groups.

Basic Education Assistance for Mindanao

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Learning Activity Sequence

Activity:

Have all groups undertake the tasks using “hot potato” strategy. Inform them that each task should be completed within 5 minutes only.

RAMSE REPORT:

The first Region-wide Assessment of Mathematics,Science and English (RAMSE) was administered to Year II students of Regions XI, XII, and ARMM last November 9 and 11, 2004. Some of the topics covered in the test were People, Animals, Energy, Earth, and Plants. The percentage of correct responses for each topic tested are: 28.2% for People, 8.49% for Animals, 25.5% for Energy, 16.5% for Earth, and 47.3% for Plants.

Group Task 1

Give your observations from the above report.

Group Task 2

Using the materials given ( colored papers, marker pens, flip chart, ruler) present the data in another way/s so that it will be easy to read.

Group Task 3

Rank the topics from the easiest to the hardest

Group Task 4

Look closely at the result given, what does it tell you?

Were all the topics easy for the second year students to answer? Explain.

Strategy: “HOT POTATO”

It is a strategy wherein different tasks are written individually on large sheets of paper. They are passed from one group to another to be completed simultaneously.

Check for Understanding

Activity:

Ask students to summarize the previous activity by letting them complete the table below. The second table has been completed/answered for teacher's reference.

TASK ACTIVITY

(state in 1 or 2 words only)

1 2 3

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4

1 Observed

2 Presented data 3 Ranked topics

4 Interpreted/explained data

Practice and Application

Group activity:

Request students to do the following tasks. Ask them to post their output on the wall after 10 minutes.

Materials per group:

colored pens, ruler, flip chart

1. From the given tabulated data, let students decide on the kind of graph (line/bar)they like to construct and the pattern (ascending/descending ) they want to illustrate. Ask them to work on their task in 10 minutes.

Graph(line or bar): _________________

Pattern(ascending or descending): __________________

Activities of females (age 75-up)

Percentage (%)

Walking 40.5

Swimming 1.5

Biking 6.0

Jogging 0.4

Gardening 21.5

2. What can you say about the activities engaged in by women of such age group?

3. Do they actively engage in all these activities? What made you say they do or they do not?

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Strategy: Graph Construction and Interpretation

A graph can be used to illustrate many types of data. They are used to make facts clear and understandable. They also present trends visually.

Closure

Activity:

Using a mind map diagram, let students write the skills learned from the activity conducted. Additional nodes(branches) can be drawn as needed.

Strategy: Mind Mapping (refer to TSM attachment)

A strategy that helps students to clarify relationships between concepts. It is easy to make, remember and review.

Teacher Evaluation

(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are:

1. 2. 3.

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YEAR I — SCIENCE LEARNING GUIDE BASIC PROCESSES IN SCIENCE — MODULE 2

TSM ATTACHMENT 1

WORD PUZZLE

Directions: Find the basic science process skills hidden in this word puzzle. They may be written horizontally, vertically, and diagonally.

Learning Guide, August 2009 7

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TSM ATTACHMENT 2

GRAPH CONSTRUCTION

Line Graph (Ascending Pattern)

PERCENTAGE

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ACTIVITIES OF FEMALES (AGE 75-UP)

Line Graph (Descending Pattern)

PERCENTAGE

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ACTIVITIES OF FEMALES (AGE 75-UP)

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Bar Graph (Ascending Pattern)

PERCENTAGE

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ACTIVITIES OF FEMALES (AGE 75-UP)

Bar Graph (Descending Pattern)

PERCENTAGE

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ACTIVITIES OF FEMALES (AGE 75-UP)

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SAS Attachment 2

GRAPH CONSTRUCTION AND INTERPRETATION

Objective:

To construct and interpret a graph using tabulated data

Materials per group:

colored pens, ruler, flip chart

1. From the given tabulated data, let students decide on the kind of graph

(line/bar)they like to construct and the pattern (ascending/descending ) they

want to illustrate. Ask them to work on their task in 10 minutes.

Graph(line or bar): _________________

Pattern(ascending or descending): __________________

Percentage of females (age 75-up) undergoing physical activities

Activities of females (age 75-up)

Percentage (%)

Walking 40.5

Swimming 1.5

Biking 6.0

Jogging 0.4

Gardening 21.5

2. What can you say about the activities engaged in by women of such age group?

3. Do they actively engage in all these activities? What made you say they do or

they do not?

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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ASSESSMENT TOOLS

Graph Scoring Rubric

Criteria 1 2 3

Neatness Unclean and texts _{are misplaced.} Some texts are misplaced and _{not very legible.} Easily readable. Text placement contribute to understanding. Clean appearance.

Content Most of the data are not accurately plotted

Most of the data are accurately

plotted. All data are entered correctly.

Labeling

There are errors in the labeling of quantities in both axes.

One of the axes is not accurately

labeled. All labels are correct

RUBRIC FOR ASSESSING STUDENTS’ ORAL COMMUNICATION SKILLS

Criteria 1 2 3

Expresses Ideas Clearly The student clearly and effectively communicates information and ideas with accuracy and clarity

The student communicates information and ideas with satisfactory clarity

No judgment can be made

Demonstrates knowledge of specified language structures and vocabulary

Demonstrates thorough knowledge of specified language structures and vocabulary

Demonstrates some knowledge of specified language structures and vocabulary

Demonstrates limited knowledge of specified language structures and vocabulary

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REFLECTION JOURNAL

What have I learned?

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

How do I feel? (You may express emotions in words, drawings, illustrations, etc)

______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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GROUP PARTICIPATION CHECKLIST

DIRECTION: Check the box that corresponds to the observed behavior of the student. This tool will be used for the entire duration of the class.

Name of students

Alertness in responding Showing spirit of volunteer -ism Attention to task Ability to follow directions Listens to others ideas Does not disrupt the class 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30