BASIC EDUCATION ASSISTANCE FOR MINDANAO LEARNING GUIDE

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Science and Health - Grade VI

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Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be

given by the author(s) or the BEAM Project Management Unit and the source must

be clearly acknowledged.

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Recommended number of lessons for this Learning Guide: 6

Basic Education Curriculum Competencies

Year 6 science: The effect of people

• Discuss the consequence of certain activities or events that disturb the interrelationships in an ecosystem such as deforestation, destruction of coral reefs, destructive methods of fishing, overuse of chemical pesticides, improper disposal of garbage, crowded human settlements (overpopulation)

• Create a scenario to depict the effects of deforestation, destruction of coral reefs, destructive methods of fishing, overuse of chemical pesticides, improper disposal of garbage, crowded human settlements (overpopulation)

• Demonstrate commitment and concern in preserving/conserving the balance of life in the ecosystem

• Enumerate ways of addressing the harmful effects of human activities to the environment

• Participate in campaigns and activities for improving/managing one's environment

Objectives

• Identify some human activities that disturb/harm the interrelationship in the ecosystem;

• Describe the effects of some human activities which disturb/harm the interrelationships in the ecosystem;

• Enumerate ways to restore and/sustain the interrelationships in the ecosystem;

• Simulate scenarios depicting some human activities and their effects to the interrelationships in the ecosystem: and

• Conduct public awareness campaign about restoration and conservation of the interrelationships in the ecosystem.

Essential concepts, knowledge and understandings targeted

• Some activities of people disturb/harm the interrelationships in the ecosystem. They are

deforestation, improper disposal of waste, destruction of coral reefs, destructive methods of fishing, overuse of chemical pesticide and overpopulation.

• Deforestation is the destruction of forests by logging and slash and burn farming. These activities destroy the interrelationships in the ecosystem since all the components (living and non living) will be affected. When trees are cut and the forest is cleared through slash and burn, some organisms will lost their habitat and food supply. Interrelationships in the ecosystem suffer which leads to death/migration/extinction of some organisms.

• Deforestation causes flash flood, landslide and global warming which will destroy other ecosystems like the freshwater and coral reefs ecosystems. Flash floods and land slides carry large amount of sediments to rivers and seas which can cause death to freshwater and marine organisms like the coral reefs. Sediments will block the sunlight needed by the coral reefs to survive.

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organisms due to air, soil and water pollution. Some waterways will be clogged which will lead to flooding. When flood occur, garbage/waste will be carried with it down to bodies of water which will harm the different organisms.

• Coral reefs are the homes of different marine organisms. If destroyed, they will lost their homes/breeding places/food supply. which will result to death/migration/extinction of the organisms.

• Destructive methods of fishing includes dynamite/blast fishing, cyanide poisoning, bottom trawling and muro ami. The effects of these activities are the destruction of coral reefs, fish kill, migration/extinction of fish.

• Using dynamite and cyanide is devastating to fish. Others can be killed especially the non target. After the blasting of dynamite, coral reefs are destroyed leaving some organisms homeless and shortage of food supply for other marine organisms occur. Again the interrelationships in the ecosystem is affected.

• Bottom trawling is the towing of trawl, which is a large fish net, on the sea floor. This method of fishing cause significant damage to the sea floor, shattering the corals and dragging the boulders which destroy habitats. It can directly kill coral reefs by breaking up reefs and causing sediment deposition, which buries corals. It can also kill corals indirectly by wounding their tissues, leaving them vulnerable to fatal infections.

• Muro ami fishing is another destructive method of fishing. Fishermen/divers make use of pounding tools like metal weights and stones and nets. They pound/bang the corals vigorously to force the fish out from their refuges, and then trap them with the net. This method of fishing has long and devastated effects to corals since they are being killed. Other non target species are also killed.

• Farmers and even households use variety of chemical pesticides to kill the pests which infest their crops/homes. Sometimes they depend so much on it that they overuse. Chemical Pesticide can kill/harm the pests and even the non target organisms including humans. Overuse of chemical pesticides will develop resistance to the target organisms. To combat resistance, people will use much stronger chemicals, more harmful which will develop more chemical resistant pests. More and more non target organisms are affected which affects the interrelationships in the ecosystem also because the link between one organism to the other is destroyed. Aside from this, it increases the soil acidity which would again affect the organisms living in it. It also will disturb interrelationships in other ecosystem when they are used since they pollute the water/kill some organisms as they are carried by waters especially when it rains.

• Overpopulation is the most pressing cause of the disturbance of interrelationships in the ecosystem. As the number of people grow increases, more space and resources is needed for them to survive. More activities will be done which will disturb the interrelationships in the ecosystem like deforestation, overuse of pesticide, destruction of coral reefs, improper waste disposal, etc. to answer their needs for space, materials for buildings, paper,

firewood, food supply, etc.

• Things should be done to restore/conserve the interrelationships in the ecosystem. Some of them are:

– reduce the use of things derived from plants by recycling/re-using them;

– minimize the use of chemical pesticide/ use eco-friendly pesticides;

– avoid hurting/killing organisms;

– report/surrender captured endangered species;

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– compost more; and

– plant trees.

Specific vocabulary introduced

• interrelationship - mutual relationship

Suggested organizational strategies

• Prepare the materials ahead of time.

• Set the classroom for group dynamics.

Opportunities for Peace Education

• Arts - illustrating some human activities, their effects and ways to restore/conserve the interrelationships in the ecosystem

• MSEP - acting out a scenario which depict some human activities, their effects and some ways to restore/conserve the interrelationships in the ecosystem

Activities in this Learning Guide

Activity 1: Hot Potatoes

Multiple Intelligences

• Visual/Spatial; Verbal/Linguistic

Skills

• Knowledge of major ideas

Activity 2: Pictures and Maps

• Visual/Spatial; Logical/Mathematical

Skills

• Organization of parts; Order, group, infer causes

Activity 3: Missing Photographs

• Visual/Spatial; Logical/Mathematical

Skills

• Predict consequences; Predict, draw conclusions

Activity 4.1: Concept Map Revisited

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Skills

• Organization of parts; Knowledge of major ideas

Activity 4.2: Lights, Camera, Action!

• Intrapersonal; Body/Kinaesthetic; Interpersonal

Skills

• Translate knowledge into new context

• Solve problems using required skills or knowledge

Activity 5 Option 1: Public Awareness Campaign

• Visual/Spatial; Interpersonal

Skills

• Use information; Use methods, concepts, theories in new situations

Activity 5 Option 2: Ecosystem Conservation Action Plan

• Logical/Mathematical; Interpersonal

Skills

• Use old ideas to create new ones; Relate knowledge from several areas

Activity 5 Option 3: Rhythm of Nature

• Intrapersonal; Body/Kinaesthetic

Skills

• Relate knowledge from several areas; Understanding information

Activity 6: My Journey in Ecosystem

Multiple Intelligences • Intrapersonal

Skills

• Use information; Translate knowledge into new context

Key Assessment Strategies

• Rubrics

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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.

Stages of Learning

The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.

Assessment

All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.

1. 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 or purpose

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Strategy

Hot Potato Strategy – is a fast-paced cooperative learning strategy that promotes the contribution of a range of different ideas. Each group is given a sheet of paper with a topic or question to brainstorm. On a given signal, the sheets of paper are passed around to the next group to read what has already been written and add extra ideas to the sheet. The process is repeated until the sheets arrive back at their starting point.

Materials

manila paper, 3 different colors of pentel pen /crayon masking tape

Activity 1 – Hot Potatoes

Advance Preparation:

Prepare 3 sheets of manila paper. Call them “Hot Potatoes”. Write each of the topics ( forest, sea/coral reefs and river) on the top portion of each sheet: Write also the following questions:

• What does it look like?

• What are the things that we get from it?

• In what ways does it help people? During the activity

1. Organize students into about 3 groups or 6 groups (where two groups will have the same topic). You may double the number of groups if the class size is big which means that two sets with three groups each will do the activity simultaneously.

2. Tell students that they will be having an activity which require a quick and fast response.

3. Introduce the “Hot Potato” and give the following instructions:

(a) Answer the questions on manila paper within 30 seconds to 1 minute. (b) When the time is up, a whistle will be blown.

(c) Then, pass the sheet which you answered to the next group and receive another sheet from the other group for another topic.

(d) The same process will be followed until you finish answering the questions for the three topics. This means that the first topic you answered arrives at your group. 4. Distribute a “hot potato” to every group. Then, blow a whistle to start the activity. 5. When done, let each group share with the group the ideas on the “hot potato” they are

holding.

6. Facilitate in the presentation of output. Help them realize that:

• Forests, seas/coral reefs and rivers help us in different ways. It is in these places where people derive their basic needs and source of materials for other needs.

Formative Assessment

You may use Small Group Assessment Checklist on page 17 in assessing students participation in the activity.

Roundup

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• described forests, seas/coral reefs and rivers.

• enumerated the different things people get from forests, seas/coral reefs and rivers.

• Identified different ways forests, seas/coral reefs and rivers help people.

2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.

Background or purpose

After students have identified the different ways ecosystem help humans, they will list some human activities which greatly affect the interrelationships in different ecosystems.

Strategy

1. Concept Web is a graphic organizer which is sometimes called a mind map. It is consist of a set of linked bubbles of associated ideas. It is useful in generating ideas for concepts with related topics and subtopics or themes and minor themes. It capitalizes on the brain's ability to connect and associate related ideas. As ideas are captured on the concept web, new ideas are triggered on related topics or themes. These are joined by lines (sometimes using arrows) to show the relationship.

2. Small Group Discussion is a strategy used to generate ideas on a certain topic from all students in a limited time. This is done to increase the student -student interaction and to encourage participation of every student especially in expressing his/her ideas.

Materials

for the teacher:

• manila paper, pentel pen, glue, a pair of scissors, 12 pcs. cardboard (for the pictures and task cards)

for each group of students:

• an envelope which contains 1 pentel pen, 1 picture of the ecosystem, (see Teacher Resource Sheet for Activity 2, “Ecosystems”, pages 19 - 21), 1 task card, red and green crayons, manila paper

Activity 2: Pictures and Web

1. Enlarge the sample Concept Web as shown in Teacher Resource Sheet for activity 2 “Pictures and Web” page 18 on a manila paper. Use this as you explain how it shall be filled in.

2. Make two copies of the pictures from Teacher Resource Sheet for Activity 2, “ Ecosystems” on pages 19 - 21. Cut and paste them on cardboards. You may use your own pictures if they are available.

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During the Activity:

1. Organize students into about six (6) groups.

2. Tell them that they are going to have an activity which will help them get a clearer picture how people interact with the ecosystem and see if those interactions can cause harm to the ecosystem or not.

3. Show a sample Concept Web and explain what it is - the different shapes of bubbles and the purpose of using it.

4. Distribute the materials stated above. Have them read the challenge. Clarify instructions/challenge if students do not fully comprehend them.

5. Give them enough time to do the task. 6. When done, let them present their output.

7. Facilitate in the presentation of output. Highlight the bad effects mentioned which relate to the topic. Let them revisit their output after activity 3 will be fully discussed. 8. Ask them to revisit their output in this activity after all activities have been fully

discussed and make amendments to it, if there are.

9. Give an overview about the topic with its objectives. Tell them that they are going to identify more human activities and their effects on the interrelationships in different ecosystems, and plan activities to address the harmful effects of those activities.

Formative Assessment

You may use Group Work Rubric on page 31 in assessing students participation in the activity.

Roundup

Students should have:

• identified some human activities and their bad effects on the different ecosystems; and

• been given an overview of the topic and their objectives.

3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.

Background or purpose

Human beings are the stewards of plants and animals. But because of their needs and interests, they do things which pose negative effects/destruction/harm to the ecosystem. This Learning Guide is about some human activities and their impact on the

interrelationships in the ecosystem. The activity in this stage addresses the skills required in BEC Competencies for Grade VI Science and Health, Unit II, numbers 4.1 – 4.3.2.

Challenge:

1. Copy the concept web on the manila paper.

2. Look at the picture and list the different ways ( fishing, hunting, etc.) people use that ecosystem. List them on the bubbles around the central idea.

3. Then, write the effects of those ways/activities towards the ecosystem on the next set of bubbles.

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In this stage, students will be working in groups to identify the cause and effects of some human activities in the interrelationships in the ecosystem and suggest ways to address these effects.

Strategy

Small Group Discussion

Materials

for teacher's use:

• Teacher Resource Sheet for for Activity 3 “Missing Photographs Challenge Cards”, page 22, Teacher Resource Sheet for for Activity 3 “Missing Photographs 1-5”, pages 23 - 29, Teacher Resource Sheet for for Activity 3 “Missing Photographs Table” page 30, glue, cardboards, a pair of scissors

for each group of students

• a brown envelop which contains a challenge card, 2 pictures (from Teacher Resource Sheet for Activity 3 “Missing Photographs 1-5”, pages 23 - 27), 3 - ½ sheets bond paper, glue, pencil, pentel pen, crayon, ½ sheet manila paper and crayons

Activity 3 – Missing Photographs

1. Cut and paste the Challenge Cards on a cardboard and put each in a brown envelope. 2. Cut and paste each each picture and/boxes on a cardboard (see Teacher Resource Sheet

for Activity 3, “Missing Photographs 1-7”, pages 23 - 27). Each group should have a set of 2 pictures, nos., 1 and 3 and boxes nos., 2, 4 and 5. Put them in a brown envelope together with the other materials listed above.

3. Prepare an enlarged table (see Teacher Resource Sheet for Activity 3 “Missing

Photographs Table” page 30 )on manila paper/chalkboard. Use this in consolidating the students' output.

During the activity:

1. Organize students into about five (5) groups.

2. Distribute the envelope for Activity 3 “Missing Pictures”.

3. Have each group brainstorm on what the picture would be in every frame using the question on every boxes as their guide. They may draw or describe in text their answers.

4. Give them about 20 to 30 minutes to accomplish their tasks.

5. When done, let the group present their output. Ask the other to add only those ideas not mentioned by the other groups to save time.

6. Ask a member from their group to fill in the table with their data while the report is going on.

7. Assist in the filling in of the table and facilitate in the processing of output. Ask the following questions:

• What are some human activities which disturb/have negative effects to the different ecosystems?

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• How are the interrelationships in the different ecosystems disturbed?

• How do you feel upon knowing that people have done great damage to the different ecosystems?

• What can you do to help in restoring/preserving/conserving the condition and interrelationships in the ecosystem?

8. Provide lecturette. Make sure students develop the following concepts:

• Human beings interact with the ecosystem.

• Some human activities disturb the interrelationship in the ecosystem. Some of these activities are deforestation, improper garbage disposal,destruction of coral reefs, overpopulation, destructive methods of fishing and overuse of pesticides.

• These activities harm the ecosystem. They kill the different organisms and destroy the habitat which result to the disturbance of interrelationships in the ecosystem. The food chains/web will be destroyed which will lead to

death/migration or extinction of some species. The above mentioned activities will also have bad effects to other/different ecosystems because one ecosystem co exist with the other. This means that even if deforestation happens on the forest, it's ill effects extends to the other ecosystem like coral reefs because of landslide/flash floods which will bring sediments to the seas and blocks the sunlight needed by coral reef to survive.

• Other bad effects of human activities are air, water and soil pollution and global warming. All these things disturb the interrelationships in the ecosystem as they kill some/most of the organisms living in the affected areas.

• There are several ways people can do to maintain the balance of life in the ecosystem.

– Dispose garbage properly. Recycle and reuse the materials and garbage;

– Protect the animals;

– Assist in the restoration of habitat;

– Report/Surrender captured endangered animals;

– Avoid hunting/killing animals in the wild.

Formative Assessment

You may use Group Work Rubric on page 31 to assess student's participation during the activity.

Roundup

Students should have:

• identified and discussed some human activities which disturb/harm the ecosystem;

• described the effects of some human activities to the interrelationships in the ecosystems, and

• enumerated some ways to protect and conserve the balance of life in the ecosystem.

4. Check for Understanding of the Topic or Skill

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Background or purpose

In this stage, the students will be working in groups to simulate human activities which can harm/disturb/destroy different ecosystems like deforestation, destructive methods of fishing, improper disposal of waste, destruction of coral reefs and some problems on overpopulation. Their presentation should include the human activities, their effects to the ecosystem and solutions to restore/preserve/manage the ecosystem.

Strategy for Activity 4.1

Small Group Discussion and Concept Maps

Materials:

Concept Map in activity 2, pentel pen

Activity 4.1: Revisiting the Concept Maps

1. Using the same grouping in activity 2, let them revisit their concept maps.

2. Have them take a look at the different activities and their effects to the ecosystem they previously made.

3. Ask them to make amendments/add information to their concept map. 4. When done, call a group to share their concept map to the class. 5. Ask the other group to add those ideas not mentioned by other groups. 6. You may provide input if there are still misconceptions.

Strategy for Activity 4.2

Simulation is a strategy where pupils play the role of a certain character in a scenario. It promotes evaluative and critical thinking as they contemplate on the implications of the scenario.

Materials:

for teacher's use

• Teacher Resource Sheet for Activity 4.2 “Scenarios”, page 32, a pair of scissors, a box, number card.

Activity 4.2: Lights, Camera, Action!

1. Cut and roll the scenarios ( see Teacher Resource Sheet for Activity 4.2, “Scenarios”, page 32. Put them in a box.

2. Organize students into about six groups.

3. Tell them that they are going to simulate scenarios which will depict human activities, their effects to the ecosystem and possible solutions to restore/preserve/manage them.

4. Assign the situations in advance to give time for each group to rehearse and prepare their props. Have them draw lots on the scenario to be simulated.

5. Prepare strips of paper and number it 1-5. This is called number cards. Use this to determine the sequence of performing groups. Put them in a box.

During the activity:

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2. Instruct the non performing groups to observe the performing groups and list the activities, effects to the ecosystem and solutions to restore/conserve the interrelationships in the ecosystem they simulate.

3. Give each performing group about 2 minutes to prepare6 minutes to perform and 2 minutes to clean up the stage after the performance.

4. Facilitate debriefing every after presentation. Ask the following to the observers:

• What were the human activities shown in the presentation which disrupt the interrelationship in the ecosystem?

• How did those activities affect the interrelationships in the ecosystem?

• How were they addressed?

• As an observer of the presentation, what else can you suggest to restore interrelationship the ecosystem?

5. When done, give appreciation to every group for the presentation they did.

Formative Assessment

You may use Presentation/Simulation Rubric, page 33to assess student's performance during the activity.

Roundup

Students should have

• made amendments/added information to their concept maps;

• presented a simulation depicting scenarios on some human activities that disrupt the interrelationship in the ecosystem;

• suggested ways on how those interrelationships be restored. S

5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.

Background or purpose

In this stage, students will be working in groups to use what they learned from the activities about ecosystem.

Strategy

Poster Making is an activity where students are given opportunity to express their

opinions, feelings on certain situation through drawing. This will enhance their visualizing and drawing skills.

Small Group Discussion

Public Speaking – is a strategy where students are engaged in face to face interaction with the people in their community other than their teachers and classmates. This strategy will develop self confidence, communication skills and the attitude of being responsible.

Materials:

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Activity 5 Option 1 – Public Awareness Campaign

As a class let students initiate a public awareness campaign to various purok in their barangay to increase the awareness of the value of different ecosystem/places like coral reefs, rivers, forest (whatever is in their locality), the threats they face, what the government is doing and what individuals can do to help.

1. Organize students into different groups.

2. Tell students that they will be working on public awareness campaign with the help of the community officials to help solve the environmental problem in their community. Explain that through this activity, they will be able to reach and involve everyone in the community.

3. Have them identify an area which need to be protected/restored in their community. Let them identify and list the importance or the value of that place and the threats it is facing. They will be sharing these information to the members of the purok.

4. Have each group create a poster depicting some ways one can do to protect /preserve/ restore the ecosystems. Let them bring their posters during the campaign.

5. Involve the heads and officials of the community to help in the public awareness campaign. Let them talk about the government's actions to address the problem and some ways the community can do to help solve the problem.

6. With the leaders in every group, inform officials in your community about the plan and their role during the campaign and settle the dates for the campaign.

Materials:

pencil, paper

Activity 5 Option 2 – Ecosystem Conservation Action Plan

1. Organize students into groups

2. Let them devise and implement a plan to protect/restore or preserve an area in their community. Activities can be: clean up drive on canals, along the roads or parks and tree planting.

3. You may show a sample action plan template and talk about what to fill in in each column (see Teacher Resource Sheet for Activity 5 Option 2, “Sample Action Plan Template”, page 34). Talk about what to fill in in every column.

4. Assist each group while they make their action plan. 5. When done, have them share their action plan to the class. 6. Assist students implement their action plans.

Materials:

Songs about conserving/protecting the environment, CD/VCD/DVD player

Activity 5 Option 3 – Rhythm of Nature

Let students work in groups to perform an interpretative dance of a song about

environment. Example: Kapaligiran by Asin, Aguila by Joey Ayala, Anak ng Pasig by Smokey Mountain, etc.

Formative Assessment

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Roundup

Students should have used what they learned on protecting/conserving/preserving the ecosystem through different activities like public awareness campaign, implementing an action plan, making poster and interpreting songs.

6. Closure

This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.

Background or purpose

Students will be working individually or in pairs to reflect on their activities and think about their learning and how they can use them in real situations.

Strategy

Reflective Writing is a strategy where students are given opportunity to think about their activities and identify what they learned from it.

Materials

paper and pen

Activity 6 – My Journey in Ecosystem

7. Organize students into about four groups.

8. Within their groups, have them think about their lessons and activities in ecosystem. 9. Post the following questions on the board:

• What are the things that you learned from the topics about ecosystem?

• What are your realizations about them?

• How will you show/use your learning?

10.Distribute activity sheet for Activity 6 “My Journey in Ecosystem”, page 37. 11.Give them enough time to finish the task.

12.When done ask them to share their reflection within their group. Then each group will share their common learning, realizations and ways to show/use their learning with the whole class.

Roundup

Students should have expressed their learning, realization and ways to show /use them on a reflection sheet.

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.

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Teacher Resource Sheet for Activity 1

Small Group Assessment Checklist

Group Number/Name ________________________________ Name of Activity: ____________________________________

DIRECTIONS: This form is designed to help you evaluate student work in cooperative learning groups. Read each statement below. Then, fill in the column with a check mark (/) for the behavior demonstrated by the group in an activity.

Criteria

1. Each member had a clear understanding of the group's task.

2. Group members listened willingly to one another.

3. There was strong leadership within the group.

4. Group members encouraged others to express opinions or contribute information.

5. The group fulfilled all the requirements of its assigned task.

6. Overall, the group worked well together.

Additional Comments:

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Teacher Resource Sheet for Activity 3

Missing Photographs Challenge Cards

Challenge

1. Arrange the pictures and the sheets of bond paper on a manila paper according to their number. You now have an incomplete picture series.

2. Answer the question on the sheets of bond paper on the space provided for to complete the picture series. You may draw or write your answers.

Challenge

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Teacher Resource Sheet for Activity 3

Missing Photographs (1)

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Teacher Resource Sheet for Activity 3

Missing Photographs (2)

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Teacher Resource Sheet for Activity 3

Missing Photographs (3)

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Teacher Resource Sheet for Activity 3

Missing Photographs (4)

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Teacher Resource Sheet for Activity 3

Missing Photographs (5)

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Teacher Resource Sheet for Activity 3

Missing Photographs (6)

What do you think happened here that results to the next scenario? What do you think are the effects of the previous scenario to the interrelationships in the ecosystem?

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Teacher Resource Sheet for Activity 3

Missing Photographs (7)

What possible activities/ways you can do to restore/conserve the

interrelationships in the ecosystem? What possible activities/ways you can do to restore/conserve the interrelationships in the ecosystem?

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Teacher Resource Sheet for Activity 3

Missing Photographs Table

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Teacher Resource Sheet for Activity 2

Group Work Rubric

Category Excellent 4 Good 3 Satisfactory 2 Needs Improvement 1

Quality of Work _{Highest quality}

work _{High quality work}

Work sometimes needs re-doing

Work usually needs re-doing

Contribution to

Group All the members of the group worked together to produce excellent

output/s.

Most members of the group worked

together to produce good

output/s.

Some members of the group worked

to produce satisfactory

output/s.

Only one or two members of the group worked. The

output is unfinished or needs

re doing.

Listening to Other's Points of View

Everyone shared and listened to each other and used what was heard to improve the group's output.

Most members listened while others talk, used

some that was heard to improve

group's output.

Only few listened while someone is sharing ideas. Some of the ideas

were used to produce output.

Few members tried to listen while someone is sharing.

Some did not share ideas, some argued. The output

needs re-doing.

Distribution of Group Tasks

Work was shared fairly by all members of the

group

Work was shared by most of the members of the

group.

Work was shared by some of the members of the

group.

Work was not shared or done by

one or two members of the

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Teacher Resource Sheet for Activity 4

Scenarios

1. Ramon sprays pesticide on his fruit trees, vegetables and ricefield more than what is needed because he believes that it will kill pesticides, make his plants healthy and increase the yield.

2. A group of fishermen wanted to have good catch. Some used cyanide, others used deep trawls while others used muro ami.

3. Groups of people settled in a part of a forest. They cut the trees and burn the forest so they can build their homes and make cultivate the land for farm.

4. A certain community dumped their garbage on the river.

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Teacher Resource Sheet

Presentation/Simulation Rubric

4 3 2 1

Organization

Presents the information in logical

, interesting sequence which audience can follow

Presents the information in logical , sequence which audience can follow. Audience has difficulty following the presentation because members jump around

Audience can not understand the

presentation because there is

no sequence of information. Presentation of Characters Convincing communication of character's feelings, situations and motives Competent communication of character's feelings, situations and motives. Adequate communication of character's feelings, situations and motives. Limited communication of character's feelings, situations and motives.

Use of Props

Impressive variety of props are used in exemplary ways. It

reinforced the simulation.

Good variety of props are used in competent ways. which related to the simulation.

Satisfactory variety of props

are used in an acceptable way. They rarely support the simulation. Props are inappropriate or uses no props at

all.

Group Work

Works very well with others. Assumes clear

role and responsibilities.

Works well with others. Takes part

in most decisions and shares in the responsibilities.

Works with others but has difficulty sharing decisions

and responsibilities.

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Teacher Resource Sheet for Activity 5 option 2

Sample Action Plan Template

Activity Date Persons Involved Materials Needed

1. Talk with the principal about the plan.

2.

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Teacher resource Sheet for Activity 5

Public Awareness Campaign Rubric

CATEGORY 4 Excellent 3 Proficient 2 Satisfactory 1 Below Standard

Organization Student presents the information

in logical , interesting sequence which audience can follow Student presents the information

in logical , sequence which audience can follow. Audience has difficulty following the presentation because members jump around

Audience can not understand the

presentation because there is no

sequence of information.

Knowledge Student

demonstrate full knowledge (more than required) by answering all questions with explanations and elaboration.

Student is at ease and answers most questions with explanation and some elaboration. Student is uncomfortable with information and is able to answer only rudimentary questions but fails to elaborate.

Student does not have grasp of information. He/She can not answer questions about the subject.

Verbal

Techniques Uses clear voice and correct, precise

pronunciation of words so that audience can hear and understand him/her.

Voice is clear. He/She

pronounces most words correctly. Most of the audience can hear him/hear.

(36)

Teacher Resource Sheet for Activity 5

Poster Making Rubric

Visual Impact

Relevance to the

Theme

_Workmanship

4 Very appealing

and unique; it

shows original

ideas. The

colors used

blend well. It

draws attention

and interest.

The drawing

/information

clearly relates to

the theme. There

is an evidence of

thorough

understanding of

the theme.

Very neat and

organized.

3 Appealing and

some unique

features, some

colors did not

blend with the

others but

enough to draw

attention.

The

drawings/informa

tion shows some

relevance to the

theme. Shows

some

understanding of

the theme.

Neat and

generally

organized.

2 Not appealing,

very common

ideas and colors

did not blend

well. It catches

little attention.

The

drawings/informa

tion shows little

relevance to the

theme. A little

understanding

about the theme.

Some messy

portion.

1 No colors used,

does not catch

attention.

The drawing /

information does

not show

relevance with

the theme. No

understanding

about the theme.

Very messy.

Points

(37)

Activity 6

My Journey in Ecosystem



learned that



realized that

(38)

For the Teacher:

Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.

Stage

_1.

Activating Prior

Learning

2.

Setting the

Context

3.

Learning

Activity Sequence

4.

Check for

Understanding

5.

Practice and

Application

6.

Closure

Strategies

Activities from the Learning Guide

Extra activities you may wish to include

Materials and planning needed

Estimated time for this Stage