Third Year Science
Introduction
Module 1 Importance of Chemistry
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.
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.
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.
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.
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
Students have background knowledge about matter. This stage aims to look into that prior knowledge and use it as a basis in defining Chemistry.
Strategy
Activity 1 “Say Something About Me” (6 min)
Materials needed:
• manila paper • pilot pen
Procedure:
Divide the students into groups of 5.
Post the word “Matter” on the board . Ask all the groups to think of appropriate words/concepts related to the one posted. Let them write these words on the blank circles provided to show the connection of ideas. Additional circles may be drawn as needed. Give them 3 minutes to do the task.
Formative Assessment
Checklist for Group Work will be used. (refer to page 28)
Roundup
Using appropriate questions, guide the students to come up with a definition of Chemistry. Chemistry is a branch of science which deals with matter: its properties, composition, structure , changes and energy that accompanies these changes. Since matter is all around us so do chemistry.
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
In this stage, the students will do an activity as an example to give them an insight that chemistry is everywhere and appreciate its importance.
Strategy
Group Work to instill in their minds the essence of helping one another in attaining a common goal.
Option 1
Activity 2- How To Get Iron Out Of Breakfast Cereal (15 minutes)
Materials needed:
• 2-3 cups iron fortified cereal
• magnet • bowl
• spoon or other utensil • water
• blender (optional) • tissue
Procedure:
Ask the students if they are familiar with the word iron. Solicit example of materials made of iron.
Ask “Do you want to know what iron looks like?”
Inform the students that they will perform a magic by doing a simple chemistry activity. Divide the class into groups of 8.
Distribute Student Activity Sheet 1- How To Get Iron Out of Breakfast Cereal ( refer to page10.
Make sure students understand the instruction. Move around to ensure that students are on task.
After the activity, tell the students that the activity is just one among many studies done in chemistry.
Instruct the group to write a journal on how they feel about chemistry based on the experiment done.
Option 2 “Chemistry Everywhere!”
Post the word “CHEMISTRY” on the board. Encircle it and draw connecting lines and figures like the one presented below. Guide the students to find specific application of chemistry in the different fields identified (e.g home, school, industry, office,etc)
Formative Assessment
Performance Assessment (refer to page 30)
Roundup
Cooking is Chemistry. When you study about it, you come to understand a bit about how
CHEMISTRY
In the
school
explanation for everyday things, like why laundry detergent works better in hot water or how baking soda works or why not all pain relievers work equally well on headaches. If you know some chemistry, you can make educated choices about everyday products that you can use.
In other words, knowledge in chemistry guides chemist in the development of new
processes to manufacture new products,in making new compounds and in explaining those changes that occur naturally.
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
Students are given an activity for them to realize that whoever they are, wherever they live,chemistry is present in everything they do,improving their lifestyle and the world itself.
Strategy
Reading-Writing Connection is a strategy used to make reading more concept oriented and more interesting.
In here, each group will describe a given picture. They will then receive a reading text which explains the picture assigned to them. The guide question/s will guide the students on what to focus in their reading material thus making reading more meaningful and interesting.
Activity 3- CHEMISTRY- You Can't Live Without It! (20 minutes)
Materials needed:
• pictures of different situations • marking pens
• reading material • manila paper
Procedure:
Post the pictures on the wall of the classroom. See to it that these pictures are at a certain distance from each other to provide space for the group assigned to it. Divide the class into 9 groups.
Inform them that each group will be given an activity sheet (refer to page 11) and a reading material entitled “Chemistry-You can't live without it!” (refer to pages 13 - 24 for the pictures and reading materials).
Assign one group for each picture.
Ask them to read and record the key information learned from the reading material. This time get them to compare their own descriptions with the information given in the reading material.
Let each group assign a reporter to discuss their work to the whole class.
Formative Assessment
Checklist for Oral Report and Rubric for group performance will be used. (refer to page 29 for the Rubric for Oral Report and page 30 for the rubric for group performance)
Roundup
Students should be able to realize that chemistry is part of the fabric of life--from the air thatwe breath, the water that we drink, the soil where we build our homes to the colors that surround us and the electronic devices that make our life so convenient. Chemistry affects our life and the way we live.
4. Check for Understanding of the topic or skill
This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Background or purpose
Students should have gained an understanding on the importance and role of chemistry in society and industry. This will help them do theirtask in this stage.
Strategy
Mind Map is a visual representation or graphic organizer that demonstrates connections among key concepts and ideas. It is used to summarize what they understood from the discussion done earlier.
Activity 4- Map Me Out! (20 minutes)
Make sure that students are now back in their proper seats.
Briefly review the students on the different situations depicted by the pictures shown previously. Focus on the role of chemistry.
Distribute Student Activity Sheet 3- Map Me Out! (refer to page 25) Emphasize that the activity will be done individually.
Discuss the instructions carefully to ensure that they know their task.
Go around,check if students are doing their work and guide them in doing the activity.
Formative Assessment
Check the concepts included in their mind map as well as the connection and flow of ideas.
Roundup
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
With the concepts learned from the previous activities, students will beable to express their knowledge on the importance and role of chemistry in their lives through a song, poem, dance,story or poster.
Strategy
“Act It Out” –a strategy where students are asked to express their understanding on the importance and role of chemistry through a poem, dance, story or a drawing. It involves using the key information about a lesson and it caters to the different learning styles of the students. It enhances their skills and invites maximum participation.
Activity 5 – Act It Out! (35 minutes)
Tell the students that in the next activity they will again express their understanding on the importance and role of chemistry in their lives. Emphasize that this will be done through a song, poem, dance, story or poster.
Prepare drawing materials for those who would prefer to draw. Divide the class into groups of 10.
Let the group decide as to how they will express it.
Prepare and assign certain location for students' rehearsal. They should be easily
monitored/guided so that they cannot disturb other classes. Give them 15 minutes to do this activity.
After each presentation,give due recognition for their effort . You may discuss issues or clarify misconceptions.
Formative Assessment
Performance Assessment through rubric.( refer to page 30)
Roundup
Chemistry is the study of our material world. We study the composition of materials and how their structures affect their properties and behavior. Many things we use daily are products of chemistry.
Almost everything in the bathroom exists because of chemistry, from the toothbrush and soap to the shampoo, flagrancies and moisturizers.
The wardrobe would also be empty without the contributions of chemistry. Our clothes are constantly improving in style and chemistry makes them easier to wash, more stretchy, anti-static and anti-allergic.
Almost all equipments in the office such as computers, glue, clips, phones and chairs are products of chemistry.
In our home, chemistry products are everywhere:plates, spoons, cups, pans, detergents, soap, bleach and many more.
Chemistry also contributes to the study of Physics. Motion and force of an object depend on the amount of matter present in it.
All these mentioned products and chemistry related field of sciences only show that anywhere we go, chemistry is there.
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 already know about the importance, role and contribution of chemistry to other sciences. This awareness will help them predict possible consequences of a given future event.
Strategy
Future Wheel is a strategy that allows the students to predict consequences resulting from certain events.
In this activity, students are asked to predict some possible consequences if more chemical products are manufactured in the year 2008 and beyond.
Activity 6- CHEMISTRY-TOMORROW AND BEYOND! (20 minutes)
Divide the class into 5 groups.
Distribute Student Activity Sheet 4 “Chemistry – tomorrow and Beyond” (refer to page 26) Explain the procedure thoroughly.
Show a sample future wheel to aid understanding and guide them in their next task. Move around and guide them in performing their task.
Formative Assessment
Completed Future Wheel of each group will be checked. Students will be asked how they felt while doing the activity.
Roundup
From the series of activities done, students will able to realize the importance of chemistry -- that in our society, be it in the school, at home,in the office, in
transportation, and everywhere, chemistry is always there. Chemistry could help explain some of the things we observe and encounter everyday.
Chemistry also contributes to the understanding of other sciences.
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.
Student Activity Sheet 1
How To Get Iron Out of Breakfast Cereal
Materials(per group):
•
iron fortified cereal
•
bowl
•
tap water
•
spoon
•
blender(optional)
•
bar magnet
Procedure:
1. Pour the cereal into the bowl or blender.
2. Add sufficient water to completely cover the cereal (it's not an exact
measurement-you can add as much as you like).
3. Mash the cereal with a spoon or mix it with water using a blender. The more
finely ground the cereal is,the easier it will be to get the iron.
4. Stir the magnet through the crushed cereal. Iron is heavy and will sink, so be
sure to pay attention to the bottom of the bowl. If you used a blender, make
sure you can get to the particles at the bottom of the jar.
Answer briefly:
1. What had you observed?
Student Activity Sheet 2
CHEMISTRY-YOU CAN'T LIVE WITHOUT IT!
Materials:
•
picture
•
marking pen
•
manila paper
Procedure I:
1. Study the picture assigned to your group.
2. Write a paragraph describing how chemistry is present in the picture.
3. Write your answer on the left column of the chart under the heading “Before
reading”. This is
found in the activity sheet 2.1 “Chemistry-You can't live
without it!”.
4. Post it beside the picture.
Procedure II:
1. Read the text given by the teacher.
2. Record the key information learned from the reading material. Write it on the
right column of the chart under the heading “After reading”.
Student Activity Sheet 2.1
CHEMISTRY-YOU CAN'T LIVE WITHOUT IT!
Directions: Describe the picture assigned to your group. Focus your description on
how chemistry is used in the situation. Record your ideas on the first column
(Before Reading). When you are done reading the materials, record the key
information learned from it. Write your ideas on the second column (After
Reading.)
Importance and Role of Chemistry
Student Activity Sheet 2.2
CHEMISTRY-YOU CAN'T LIVE WITHOUT IT!
In The Apartment
Almost everything in the bathroom exists
because of chemistry, from the toothbrush
and soap to the shampoo, fragrances and
moisturizers. The toothpaste wouldn't lie
conveniently on the toothbrush bristles if it
didn't contain a water based soluble
polymer to thicken it. The shampoo no
longer comes in glass bottle but in plastic
tubes and containers that absorb the
impact when dropped onto hard surfaces.
The wardrobe would also be empty without
the contribution of chemistry. Our clothes
are constantly improving in style and
function as chemistry makes them easier to
wash, more stretchy, static,
anti-allergic or anti-perspiration. Modern
clothing is now made from a range of
natural and synthetic fibers with chemicals such as silicon helping to put the
bounce into wools and to make our clothes softer and more durable. Silicon also
gives brilliant color to modern dyes and make shoes, raincoats and sportswear
waterproof and long lasting.
Soluble easily dissolved in or as if in liquid and especially water.
Polymer a natural or synthetic chemical structure where two or more like molecules are joined to form a more complex molecular structure.
Antistatic reducing, removing or preventing the build up of static electricity.
Silicon an element used for steel making, in other alloys and in semiconductors.
Student Activity Sheet 2.3
CHEMISTRY-YOU CAN'T LIVE WITHOUT IT
In The Office
The old-fashioned typewriter seems
amazingly primitive in an age when
computers are everywhere. But this
revolution in the way we work could not
have happened without chemistry. Almost
all the equipment on the desk is made of
plastic - the monitor and keyboard, the
mouse and printer, the connection and
circuit boards. Chemistry even contributes
to the clips, glue, and rubber bands. It
takes the thermoplastic resins to make the
diskettes and synthetic rubber to
manufacture the perfect little sphere on
the underside of your mouse.
Chemistry has also advanced the revolution
in mobile communications. We've seen
extraordinary changes from the walkie-talkie of World War II, to the early mobile
phones of the 1980's (the size of a brick - remember those?) to today's lightweight
devices that slip into a pocket, connect you to the internet and allow you to play
games, send pictures and many more.
Thermoplastic resins a material that softens when heated and hardens again when cooled.
Student Activity Sheet 2.4
CHEMISTRY-YOU CAN'T LIVE WITHOUT IT!
Breakfast
Take chemistry away and the baby has no plate, no spoon and no cup. The
chemicals in each make it just right for the job to do. Chemists and designers are
constantly improving these everyday items to give
them the qualities we want - from ease of use to
greater resistance to dishwashing machines.
Thanks to a tough, slippery plastic called Teflon,
Sarah's mother can cook breakfast without having it
stick to the pan. Teflon also makes life smoother as a
coating for ovens and baking tins. It makes barbecue
gloves non-scorching and helps flat iron to glide over
the clothes. Elsewhere, it's use in fireproof suits for
bearings and ball joints in car engines (it could one
day eliminate the need for lubrication.) Surgeons are
even using Teflon tubing to replace sections of artery.
Teflon a material used to coat cooking utensils and in industrial applications where sticking is to be avoided.
Scorching capable of causing burns.
Student Activity Sheet 2.5
CHEMISTRY-YOU CAN'T LIVE WITHOUT IT!
Cleaning and Dusting
Without detergents (which of course are
made of chemicals), people would find it
hard work keeping their homes clean and
hygienic. By safely getting rid of dirt,
germs, bacteria and other contaminants,
detergents help us to stay healthy, to care
for our homes and possessions and to
make our surroundings more pleasant.
The really dirty jobs around the home may
need bleach - a powerful cleansing agent
known to our grandparents. Bleach has
been used since 1913 when researchers
developed a formula that was affordable
and easy to use. Generations of home
owners have since used it to keep their
surfaces spotless and their families
healthier.
Contaminant something that pollutes.
Bleach to make whiter or lighter especially by physical or chemical removal of color.
Sources: http://www.chemistryandyou.org/base_eng.htm
http://search.yahoo.com/search?p=definition+of+contaminates&ei=UTF-8&fr=FP-tab-web-t500&x=wrt
Student Activity Sheet 2.6
CHEMISTRY-YOU CAN'T LIVE WITHOUT IT!
Enjoying Clean Water
Water is essential to life but difficult to
keep safe from contamination. Making
impure water clean and fit to drink
requires the use of chemicals-notably
chlorine which acts as a powerful
disinfectant. Added to water in minute
quantities, chlorine quickly kills bacteria
and other microbes and ensures clean
water right to the tap. Today, almost all of
the world's drinking water depends on
chlorination.
Chlorine was first used in drinking water in
the late 19
thcentury to control the spread
of water-borne diseases such as typhoid
fever, cholera, dysentery and
gastro-enteritis. Between them, these have killed
more people than all the wars in history. According to the World Health
Organization, “ The adoption of drinking water chlorination has been one of the
most significant advances in public health protection.
Chlorine a halogen element that is isolated as a heavy greenish-yellow diatomic gas of pungent odor and is used especially as a bleach, oxidizing agent, and disinfectant in water purification.
Disinfectant an agent that frees from infection: a chemical that destroys vegetative forms of harmful microorganisms (as bacteria and fungi).
Typhoid is a bacterial infection characterized by diarrhea, systemic diseases, and a rash most commonly caused by the bacteria Salmonella typhi.
Cholera is an acute diarrheal illness caused by a bacterium, Vibrio cholerae.
Dysentery a disease characterized by severe diarrhea with passage of mucus and blood and usually caused by infection.
Gastroenteritis inflammation of the lining membrane of the stomach and the intestines characterized especially by nausea, vomiting, diarrhea and cramps.
Student Activity Sheet 2.6
CHEMISTRY-YOU CAN'T LIVE WITHOUT IT!
In The Surgery
Chemistry is used to manufacture nearly all the devices
and drugs used in surgeries and hospitals. In the last few
decades, new medicines and new medical equipment
and processes have helped to cure many more diseases
and have vastly increased our life expectancy. Millions of
lives have been saved and improved with the help of
chemistry.
Much of the progress is due to new kinds of plastics.
Examination gloves, disposable syringes, feeding tubes,
blood bags, heart valves, pacemaker and many other
medical devices have been made possible or been
stronger and more reliable - as a result of these,
lightweight and versatile materials. The fact that plastics are compatible with
other materials makes them more useful to manufacturers.
Feeding tube is a medical device used to provide nutrition to patients who cannot or refuse to obtain nutrition by swallowing.
Artificial heart valve is a device which is implanted in the heart of the patients who suffer from valvular diseases.
Artificial pacemaker is a medical device designed to regulate the beating of the heart.
Sources: http://www.chemistryandyou.org/base_eng.htm
Student Activity Sheet 2.7
CHEMISTRY-YOU CAN'T LIVE WITHOUT IT!
In The Car
As a person drives home, he's surrounded by
about a million peso worth of products of
chemistry. Thanks to their strength and
versatility, plastics offer greater freedom to
vehicle designers while helping to make seat
belts stronger, dashboards, and door panels
more shock-absorbent and seats lighter and
thinner. If he crashes, his life could be saved by
a chemical reaction that releases hot nitrogen
gas onto his car airbag in a matter of
milliseconds.
Substituting lightweight plastic parts for
traditional components in today's cars has
reduced industrialized countries consumption by
about 12 million tonnes a year which also saves
30 million tonnes a year in carbon dioxide emissions. The fact that today's vehicles
last longer also conserves natural resources. Thanks to the innovations such as
sealants and wear-resistant coatings the average life of a modern vehicle is now 17
years compared to 11 ½ years in the 1970's.
Dashboard is a reduced form of control panel located under the windscreen of an automobile. It contains indicators and dials such as the tachometer, speedometer and fuel gauge.
Sealant a substance such as sealing wax, used to seal a surface to prevent passage of a liquid or gas.
Industrialized countries more economically developed countries.
Student Activity Sheet 2.8
CHEMISTRY-YOU CAN'T LIVE WITHOUT IT!
Music At Home
There's chemistry in most musical
instruments. Guitars, for instance, now use
nylon strings instead of animal gut. White
piano keys are no longer made of ivory
from elephants tusks but are molded from
a hard synthetic polymer, especially
formulated to look like ivory. In many
cases, the piano itself is finished in high-
gloss polyester instead of wood. All of
which saves a lot of elephants and a lot of
trees.
Chemistry also enables us to listen to
music at home. CDs have a polycarbonate
base and the hi-fi uses silicon chips.
Extracted from ordinary sand, silicon is a
natural conductor of electricity - but it
takes chemistry to turn the raw material
into the semiconductors that help to power our computers, appliances and
entertainment systems.
Gut part of the alimentary canal especially the intestine or stomach.
Tusks an elongated greatly enlarged tooth (as of an elephant or walrus) that projects when the mouth is closed and serves especially for digging food or as weapon.
Polycarbonate any of various tough transparent thermoplastics characterized by high impact strength and high softening temperature.
Silicon a tetravalent nonmetallic element that occurs combined as the most abundant element next to oxygen in the Earth's crust and is used especially for steelmaking, in other alloys, and in semiconductors.
Student Activity Sheet 2.9
CHEMISTRY-YOU CAN'T LIVE WITHOUT IT!
In The Classroom
An everyday fountain pen may look like a simple
object, but it takes chemistry to make it function.
It has to be attractive and strong, but comfortable
to hold. The ink too, depend on chemistry.
Without ink there would be no books, newspapers,
magazines, banknotes or credit cards. Ink
brightens our world in wall coverings, posters and
art prints and make attractive packaging labels
and advertisements that are so much part of our
lives.
And where there is ink there has to be paper -
another product of chemistry. Producing sheets of
bonded cellulose fiber (paper) requires a range of
chemicals - from the sodium silicate and fumaric
acid that gives brightness and water resistance, to
the calcium hypochlorite and sodium chlorate that provide its whiteness and the
titanium that makes it opaque.
Cellulose a polysaccharide of glucose units that constitutes the chief part of the cell wall, occurs naturally in such fibrous products as cotton and “kapok”, and is the raw material of manufactured goods (as paper, rayon, and cellophane).
Sodium Silicate also known as water glass or liquid glass, available in liquid and solid form, is a compound used in cements, refractories, textile and lumber processing.
Fumaric acid is an acid used in the manufacture of polyester resins and polyhydric alcohols, as a mordant for dyes or as a flavoring. It is a common component of food additives and dietary supplements, and is sometimes used as a substitute for tartaric acid in beverages or baking powder.
an organic acid, C4H4O4, found in various plants and produced synthetically and used mainly in resins, paints, varnishes, and ink.
Calcium hypochlorite is a chemical which is widely used for water treatment and as a bleaching agent (bleaching powder). This chemical is considered to be relatively stable and has greater available chlorine than sodium hypochlorite.
Titanium is a chemical element in the periodic table which is a light, strong, lustrous, corrosion-resistant (including resistance to sea water and chlorine)
transition metal with a white-silvery color.
Student Activity Sheet 2.10
CHEMISTRY-YOU CAN'T LIVE WITHOUT IT!
Contributions of Chemistry to Other Sciences
Source: Soriano, E., Santisteban, C., & Elauria, E. (2002). Chemistry for the New Millenium. Manila: Adriana Publishing Co., Inc.
Medicine
Pharmacy
Nursing
Physics
Psychology
Geology
Student Activity Sheet 2.10
CHEMISTRY-YOU CAN'T LIVE WITHOUT IT!
Contributions of Chemistry to Other Sciences
Reading Material
There are everyday experiences we observe and encounter that can be explained
by chemistry. Chemistry also contributes to the understanding of other sciences.
Take the case of biological sciences which deal with the study of living things. The
growth of plants and animals can be explained in terms of chemical reactions going
on in each organism. Chemistry explains the symbiosis between the animals and
plants illustrated by the oxygen-carbon dioxide cycle.
Physics is a science that deals with motion, force and energy. Chemistry
contributes also to the study of physics. Motion and force of an object depend on
the amount of matter; that is chemistry – related. Energy is transferred through
different media of matter and the particles of matter account for the speed of
energy transmission. Another thing is that, at times, energy is emitted as a result
of chemical change.
Knowledge of chemistry helps a geologist determine the origin and composition of
the earth and its life as recorded in rock history.
In nursing and medicine, new drugs for healing were developed. These include sulfa
drugs, anesthetics, steroids, antibiotics and synthetic vitamins. These are as
important as the development of new surgical procedures in medicine. Chemists
are working with medical doctors in searching for cures for dreaded diseases like
cancer and AIDS (Acquired Immune Deficiency Syndrome).
In nutrition, the lack of adequate food and nourishment is serious especially in
Third World countries such as Africa. Millions of people starve to death due to this
serious problem. It is the scientists', especially the chemists' concern to focus
efforts in yielding more food to feed the world's growing population.
Student Activity Sheet 3
Map Me Out!
Procedure:
1. Recall the different situations shown by the pictures in the previous activity.
2. Write down the different products of chemistry. Identify and write where
these products are being used.
Student Activity Sheet 4
CHEMISTRY-TOMORROW AND BEYOND!
Procedure:
1. Below is a completed future wheel. Explain the connectedness of the
concepts written in each of the figures.
2. Using this wheel as a guide, predict some possible consequences (
more
chemical products in the year 2007 and beyond
).
3. Write the possible consequences in some smaller figures (e.g. ovals, circles,
rectangles). Arrange them around the event given. These can be called the
first level consequences
.
4. If there are other consequences that may arise from any of those you
enumerated, connect them to the specific first level consequences by
drawing an arrow pointing to the second level consequences (please refer to
the completed future wheel) .
Sample completed future wheel
Electrical devices
will be used to do
all the household chores
at home.
Housewives and househusbands will be relieved of such works
There will be an increase
in the use of energy
People will have more time for leisure. Shortage of
STUDENT ACTIVITY SHEET 4.1
Map Me Out!
Teacher Resource Sheet 1
Checklist for Group Work
Criteria Poor
2
Satisfactory
5
Very Satisfactory
7
Excellent
10
All members participated in the group activity.
Members listened to one another.
Peer teaching was exhibited.
Everybody in the group did their assigned task.
Everybody in the group showed cooperation.
Teacher Resource Sheet 2
Checklist for Oral Report
Criteria Never
3
Seldom 5
Sometimes 8
Always 10
1. Gave an interesting introduction.
2. Used complete sentences and appropriate vocabulary accurately.
3. Spoke clearly, correctly, distinctly and confidently.
4. Presented clear
Teacher Resource Sheet 3
Rubric for Group Performance
Indicator Points
5 3 1
Relevance of the performance to the lesson
The performance is very
relevant to the lesson. The performance is slightly relevant to the lesson.
The performance is not relevant to the lesson.
Cooperation of the
members All members work cooperatively Some members of the group do not cooperate. Most of the members of the group do not cooperate.
Performance for dancing: • synchronization • gracefulness
For dancing:
• movement of all members is very synchronized and they danced very gracefully.
For dancing:
• movement of all members is slightly synchronized and they danced with moderate gracefulness.
For dancing:
• movement is not synchronized and they dance with no
gracefulness.
Performance for singing, poem and story:
• voice quality • synchronization
For singing, poem and story:
• voice is very audible and demonstrated a very accurate pitch and rhythm.
For singing, poem and story:
• voice is moderately audible and demonstrated a slightly accurate pitch and rhythm.
For singing, poem and story:
• voice is less audible and demonstrated no accuracy of pitch and rhythm.
Performance for poster: • attractiveness
For poster: • poster is
exceptionally attractive in terms of design, layout, and neatness.
For poster: • poster is
attractive in terms of design. Layout and neatness.
For poster: • poster is
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
