LEARNING GUIDE BASIC EDUCATION ASSISTANCE FOR MINDANAO

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LEARNING GUIDE

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Third Year Science

Introduction to Chemistry

Module 2 - Filipino and Foreign Scientists

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COPYRIGHT NOTICE

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THIRD YEAR SCIENCE

FILIPINO AND FOREIGN SCIENTISTS WHO DID WHAT

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

In this activity, students' prior knowledge on the different scientists will be activated through a game. In here, misconceptions on their prior knowledge will also be corrected.

Activity 1- Who's who?(15 minutes)

Materials:

• manila paper

• envelope containing flashcards

• pilot pen

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Instructions

Divide the class into five groups.

Inform the class that they will play a game.

Give each cooperative group a blank copy of the Sequential Roundtable Alphabet Chart (refer to page 11.)

Let them reproduce it in a manila paper.

Have students name Filipino and foreign biologists with each letter of the alphabet for 5 minutes. Give them a hint that not all letters in the alphabet chart can have a name in it. Instruct them to use the first letter of the first name for an entry in the alphabet chart. Ask students to fill in as many boxes as possible within a designated time period.

After completing their chart , distribute an envelope with flashcards to each group( refer to page 12). Each flashcard has a written key concept on the contributions of biologists. Again with a given time frame, let them paste each strip on the appropriate biologists listed.

Ask each group to assign one member to share their work to the entire class. (NOTE: To avoid cheating, let them post their charts on the board before reporting. )

The group that has the highest number of correct answers wins.

Strategy

Game

A strategy to arouse the interest of the students.

In this activity, they are asked to name biologists in a competitive manner and within a designated time. With this, they will be challenged and motivated.

Sequential Roundtable Alphabet

A strategy which makes use of a chart with letters of the alphabet to aid students in recalling the names of Filipino and foreign biologists whom they learned before.

Formative Assessment

Completed Sequential Roundtable Alphabet Chart will be checked.

Roundup

Scientists with their contributions mentioned in their activity will be discussed further. In their activity, foreign scientists such as Louis Pasteur, Carolus Linnaeus, Gregor Mendel, Charles Darwin, etc. and Filipino biologists such as William Padolina, Pedro Escuro, etc. may be mentioned.

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Background or purpose

This stage will give the students an overview of the topic and its objectives.

Activity

After knowing the important people behind the breakthroughs in Biology, emphasize the importance of learning about the men and women behind the success of Chemistry. Introduce the topic and its objectives and give an overview on what will happen in the next stage.

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

As students study more about chemistry, they will be able to realize the different breakthroughs in this field that are responsible in giving them a comfortable life. They should be able to know the chemists, their contributions as well as their values/traits. The activity in this stage will enable them to do so.

Activity 3- Discover Me!(20 minutes)

Materials:

• rolled pieces of paper

• reading materials

Instructions

Divide the class into groups of six. Each of these groups is called the “HOME” group. Prepare six rolled pieces of paper for each group (refer to page 18). Each rolled paper contains the name of a scientist. Ask each member of the group to pick one rolled piece of paper. (the number of rolled papers to be prepared will vary depending on the number of members per group)

Note:

If after dividing the class into groups of six, there are those who were left without a group, distribute them to different groups. Just add rolled pieces of paper with the same name of scientist/s. This means that some members will get to research on the same scientist/s.

Let students with the same name of scientist group together. Each of these groups now is called the “EXPERT” group.

When they are settled in their respective “expert” groups, distribute the reading

materials for both the contribution and the traits, (refer to page 19). Ask them to read and find out the contribution of the scientist to chemistry and his/her values/traits as well (refer to page 22). Guide them to record these needed information on a metacognitive journal. (You may provide each of them with this journal or have them copy a sample provided on a whole sheet of paper).

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What I Learned?

SCIENTIST/s CONTRIBUTION/s VALUES/TRAITS How I Learned It?

Move around to guide and assist them during the discussion.

When they are finished, instruct them to return to their respective “home” groups. Guide them to take turns in reporting about the information learned from their “expert” groups. While one member is reporting, other members of the group will listen and jot down the information on their own Metacognitive Journal.

Collect their journal after the activity.

Strategy

JIGSAW

Is a structure for small group work that encourages participation, cooperative learning and group responsibilities.

This strategy enabled the students to learn about the scientists, their contributions as well as values and traits in the field of chemistry. This is done through peer teaching. They are instructed to read a material about a scientist and discuss it with the other members of the group.

Metacognitive Journal

It is a strategy that engages the students to analyze their own thought processes following a reading or other activity. A higher level of critical thinking occurs when one is aware of one's thought processes.

Metacognitive refers to higher order thinking skills which involves active control over the cognitive process engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension and evaluating progress toward the completion of a task are metacognitive in nature. It is often defined as “thinking about thinking”. Lecturette

A short discussion to brainstorm ideas and to emphasize concepts. This would also allow clarification of misconceptions.

Formative Assessment

Rubric for Group Performance (refer to page 34)

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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

This activity will be used by the teacher to be able to assess students' understanding of the lesson on scientists, their contribution and their values and traits. Instead of directing questions to the whole class, the teacher will use the following four-step structure.

Activity 4- Think It Over!(20 minutes)

Step 1: Numbering - Divide the students into five-member teams and have them number off so each student on a team has a number from one to five.

Step 2: Questioning – Ask some questions. Vary the questions from easy to difficult, such as:

a. Who is the German chemist who developed the process for the synthesis of nitric acid using a platinum-rhodium catalyst?

b. What led Ernest Rutherford to propose a structure of the atom?

Step 3: Head Together – Let students put their heads together to figure out and make sure everyone knows the answer.

NOTE: “Putting heads together” means they will think together.

Step 4: Answering – Call a number and students having that number will raise their hands and provide answers to the whole class by writing them on the board. Students should know that all answers are welcome and their participation is very much appreciated.

Activity 5- What Say Them

(adopted from Sponges)

Post a picture of a scientist on the board. Challenge each group to put words into the mouth of the character using blank dialog boxes. Guide them to formulate statements that would reflect the traits of the scientist and his/her contribution.

A LOOK-ALIKE student can take the place of the scientist. He/she may wear a costume and the like.

Strategy

Number Heads Together (NHT)

It is an approach developed by Spencer Kagen (1993) to involve more students in the review of materials covered in a lesson or to check their understanding of a lesson's content.

It is a strategy that focuses on the processing of information, communication, developing thinking, review of material, or for checking prior knowledge.

In here, the students work together. They quite literally “ put their heads together” in order to solve the problem and also ensure that everyone in the group can answer the question.

What Say Them (adopted from Sponges)

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Formative Assessment

Groups' performance will be assessed through the quantity and quality of responses given. Students' understanding of the lesson content will be checked through the questions asked in the activity.

Roundup

Students should be able to come up with answers ranging from name of the scientists, their contributions to chemistry as well as their values and traits.

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

The students will be engaged in an activity where they will put together insights learned through a game. This activity will develop their higher order thinking skill specifically, the synthesis skill.

Activity 5 – What Is In Here? (10 minutes)

Materials:

• pictures of scientists cut into puzzle pieces

• flashcards

• activity sheet 5 “What is in here?”

• masking tape

• manila paper

Instructions

Prepare pictures of scientists (3 foreign and 3 Filipino) duplicated from the previous activity

Cut it into pieces to form a JIGSAW PUZZLE (refer to page 26).

Also prepare flashcards of scientists' names and key concepts about their contributions (refer to page 28).

Use the same grouping as in the previous activity.

Distribute the puzzles and flashcards to the cooperative groups. See to it that the puzzles and flashcards are enough for all the cooperative groups.

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Formative Assessment

The puzzle with its respective flashcards will be checked. Rubric for Group Performance will be used (refer to page 34)

Roundup

Students should be able to identify the scientists and their respective contribution/s.

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

In this stage, students will be asked to perform an activity which can enhance their creativity and skill in drawing. They will be given the freedom to express their thoughts without hesitation.

Activity 6 –Option 1: Sketch A Scientist (10 Minutes)

Instruct the students to create a poster about scientists at work.

Tell them to imagine a scenario that reflects how scientists work in their

workplace/laboratory with all the equipments used and the like. Guide them to draw according to the imagined scenario or you can use the scene or information from the reading materials in the previous activity.

When they had drawn their poster, you may ask the following suggested questions: What made you think of this scenario?

What do you think are the values and traits demonstrated by the scientists in your drawing?

After doing the activity, let the students find their partner. Guide them to take turns in sharing what they did in the previous activity. Instruct them to focus on the questions given.

Call at least five pairs of students to present their work to the class.

Option 2: My Friend My Grafix

(adopted from Sponges)

(10 Minutes)

Assign students to bring drawing materials like bond papers, crayons, and the like, a day before this activity.

On the day of the activity, ask students to look for a partner. Orient them that one will be a narrator and the other an illustrator. Let them work in pairs seated in a back-to-back position. Ask the narrators to describe a scientist at work. Description must be detailed. Don't let them look at the illustrator's work. Let them wait for their turn when they exchange roles.

Strategy

Sketch and Tell

An activity where students are made to explain what they had drawn. This enables them to express freely their own opinion thereby enhancing their communication skill.

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My Friend My Grafix (adopted from Sponges)

A strategy wherein a pair of students (A and B) decide who will be a narrator and

illustrator. The narrator describes an idea based on the topic while the illustrator draws the idea using drawing materials. They will then exchange roles.

Think-Pair-Share

An activity that allows groups to reach consensus , check understanding or as an introductory activity.

It is a strategy designed to provide students with “food for thought” on a given topic enabling them to formulate individual ideas with another students. It is a learning strategy developed by Lyman and associates to encourage student participation. Rather than using recitation method in which a teacher poses a question and one student offers a response, Think – Pair – Share encourages a high degree of student response and can help them on task.

Formative Assessment

Rubric for Poster (refer to page 35)

Roundup

Values refers to the persons outlook, how he sees situations or events and what he feels about them. Scientists possess these which help them to be successful in their

experiments. Such values or attitudes include curiosity, open mindedness, perseverance, critical thinking and humility. These values or attitudes are not only good for the scientists but for all of us to be successful in anything that we do now and in the future.

Contributions of these scientists boosted economic growth, improved world health and standard of living as well.

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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THIRD YEAR CHEMISTRY FILIPINO AND FOREIGN SCIENTISTS

WHO DID WHAT

Student Activity Sheet 1

Who's Who?

Sample Sequential Roundtable Alphabet Chart

A B C D E F G

H I J K L M N

O P Q R S T U

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WHO DID WHAT

Flashcards for Activity 2- Who's Who?

Father of Genetics

Human Blood

Circulation

First person

who coined the

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Penicillin

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Cell Theory

Pasteurization

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Microscope

Antiseptics

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Rice Breeding

Had a Contribution

in Biotechnology

Father of

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THIRD YEAR CHEMISTRY: FILIPINO AND FOREIGN SCIENTISTS WHO DID WHAT

Teacher Resource Sheet 1

Answer for Activity 2 — Who's Who?

A – Anton Van Leeuwenhook - Microscope

Alexander Fleming - Penicillin

B C- Carolus Linnaeus – Father of

Taxonomy Charles Darwin – Evolution

Carmen Velasquez - Researches on Parasitic worms

D E – Eduardo

Quisumbing – Father of Philppine

Orchidology

F G- Gregor Mendel – Father of Genetics

H I J – Joseph Lister -

Antiseptics K L -Louise Pastuer - _{Pasteurization} M – Matthias Schleiden – Cell Theory

N

O P Q R – Robert Koch –

Bacteria Causing tuberculosis

Robert Hooke – First person who coined the word cell

S T – Theodore

Schwann U

V W – William Harvey – Human Blood

Circulation

William Padolina – Had a contribution on Biotechnology

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WHO DID WHAT

Teacher Resource Sheet 2

Names of Scientists to be used in Activity 3 – Discover Me!

Note: Cut and roll each of the following name of scientists.

•

Alfred Bernhard Nobel

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Neils Bohr

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Ernest Rutherford

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Alfredo C. Santos

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Julian A. Banzon

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---THIRD YEAR CHEMISTRY FILIPINO AND FOREIGN SCIENTISTS

WHO DID WHAT

Student Activity Sheet 2

Reading Material for Activity 3 Discover Me!

Alfred Bernhard Nobel was born in

Stockholm, Sweden on 31st October 1833.

Alfred was prone to illness as a child, but

he enjoyed a close relationship with his

mother and displayed a lively intellectual

curiosity from an early age. He was

educated mostly privately and at the age

of 16 was a scientifically trained chemist.

He loved literature and the natural

sciences. He began to experiment with

nitroglycerin, the manufacture of which

developed into a world industry. Then he

invented new, improved explosive,

dynamite. He received a patent in 1867.

But it isn't his only discovery. He

discovered other explosives, use in mining,

constructing highways,railways,etc.

http://www.jergym.hiedu.cz/~canovm/osobnost/eavog.htm

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Niels Bohr invented the first effective

model and theory of the structure of the

atom. With his discovery chemical

properties of elements are largely

determined. His work ranks as one of the

truly great examples of an imaginative

mind at work. He was awarded the 1922

Nobel

Prize for physics for his study of the

structure of atom. He and his son, Aage,

acted as advisers at the Los Alomos Atomic

Laboratories, where the atom bomb was

developed. Thereafter, Bohr concerned

himself with developing peaceful uses of

nuclear energy. Aage Bohr, Neil´s son was

awarded the Nobel Prize for physics in

1975. In his later years he devoted his life

to help solve political problems through

the peaceful applications of his work.

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WHO DID WHAT

Ernest Rutherford was born in Nelson, New

Zealand in 1871. In his quest for

knowledge, there was always a demand for

objectives and facts. He became one of

the leading figures in the field of

radioactivity. He was awarded the Nobel

Prize for Chemistry in 1908 for his work on

radioactivity. In 1910, with co-workers

Geiger and Marsden he discovered that

alfa

-particles could be deflected by thin

metal foil. This work enabled him to

propose a structure for the atom. Later on

he proposed the existence of the proton

and predicted the existence of the

neutron.

http://www.jergym.hiedu.cz/~canovm/osobnost/eavog.htm

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WHO DID WHAT

Gil Nonato C. Santos, Gizelle B. Lebron, Jorge P OcampoScience and Technology III

e-Chemistry

---Science and Technology III e-Chemistry

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WHO DID WHAT

Student Activity Sheet 3

Values and Traits of the Scientists

Intellectual Curiosity

This trait refers to a person's disposition to inquire or look into anything.

Quest for Knowledge

This excitement is truly understood and appreciated only by a person who

has experienced finding something new.

Inquisitive

A scientist always ask questions.

Humility

A scientist accepts the views and opinions of others.

A scientist admits error in his/her experiments or conclusions.

Accepting Authority

Uses the findings of earlier scientists as basis of their experiments.

Ingenuity and Creativeness

Inventive skill or imagination; the skill or cleverness in devising or

combining.

Perseverance or Persistence

To continue with the experiment in spite or resistance, difficulty or

discouragement.

Rich Imagination

This trait includes the formation of new ideas from things experienced or

observed separately; it is therefore some kind of mental “putting together” or

synthesis. The trait also includes “inventiveness and originality”.

Thoroughness and Accuracy

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WHO DID WHAT

Student Activity Sheet 4

Dialogue Box

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Student Activity Sheet 5

What Is In Here?

Materials (per group):

• puzzle pieces of pictures of some scientists ( 3 Filipino and 3 foreign

scientists)

• flashcards each printed with the contributions of scientists

• flashcards each printed with a name of a scientist

• manila paper

• masking tape

Procedure:

• On your table are puzzle pieces of pictures of some scientists, flashcards

each printed with a name of a scientist and contributions.

• For 10 minutes, assemble the puzzle pieces together to form a complete

picture of a scientist.

• Label it with the appropriate name and contribution written on the

flashcards.

• Paste your output on the manila paper.

• Choose a rapporteur to present it to the whole class.

• The group that has the highest number of correct answers will be declared

as winner.

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Flashcards for Activity 5- What Is In Here?

Alfred Bernhard Nobel

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Flashcards for Activity 5- What Is In Here?

Neils Bohr

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Flashcards for Activity 5- What Is In Here?

Ernest Rutherford

Discovered that alpha

particles could be

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Flashcards for Activity 5- What Is In Here?

Alfredo C. Santos

Helped in illustrating

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Flashcards for Activity 5- What Is In Here?

Julian A. Banzon, Ph.D.

Was able to produce

ethyl esters from

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Flashcards for Activity 5- What Is In Here?

Luz-Oliveros-Belardo,Ph.D

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Teacher Resource Sheet 3

Rubric for Group Performance

10 – Thorough Understanding

• Consistently and actively works towards group goals

• Is sensitive to the feelings and learning needs of all group members. • Willingly accepts and fulfills individual role within the group.

• Consistently and actively contributes knowledge, opinions, and skills.

• Values knowledge, opinion and skills of all group members and encourages their

contribution.

• Helps group identify necessary changes and encourages group action for change.

7 – Good Understanding

• Works toward Group goals without prompting. • Accepts and fulfills individual role within the group.

• Contributes knowledge, opinions, and skills without prompting. • Shows sensitivity to the feeling of others.

• Willingly participates in needed changes.

4 – Satisfactory Understanding

• Works toward group goals with occasional prompting. • Contributes to the group with occasional prompting. • Shows sensitivity to the feelings of others.

• Participates in needed changes, with occasional prompting.

1 – Needs Improvement

• Works toward group goals only when prompted. • Contributes to the group only when prompted.

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Teacher Resource Sheet 4

Rubric for Poster

Criteria Excellent (5) Satisfactory (3) Needs improvement (1)

Relevance to the lesson

The poster is very relevant to the lesson.

The poster is slightly relevant to the lesson.

The poster is not relevant to the lesson. Attractiveness The poster is very

attractive in terms of design, layout and neatness.

The poster is slightly attractive in terms of design, layout and neatness.

The poster is

distractingly messy or very poorly designed. Visual Impact The overall

organization, design, use of colors, and use of space is very good that it helps make the poster interesting and really communicates the message.

The overall

organization, design, use of colors and use of space is slightly good that made the poster a little bit interesting and barely communicates the message.

The overall

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Teacher Resource Sheet 5

Rubric for Metacognitive Journal

Outcome Assessed

Unsatisfactory Limited Satisfactory High Very High

Response to issue/s

2 No personal response is made to the

issues/concepts raised in the text

4

Analysis conveys little evidence of a

personal response to the issues/concepts raised in the text.

6

Analysis conveys some evidence of a personal response to the

issues/concepts raised in the text.

8 Analysis conveys evidence of a personal response to the issues raised in the text. Student demonstrates that he/she is beginning to develop new ways of reflecting on their world.

10

Analysis conveys extensive evidence of a personal response to the issues raised in the text. Student

demonstrates personal growth and awareness.

Mechanics and Grammar Uses incorrect grammar consistently

Demonstrates some evidence of correct spelling, grammar and punctuation etc.

Demonstrates few errors in spelling, grammar and punctuation etc.

Has a good command of

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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