Idea Transcript
SAMPLE LESSON PLANS IN SCIENCE I (Semi-detailed) OCTOBER 14 I. OBJECTIVES a. To differentiate between the characteristics of the earth’s structural layers; b. To appreciate the way earth is designed to harbor life; and c. To name the boundaries among the earth’s layers II. LEARNING TASKS a. Topic: The Structure of the Earth b. Concepts: a. Geology is the scientific study of the earth. b. The major sections of the earth based on chemical composition are the crust, mantle and the core. c. The crust is the outer layer, the mantle is the middle layer and the core the inner layer. c. Values: Gratefulness d. Skills: Comparing and differentiating e. Strategies: Cooperative learning; Trigger Pictures f. Materials: OHP g. References: Science of the Physical Creation: (2 nd Edition) pp. 195-198 III. LEARNING SEQUENCE a. Routinary activities A 5-item check-up test will be administered. b. Motivation The apple story c. Lesson Proper I. THE LAYERS OF THE EARTH 1. Show an acteate of the earth’s structure and ask students to identify the layers. Ask what are the bases of identifying the layers. 2. Show a table of the differences between the layers according to the primary materials, depth, average density, and temperature. 3. Discuss the crust. Show an acetate of materials that composes the earth’s crust. Ask questions based on the data presented on the table. Differentiate between oceanic and continental crust in terms of the rocks that made them up. 4. Discuss the mantle. Differentiate between upper and lower mantle and the transition zone. 5. Differentiate between the Inner and Outer Core. II. INVESTIGATORY PROJECT TITLE 1. Students go to their respective groups. 2. Must list at least 3 possible IP problems for approval.
III. ASSIGNMENT 1. Bring a pre-cut Styrofoam ball that resembles the Earth. 2. Bring a styro or poster paint. 3. Newspapers and paintbrush OCTOBER 15 I. OBJECTIVES a. To make a model of the earth’s structure.
II. LEARNING TASKS a. Topic: The Structure of the Earth b. Concepts: a. Geology is the scientific study of the earth. b. The major sections of the earth based on chemical composition are the crust, mantle and the core. c. The crust is the outer layer, the mantle is the middle layer and the core the inner layer. c. Values: Gratefulness d. Skills: Color-mixing e. Strategies: Cooperative learning f. Materials: Styrofoam, styro or poster paint, paintbrush, newspapers g. References: Science of the Physical Creation: (2 nd Edition) pp. 195-198 III. LEARNING SEQUENCE a. Routinary activities b. Motivation c. Activity proper
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Student shall be brought outside the classroom for project-making. Ocular check-up on students’ works will be done often to ensure that every student works and contributes to the group.
III. ASSIGNMENT 1. Prepare for SQ#1 on Wednesday about The Earth’s Structure OCTOBER 16 I. OBJECTIVES a. To differentiate between a project proposal and a written report; b. To appreciate the way scientists solve problems; and c. To convene with group mates on how to plan for the IP project. II. LEARNING TASKS a. Topic: Investigatory Project Proposal b. Values: Cooperation and patience d. Skills Manipulating variables, designing experiments e. Strategies: Observe-Predict-Explain; Lecture f. Materials: OHP, hand-outs and previous IP projects III. LEARNING SEQUENCE a. Routinary activities 1. Review for SQ#1 2. Administer SQ#1 b. Motivation c. Lesson Proper
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THE INVESTIGATORY PROJECT a. Phases of Conducting an Investigatory Project b. The proposal c. The Investigation d. The Final Output 1. The Written Report 2. The Exhibit 3. The Oral Defense
III. ASSIGNMENT a. Start organizing the proposal b. Study pages 198-200 c. Research on the following (from the net or encyclopedia): Alfred Wegener; Diastrophism; Pangaea; Plate Tectonics Theory and Theory of Isostasy
OCTOBER 17 I. OBJECTIVES a. To describe the crustal movement and the Plate Tectonics Theory; b. To appreciate the mystery behind the drifting of continents; and c. To name the different plates of the crust. II. LEARNING TASKS a. Topic: Movements of the Crust b. Concepts: a. Crust consists of several plates that float like rafts on the asthenosphere. b. Plate Tectonics describe the movement as brought about by the slow convection currents in the asthenosphere which cause continents to drift. c. Pangaea is a hypothetical land mass which the earth was thought to be like years back. c. Values: Faith d. Skills: Analysing, describing e. Strategies: Inquiry approach f. Materials: OHP g. References: Science of the Physical Creation (2 nd Edition) pp. 198-199 III. LEARNING SEQUENCE a. Routinary activities A 5-item check-up test will be administered. b. Motivation Students go to their group. Ten puzzles will be given to them and the first group to finish the puzzle receives +1 in the next lab activity. c. Lesson Proper I. PLATE TECTONICS THEORY 1. Describe the mechanism of the crust. Recall oceanic and continental crust. 2. Enumerate the plates of the crust. 3. Ask how do crusts move and lead them to the idea of Plate Tectonics Theory and the Theory of Isostasy. 4. Describe the explanation of Science about Earth now and then based on the Pangaea hypothesis. II. Evaluation 1. Ask students conviction about the Pangaea issue.
III. ASSIGNMENT 1. Bring a world map for the making of Pangae. (Maps must be pre-cut already) 2. 1/8 illustration board, glue, scissors OCTOBER 18 I. OBJECTIVES a. To make a model of the ancient hypothetical supercontinent called Pangaea.
II. LEARNING TASKS a. Topic: Movements of the Crust b. Concepts: a. Crust consists of several plates that float like rafts on the asthenosphere. b. Plate Tectonics describe the movement as brought about by the slow convection currents in the asthenosphere which cause continents to drift. c. Pangaea is a hypothetical land mass which the earth was thought to be like years back. c. Values: Faith d. Skills: Jigsaw puzzling e. Strategies: Model-making f. Materials: World map, 1/8 illustarion board, glue g. References: Science of the Physical Creation (2 nd Edition) pp. 198-199 III. LEARNING SEQUENCE a. Routinary activities b. Motivation c. Activity proper
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Student are asked to stay with groupmates in making the model. A guide is given. Ocular check-up on students’ works will be done often to ensure that every student works and contributes to the group.
III. ASSIGNMENT 1. Study pages 200 – 202 . 2. Research about the Marikina fault line. 3. Prepare for check-up test. OCTOBER 21 I. OBJECTIVES a. To describe the faulting and folding processes; b. To appreciate the way mountains are formed; and c. To enumerate the types of folds, faults and mountains. II. LEARNING TASKS a. Topic: Faulting, folding and mountain formation b. Concepts: a. Fault is the fracture zone in a rock when it suddenly moves. b. Fold is formed by the bending or buckling of rocks under great force. c. Mountains are formed by the crustal movement. c. Values: Faith d. Skills: Comparing and differentiating e. Strategies: Story telling f. Materials: OHP g. References: Science of the Physical Creation: (2nd Edition) pp. 200-202 III. LEARNING SEQUENCE a. Routinary activities A 5-item check-up test will be administered. Remind each group that they can now start making the IP proposal. b. Motivation Relate the story of the formation of Mount Paricutin, a volcano in Mexico. c. Lesson Proper I. CRUSTAL MOVEMENT a. Explain the undeniable fact that earth’s crust does move through faulting and folding. b. Enumerate and discuss the three types of faults and how are they formed: thrust fault, normal fault, and strike-slip fault. c. Enumerate and discuss the two types of folds and how are they formed: syncline and anticline. II. MOUNTAINS a. Ask students of their ideas about how mountains are formed. Generalize their ideas. b. Explain the classification of mountains as to how they are formed. Give examples of such mountains. a.) volcanic mountains b.) domed c.) folded d.) fault-blocks
III. ASSIGNMENT 1. Prepare for SQ#2 2. Study pages 203 -212. 3. Prepare for a 5-item checkup test. OCTOBER 22 I. OBJECTIVES a. To describe earthquake and its major causes; b. To appreciate the earth-quake drills practiced in school to prepare them for the the calamity; and c. To determine the epicenter of an earthquake. II. LEARNING TASKS a. Topic: Earthquake b. Concepts: a. Earthquake is any trembling of the earth’s crust. b. Tectonic movements often caused earthquakes. c. The seismic waves are classified as S, P and surface waves. d. The epicenter of an earthquake can be located using the triangulation method. c. Values: Obedience d. Skills: Interpreting data e. Strategies: Trigger picture and news stories f. Materials: Powerpoint LCD g. References: Science of the Physical Creation: (2nd Edition) pp. 203-212 III. LEARNING SEQUENCE a. Routinary activities Administer the short quiz A 5-item check-up test will be administered. b. Motivation Show trigger pics and news stories about an earthquake incident. c. Lesson Proper I. EARTHQUAKES a. From the picture shown, ask students what might be the possible cause of an earthquake. b. Lead them to the realization that earthquakes’ intensity has some names like tremors and aftershocks. Discuss the location of earthquakes. c. Explain how scientists study earthquakes (seismology). d. Explain the origin of earthquake: focus and epicenter and discuss the waves accompanied with it. e. Using the seismogram, let the students interpret the data to themselves. Use the triangulation method in finding the epicenter. f. Explain how earthquake’s strength is measured using the Richter and Mercalli Scales.
III. ASSIGNMENT 1. Bring the following tomorrow for Lab no.2: drawing compass; pencil; individual OCTOBER 23 I. OBJECTIVES a. To plot the epicenter of an earthquake using the triangulation method; b. To appreciate the ways scientists devised in finding the epicenter; and c. To interpret a seismogram II. LEARNING TASKS a. Topic: Earthquake b. Concepts: a. Earthquake is any trembling of the earth’s crust. b. Tectonic movements often caused earthquakes. c. The seismic waves are classified as S, P and surface waves. d. The epicenter of an earthquake can be located using the triangulation method. c. Values: Obedience d. Skills: Interpreting data e. Strategies: Laboratory activities f. Materials: Compass and pencil g. References: Science of the Physical Creation: (2nd Edition) pp. 203-212 III. LEARNING SEQUENCE a. Routinary activities b. Motivation Relate a personal experience of working with the seismologist at PHIVOLCS. c. Activity Proper I. Students interpret the seismogram. II. Students plot the data on the map. III. Students answer the guide questions.
III. ASSIGNMENT 1. Go on-line and try to find the epicenter of earthquake on regions of your choice at http://www.sciencecourseware.com/ 2. Prepare for SQ# 3 on the topic Seismology. Study pp. 213-217 and prepare for CUT. OCTOBER 24 I. OBJECTIVES a. To describe a volcano and its structures; b. To appreciate the mechanism of the earth in the release of its internal content; and c. To enumerate the types volcanoes. II. LEARNING TASKS a. Topic: Volcanoes b. Concepts: a. Volcano is an opening in the earth’s surface through which hot gases, ash and molten rock are ejected. b. The parts of volcano are the channel or vent, magma chamber, cone, and crater. c. Volcanoes are classified based on the composition of its cones and their level of activity. c. Values: Faith d. Skills: Comparing and classifying e. Strategies: Story telling and concept mapping f. Materials: OHP g. References: Science of the Physical Creation: (2nd Edition) pp. 213-216 III. LEARNING SEQUENCE a. Routinary activities Administer SQ#3 A 5-item check-up test will be administered. b. Motivation Relate the story of going to a mountain trek in Taal. c. Lesson Proper I. VOLCANIC STRUCTURE a. Show a map and from it, determine the occurrence of volcanoes.
a. Ask if anyone knows how a volcano is formed. Enumerate as well the structures of a volcano. Show them a picture of Taal Volcano. b. Explain the volcanic structures before and after explosion. c. Give some students pieces of paper written in them are the concepts for the map they would complete. d. Discuss the concept map that contains the following: Classification volcano based on the cone-composition: Cinder-cone; shield; composite. Based on level of activity: Dormant, extinct and active.
III. ASSIGNMENT 1. Prepare for SQ#2 2. Study pages 203 -212. 3. Prepare for a 5-item checkup test.
SAMPLE LESSON PLANS IN SCIENCE II (Semi-detailed)
OCTOBER 14 I. OBJECTIVES a. To describe the function of the eleven body systems; b. To appreciate the way the organs function to keep the body systems working; c. To name the four body cavities. II. LEARNING TASKS a. Topic: Introduction to Human Anatomy and Physiology b. Concepts: a. Anatomy is the science of structure while physiology is the science of function. b. The four body cavities are: Cranial, Spinal, Thoracic and Abdominal cavities. c. The eleven body systems that function as one are: Muscular, Excretory, Respiratory, Circulatory, Endocrine, Digestive, Integumentary, Nervous, Skeletal, Immune, Reproductive systems c. Values: Confidence and Self-esteem d. Skills: Classifying and identifying e. Strategies: Game f. Materials: OHP; human model g. References: Biology: God’s Living Creation (2 nd edition) pp. 117-119 III. LEARNING SEQUENCE a. Routinary activities b. Motivation Students are seated by groups. In just 2 minutes, they have to list human organs in and out as many as they can. c. Lesson Proper I. THE BODY CAVITIES 1. Enumerate and describe the major cavities. 2. Review the organization of human structure from cells to system. 3. Enumerate and describe the 11 body systems and give the major function of each one by making a table on the board by which students will fill. 4. Based on the list provided by each group earlier, let them classify the organs they listed. II. INVESTIGATORY PROJECT TITLE 1. Students go to their respective groups. 2. Must list at least 3 possible IP problems for approval.
III. ASSIGNMENT 1. Prepare for SQ#1. The Body Systems and Cavities OCTOBER 15 I. OBJECTIVES a. To differentiate between a project proposal and a written report; b. To appreciate the way scientists solve problems; and c. To convene with group mates on how to plan for the IP project. II. LEARNING TASKS a. Topic: Investigatory Project Proposal b. Values: Cooperation and patience d. Skills Manipulating variables, designing experiments e. Strategies: Observe-Predict-Explain; Lecture f. Materials: OHP, hand-outs and previous IP projects III. LEARNING SEQUENCE a. Routinary activities 2. Review for SQ#1 2. Administer SQ#1 b. Motivation c. Lesson Proper
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THE INVESTIGATORY PROJECT a. Phases of Conducting an Investigatory Project b. The proposal c. The Investigation d. The Final Output 4. The Written Report 5. The Exhibit 6. The Oral Defense
III. ASSIGNMENT a. Start organizing the proposal b. Study pages 121-124. Bring a 3 x 5 plain index card. c. Prepare for check-up test.
OCTOBER 16 I. OBJECTIVES a. To describe the components of organs: tissue and cells; b. To appreciate the intricate yet magnificent design of the human body; and c. To recall the different types of cells.
II. LEARNING TASKS a. Topic: Tissues and Cells b. Concepts: a. A tissue is a group of similar cells that work together to accomplish the task of an organ. b. Tissues are classified as muscle, epithelial, nerve, and connective. c. Membranes are thin coverings which function as linings. d. Membranes are classified as serous, mucous, cutaneous and synovial. c. Values: Thanksgiving d. Skills: Comparison and contrast e. Strategies: Role playing f. References: Biology: God’s Living Creation pp. 121-124 III. LEARNING SEQUENCE a. Routinary activities Give the 5-item check up test. b. Motivation The students seat by group. There shall be lots to be drawn about the terms involved in the day’s topic. In just 5 minutes brainstorming, they must have a keyword that will describe their group. c. Lesson proper
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TISSUES a. Enumerate and describe the four groups of tissues. When a group is discussed, ask the assigned group to tell more about them. II MEMBRANES a. Enumerate and describe the four types of membranes. When a type is discussed, ask the assigned group to tell more about them. III. CELLS and MATRIX a. Discuss cells and matrix. Call on the group to explain more about matrix. IV. VESTIGIAL ORGANS a. Ask the vestigial organs group to tell more about them. d. Evaluation 1. Give examples and let the class identify them in terms of tissues and membranes or matrix or vestigial organs. III. ASSIGNMENT 1. Prepare for SQ#2 on Thursday about Tissues and Cells 2. Reporting on how systems are developed. 3. On Friday, prepare for a debate: “Main issue: A fourteen year old girl was gang-raped by addicts when she went home from school one day. She is the only child her parents have. The girl has lots of dreams the fact that she is the first honors in her class, one is becoming a lawyer. Her family sued the rapists who were found guilty by the highest court and eventually sentenced to die through lethal injection. Months later, the young girl became pregnant and yet it is still on the mid of the school year. She doesn’t want to have a baby yet because she’s too young and to bear a baby of a rapist will just remind her of the incident over and over again. She wants to finish schooling but she knows that killing the innocent baby is a mortal sin. One day, her mom brought her to a doctor, and when the door closed in that small room, her mom embraced her so hard and cried and said, I am doing this because your dad and I love you so much. We want you to have a better future. That life in your womb must be aborted.” Is abortion the best thing to do? Yes or No?
OCTOBER 17 I. OBJECTIVES a. To describe how the systems are developed; b. To appreciate the delicate way a human is formed from a single cell to complex ones; and c. To discuss the miracle of a new life.
II. LEARNING TASKS a. Topic: Development of the Systems b. Concepts: 1. All organs are formed and external features are established by the time the child has been developing for eight weeks in the mother’s womb. c. Values: Gratitude d. Skills: Reporting e. Strategies: Team-teaching f. References: Biology: God’s Living Creation pp. 125-126 III. LEARNING SEQUENCE a. Routinary activities 1. Administer SQ#2. b. Motivation Encourage on gaining confidence when facing before the class. c. Lesson proper
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DEVELOPMENT OF THE SYSTEMS
1. Simulate the situation of the child in the mother’s womb on the 8 th week. 2. Call on the assigned groups to explain the development of the following systems: Nervous, Digestive, Circulatory, Respiratory, Skeletal, Excretory, Muscular d. Evaluation 1. Give a 5-item check-up test about the topics that have been reported. III. ASSIGNMENT 1. Prepare for the debate between boys and girls.
OCTOBER 17 I. OBJECTIVES a. To describe how the systems are developed; b. To appreciate the delicate way a human is formed from a single cell to complex ones; and c. To discuss the miracle of a new life.
II. LEARNING TASKS a. Topic: Development of the Systems b. Concepts: 1. All organs are formed and external features are established by the time the child has been developing for eight weeks in the mother’s womb. c. Values: Gratitude d. Skills: Public speaking e. Strategies: Debating f. References: Biology: God’s Living Creation pp. 127-129 III. LEARNING SEQUENCE a. Routinary activities b. Motivation Encourage on gaining confidence when facing before the class. c. Activity proper
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Present the issue to be contested. 1. First speaker (Y and N) 2. Second speaker (Y and N) 3. Third Speaker (Y and N)3 4. Fourth Speaker (Y and N) 5. Fifth Speaker (Y and N) 5 minute rebuttal VERDICT
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III. ASSIGNMENT 1. Study pages 130-134. Prepare for check-up test.