Learning Plan Science 10

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Subject: SCIENCE Grade Level: 10

Unit Topic: PLATE TECTONICS Quarter: 1st

UNIT STANDARDS AND COMPETENCIES DIAGRAM

The students on their The learners will be able


own and in the long run will be to independently use their
able to demonstrate exhibit learning to ensure their safety
disaster preparedness and help before, during and after disasters
others to become more that may be brought about by
prepared for possible calamities. volcanic eruptions and
earthquakes.

The learners should be able


to demonstrate ways to ensure
disaster preparedness during
earthquakes, tsunamis and volcanic
eruptions.

EQ: How should we prepare for


disasters that include volcanic
Describe the different types of eruptions, earthquakes and
plate boundaries. tsunamis?
EU: We should already have an
emergency kit before these
disasters.

The learners demonstrate


understanding of the relationship
among the locations of
volcanoes, earthquakes,
epicentres and mountain ranges.
EXPLORE

This unit is about “Plate Tectonics”


Consider this question, Why does it matter if we know the locations of earthquakes,
volcanoes and mountain ranges?
Let’s begin by gathering your ideas about plate tectonics.
Look at the world map shown below. Where do you think earthquakes are most likely to
happen? Where can you find volcanoes? Where are the major mountain belts of the
world located? Where are tsunamis most likely to occur?

Map of Conceptual Change: Graphic Organizer

LEARNING
FIRM- UP
COMPETENCY

LC1 Describe the Activity 1: Re-circle the Ring


distribution of
Study Figure 2. It shows the active volcanoes (triangles) all over the Pacific region. In
active volcanoes,
earthquake Figure 1 you see the moving plates. You will realize that the volcanoes in Figure 2 are
epicenters, and also situated in the areas of plate movement.
major mountain Answer the
belts to Plate following
Tectonic Theory questions:
(S10ES-Ia-j-36.1)
a. Using the
Learning map in
Targets: Figure 2,
I can describe the which
distribution of volcanoes
active volcanoes, are
earthquake familiar to
epicenters, and you?
major mountain Why?
belts to Plate
Tectonic Theory b. Why this
area is
called the
Pacific
Ring of
Fire?
Activity 2 Spot the Difference
LC2 Describe the 1. Study Figure 6, 7, and 8 showing the three types of convergent boundaries.
different types of 2. Take note of the differences and similarities between the three figures and arrange the
plate boundaries
jumbled letters below.
(S10ES-Ia-j-36.2)

Learning
Targets:
I can describe the
different types of
plate boundaries

A. ICOCEAN PLTEA - ________________________


B. CONNITNETAL PTALE - ________________________
C. OCIENAC - ________________________
D. UOSUBDCTIN - ________________________
E. ON - ________________________
Activity 3 Flow
LC3 Describe the
When you were in the 8th grade, you were asked to explain how earthquake waves
internal structure
of the Earth provide information about the interior of the earth. Let’s review the internal structure of the
earth by watching this video. Click on the link.
Learning https://www.youtube.com/watch?v=aY6SG7GPAlo
Targets: Earth's Interior - Seismic Evidence Explanation, By Chris Merkert (14.31 minutes)
I can describe the
internal structure PROCESS QUESTIONS:
of the Earth 1. What is the earth’s interior made of?
2. How will you describe its internal structure?
3. How did scientists deduce which layer of the earth is solid, liquid or semisolid?

Activity 4 Draw and Tell


LC4 Describe the Before you start learning about plate tectonics, answer the questions in the worksheet
possible causes of below and draw what is required. Write and draw your response in the second column or
plate movement “My Response Before Surfing the Net”. You may use Paint or Photoshop to make your
(S10ES-Ia-j-36.5) drawing and save a JPEG file of the image. Alternatively, you can replicate the Draw &
Tell worksheet in a paper, then scan or take a photo of your output, and upload it in the
Learning submission bin. Make sure to keep both the hard and soft copies. File name should be
Targets: Last Name_Draw&Tell.
I can describe the
possible causes of My Response My Response
plate movement Question
Before Surfing the Net After Surfing the Net
Look at this map of the world.
I can draw a cross Do you see that the west coast
section of the of Africa and the east coast of
Earth to further South America look like they
illustrate my
might fit together like a jigsaw
answer
puzzle? Do you think there is a
I can explain reason for that? Why?
what happens
when Earth’s
plates move

Source: http://www.u-
tt.com/images/worldmap_bg.gif
What happens when Earth’s
plates move?
What drives the plates to move?
Draw a cross section of the
Earth to further illustrate your
answer.
What happens at a plate
boundary where two plates are
moving away from each other?
Draw a picture (a side view) to
show your answer.

ACTIVITY 5 Frayer Model


Identify the three types of plate boundaries and write the name of each type inside the
oval at the middle of each Frayer Model organizer. Fill in the required information in each
window/box for each of the three Frayer Model organizers.
LC5 Enumerate PLATE BOUNDARY NO. 1
the lines of
evidence that
support plate
movement

Learning
Targets: EXAMPLES
I can enumerate
the lines of S Non-examples
Examples
evidence that
support plate
movement

I can classify the


three types of
plate boundaries
and the basis

PLATE BOUNDARY NO. 2


Definition Facts/Characteristics

EXAMPLES
S Non-examples
Examples

PLATE BOUNDARY NO. 3

EXAMPLES
S Non-examples
Examples
Scaffold for TRANSFER 1
Activity 6 Move the Earth!
Make the tectonic plates move with your personal choice of crust type then see what
happens. Click the link below to download the interactive simulation for plate tectonics.
You will need Java version 6 to run this. If you already have the latest version of Java 7,
you need to disable Java 7 and re-enable Java 6. You can restore Java 7 later.
https://phet.colorado.edu/en/simulation/plate-tectonics Plate Tectonics Interactive
Simulation by PhET

Activity 7 Make a Quake!


Now let’s see if you can generate a powerful earthquake and prevent buildings from
collapsing. Click on the link to make your own temblor with the Earthquake Simulator.
Developed by the Private Education Assistance Committee under the GASTPE Program
of the Department of Education 21 http://www.tlc.com/games-quizzes/earthquake-
simulator.htm Make-a-Quake: Earthquake Simulator

Scaffold for TRANSFER 2


Activity 8 Build Your Own Volcano and Watch it Erupt!
Now it’s time for some explosion! Build your own virtual volcano and discover the power
of its eruption. Click the link to simulate a volcanic eruption.
http://www.cosmeo.com/braingames/virutal_volcano/index.cfm?title=Virtual%20Volcano
Volcano Explorer: Build your own volcano and watch it erupt
PROCESS QUESTIONS:
1. What types of volcanoes did you build?
2. Which type of volcano did you find most interesting? Why?
3. What variables cause the least explosive and the most explosive eruption?
4. Recall the 1991 eruption of Mount Pinatubo. Which factors from the virtual volcano
simulation caused this type of eruption?
5. Using the volcano simulator, which variables would possibly cause an eruption for a
volcano like Taal Volcano? What type of eruption will it be? Justify your ideas.

Self-assessment:
Instructions: Read the statement in each table and identify what is your
feeling about it either you’re or

Student’s Formative Self-Assessment of Scaffold Skills for Performance Task

I can…

I can describe the


distribution of
active volcanoes,
earthquake
epicenters, and
major mountain
belts to Plate
Tectonic Theory
I can describe the
different types of
plate boundaries
I can describe the
internal structure of
the Earth
Interactive Quiz1
Let’s check your knowledge of plate tectonics. Take the Plate Tectonics online quiz by
clicking on this link.
http://www.glencoe.com/sec/science/lep_science/earth_science/tutor/quizzes/tes t11.html
25-item online quiz about plate tectonics Check and review your answers. How well did
you do in the quiz?

Interactive Quiz2
What you have to do
1. Get a ruler and pen and draw a table like the one below on a separate sheet of paper.
2. Complete the table below.
3. Use arrows to represent the direction of the movement.

LEARNING
DEEPEN
COMPETENCY
LC 6 Relate the Instructions: Take a closer look at how you can make use of your knowledge and
distribution of understanding about plate tectonics.
active volcanoes,
earthquake GUIDED GENERALIZATION TABLE
epicenters, and Essential Question SITUATION 1 SITUATION 2 SITUATION 3
major mountain
How should we prepare
belts to Plate The 1868 Mount Etna Remembering the
for disasters that 1990 Luzon
Tectonic Theory Arica Erupts
include volcanic Earthquake
eruptions, earthquakes Tsunami
Learning
and tsunamis?
Targets:
Answer: Answer: Answer:
I can relate the
distribution of
active volcanoes,
earthquake
epicenters, and
major mountain Supporting Texts: Supporting Texts: Supporting Texts:
belts to Plate
Tectonic Theory

Reason: Reason: Reason:

LC 7 Explain the
different
processes that Common Ideas in Reasons:
occur along the
plate boundaries
(S10ES-Ia-j-36.3) Enduring Understanding/Generalization:
We should already have an emergency kit before these disasters.
Learning
Targets: C-E-R Questions:
I can explain the 1. What do you think is the importance of determining the epicenter of an earthquake?
different 2. How did scientists discover that the outer core is liquid?
processes that 3. Why is there a need to study the Earth’s layers?
occur along the 4. EQ: How should we prepare for disasters that include volcanic eruptions, earthquakes
plate boundaries and tsunamis?

Prompt for Generalization:


1. Each plate is slowly but continuously moving. Plate tectonics give rise to several
LC 8 Discuss an geologic features and events. According to the plate tectonics model, the entire
awareness of lithosphere of the Earth is broken into numerous segments called plates.
disasters that may 2. The plates are in constant motion. As they interact along their margins, important
be brought about geological processes take place, such as the formation of mountain belts, earthquakes,
by volcanic
and volcanoes.
eruptions and
earthquakes to 3. The Earth is composed of three main layers: the crust, mantle, and core which is
ensure the safety subdivided into outer core and inner core

Learning
Targets: Scaffold for Transfer 3:
I can discuss an
awareness of
disasters that may
be brought about
by volcanic
eruptions and
earthquakes to
ensure the safety

LC 9 Discuss the
theory of plate
tectonics

Learning
Targets:
I can discuss the
theory of plate
tectonics

LEARNING
COMPETENCY TRANSFER

PERFORMANCE Transfer Goal: The students on their own and in the long run will be able to demonstrate
STANDARD: exhibit disaster preparedness and help others to become more prepared for possible
calamities.
The learners
should be able to 1. In GRASPS
demonstrate ways Engaging Scenario:
to ensure disaster
preparedness Goal
during To design a scheme to inform local folks in your hometown about the possibilities of
earthquakes, earthquakes, tsunami, and other geologic activities in your area
tsunamis and Role
volcanic eruptions. A project engineer who wants to develop a new subdivision, a realtor who sells a
house & lot, a geologist visiting his/her hometown or simply a student seeking to
help the government.
LC10 Use their Audience
learning to People in your locality
ensure their Situation
safety before, You are to inform local folks in your hometown about the possibilities of
during, and after earthquakes, tsunami, and other geologic activities in your area. Most especially,
disasters that you must bring out in them the sense of being always ready and prepared.
may be brought
about by volcanic Product
eruptions and Informative materials about ways to mitigate the effects of tectonic activities-related
earthquakes. disasters
Standards
Learning You will be rated according to: details and information, method of
Targets: presentation/dissemination, techniques, accuracy and feedback/result.
I can demonstrate
ways to ensure
disaster
2. Differentiated Performance Tasks
preparedness a. Concept Map
during b. Reflection journal
earthquakes, c. Multimedia presentation
tsunamis, and
volcanic
eruptions.
3. Performance Task integrated with 21st century skills
Rubric for Performance Task
Details and Information 10 points
Method of Presentation/Dissemination 10 points
Techniques 10 points
Accuracy 10 points
Feedback/Result 10 points
TOTAL 50 points

Self-Assessment:
Write your personal reflections by answering the questions.
How did I get started? What were my first thoughts?

Which activity helped me understand the topic better?

Which part of the lesson did I find most challenging? Did I try anything that didn’t
work? How did I feel about it?

What methods did I follow to establish patterns and relationships?

How did I prove my ideas?

Value Integration:
The learners become self-discipline and social responsible in their daily action, cross-
cultural understanding and acquire life-long learning.
Subject: SCIENCE Grade Level: 10
Unit Topic: FORCE, MOTION AND ENERGY Quarter: 2nd

UNIT STANDARDS AND COMPETENCIES DIAGRAM

The learners will be able


The students on their to independently conduct an
own and in the long run will be information drive about the effects
able to demonstrate the effects of electromagnetic wave
of EM waves in living things exposure to help people make
informed decisions

The learners shall be able


to explain the effects of EM
radiation on living things and the
environment

Identify the relationship among


EQ: How safe are
wavelength, frequency and electromagnetic waves?
energy of an electromagnetic EU: Depends on their
wave frequency or type, the intensity
and where they strike

The learners
demonstrate an
understanding of the
relationship between
electricity and magnetism in
electric motors and
EXPLORE
This unit is about “Force, Motion and Energy”

Consider this question How safe is electromagnetic waves?


Let’s begin by gathering your thoughts about the different exposure to the different forms
of electromagnetic waves.

The skin as the largest organ of the body protects the internal organs from the
environmental elements. It is a host to a lot of sensory receptors to help the body react to
different situations. Below are illustrations of exposures of the skin to some stimulus.
Write on the Activity Sheet below the skin sensation/s you can associate with every
situation. Try to figure out also if the exposure to the different samples can cause harm to
living things and environment.

Answer the process questions afterwards.

Activity Sheet: Integumentary Sensations


EXPOSURE SENSATION
Lamp Shade Exposure
X-ray Exposure
Bonfire Exposure
Sun Exposure
Sound Exposure
CRT Monitor Exposure

Process Questions:
1. Are there similarities/differences with the sensations felt in the different situations?
How may your answer help describe the characteristics of the stimulus?
2. Are there stimuli in the given situations that can be considered as harmful? If so, in
what way?
3. Can we guarantee our safety with the constant exposures to these
phenomena/situations? Explain and justify.

Map of Conceptual Change: Tree Diagram


LEARNING FIRM-UP (ACQUISITION)
COMPETENCY

Activity 1 Pictionary
LC1 Compare the Determine the wavelength ranges of each of the forms of electromagnetic waves.
relative Afterwards answer the questions that follow.
wavelengths of
different forms of
electromagnetic
waves
(S10FEIIa-b-47)

Learning
Targets:
I can compare the
relative
wavelengths of
different forms of
electromagnetic
waves

Q1. Which electromagnetic wave has the longest wavelength?


Q2. Which electromagnetic wave has the shortest wavelength?
Q3. Observe what happens to the wavelength of the electromagnetic waves as they
progress (goes rightward from the figure). Does the wavelength of the EM waves increase
or decrease as we go from radio wave to gamma ray?

Activity 2 Chart
LC2 Compare the Next up, let us compare the frequencies of different EM waves, and then answer the
relative questions that follow.
frequencies of
different forms of
electromagnetic
waves

Learning
Targets:
I can compare the
relative
frequencies of
different forms of
electromagnetic
waves

Q1. Which among the EM waves has the highest frequency?


Q2. Which among the EM waves has the lowest frequency?
Q3. The energy of an EM wave also depends on its frequency, which means a wave with
higher frequency has higher energy too. Which among the EM waves has the highest
energy?
Q4. Which among the EM waves has the lowest energy?
Q5. What happens to the frequency of the electromagnetic waves as it progresses? Does
the frequency of the EM waves increase or decrease as we go from radio wave to gamma
ray?

LC3 Identify the


Activity 3 Labeling Exercise
relationship
among Copy and complete the table below. Identify what happens to the wavelength, frequency
wavelength, and energy of the EM waves following the direction of the arrows. You may answer
frequency and INCREASING or DECREASING inside the arrows.
energy of an
electromagnetic
wave

Learning
Targets:
I can identify the
relationship
among
wavelength,
frequency and
energy of an
electromagnetic
wave

LC4 Cite Activity 4 Match Me


examples of The following are electromagnetic waves with their applications. On another sheet, write
practical the name of the device which does not belong to the group.
applications of the
different regions
of EM waves,
such as the use of
radio waves in
telecommunicatio
ns (S10FE-IIc-d-
48)

Learning
Targets:
I can cite
examples of
practical
applications of the
different regions
of EM waves

LC5 Describe the


Activity 5 Table
regions of the
electromagnetic Directions: List down your exposure to the different forms of electromagnetic waves. Write
spectrum, their the time duration of exposure and your activity. Then identify the form of EM wave
properties and involved and the source of that wave. An example was given as your guide.
uses
Time Activity Form of EM Wave Source
Learning Example: 9:00 AM I watch my favorite
Targets: Radio wave Television
– 10: 00 AM TV show.
I can describe the
regions of the
electromagnetic
spectrum, their
properties and
uses
Activity 6 Mirror Self-Check!
LC6 Identify ways
in which the Directions: Write your answers to this activity on your Science Activity notebook.
properties of
Materials: Double-sided make up mirror, side mirror (of a motorcycle or of a car) Science
mirrors and
Activity Notebook
lenses determine
their use in optical Procedure:
instruments (e.g.,
1. Hold a make-up mirror close in front of you. Describe the image that you see. Write
cameras and
your observations in your Science activity notebook.
binoculars)
(S10FE-IIh-52) 2. Have someone hold the mirror for you, slowly move at least 3 m away from the it.
Observe your image as you move away from the mirror. Are there any changes in the
Learning image formed? Write your observations.
Targets:
I can identify ways 3. Holding the same mirror, turn the other side close in front of you. What do you observe
in which the about the image that you see? How do you compare your image on this side of the mirror
properties of to the image formed in the opposite side of it?
mirrors and
4. Again, have someone hold the mirror for you, slowly move at least 3 m away from the
lenses determine
their use in optical mirror. How do you compare your image when you were observing it closer in front of you
instruments (e.g., and when you were 3m away from the mirror?
cameras and 5. Now this time, sit close in front of a side mirror. How do you describe the image that
binoculars) you see? Write your observations.

Activity 7 Investigating Convex and Concave Lenses”


Directions: Write your answers on your Science Activity Notebook
Materials: convex lens, concave lens and Science Activity Notebook
Procedure:
Part A (convex lens)
1. Hold a convex lens close to some prints of your Science book.
Q1. What do you see? Is the image enlarged and upright? You may draw an illustration
that supports your answer.
2. Bring the lens near your classmate’s eyes (at least 5cm -6cm away)
Q2. What did you notice? Draw an illustration of what you saw.
Part B (concave lens)
3. Hold a concave lens close to some prints of your Science book.
Q4. What do you see? Did it bring the same effect as the one you observed in Part A?
You may draw an illustration that will explain what you observed.
4. Now hold the concave lens further away from you (a hand-stretched forward distance)
and look in something at a distance.
Q5. What do you see? Describe the object that you are looking at using the concave lens.
You may illustrate this observation. _
5. Compare the images you saw with the two different lenses. Summarize your
observations using the following descriptions: Larger; smaller; upright and; upside down.
Copy and complete the table below.
Activity 8 Rainbow Experiment
Go over the activity found on the link: https://www.rookieparenting.com/make-your-own-
rainbow-science-experiment/ After finding out the characteristics and properties of light,
create a one page drawing of a rainbow showing its effects and importance on living
things and environment.

Scaffold for TRANSFER 1


Activity 9 Enjoy the Sun Safely
Read the two articles on some effects of ultraviolet rays from the sun to living things by
following the links provided.
1. Cosmetic Procedures: Sun Exposure and Skin Cancer
http://www.webmd.com/beauty/sun/sun-exposure-skin-cancer
2. Ultraviolet radiation and the INTERSUN Programme
http://www.who.int/uv/sun_protection/en/

Organize your notes and ideas on the article by completing the graphic organizer below.
Refer to the process questions as you complete the organizer.

Activity 10 Oh My Em Radiation
You are going to make an essay that will contain your understanding on the following
important questions:
 What are some practical applications of the different regions of the Electromagnetic
Waves?
 What are the effects of electromagnetic radiation on living things and the
environment?

Scaffold for TRANSFER 2


Activity 11 Radiation Alert
Express your view using the activity sheet below. Support your claims by reading the
article found in the link below. Recall how you elaborated your point in the Tree Strategy
to help you out in this task.
http://icrpaedia.org/Application_of_ionising_radiation_in_healthcare

“Ionizing radiations are harmful.”

Self-assessment:
Instructions: Read the statement in each table and identify what is your
feeling about it either you’re or

Student’s Formative Self-Assessment of Scaffold Skills for Performance Task

I can…

I can compare the


relative
wavelengths and
frequencies of
different forms of
electromagnetic
waves
I can identify the
relationship among
wavelength,
frequency and
energy of an
electromagnetic
wave
I can cite examples
of practical
applications of the
different regions of
EM waves, such as
the use of radio
waves in
telecommunications
Interactive Quiz1
You are going to take the quizzes on electromagnetic waves to check if you have clear
concepts on electromagnetic waves and electromagnetic spectrum:
Electromagnetic Spectrum Quiz http://www.proprofs.com/quizschool/story.php?
title=electromagnetic-spectrum-quiz

Interactive Quiz2
Identify whether the following is PLANE, CONCAVE or a CONVEX MIRROR
1. forms images that are either behind the mirror or on the same side as the object.
2. forms images that are always the same distance from the mirror as the object.
3. forms images that are either smaller/same size/larger than the object.
4. forms images that are the same size as the object only.
5. forms images that have left to right reversal.
6. forms images that are either real or virtual.
7. forms images that are upright or inverted.
8. forms images that are behind the mirror.
9. forms images that are always reduced.
10. forms images that are always upright.
11. forms images that are only virtual.
12. forms real or virtual images.
13. forms only virtual images.
14. is flat, smooth mirror.
15. is a curved mirror.

LEARNING
DEEPEN (MAKE MEANING)
COMPETENCY
LC7 Explain the
Instructions: Take a closer look at how you can make use of your knowledge and
effects of EM
understanding about force, motion and energy.
radiation on living
things and the GUIDED GENERALIZATION TABLE
environment
Essential Article # 3
Question Article # 2 Electromagnetic
Learning Article # 1
Targets:
How safe are Effects of Sun Fields and Public
How Radiation
I can explain the electromagneti Threatens Health
Exposure to Skin Health: Microwave
effects of EM c waves? ovens
radiation on living Answer: Answer: Answer:
things and the
environment
Supporting Texts: Supporting Texts: Supporting Texts:

Reason: Reason: Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization:
Depends on their frequency or type, the intensity and where they strike

C-E-R Questions:
1. How is electricity related to magnetism?
2. How does an electric motor work? How does an electric generator work?
3. What is electromagnetic induction?
4. EQ: How safe are electromagnetic waves?

Prompt for Generalization:


1. A typical broadcast studio consists of an audio console, microphones, computers,
studio monitors, and disc players.
2. James Clerk Maxwell formulated the Electromagnetic Wave Theory which says that an
oscillating electric current should be capable of radiating energy in the form of
electromagnetic waves.
3. The waves in the various regions in the EM spectrum share similar properties but differ
in wavelength, frequency, energy, and method of production.

Scaffold for Transfer 3:

Map of Conceptual Change


LEARNING
TRANSFER
COMPETENCY
PERFORMANCE Transfer Goal:
STANDARD:
The learners Performance Task
shall be able to 1. In GRASPS
explain the effects Engaging Scenario
of EM radiation on You are working for a broadcasting network and the evening news program will
living things and air in 15 minutes. One of the segments of the show is a trivia on different topics that are
the environment
relevant to the times. It so happens that the current news is about the rise of several
high profile individuals suffering from cancer. Hence, you were asked to come-up with a
LC8 Conduct an presentation on the different effects of electromagnetic exposure as this has been cited
information drive by a lot of individuals as the key carcinogenic factor. As a journalist you can: write a
about the effects script for the news show explaining the effects of electromagnetic exposure, select a
of electromagnetic Web 2.0 application that will deliver the message to as many individuals as possible, or
wave exposure to create an advertisement that will be aired in the broadcast that will show the effects of
help people make
informed electromagnetic exposure.
decisions Your output will be evaluated according to content, organization, justification and
impact.
Learning
Targets:
I can conduct an 2. Differentiated Performance Tasks
information drive a. Concept Map
about the effects b. Reflection journal
of electromagnetic c. Multimedia presentation
wave exposure to
help people make
informed 3. Performance Task integrated with 21st century skills
decisions
Differentiated Grasp Rubric
Outstanding Satisfactory Developing Beginning
Criteria
4 3 2 1
Content Presents Presents a Presents No scientific
comprehensive good number insufficient and reasoning was
scientific of scientific inconsistent presented.
reasoning with reasons with scientific
detailed sufficient evidences in
elaboration of elaboration of some parts with
the pros and pros and cons. little elaboration
cons. of pros and cons
Organization Order of ideas Order of ideas Order of ideas is Order of ideas
is apparent and is apparent. confusing in is not present.
has an Sufficient some parts No supporting
interesting details are Some details are details were
progression. geared to the not specific to given
central idea. one central idea.
Justification Evidences Evidences Few evidences Almost no
gathered from gathered from are presented evidences are
the data and the data and and with very few presented and
relevant and relevant references to the made no
updated information are data; some references to
information are presented information is not the data; many
presented clearly and presented clearly important
clearly and concisely making the work information is
concisely making the unconvincing in presented in a
making the work certain parts confusing way.
work reasonable is not
reasonable and presented
compelling. clearly making
highly the work
convincing unconvincing
Impact Establishes and Establishes The importance Does not relate
communicate s and and relevance the selected
in an engaging communicate are clear. The issue at all to
and practical s the importance and the youth or
way the importance relevance to the their
importance and and relevance personal and community
relevance of the of the issue on community level
issue on personal and are not clearly
personal and community established and
community levels. communicated.
levels

Self-Assessment:
Write a reflection in your synthesis journal about your experiences in the entire lesson.
You may choose to answer one, some, or all of these guide questions:
 What have you learned about the entire lesson? Is it challenging to see the world you
live in?
 What would our life be if there are no electromagnetic waves?
 Do you have to be afraid of the different forms of electromagnetic radiations?
 What other task would you like to work on in the future that could be beneficial to living
things and the environment?

Value Integration:
The learners will become a critical thinker, creative, resilience and responsive in their
daily actions.
Subject: SCIENCE Grade Level: 10
Unit Topic: LIVING THINGS AND THEIR ENVIRONMENT Quarter: 3rd

UNIT STANDARDS AND COMPETENCIES DIAGRAM


The students will be able Create a video on the
to independently use their importance of adaptation as a
learning to explain the molecular mechanism for the survival of a
basis of genetic variation and species
species adaptability

The learners should be able


to write an essay on the importance
of adaptation as a mechanism for
the survival of a species

EQ: How does mutation change


the structure and function of
Know the chromosomal basis of proteins?
inheritance and the role of DNA
as the blueprint of life EU: DNA stores, replicates and
passes on the genetic information
from generation to generation

The learners demonstrate


an understanding of how evolution
through natural selection can result
in biodiversity.

EXPLORE
This unit is about “Living Things and the Environment”
Consider this question How does genetic variation arise?

Variation, in biology, refers to any difference between cells, individual organisms, or


groups of organism. Variation may be shown in physical appearance, metabolism,
fertility, mode of reproduction, behavior, learning and mental ability, and other obvious
or measurable characters.
Molecules, in chemistry, are groups of atoms bonded together representing the smallest
fundamental unit of a chemical compound that can take part in a chemical reaction.
What role could the tiny molecules possibly play in variation? Your goal in this section is
to start exploring this relationship.

Let’s begin by examining a case of variation in humans.


Modern Human Diversity - Skin Color
Why do people from different parts of the world have different colored skin? Why do
people from the tropics generally have darker skin color than those who live in colder
climates? Variations in human skin color are adaptive traits that correlate closely with
geography and the sun’s ultraviolet (UV) radiation.

As early humans moved into hot, open environments in search of food and water, one
big challenge was keeping cool. The adaptation that was favored involved an increase
in the number of sweat glands on the skin while at the same time reducing the amount
of body hair. With less hair, perspiration could evaporate more easily and cool the body
more efficiently. But this less-hairy skin was a problem because it was exposed to a
very strong sun, especially in lands near the equator. Since strong sun exposure
damages the body, the solution was to evolve skin that was permanently dark so as to
protect against the sun’s more damaging rays.

Melanin, the skin's brown pigment, is a natural sunscreen that protects tropical peoples
from the many harmful effects of ultraviolet (UV) rays. UV rays can, for example, strip
away folic acid, a nutrient essential to the development of healthy fetuses. Yet when a
certain amount of UV rays penetrates the skin, it helps the human body use vitamin D
to absorb the calcium necessary for strong bones. This delicate balancing act explains
why the peoples that migrated to colder geographic Developed by the Private Education
Assistance Committee under the GASTPE Program of the Department of Education 12
zones with less sunlight developed lighter skin color. As people moved to areas farther
from the equator with lower UV levels, natural selection favored lighter skin which
allowed UV rays to penetrate and produce essential vitamin D. The darker skin of
peoples who lived closer to the equator was important in preventing folate deficiency.

There is also a third factor which affects skin color: coastal peoples who eat diets rich in
seafood enjoy this alternate source of vitamin D. That means that some Arctic peoples,
such as native peoples of Alaska and Canada, can afford to remain dark-skinned even
in low UV areas. In the summer they get high levels of UV rays reflected from the
surface of snow and ice, and their dark skin protects them from this reflected light.

Process Questions:
1. Describe how skin color differs for the human species.

2. Why do our skin colors vary? Enumerate some of the factors mentioned in the text.

Map of Conceptual Change: Graphic Organizer


LEARNING
FIRM-UP (ACQUISITION)
COMPETENCY
Activity 1 Labeling Exercise
Identify the glands of the endocrine system. Choose your answer from the box below.
LC1 Identify the
major endocrine
glands in the human
body
Learning Targets:
I can identify the
major endocrine
glands in the human
body

LC2 Explain the role Ovary Pineal gland Adrenal gland Pancreas
of hormones Testis Pituitary gland Parathyroid gland Thyroid gland
involved in the
female and male
reproductive
systems (S10LT- Activity 2 Match Me
IIIb-34)
Match the glands in column A with the hormone secreted in column B by writing the
Learning Targets: letter of your answer. Use a separate sheet of paper for your answers.
I can explain the role
of hormones A B
involved in the
_____1. Pituitary a. thymosin
female and male
reproductive _____2. Thyroid b. insulin
systems _____3. Parathyroid c. estrogen
_____4. Thymus d. testosterone
_____5. Adrenal e. melatonin
_____6. Pancreas f. parathormone
_____7. Testes g. adrenaline
LC3 Describe the _____8. Ovaries h. thyroxin
feedback i. growth hormone
mechanisms
involved in
regulating processes Activity 3 The Wheel Keeps on Turning
in the female Have you ever wondered how menstrual period works? Why does it come every
reproductive system month? What does it have to do with getting pregnant? The activity below will give you
(e.g., menstrual
a better understanding of the menstrual cycle, specifically on the events taking place in
cycle)
the usual 28-days cycle.
(S10LT-IIIc-35)
What you need:
Learning Targets:  separate sheet of paper
I can describe the  ball pen and pencil
feedback  ruler and compass or any round object
mechanisms
 coloring materials
involved in
regulating processes What you have to do:
in the female 1. Get a separate sheet of paper for your answers. Copy Figure 1. (blank Menstrual
reproductive system Cycle Diagram) on your paper. You may also opt to scan or photocopy the diagram
if you wish to. Do not copy the questions, just write your answer or observations.
2. Look at the diagram below. This is called a Menstrual Cycle Diagram.
a. How many days do we usually have in a month?
b. How many days do we have in a menstrual cycle?

3. Identify the numbers/days in a month that correspond to the different events in a


menstrual cycle listed on the phases below. Color them accordingly in the copied
Menstrual Cycle Diagram.
c. The periodic or regular shedding of tissues and blood from the inner lining of
the uterus is called the menstruation or period. It could be described as the
discharge of blood from the uterine wall. These days are numbers __________
and will be colored red. Note: Different girls have different menstruation length,
but the usual is 5 to 7 days.
d. Uterine lining starts to thicken with new layer of tissue. An egg is developing in
the ovary. This is called follicular phase and covers the first half of the
menstrual cycle. These days are numbers __________ and will be colored
yellow. Note: While menstruation happens in the early part of this phase, the
ovaries are simultaneously preparing to ovulate again.
e. The day when an egg may be released from any of the two ovaries is on day
______. This is called ovulation and will be colored blue. It is half-way in the
cycle. Note: A female can get pregnant although ovulation is a one-day
occurrence each month and the ovum can only survive from 12-24 hours after
ovulation. Conception can occur within a six-day window, the five days leading
up to ovulation and the day of ovulation, because sperm can live in the female
body for up to five days.
f. If the egg was not fertilized or implantation did not occur, hormonal changes
signal the uterus to prepare to shed its lining. This is called the luteal phase,
and it happens on days __________. Color these days green. Note: This phase
starts right after ovulation and lasts until the next period.
g. What might happen if the egg was fertilized by a sperm?
______________________

Activity 4 Break It Down


Using the given graphic organizer, fill in the missing parts to complete the entire
concept showing the structure of the nervous system.

LC4 Identify the


major divisions and
parts of the nervous
system
Learning Targets:
I can identify the
major divisions and
parts of the nervous
system

LC5 Describe how


the nervous system
coordinates and
regulates these
feedback
mechanisms to
maintain
homeostasis
(S10LT-IIIc-36) Activity 5 Pictionary
Study each picture. Write the possible stimulus and response in statement form in each
Learning Targets: drawing.
I can describe how
the nervous system Situation Stimulus Response
coordinates and Example: Delicious aroma of the Salivation (active
regulates these cooked food. production of saliva)
feedback
mechanisms to
maintain
homeostasis

1.

2.
3.

4.

5.

LC6 Explain the


occurrence of
evolution (S10LT-
IIIg-40)
Learning Targets:
I can explain the
occurrence of Activity 6 Match Me
evolution
Match the evolutionary patterns in Column B with its description in Column A.

Activity 7 When Will it be Enough?


LC7 Explain the
relationship between The two situations below represent the importance of considering the carrying
population growth capacity in order to sustain life both in natural and man-made ecosystem. Refer to the
and carrying following statement when answering the next questions.
capacity (S10LT-IIIi-
42) A. “The carrying capacity of Makabuhay Lake equals 150 fish.”
1. Can less than 150 fishes live in Makabuhay lake?
Learning Targets: 2. Can more than 150 fishes live in Makabuhay lake?
I can explain the 3. Let’s say there are 140 fishes in Makabuhay lake when the amount of resources in
relationship between
this lake decreases and the carrying capacity drops from 150 to 100 fishes. What
population growth
and carrying will happen to this fish population? Why will this happen? (5 points)
capacity
B. Lito is excited to bring home his new aquarium with a capacity of 30 goldfishes
(Carassius auratus). In it are one male and one female goldfish. These cute goldfishes
mated and produced 45 offsprings. Describe this community in terms of food, oxygen,
and space available for each organism. (5 points)
Scaffold for TRANSFER 1
Activity 8 Walk in Two Worlds
A. Read the stories of a Grade 10 student who are living in two different environments.
Provide three possible answers that could be experienced by the main characters in the
story.
Situation 1: Pedro is a Grade 10 student from an urban place in the country. His family
is living in a small room made of recycled materials, tarps, and cheap wood. Early in the
morning as he goes to school, he needs to walk along a muddy “eskinita” since it rained
hard the night before. This is common to their place since there is no proper drainage
systems. On his way to school, he saw two kids peeing in pots because toilets are few
and communal, and they sometimes need to pay for using it. Most kids in their area do
not go to school anymore and their parents are always out working in the nearby
factories, leaving their children unsupervised and most of the time unfed. This made the
children malnourished and suffer respiratory problems and skin diseases. This is the
usual Monday morning to Pedro. Despite all these things, Pedro is determined to finish
his schooling and excited to reach all his future ambitions and plans.
Questions
1. What are the problems that were described in the story? List three.
2. What are the effects of these problems in people’s health, nutrition, and wellbeing?

Situation 2: Mona is a Grade 10 student in one of the islands in the country. As she
goes to the nearest school in their barangay, breathtaking white sand beaches,
lagoons, and caves are seen on her way. Their place is interesting and strikingly
beautiful with hilly and mountainous terrain. Because of the terrain, the drainage is good
and prolonged flooding is not a problem. She enjoys walking as she sees unique plant
species in full bloom, and some are in the fruiting stage. This is possible in their area
due to factors like appropriate climate and fertile soil. Diverse ecosystems of
grasslands, rainforest, and coral reefs make Mona’s travel to school more exciting. This
diversity leads to abundance and variety in terms of the flora and fauna in the island.
Along her way, she saw Mang Kardo and Mang Karding planting camote, gabi, and
cassava in their wide land. Her long travel going to school always excites her, since the
unspoiled beauty of the island and the peaceful lifestyle of the people are the wonderful
postcard sceneries that serve as her companion as she took the steps in completing
her school years.
Questions
1. List three descriptions of the place.
2. What are the effects of rich biodiversity in people’s health, nutrition, and wellbeing?

Scaffold for TRANSFER 2


Activity 9 What’s Dependent and Independent?
Read each situation in the table below, state if it is a density-independent limiting factor
or a density-dependent limiting factor. Indicate the specific limiting factor that is
occurring. Number one is done for you.
Density –
Limiting independent
Situation
Factor or Density –
dependent
1. African Swine Fever (ASF) is a fatal animal Disease Density-
disease affecting pigs and wild boars with up to causing dependent
100% case fatality rate. It is believed that the African Swine Factor
feeding of contaminated feed and food waste which Fever
are being used to supplement feed is one of the
leading cause of infection. Affected provinces
include Rizal, Bulacan, Pampanga, Pangasinan,
Nueva Ecija, Cavite Provinces and Metro Manila
(Caloocan, Malabon and Quezon Cities).
2. Aquatic microorganisms causing the paralytic
shellfish poison (PSP), or red tide toxins were
detected in the waters off Pangasinan and
Pampanga. Conditions like warm sea surface
temperatures and high nutrient content are the
identified factors that are favorable to the rapid
increase of this algae causing PSP. This prompts
the Bureau of Fisheries and Aquatic Resources
(BFAR) to impose a shellfish ban in the affected
areas.
3. Earthquakes are usual in the country due to its
position along the Pacific Ring of Fire. A magnitude
6.5 earthquake rocked Central and Eastern
Mindanao on Thursday, October 31, 2019, just two
days after a strong tremor killed several people and
hurt hundreds of others in the region.
4. Oil Spill in Guimaras has adversely affected
marine sanctuaries and mangrove reserves in three
out of five municipalities in Guimaras Island and
reached the shores of Iloilo and Negros Occidental.
According to the report of Department of
Environment and Natural Resources (DENR), the
crisis damaged 1,500 hectares (more than 3,700
acres) of the local ecosystem consisted of
mangroves, seagrass, and coral reefs.
5. The country is considered as one of the most
seriously deforested countries in the tropics.
Deforestation led to extremely high rates of soil
erosion and has likely contributed to the Philippines’
high number of flood-related disasters, which kill
hundreds on a near-annual basis.

Self-assessment:
Instructions: Read the statement in each table and identify what is your
feeling about it either you’re or

Student’s Formative Self-Assessment of Scaffold Skills for Performance Task

I can…

I can identify the


major endocrine
glands in the
human body
I can describe how
the nervous system
coordinates and
regulates these
feedback
mechanisms to
maintain
homeostasis
I can explain the
occurrence of
evolution

Interactive Quiz1
A friend says to you, “Man Originated from Apes” because many physical and
biochemical resemblances are found between them. How would you react to this?
Interactive Quiz2
Supply the missing letters to spell the appropriate concept referred to in the following
items.
1-2. These are the two major divisions of nervous system.
(C_N T R _ L and P E R _ P _ E _A _) Nervous System
3. It is associated with the voluntary control of body movements that has two main
parts- spinal and cranial nerves. (S_ M _ T_ C) Nervous System
4. It is the basic unit of the nervous system. (N _ U _ O _ S)
5. It is any factor in the environment that may trigger a nerve impulse. (S T _ M _ L _ S)
6-7. The main components of central nervous system are
(B _A _ N and S _ I N _ L C _ R _ )
8-10 .Brain stem connects the brain to the spinal cord and controls automatic functions
such as
(B_ E A _ H I _ G, D _ G _ S T _ O N, H E A R T R A T E , A N D B _ O _ D P _ E _ S
U _ E)

LEARNING
DEEPEN (MAKE MEANING)
COMPETENCY
Instructions: Take a closer look at how you can make use of your knowledge and
understanding about living things and their environment.
LC8 Explain how
protein is made GUIDED GENERALIZATION TABLE
using information Essential
from DNA (S10LT- Question PROBLEM 2 PROBLEM 3
PROBLEM 1
IIId-37) How does Viruses have no Why are some
mutation change
Learning Targets: What makes a cells. How come people born with a
the structure and
I can explain how firefly glow? they can “live?” disease?
function of
protein is made proteins?
using information Answer: Answer: Answer:
from DNA

Supporting Texts: Supporting Texts: Supporting Texts:

LC9 Explain how Reason: Reason: Reason:


mutations may
cause changes in
the structure and Common Ideas in Reasons:
function of a protein
(S10LT-IIIe-38) Enduring Understanding/Generalization:
Learning Targets: DNA stores, replicates and passes on the genetic information from generation to
I can explain how generation
mutations may
cause changes in C-E-R Questions:
the structure and 1. What important role does RNA play in the expression of information found in the
function of a protein DNA?
2. Why are evidences important in the study of origin of life?
3. Explain how reproduction, variation, and adaptation are necessary for survival of
species.
4. EQ: How does mutation change the structure and function of proteins?
LC10 Explain how
fossil records, Prompt for Generalization:
comparative 1. Neurons have the special ability to carry signals or impulses. A nerve impulse is an
anatomy, and electrochemical signal moving along an active neuron. The space between neurons is
genetic information called synapse. A stimulus is any factor in the environment that influences behavior. A
provide evidence for response is a reaction to a condition or stimulus. To survive, an organism must be able
evolution (S10LT- to respond to a stimulus. Reaction time is the length of time between application of a
IIIf-39) stimulus and detection of a response.
Learning Targets: 2. The endocrine system consists of glands that secrete chemicals called hormones
I can explain how that control various body processes. This control system usually brings about slow
fossil records, changes in the body because hormones move through the circulatory system more
comparative
slowly than the nerve impulses. The major glands in the body are the pituitary, thyroid,
anatomy, and
genetic information parathyroid, thymus, adrenal, pancreas, ovaries and testes.
provide evidence for 3. Hormones play an important role in both male and female reproductive systems. The
evolution pituitary gland controls the functions of both the testes and the ovaries. These
hormones keep the reproductive system properly functioning.

Scaffold for Transfer 3:

Map of Conceptual Change

LEARNING
TRANSFER
COMPETENCY
Transfer Goal: The students will be able to independently use their learning to explain
LC11 Create a video the molecular basis of genetic variation and species adaptability
on the importance of
adaptation as a Performance Task
mechanism for the 1. In GRASPS
survival of a species
Engaging Scenario
Learning Targets: Environmental change is now occurring on a global scale due to human
I can create a video activities and many species will have to adapt to this change or experience an ever
on the importance of increasing chance of extinction.
adaptation as a One of your projects in the Institute of Molecular Biology and Biotechnology is
mechanism for the the creation and distribution of online educational materials (videos, video podcasts,
survival of a species interactive simulations, etc.) that explain the molecular basis of genetic variation and
species adaptability. The responsibility of producing the materials is left to the media
team composed of a researcher, a scriptwriter, and an animator.
Materials are intended for students and are therefore expected to be
informative, engaging, and creative.

2. Differentiated Performance Tasks


a. Concept Map
b. Reflection journal
c. Multimedia presentation

3. Performance Task integrated with 21st century skills


Rubric
Outstanding Satisfactory Developing Beginning
Criteria
4 3 2 1
Content Content is Content is Some parts Content is
insightful and relevant to the are distracting irrelevant to the
highly relevant objectives of or objectives;
to the the project. All unnecessary information
objectives of information and some presented is
the project, and presented is information is very shallow,
wisely chosen correct, inaccurate, many are false
to address the accurate, and unclear, and and confusing.
needs of the useful. rambling.
audience. No citations
Advanced level All sources of Some sources were made.
of scientific information of information
understanding are clearly are not cited.
is apparent in identified and
the information credited using
presented. citations.
Commu- Information is Information is Information is Information is
nication communicated communicate communicated communicated
using d using using language using language
sophisticated appropriate and style that and style that is
and varied language and is at times totally different
language that is style that is inappropriate from the
suited to the suited to the to the purpose, purpose,
purpose, purpose, audience, and audience, and
audience, and audience, and task. task.
task. task.
Creativity The work is put The work is The work is put The work is
together by the put together together by the entirely copied
student in a by the student student and shows no
novel and in a following effort at all to
resourceful resourceful another model reflect one’s
way. The work way. The work or work. The own ideas. The
has insightful has new work has work does not
and striking ideas. borrowed acknowledge
ideas. Some ideas from the original
experimentation another source that it
is done which source. copied.
gives the work
a unique and
personal style.

Self-Assessment:
Write your final answers to these questions in the L column of the K-W-L chart.
Compare your new answers with your answers in the previous columns.

K-W-L Chart
How are proteins synthesized in the cell?

How does genetic variation arise?

WHAT I WANT TO
WHAT I KNOW WHAT I LEARNED
KNOW

Value Integration:
The learners will care for the body system, become open-minded and aware of what
will happen in the environment.
Subject: SCIENCE Grade Level: 10
Unit Topic: CHEMICAL REACTIONS Quarter: 4th

UNIT STANDARDS AND COMPETENCIES DIAGRAM

The students will be able


to independently use their Apply the principles of
learning to make appropriate conservation of mass to chemical
judgement on the suitability and reactions
relevance of chemical reactions
to various activities in the
environment

The learners shall be able to


using any form of media, present
chemical reactions involved in
biological and industrial processes
affecting life and the environment

EQ: How are the quantitative


aspects of chemical reactions
Classify chemical reactions dealt with?
according to the different types
EU: Quantitative measures of
chemistry can be derived from the
basic concepts and principles of
chemical reaction and equations

The students demonstrate


of the chemical reactions
associated with biological and
industrial processes affecting life
and the environment
EXPLORE
This unit is about “Chemical Reaction”
Consider this question How are the quantitative aspects of chemical reactions dealt
with?
Let’s begin by fill in the KWHL part of the chart for the things that you know, what you
want to know and how will you find out.

K W H L
What do I know? What do I want to How do I find out? What have I
learn? learned?

Map of Conceptual Change: Graphic Organizer


LEARNING
FIRM-UP (ACQUISITION)
COMPETENCY
LC1 Identify the Activity 1 Identify Me
four general types
of chemical Identify the types of chemical reactions based on the given equations. Write S for
reactions Synthesis, D for Decomposition, SR for Single Replacement, and DR for Double
Replacement on the space provided.
Learning Targets: 1. P + O2 → P4O10
I can identify the
four general types 2. HgO → Hg + O2
of chemical 3. Cl2 + NaBr → NaCl + Br2
reactions
4. Na + Br2 → NaBr
5. HgO + Cl2 → HgCl + O2
6. Mg + O2 → MgO
7. AlO → Al + O2
8. H2 + N2 → NH3
9. C + H2 → CH4
10. S8 + F2 → SF6

LC2 Describe the


various chemical Activity 2 Vocabulary Exercise
reaction underlying
mechanisms Base on your answer on activity one, how can you describe if it is:
1. Single replacement reaction?
Learning Targets: 2. Double replacement reaction?
I can describe the 3. Decomposition?
various chemical 4. Synthesis?
reaction underlying
mechanisms

Activity 3 Table
In this activity, you will classify the different types of chemical reaction. Put the equations
LC3 Classify in the column in which it belongs.
chemical reactions
according to the 2K + 2H2 O 2KOH + H 2 2 CO(g) + O2 (g) 2CO 2 (g)
different types
NaCl + AgF NaF + AgCl 3 H2(g) + N2 (g) 2 NH (g)
3

Learning Targets:
I can classify FeS + 2HCl H 2S + FeCl2 2 H2O → 2 H2 + O2
chemical reactions Ca + 2 H2O → Ca(OH)2 + H2 H2CO3 → H2O + CO2
according to the
different types. H2(g) + O2 (g) 2 H 2O(g) 2 H2O2 → 2 H2O + O2
Single Double
Synthesis Combustion Decomposition
Displacement Displacement

LC4 Know the Activity 4 The Rate of Dissolving Rock and Powder Sugar
factors affecting
Materials:
rate of reactions
Rock sugar two drinking glasses (same size) water
Powder sugar spoon watch
Learning Targets:
Procedure:
I can know the
factors affecting 1. Pour water up to the same level on two drinking glasses.
rate of reactions 2. Take a pinch of sugar and drop it in one of the glasses. Do not stir. After one minute,
stir the glass slowly until no sugar can be seen. Record the time it takes for the sugar
to be dissolved completely.
3. Repeat procedure no. 2, this time use rock sugar. The size of your rock sugar should
be that of a mongo bean.
Analysis:
How much time did it take the powder sugar to dissolve completely? How about the rock
sugar? Why is this so?

Scaffold for TRANSFER 1


Activity 5 Mentos and Coke Experiment
In this experiment, you will observe the chemical reaction that occurs when mixing
Mentos and Coca-cola, then change one or more of the variables and make a
hypothesis about the results of your changes.

(26) Cool Science Experiment - Original Mentos Diet Coke Geyser - YouTube
https://www.youtube.com/watch?v=ZwyMcV9emmc

Scaffold for TRANSFER 2


Activity 6 Virtual Laboratory Game: Labster
Perform an online simulated game involving the process of chemical reactions.

Virtual Lab Simulation Catalog | Labster (https://www.labster.com/simulations)

Self-assessment:
Instructions: Read the statement in each table and identify what is your
feeling about it either you’re or
Student’s Formative Self-Assessment of Scaffold Skills for Performance Task

I can…

I can identify the


four general types
of chemical
reactions
I can describe the
various chemical
reaction underlying
mechanisms
I can classify
chemical reactions
according to the
different types.

Interactive Quiz1
The students will enter the Game Pin of Kahoot and read the following questions
carefully and select the best response. https://create.kahoot.it/creator/fd74fae9-3a60-
4356-a57c-d14796d04cba

Interactive Quiz2
Read the following questions carefully. Select the best response from the given
questions. Chemical Reactions | Chemistry - Quizizz
(https://quizizz.com/admin/quiz/5c82b8a3c293f8001db8d94b/chemical-reactions?
type=quiz,presentation&searchIn=all_quizzes&subject=All&grade
=high%20school&queryId=1254713444915985.8-1658887987903&searchLocale)
LEARNING
DEEPEN (MAKE MEANING)
COMPETENCY
LC5 Explain how
Instructions: Take a closer look at how you can make use of your knowledge and
the factors affecting understanding about chemical reactions.
rates of chemical
reactions are GUIDED GENERALIZATION TABLE
applied in food Essential Article 1 Article 2 Article 3
preservation and Question
materials Chemical Reactions Evidence of Chemical Chemical Reactions
How are
production, control Reaction That Happen In Your
the https://www.education. Everyday Life
of fire, pollution, quantitative vic.gov.au//school/teac https://chem.libretexts
and corrosion
aspects of hers/teachingresources org/Bookshelves/Intro
(S10MT-IVh-j-24) https://www.aakash.ac.in/
chemical /discipline/science/con ductory_Chemistry/Map
tinuum/Pageschem %3A_Introductory_Chem blog/chemical-reactions-
Learning Targets: reactions that-happen-in-your-
reactions.aspx?fbclid istry_(Tro)/07%3A_Che
I can explain how dealt with? everydaylife/?fbclid=
=IwAR1kdH9hOXM2 mical_Reactions/7.02%
the factors affecting 2WMtfIx04p1lRCz4qj 3A_Evidence_of_a_ IwAR0yT-CsQFUCL
rates of chemical zZwTNEtyMfH9bjk8F Chemical_Reaction? QinbSMgLlEYXUGf5
reactions are _oNmK21s2qU#top fbclid=IwAR10oroEYn tg4slC8fx-XMWy8
applied in food 79oziWGekjRZ0h8mBB cS2RURkXcAw4_yo
preservation and ITxY2NBSEDGoeoRIF
materials S02JBn8-tRBBtE
production, control Answer: Answer: Answer:
of fire, pollution,
and corrosion
Supporting Texts: Supporting Texts: Supporting Texts:

Reason: Reason: Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization:
Quantitative measures of chemistry can be derived from the basic concepts and
principles of chemical reaction and equations

C-E-R Questions:
1. What do you think are the main factors that may help us in controlling fire?
2. How are chemical reactions applied in food preservation?
3. How do the factors affecting rates of chemical reactions are applied in pollution?
4. EQ: How are the quantitative aspects of chemical reactions dealt with?

Prompt for Generalization:


1. Chemical reaction is a process by which one or more substances, the reactants, are
converted to one or more different substances, the products.
2. The Law of Conservation of Mass dates from Antoine Lavoisier's 1789 discovery that
mass is neither created nor destroyed in chemical reactions. In other words, the mass of
any one element at the beginning of a reaction will equal the mass of that element at the
end of the reaction.
3. When you burn wood, heat is produced. We use this heat to cook our food or boil
water. The chemical reaction in this case is the burning of wood and since heat is given
off, we say the reaction is exothermic. So, we define an exothermic reaction as a
reaction where heat is evolved or given off.

Scaffold for Transfer 3:


Map of Conceptual Change

Chemical Reactions

Energy Changes

Precipitation

Exothermic Endothermic
Changes in color,
smell & temperature

Gas production Law of


Conservation of
Energy

LEARNING
TRANSFER
COMPETENCY
PERFORMANCE Transfer Goal: The students will be able to independently use their learning to make
STANDARD: appropriate judgement on the suitability and relevance of chemical reactions to various
The learners shall activities in the environment
be able to using
any form of media, Performance Task
present chemical
reactions involved 1. In GRASPS
in biological and Engaging Scenario
industrial Your school’s Science Department is going to celebrate Science week.
processes affecting Several activities are planned and designed to make the celebration worthwhile and
life and the significant. Outside exhibitors are invited to present, in any media format, the chemical
environment reactions involved in various biological and industrial processes which are affecting
life and the environment.
LC6 Apply the Your presentation will be rated according to coherence, accuracy of the
principles of data/information, clarity and audibility and readability and effectiveness.
conservation of
mass to chemical 2. Differentiated Performance Tasks
reactions a. Concept Map
b. Reflection journal
Learning Targets: c. Multimedia presentation
I can apply the
principles of 3. Performance Task integrated with 21st century skills
conservation of
Rubric for the Presentation Material
mass to chemical
reactions Criteria Poor Good Very Good
Coherence of the Poor transition The flow of The presentation is
Presentation from one point discussion is highly organized such
to the next is smooth with good that points discussed
observed. transitions from one are in a logical order
point to the next with very good
transitions from one
point to the next
Accuracy of the Inaccurate data/ Accurate data/ Highly accurate data/
Data/Information information information information presented
presented as presented as as evidenced by the
evidenced by evidenced by the complete references
the lack or completeness of cited; each point in the
absence of references cited presentation is backed
references up with one or more
than one reference
Clarity and Some Basic information More than the basic
Audibility discussion are about the topic is information about the
vaguely presented can be topic is presented
explained and heard clearly from clearly such that even
the presentation back of the room those seated at the
cannot or is back of the room
difficult to hear participate actively in
from the back of the discussion
the room
Readability and The The presentation is The presentation is
Effectiveness presentation is readable from the readable from the back
difficult to read back of the room; of the room; the layout
from the back of the layout is neat is creatively done
the room due to and easy to without the expense of
inappropriate understand the presentation’s
font size and neatness; the layout is
layout helpful at effectively
conveying information

Self-Assessment:
Indicate the factors that affect the rate of chemical reactions.
1. Rusting of iron but not gold
2. Spoiling of food at a warmer temperature
3. Fermentation of sugars to alcohol using yeast
4. Copper oxide speeds up the decomposition of H2O2 (hydrogen peroxide)
5. Grinding of calcium carbonate before calcining

Value Integration:
The learners will have collaborations in forming new materials that may affect the
environment and humans. They also become diligence, resourceful and communicate
people to do a right thing.

Checked by: Recommending Approval:

CARIZA C. DANDAY MARICEL C. BARGAYO


Subject Coordinator Junior High School Coordinator

Approved:

DR. ROSARIO M. DUAZO


Principal

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