ScienceLesson1.pdf

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TEACHER’S GUIDE FOR OHSP ONLINE MODULE

GRADE 7 SCIENCE

THE INVESTIGATORY PROCESS (MAKING SENSE OF THE SCIENTIFIC METHOD)

Writers: CIELO ALCERA AND CYRIL B. LUSUEGRO

SECTION 1. GENERAL INSTRUCTIONAL DESIGN

QUARTER: FIRST

UNIT TOPIC(S): THE INVESTIGATORY PROCESS

MODULE MAP:

STAGE I: ESTABLISHING DESIRED LEARNING OUTCOMES

CONTENT STANDARD:

The learner demonstrates understanding of scientific way of acquiring knowledge and solving problems

INVESTIGATORY

PROCESS

SCIENTISTS AND

SCIENTIFIC VALUES

THE SCIENTIFIC METHOD

DESIGNING AN EXPERIMENT

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PERFORMANCE STANDARD:

The learner conducts simple investigations using the inquiry approach (A) LEARNING COMPETENCIES:

a. Discuss the importance of scientific values in decision-making and problem solving in daily life

b. Discuss the different steps of the scientific method c. Identify the components of an investigation: research problem, hypothesis,

method for testing hypothesis (identifying independent/dependent variables), and conclusions based on evidence

d. Describe what is meant by fair test. e. Recognize that the design of an investigation should show fair testing. f. Conduct simple investigations using processes involving mixtures common to

the locality. g. Choose an interesting topic for investigation.

- formulate a research problem. - formulate a hypothesis. - design a procedure to test the hypothesis. - collect, organize and interpret data. - make conclusions based on the data, accounting and rejecting the

hypothesis. - write a brief summary of the report. - share and present the results of the investigations with other classmates or

schoolmates.

(M) ENDURING UNDERSTANDING: Students will understand that…

Scientific methods are valuable when internalized as a process a) to solve problems b) to explain natural phenomena and c) to develop and invent useful products.

Scientific knowledge develops through carefully controlled investigation. The

scientific method deliberately isolates and controls key variables. (It is not simply

trial and error)

ESSENTIAL QUESTION:

Why is it important to acquire the right attitude in doing an investigation?

How can we solve problems in a scientific way?

When do scientific methods become valuable?

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(T) TRANSFER GOAL: Students on their own will be able to… Use the scientific method in solving daily life problems and apply scientific thinking in improving the quality of life.

NOTES:

1. The Unit Map. This unit covers the topic The Investigatory Process. The module

map shows that the unit will cover the following sub-topics, namely: Scientist and

Scientific Values, The Scientific Method and Designing an Experiment. Scientist and

Scientific Values shall focus on the importance of scientific values in decision-

making and problem solving in daily life. The Scientific Method contains thorough

discussions on the steps of scientific method and how to make sample of each step.

Designing an experiment guides the students on step-by-step process on how to

conduct and make simple investigations using the inquiry approach to come up with

a Science Investigatory Project. This learning unit is different from other units

because this is the only unit from grades 3-10 in Science where there is a specific

discussion on the investigatory process. This is so because the key stage standard

from grades 7-10 would like the students to develop scientific, technological and

environmental literacy by conducting scientific investigations related to real life.

Scientific and research skills discussions are also embedded in other units from

grades 8-10. This unit allows the students to be exposed in the basic conduct of

scientific investigation. This unit does not include discussions on the different

statistical tools and complex research skills.

2. The Content Standard and Enduring Understanding. As indicated by the content

standard, the goal for this unit topic is for students to understand that scientific

methods are valuable when internalized as a process and that the scientific

knowledge develops through carefully controlled investigation. This is important

because students will use these understandings to solve daily life problems and to

improve the quality of life.

This aspect of the unit topic is important to understand because our students

nowadays lack scientific inquiry (investigation) skills. One of the reasons is that

scientific inquiry (investigation) skills are not explicitly specified throughout the

curriculum and there is no ample time allotted for practical work. According to the

document released by UP NISMED on Science in the K to 12 Curriculum last

October 26-28,2011 at UP NISMED, UP Diliman, Quezon City, some reasons for the

Poor Performance (based on interview with varied stakeholders) in students’

performance in National Achievement Test (NAT) and Trends in Math and Science

Study (TIMMS) are the following:

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Students are not exposed to inquiry-based instruction and;

Students are not exposed to questions that show connections across science topics or to applications of science to real-life (supported by STEL Study, 2005)

The problem may be observed in the classroom or in student works when students

can easily memorize the steps of scientific method but encountered problems when

they are asked to hypothesize, present and analyze data and make inferences. They

hardly had a hard time to distinguish the different components of scientific methods

in real world situations because they are exposed to science instructions which are

textbook-centered and in return, students learn by rote and repetition from teachers

who exercise authoritarian control over the learning process

Thus, the learning problem may be remedied and addressed if students will be

actively engaged in constructing their own understanding of science, technology,

and the world in which they live. Also, by practicing good habits of research,

students will systematically learn the process skills needed to participate in

meaningful scientific investigation of natural phenomena

3. The Essential Question and Learning Competencies. In order for students to

construct this underlying meaning, students will answer the following essential

questions:



When do scientific methods become valuable? With an open-ended EQ, students will search for the answer in different ways and develop the understanding and acquire the related competencies. For this unit, aside from the established competencies, the following have been added:

Discuss the importance of scientific values in decision-making and problem solving in daily life

Discuss the different steps of the scientific method

The reason why these competencies are added is because there is a need to instill

the right scientific values to the students because these are needed in making

decisions. Scientific investigation involves a lot of decision making process and thus,

students should have the right attitude in conducting scientific investigation. There is

also a need to discuss step-by-step process in order for the students to have a good

grasp of the different steps of scientific method. In doing this, students will not

simple memorize the different steps of scientific method but rather use the different

http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc5constr.htm

http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc5oil.htm

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steps to construct meaning of the different steps and to acquire the right process

skills in order to conduct a meaningful scientific investigation.

4. The Performance Standard and the Transfer Goal. Another important goal as

indicated by the performance standard is for students to on their own use the

scientific method in solving daily life problems and apply scientific thinking in

improving the quality of life. If students are able to demonstrate this, then students

are able to transfer their learning to real life situations. Examples of situations in real

life where students will apply the competencies and demonstrate the understanding

are the following: solve problems given a particular situation that involves scientific

skills, explain natural phenomena; and develop and invent useful products.

STAGE II: OBTAINING EVIDENCES OF UNDERSTANDING THROUGH

VARIED ASSESSMENTS

A. UNIT ASSESSMENT MAP:

TYPE KNOWLEDGE

AND PROCESS/

SKILLS

(ACQUISITION)

UNDERSTANDING

(MEANING

MAKING)

TRANSFER

PRE-ASSESSMENT/

DIAGNOSTIC

Pre-test (NG)

(8 questions Acquisition, 6 questions Meaning-Making and 6

questions Transfer)

Interpretation, Explanation, Application

KWL Chart (KW

Part) (NG)

Explanation

Interpretation

Anticipation

Reaction Guide (A

part): Identifying

the steps in

scientific method

(NG)

Explanation

Interpretation

Application

FORMATIVE

ASSESSMENT

Webpage Reading:

Foreign and

Filipino Scientists

(NG)

Explanation

Thinking Map (NG)

Explanation

Self-knowledge

Scientific Method

Web Quest (NG)

Explanation

Self-knowledge

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Application Application

Perspective

Online Quiz:

Foreign and

Filipino Scientists

(NG)

Explanation

Application

Graphic

Organizer:

Science,

Technology and

Society (NG)

Interpretation

Application

Internet Activity:

CSI (Crime Scene

Investigation)

(NG)

Explanation

Self-knowledge

Application

Perspective

Online Quiz:

Observation and

Inference (NG)

Explanation

Application

Anticipation

Reaction Guide (R

part): Identifying

the steps in

scientific method

(NG)

Explanation

Interpretation

Application

Decision Making

Graph (NG)

Explanation

Interpretation

Application

Self-knowledge

Empathy

Perspective

321 Chart (NG)

Explanation

Interpretation

Application

Situational

Analysis (NG)

Explanation

Interpretation

Application

You Tube Video

Clip Analysis:

Scientific

Variables ad

Hypothesis (NG)

Explanation

Interpretation

Application

Interactive

experiment (NG)

Explanation

Interpretation

Application

Perspective

Collecting,

Organizing and

Interpreting Data:

Data Analysis

(NG)

Explanation

Interpretation

Graphic

Organizer on

Scientific Method

(NG)

Explanation

Interpretation

Application

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Application

SUMMATIVE

ASSESSMENT

KWL Chart (L Part)

(NG)

Explanation

Interpretation

Essay Writing (NG)

Explanation

Self-knowledge

Empathy

Individual

Scientific Method

Exploration

(G)

Explanation

Self-knowledge

Application

Perspective

Empathy

Self-knowledge

Quiz on Scientific

Method (G)

Explanation

Interpretation

Application

Interactive Video

Viewing (G)

Explanation

Interpretation

Application

Perspective

Performance Task:

Scientific

Investigation (G)

Explanation

Self-knowledge

Application

Perspective

Empathy

Self-knowledge

Post-test (NG)

(8 questions Acquisition, 6 questions Meaning-Making and 6

questions Transfer)

Interpretation

Explanation

Application

SELF-

ASSESSMENT

Before and Now

(NG)

Interpretation,

Application

Self-Knowledge

Bubble Map (NG)

Explanation

Empathy

Perspective

Self- knowledge

Journal Writing:

Value

Clarification (NG)

Self-Knowledge

Empathy

Interpretation,

Application

Perspective

Explanation

NG – Not Grade

G – Graded

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Six Facets of Understanding: Explanation, Interpretation, Application, Empathy, Perspective,

Self-Knowledge

B. TABLE OF SPECIFICATION:

LESSON / CONTENT KNOWLEDGE /

SKILLS (40%)

MEANING-

MAKING

(30%)

TRANSFER

(30%)

NO. OF

ITEMS

A. Discuss the importance of scientific values in decision-making and problem solving in daily life

1 9 15 3

B. Discuss the different steps of the scientific method

2 10 16 3

C. Identify the components of an investigation: research problem, hypothesis, method for testing hypothesis (identifying independent/dependent variables), and conclusions based on evidence

3 11 17 3

D. Describe what is meant by fair test.

4 18 2

E. Recognize that the design of an investigation should show fair testing.

5 12 2

F. Conduct simple investigations using processes involving mixtures common to the locality.

6 13 19 3

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G. Choose an interesting topic for investigation.

7, 8 14 20 4

SUB-TOTAL NO. OF ITEMS: 8



TOTAL NO. OF ITEMS (100%): 20

C. PRE-ASSESSMENT MATRIX:

CODE Levels of

Assessment

What will I

assess?

MC ITEM CORRECT

ANSWER

AND

EXPLANAT

ION

A Knowledge

(15%)

LC:


1. Dr. Gregorio Zara invented an airplane whose engine uses alcohol as fuel, which of the following attitudes does this Filipino scientist have? A. Creativity B. Honesty C. Hard work D. Perseverance

Answer: A

Dr. Zara shows creativity by exploring other energy resource from the usual


2. Which of the following is NOT

considered a step of the

scientific method?

A. Observing and stating the

problem

B. Recording and analyzing data

C. Converting all measurements to

metric units

D. Testing the hypothesis

Answer: C

The steps of the scientific method are the following: Problem/Question, Observation/Research, Formulate a Hypothesis, Experiment, Collect and Analyze Results, Conclusion, Communicate the Results

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Describe what is meant by fair test

For numbers 3-5, refer to the

given situation below:

Tiffany wants to know the effect of

eating sugary snacks on

performance in PE class. She

decides to set up an experiment to

find out.

3. Which of the following groups of

individuals would be in the

control group?

A. Students who take a PE class at

their school.

B. Students who take a PE class

and who will not be eating

sugary snacks before PE class.

C. Students who take a PE class

and who will be eating sugary

snacks before PE class.

D. Students taking any class at

school eating any foods.

Answer: B

Control group is the thing/group that stays the same in the experiment for fair testing.

A Process/Skills

(25%)

LC:

Identify the components of an investigation: research problem, hypothesis, method for testing hypothesis (identifying independent/dependent variables), and conclusions based on evidence

Refer to the situation given in

number 3

4. Which of the following would be

the dependent variable in the

experiment?

A. Eating sugary snacks

B. Eating food

C. PE class performance

D. Sports performance

Answer: C

PE class performance is the dependent variable because it is the factor that serves as a response to the independent variable (eating sugary snacks)

Recognize that the design of an investigation


number 3

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should show fair testing.

5. Which of the following would be

the independent variable in the

experiment?

A. Eating sugary snacks

B. Eating food

C. PE class performance

D. Sports performance

Answer: A

Eating sugary snacks is the variable that is being manipulated in the given situation.

Conduct simple investigations using processes involving mixtures common to the locality.

8. A group of students investigated

how temperature affects the rate

of chemical reactions. They

used hydrogen peroxide, which

breaks down into oxygen and

water, for their experiment. The

students measured how long it

took to obtain 50 mL of oxygen

gas from a given volume of

hydrogen peroxide heated to

different temperatures. Their

data are shown in the table

below.

Temperature

(C)

Time

(minutes)

10 33

20 16

30 8

40 4

50 2

Based on the students’ data, select

the correct conclusion about the

rate of chemical reactions.

A. Reaction rates increase as time

increases.

B. Reaction rates decrease as time

Answer: C

Table shows that the higher temperature, reaction rates increase (lower time needed to obtain 50 ml oxygen gas)

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decreases.

C. Reaction rates increase as

temperature increases.

D. Reaction rates decrease as

temperature increases.

Choose an interesting topic for investigation.

6. Neal is interested in finding out

if older siblings are better

students than younger siblings.

How should his research

problem be stated?

A. Do older students make better

grades?

B. Is there a relationship between

birth order and academic

achievement?

C. Is your little sister smarter than

you?

D. Is there a correlation between

age and grade point average?

Answer: B

The problem states the independent and dependent variable in the study.

7. Which of the following is a

hypothesis that could be

tested?

A. The leaves of the plants in the farm are greener in colour than those at home.

B. Robots will rule the world in the future.

C. The plant needs to be watered at least once a week

D. Computers are very helpful to humans.

Answer: A

The

variables are

specific.

Observing

the color of

plants

(dependent

variable) in

different

locations

(independent

variable) are

testable.

M Understandi

ng

(30%)

ENDURING UNDERSTANDING:

Scientific methods are valuable when internalized as a process a) to solve

9. Some superstitions have

scientific explanations. Which

of the following superstitious

beliefs has a scientific basis?

A. If you wear polka dot clothes

during New Year, you will earn

more money throughout the

year.

Answer: D

Eating jackfruit can upset the tummy if it is the only one eaten or without proper meal

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problems b) to explain natural phenomena and c) to develop and invent useful products.

B. Your wedding will not push

through if you wear your

wedding gown before your

wedding day.

C. You are driving good luck away

from home when you sweep the

floor at night.

D. Children should not eat jackfruit

at night because they might get

sick.

beforehand

Scientific knowledge develops through carefully controlled investigation. The scientific method deliberately isolates and controls key variables. (It is not simply trial and error)

10. Who among the following

individuals shows an

intellectual honesty?

A. In a TV commercial for

disposable diapers, the baby

solves a leaking hose by

wrapping his disposable diaper

around the hose.

B. A science student saw a TV

commercial about a detergent

that cleans better than their

household detergent. The

student performs the same

experiment to verify the claims in

the advertisement.

C. A scientist was asked by his

employer from tobacco-

manufacturing firm to produce

fraudulent data that would dispel

claims of cancer being related to

cigarette smoking. The scientist

refused to do the data and lost

his job.

D. British Levi-Montalcini was a

Jewish Italian-American

neurobiologist. During World

War II, Jews had to go into

hiding and so did Rita, but she

continued to conduct

experiments on chicken embryos

in a homemade lab all

throughout World War II.

Answer: C

The example shows how a person values honesty by not covering up actual data

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11. Which of the following

statements are true about the

scientific method?

I. Identification of the problem

should also set the limits and

scope of the experiment.

II. The conclusion should

always support the

hypothesis.

III. The hypothesis is an

intelligent guess that can be

verified or contradicted by

the results of the experiment

A. I and II

B. I and III

C. II and III

D. I, II and III

Answer: B

II is not true because conclusion will verify (support) or deny (reject) the hypothesis.

12. Leonardo gave his tentative

answer to the problem. Why is

there a need to give hypothesis

as part of the procedures in the

scientific method?

A. It is the answer to the problem.

B. It is the source of data.

C. It has to agree with the data.

D. It has to be accepted or denied.

Answer: D

Hypothesis

gives the

researcher

the idea on

how to

conduct the

experiment

. It is the

basis of

designing

the

experiment

which

could be

confirmed

or denied

based from

the results

of the

experiment

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13. Bernard placed some seeds on

wet cotton in a dish and labeled

it Set-up A. Then he put the

same kind of seeds in a dish

with dry cotton and labeled it

Set-up B. After two days,

Bernard’s seeds on Set-up A

sprouted and on the other did

not. In the situation, which of

the following is the independent

variable?

A. dish

B. cotton

C. seed

D. water

Answer: D

Set-up A:

wet cotton

Set-up B: dry

cotton

The one

being

manipulated

is the

presence of

water/moistu

re in seeds

14. Anita, a biology student

conducted an experiment to

find out how light and plant

fertilizer affects the growth of a

particular type of plant. She

grew four plants and treated

them differently. After five

weeks, the plants looked as

shown below.

(please see the illustrations in pre-

test questionnaire number 14)

What is the dependent variable of

this experiment?

A. The number of plants

B. The growth of the plants

C. the application of light

D. the application of fertilizers

Answer: B

The growth

of plants

because it is

the factor

that serves

as a

response to

the

independent

variable (light

and

fertilizers) as

shown in the

set-ups

T Product/Perf

ormance

(30%)

GRASPS

15. In conducting your own

scientific investigation, which

one is the best attitude to take?

A. Observe merely with the senses

to gather qualitative and

quantitative data.

B. Test your hypothesis several

Answer: B

It is a must for a scientist to test the hypothesis for several times so that

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times before drawing any

conclusion to gather sufficient

and conclusive data.

C. Discard any observation that

does not agree with the rest of

your data to attain reliability of

results.

D. Make a conclusion right after

completing the experiment to

make the investigation relevant

and timely.

you will have enough proofs to accept or reject the hypothesis

16. The set-up of your experiment

has two identical plants, one

under the shade of a roof, the

other in direct sunlight.

Assuming all other factors

constant, what could be the

hypothesis of your experiment?

A. A plant will change into a

different kind of plant if placed

in the shade.

B. Sunlight will become more

abundant if a plant is placed in

its direct path.

C. A plant in direct sunlight will

grow faster than an identical

plant placed in the shade.

D. A plant will increase the

amount of fertilizer and water

in the soil if placed in direct

sunlight.

Answer: C

The

hypothesis

contains the

dependent

and

independent

variables that

are testable.

17. You performed a laboratory

experiment in your science

class where you would do

observations for two days. The

following day, you and your

group mates could not identify

your control set-up and

experimental set-up from the

gathered set- ups of the class.

Which of the following must you

do to avoid such thing to

Answer: C

Labeling

your

experiment

al and

control set-

up will

guide you

in the

conduct of

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happen again?

A. Isolate your set-ups from the

rest of the class’ set-ups.

B. Use distinct materials for easy

identification.

C. Label your set-ups

appropriately.

D. Never leave the laboratory to

be able to observe their set-

ups all the time.

your

experiment

ation

18. You hypothesize that thick leg muscles are an inherited trait in dogs. You collect data on several dogs, and the data show that dogs that live outdoors have thicker leg muscles than dogs that live indoors. What should you conclude?

A. Inheritance of thick leg muscles may be associated with coat thickness in dogs.

B. Dogs that inherit thick leg muscles may not survive indoors.

C. Dogs with thick leg muscles may require more exercise than dogs with thin leg muscles.

D. Inheritance alone may not account for thick leg muscles in dogs.

Answer: D

Results show

that

inheritance

does not

account to

the thick leg

muscles of

dogs

19. Your teacher wanted to plant

santan along the driveway of

the school. A gardener told him

that santan is propagated better

using the upper end of the

stem, rather than the mature

stem. Before following the

gardener's advice, your teacher

planted 25 upper stem and 25

mature stem cuttings of santan

in a seedbed. What must have

been the reason why your

teacher conducted his small

experiment instead of following

Answer: D

A good trait

of the

scientist is to

verify

observations

and not just

rely on the

observations

of other

people.

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the gardener's advice

immediately?

A. Because the gardener's did not

finish a college degree.

B. To show the gardener how to

conduct an experiment.

C. To demonstrate to students the

steps of scientific method of

solving a problem.

D. So as not to waste effort, time

and stem cuttings

20. You wanted to find out if virgin coconut oil can be used as preservative for peanuts. You placed 10 peanuts each in 2 glasses. In one glass, you added enough virgin coconut oil to cover the peanuts completely. You did not put any liquid on the other glass. You then kept the two glasses on a shelf and observed them for two weeks. Which among the following is an observation that you may be derived from this experiment?

I. Only four peanuts dried up in the glass without virgin coconut oil because of room temperature.

II. Six peanuts did not dry up in the glass with virgin coconut oil.

III. The duration of two weeks for this experiment is too long.

IV. Peanuts dis not wither in virgin coconut oil because of the presence of stearic acid A. I only B. I and II C. II and IV D. IV only

Answer: B

The two

statements

(I and II)

are

statements

that can be

perceived

by the

senses in

the conduct

of the

experiment

.

Statements

III and IV

are

inferences.

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POST-ASSESSMENT MATRIX:

CODE Levels of

Assessment

What will I

assess?

MC ITEM CORRECT

ANSWER

AND

EXPLANAT

ION

A Knowledge

(15%)

LC:


1. For several years, Dennis has been studying the use of local plants as pollution indicators in mining area. What scientific attitude is manifested by Dennis? A. honesty B. humility C. open-mindedness D. perseverance

Answer: D

Dennis showed his persevering attitude by working/spending longer time to come up with accurate result


2. The following are steps of scientific method

I. Formulation of hypothesis II. Identification of the problem III. Experimentation and data

gathering IV. Interpretation of data and

drawing of conclusion

What is the correct sequence of

the procedure?

A. II, I, III, IV B. I, II, III, IV C. I, II, IV, III D. II, IV, I III

Answer: A



For questions 3-5, read the

situations below:

Beda wants to find out if different

types of wood soak up the same

amount of water when wet. She

plans to do the following:

I. Weigh a dry block of each type of wood.

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II. Put each block into a container full of water.

III. Leave the wood in the water. IV. Take the wood out, dry the

outside of each block and reweigh.

V. Calculate the amount of water soaked up

3. To be a fair test, what variables should she control?

I. Size of each block II. Time left in water III. Type of wood IV. Amount of water

A. I and III B. III and IV C. I and II D. II and IV

Answer: C


A Process/Skills

(25%)

LC:

Identify the components of an investigation: research problem, hypothesis, method for testing hypothesis (identifying independent/dependent variables), and conclusions based on evidence


number 3

4. In this experiment, what is the

dependent variable? A. Type of wood used B. The amount of water

soaked up C. Time left in water D. Dry weight of each block

Answer: B

The amount of water soaked up is the dependent variable because it is the factor that serves as a response to the independent variable (type of wood used)

Recognize that the design of an investigation should show fair testing.


number 3

5. What is the independent variable? A. Type of wood used B. The amount of water

soaked up C. Time left in water

Answer: A

Type of wood used is the variable that is being manipulated in the given situation.

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D. Dry weight of each block


8. What generalization can be inferred from the table below?

(please see the illustration in post-


A. The boiling point of water at sea level is 100 ºC

B. Mercury boils at very high temperature

C. Each substance boils at specific temperature

D. When a mixture of water and ethyl alcohol is heated, ethyl alcohol will boil ahead of water.

Answer: C

Table shows that different substances boil at different temperatures


6. Refer to the table below:



Which of the following problems will

be given solution by the data

presented above?

A. Does the average life span proportional to heart rate?

B. Do farm animals live longer than pets?

C. Do larger animals have faster heart rates?

D. Do heart rate and resting heart rate make animal live longer?

Answer: A


7. Which statement is a hypothesis?

A. The mango fruit turns yellow as it ripens.

B. The yellow mango fruit is sweeter than the green ones.

C. The sweet mango fruit contains more sugar.

D. Ripe mango is softer than green mango

Answer: C

Statement C

is the

statement

that can be

tested.

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M Understandi

ng

(30%)


Scientific methods are valuable when internalized as a process a) to solve problems b) to explain natural phenomena and c) to develop and invent useful products.

9. Why do fisher folks catch more fish during the new moon than during the full moon?

A. Fishers are more active during the new moon because the salt content of water is just right.

B. Fishes look for mates during the new moon.

C. Fishes go near the surface during the new moon because the water is warmer.

D. Fishes are attracted to the light from the fishing boat which fisherman makes use of during the new moon.

Answer: D

Statement D

is the

scientific

reason or

explanation

of this

superstitious

belief:

“Fishermen go out to the sea except during full moon because they will never get a good catch during full moon because the fairies are around”.


10. Who among the following individuals shows open-mindedness?

A. Paul is always interested in asking questions. He is also very eager to find the answer to his questions.

B. Chona respects the ideas of her colleagues even if they are very much contrary to her own beliefs.

C. Marco weighs evidences dutifully before making any conclusion or decisions. He dissects the information individually before coming to a final conclusion.

D. Monica actively participates in a task and also dutifully performs tasks assigned to her.

Answer: B

Open-mindedness is a scientific trait that means receptive to new and different ideas or the opinions of others

11. Amelia noticed that the children who eat high sugar foods are more active than those who eat

Answer: D After having known the

23

low sugar foods. She wants to know if sugar could cause hyperactivity in children. What would be her first step?

A. Inform the parents that they should not allow their children to eat high sugar foods

B. Set up an experimental and control group

C. Feed number of children with high sugar food and observe their behavior

D. Construct a hypothesis that could be tested.

problem, hypothesis goes next.

12. You have conducted an experiment and confirmed your hypothesis. In scientific method, your next step should be

A. Reconstruct your hypothesis and start with a new problem

B. Refine your hypothesis because there might be some error that you missed

C. Perform your experiment again to prove that the results of your first supporting your hypothesis are not just by chance.

D. Look for another problem where you could use your hypothesis.

Answer: C To verify /reduce errors

13. A sea food restaurant placed a suggestion box at their counter. When they read the costumers’ suggestions, they noticed that most of them love their menu but they suggest that the restaurant serve desert (gelatin, candy or any delicacy) that could counteract the not so good smell of breath that they have after eating sea foods. Regularly they are serving fruit gelatin but this time, they want to test gelatin with lemon grass and find out if this would be a good solution to the problem.

Answer: A The presence of lemon grass in fruit gelatine is the variable that is being manipulated in the experiment

24

Which is the independent variable?

A. The presence of lemon grass in fruit gelatine

B. The odour of the breath C. The amount of gelatine D. The comments of the

costumers

14. A girl had an idea that plants needed minerals from the soil for healthy growth. She placed a plant in the Sun, as shown in the diagram below.



In order to check her idea she also

needed to use another plant. Which

of the following should she use?

(please see the illustrations in post-

test questionnaire number 14 for

the choices)

Answer: D

The presence of minerals is the independent variable. Control set-up should not contain it to verify the independent variable

T Product/Perf

ormance

(30%)

GRASPS

15. A scientist applied the scientific method in an experiment that he was doing. He identified the problem, formulated a hypothesis, gathered some data, and analyzed it. To his surprise, his findings did not agree with the hypothesis. He then repeated the experiment many times but the findings did not change. If you are the scientist, what should you do now?

A. Repeat the experiment over and over until the findings agree with the hypothesis.

B. Conclude that the data he gathered are inaccurate and erroneous.

C. Decide that the findings in the many experiments are enough reason for him to reject the hypothesis.

D. Conclude that the discrepancy

Answer: C

After many trials, the results are then enough to accept or reject the hypothesis.

25

of the hypothesis and the findings make the experiment null and void.

16. You conducted a research to determine whether noise affects the ability to solve math problems. You let one group solve math problems in a quiet room and another group solve math problems in a noisy room. The group solving problems in the noisy room completes 15 problems in one hour and the group solving problems in the quiet room completes 22 problems in one hour. In this experiment, your independent variable is ____________ and the dependent variable is _____________.

A. The number of problems solves; the difficulty of the problems

B. The number of problems solved; the noise level in the room

C. The noise level in the room; the number of problems solved

D. The noise level in the room; the difficulty of the problems

Answer: C The noise level in the room is that variable that is manipulated in the study while the number of problems solved in the response of the independent variable

17. Lilah designed an experiment to find out which toothpaste is most effective in whitening teeth. She cut four different shells from four different clams and soaked shell in the toothpaste solution of each different toothpaste she's testing. Then she left the shells in the solution for 24 hours. If you were Lilah, which of the following should you do to improve your experiment?

A. Use the same kind of shell clams applied to brands of toothpaste.

Answer: A

The given experiment has two independent variables (four different shells from four different clams and different toothpaste). Experimentation should only have

26

B. Use two other kinds of clams to really figure out the effect of toothpaste.

C. Repeat the method she used on different tooth like objects to make it valid.

D. Use no water in the shell of the clams but pure toothpaste and leave it for 24 hours.

one independent variable.

18. While on the beach side you have noticed two men dumping barrels of unknown liquid, then you have observed that the liquids spilled in the beach. You infer that it might affect the living things around the beach and might be affecting the lives of the people in the community. If you are going to respond to this situation, what investigation would you most likely to perform?

A. Inventing a record on numerous safeguards to prevent the accident from occurring.

B. Listing safeguards that were not in place to prevent the accident from occurring.

C. Sampling on the effects of various elements that contaminates the beach line.

D. Identifying the level of contamination of chemicals in sea water at the area.

Answer: D

Getting the standard amount of various elements and comparing it to the samples taken from beach line would help first analyze whether the level of contamination is still tolerable for living things and study further the long term effects.

19. To study some type of nocturnal animals, one set of scientists use technology that helps them see better at night. One type of device is a night-vision scope that can allow the scientists to see the animals around them nearly as if the forest were in full daylight. Other set of scientists get these nocturnal animals from the wild and made an artificial habitat for the animals in the comfort of their own labs. If you were the

Answer: A

This will lessen the “interruption” of nocturnal animals’ way of life which is more appropriate for research ethics.

27

scientist studying these animals, which approach would you use, the first or the second?

A. The first because the scientists can study the animals in their natural environment.

B. The first because the approach studies the animals in their sleep.

C. The second because the animal's behavior will be controlled in the labs.

D. The second because it allows them to have a greater observation in the laboratory.

20. Refer to the figure below:



The test tubes in the diagram

above were left at room

temperature for a week to see if

algae would grow. If you were the

scientist doing this research in a

coastal area, then what would your

reason be in doing this study?

A. To determine the amount of algae present in the test tube so that people would know.

B. To verify the possible effect of chlorine to the people using it in the community.

C. To educate people on the effect of chlorine on algae in the coastal area.

D. To establish a connection between room temperature and algae in the area.

Answer: C

Studying the effect of chlorine on algae will help people living in the area be informed and take care of their environment.

28

PERFORMANCE TASK:

Scenario:

In your “barangay”, residents are complaining about the off smell coming out of the creek

near a paper pulp factory. The intensity of the smell increases during rainy days. Residents are

putting the blame on the paper pulp factory so they informed the chairman about this but the

chairman said that there should be evidence that would prove that the factory is the one causing

the problem.

As young scientist, your task is to design an experiment that would give clear idea to the

residents about their problem. Write the results of your experiment in the form of an

experimental paper. You should be able to convince your chairman about the result of your

experiment. You should also be prepared to defend your results orally to the residents in case

the result did not support their claim. This is to show that an experiment is not biased and

should show fairness in testing.

Your output will be judged according to the application of scientific methods, content,

appropriateness, impact and practicality, of the designed experiment

Outline:

Goal – Your task is to design and conduct an experiment that would give clear idea to the

residents about the problem in the barangay

Role – Young Scientist

Audience- You should be able to convince your chairman about the result of your experiment.

You should also be prepared to defend your results orally to the residents in case the result did

not support their claim.

Situation-

In your “barangay”, residents are complaining about the off smell coming out of the creek

near a paper pulp factory. The intensity of the smell increases during rainy days. Residents are

putting the blame on the paper pulp factory so they informed the chairman about this but the

chairman said that there should be evidence that would prove that the factory is the one causing

the problem.

29

Product or Performance –

Your task is to design an experiment that would give clear idea to the residents about

their problem. Write the results of your experiment in the form of an experimental paper. The

experiment should not be biased and should show fairness in testing.

Standards – Your output will be judged according to the application of scientific methods,

content, appropriateness, impact and practicality, of the designed experiment

D. RUBRIC:

CRITERIA Outstanding

4

Satisfactory

3

Developing

2

Beginning

1

STUDENT

RATING

TEACHER

RATING Introduction

(Objectives

and

Hypothesis)

All objectives

are clearly

stated. The

hypothesis is

concise and

clearly reflects

the variables

of the study.

All of the

objectives are

clearly

stated. The

hypothesis

clearly

reflects the

variables of

the study.

Some of the

objectives

are clearly

stated. The

hypothesis

reflects a

singular

variable for

the study.

There is no

objective

stated and

the

hypothesis

does not

clearly reflect

the variables

of the study.

Experimental

Design

All materials

are listed and

have proper

units.

Procedure is

detailed and

appropriate

with adequate

number of

trials. Steps

are

appropriately

and logically

arranged to

test the given

hypothesis.

Safety

measures are

addressed.

Most of the

materials are

listed and

have proper

units.

Procedure is

detailed and

appropriate

with

adequate

number of

trials. Steps

are

appropriately

arranged to

test the given

hypothesis.

Some of the

materials

are listed

and have

proper units.

Procedure is

detailed but

does not

specify trials

in order to

test the

given

hypothesis.

No materials

are listed.

Procedure is

not given.

30

Collection

and

Organization

of Data

All important

data are

collected and

are presented

and organized

in very

readable

tables/charts/

graphs. Data

collected are

accurately

related to the

hypothesis.

There are a

number of

data

collected,

presented

and

organized in

tables/charts/

graphs. Data

collected are

accurately

related to the

hypothesis.

There are a

number of

data

collected,

presented

and

organized in

tables/charts

/graphs.

Some data

collected are

somewhat

related to

the

hypothesis.

There are no

data

collected,

presented

and

organized in

tables/charts

/graphs.

Conclusion,

Recommenda

tions &

Bibliography

All conclusions

are supported

by data and

reflect

realization of

the written

objectives.

Recommendat

ions are given

for the

improvement

of the study

and are

consistent

with the given

conclusion. All

sources are

properly cited

and listed.

Some sources

have very

comprehensiv

e, detailed

and updated

technical

information

which can be

easily

understood

Most of the

conclusions

are

supported by

data and

reflect

realization of

the written

objectives.

Recommenda

tions are

given for the

improvement

of the study

and are

consistent

with the

given

conclusion.

All sources

are properly

cited and

listed.

Some of the

conclusions

are

supported

by data and

reflect

realization of

the written

objectives.

Recommend

ations are

given for the

improvemen

t of the

study but

some are

not

consistent

with the

given

conclusion.

Only a few

sources are

cited.

No

conclusions

and

recommenda

tions are

given. No

sources are

cited.

31

and applied.

Content

The content

of the

experimental

paper is

complete with

additional

interpretation

and

implications of

the results

that reflects

student’s

deep

understanding

. Very

comprehensiv

e.

The content

of the

experimental

paper is

complete,

comprehensiv

e and

acceptably

sufficient.

All of the

expected

data were

discussed.

The content

of the

experiment

paper is

comprehensi

ve but

insufficient.

Some

expected

data were

not

discussed.

The content

of

experiment

paper is

insufficient

and not

comprehensi

ve.

Expected

information

is not

discussed.

Appropriaten

ess of the

designed

experiment

The design of

the

experiment is

very

appropriate

and the flow

of the process

is leading to

the solution of

the problem.

Use of

scientific

process was

followed and

recommendati

ons were

added to

completely

solve the

problem.

The design of

the

experiment is

appropriate

and leading

to the

solution of

the problem.

The steps in

scientific

process are

transparently

followed.

The design

of the

experiment

is not

exactly

leading to

the solution

of the

problem.

Some parts

are missing

and the

steps in

scientific

process are

not

completely

followed.

The design

of the

experiment

is not

appropriate.

The

experiment

is not leading

to solve the

problem

Impact of the

experiment

to self and

the

Establishes

and

communicates

in an

engaging and

Establishes

and

communicate

s the

importance

The

importance

and

relevance to

the personal

Does not

relate the

selected

issue at all to

the youth or

32

community practical way

the

importance

and relevance

of the issue

on personal

and

community

levels

and

relevance of

the issue on

personal and

community

levels. The

importance

and

relevance are

clear.

and

community

level are not

clearly

established

and

communicat

ed.

their

community

PRACTICALIT

Y of the

experiment

Practicality of

the suggested

process is

very good and

justifiable

Additional

explanation

illustrates

student’s

deep

understanding

of the topic.

Practicality of

the

suggested

process is

very good

and

justifiable.

Practicality

of the

suggested

process is

good but not

justifiable.

Practicality of

the

suggested

process is

not

discussed.

NOTES:

1. The Unit Assessment Map. The lesson assessment map provides an overview of

all the assessments done in the lesson. In general, students are assessed according

to the four components of the new grading system (Knowledge, Process or Skills,

Understanding and Transfer). In turn, these four areas reflect the three goals of

assessing for understanding namely, Acquisition, Meaning Making and Transfer or

simply known as A-M-T.

2. The Pre and Post Assessment Matrix and Table of Specification. The

assessment matrices code items according to A-M-T. The distribution of these items

in the table of specification follows the distribution of percentages for the areas of the

grading system. Hence, 40% of the test items are coded A (since Knowledge is 15%

and Process Skills is 25%), 30% of the items are coded M, and another 30% for T.

This coding is the backbone of the OHSP assessment system. The OHSP system

tracks students’ performance in A-M-T. Teachers can always retrieve in real time the

results of students’ test in these areas. Results are given in both tabulated and

graph forms.

33

The diagnostic or pre-test assessment matrix determines students’ prior knowledge

of some common practices and beliefs that are not scientific. These are seen in test

item number 9. The pre-test also measures students’ misconceptions on the

different steps of scientific method such as making a problem, hypothesis and

conclusion. These are done through test items numbers 6, 7, 8 and 18. Note

though that the OHSP system randomizes the sequence of the test items and the

options in each item. To find out how students individually scored in the tests, go to

and click on in OHSP system Student List. Next, select Student Name. View

student’s Performance Record. Then scroll down to desired topic and click on date

of completion. View student’s Test Score per item and the item’s code (A-M-T).

To access all students’ test scores in the Post -Assessment as a group per subject

area, do the following:

1. Click Post Assessment (20 Questions) 2. Select Subject Area 3. Select desired quarter and lesson and double click on it. 4. View the graphs and scores of all students.

The post-test assessment matrix evaluates the changes in students’ misconceptions

as seen in test items numbers 6, 7, 8 and 18. Hence, when reviewing test scores, it

is important to see how students particularly score in these items as well as the

other items related to understanding (test items number 9 to 14). Student

performance in these items will indicate the kind of intervention that needs to be

done.

The OHSP system also shows to the teacher the items where most of the students

score well or poor in. Teachers can also trace the corresponding activity in the

lesson where the content of the test item is discussed. Teachers can then check on

student performance in those activities and determine how their answer prepared

them for the corresponding test item.

3. Interventions Based on Test Scores. If students are not able to do well in A-coded

items, teachers may consider doing the following interventions

a. Ask them to review their answers in Activity 1.4, 2.3 and 2.4. Let them distinguish the different steps of scientific method in the examples given.

b. Assign students to do web page reading: http://eskwelanaga.files.wordpress.com/2011/01/science-technology-and-society.pdf Let them read and do the exercises for Lesson 1 (pages 1-23). Answers to

the exercises can be found in pages 32-36

http://eskwelanaga.files.wordpress.com/2011/01/science-technology-and-society.pdf

http://eskwelanaga.files.wordpress.com/2011/01/science-technology-and-society.pdf

34

If students are not able to do well in M-coded items, teachers may consider doing

the following interventions:

a. Ask them to review their answers in Activity 2.6. Doing this will help them remember the essential components of the different steps in scientific method in different situations.

b. Allow the students to do the interactive activity about scientific method lab: http://aspire.cosmic-ray.org/labs/scientific_method/sci_method_main.html The interactive activity will help the students use their understanding in

making meaning to the different steps of scientific method.

If students are not able to do well in T-coded items, teachers may consider doing the

following interventions:

a. Ask the students to complete the following activities in the given website for them to use the scientific method as a process that will help them understand the natural world: http://www.okc.cc.ok.us/biologylabs/Documents/Scientific%20Method/Scientific_method.htm Doing the different activities will allow students to apply the scientific

method to hypothetical and real life situations.

4. Verifying Student Test Scores. Teachers may also verify student scores in A-

coded items by asking students to do or answer the following in a live chat or face-

to-face setting:

a. Let the students answer the online quiz on scientific method:

http://www.biology4kids.com/extras/quiz_studyscimeth/q10_yes.html

The quiz will give an immediate feedback to the students on the different

steps of scientific method

b. Ask the students to answer the following questions:

How did scientific values affect the work of the scientists? What are the steps of the scientific method?

Teachers may also verify student scores in M-coded items by asking students to do

the following in a live chat or face-to-face setting:

a. Ask the students to answer the essential questions:

Why is it important to acquire the right attitude in doing an investigation? How can we solve problems in scientific way?

http://aspire.cosmic-ray.org/labs/scientific_method/sci_method_main.html

http://www.okc.cc.ok.us/biologylabs/Documents/Scientific%20Method/Scientific_method.htm

http://www.okc.cc.ok.us/biologylabs/Documents/Scientific%20Method/Scientific_method.htm

http://www.biology4kids.com/extras/quiz_studyscimeth/q10_yes.html

35


b. Assess if the students already have the grasps of the enduring understanding of the unit. If they need more understanding on the importance of scientific method they can do the online activity below: http://www.brainpopjr.com/science/scienceskills/scientificmethod/grownups.weml Allow the student to read about scientific method and play the movie on

scientific method. Teachers may also verify student scores in T-coded items by asking students to do

the following in a live chat or face-to-face setting:

a. Let the students perform the virtual lab below: http://www.glencoe.com/sites/common_assets/science/virtual_labs/E16/E16.html Let the student write their answers in the journal provided in the website.

Instruct the students to save the document and email the document to you.

Assess the work of the students. Give your comments and suggestions to

his/her work. Email to him/her your suggestions on how to improve the work.

5. Map of Conceptual Change. Another important indicator of student growth in

thinking is the unit’s map of conceptual change. For this unit, the chosen map KWL

chart. The students are asked to answer this map at different points in the lesson,

namely Explore and Firm-up. The students’ cognitive growth is qualitatively

assessed by comparing the students’ prior knowledge and new knowledge. In the

unit’s map for conceptual change, the students show their prior knowledge by

answering What I Know and What I Want to Know during Explore stage. The

students articulate their new knowledge by filling up What I have learned during the

end of Firm-Up Stage. These parts indicate transitional processes between prior and

new knowledge development. Teachers are encouraged to every now and then

retrieve and monitor students’ answers in this map. Student answers in this map

provide clear data for teachers in terms of their cognitive development.

6. Formative Assessments. In order to assure student success in the summative

assessments, the listed formative assessments check on the following performances

as indicators of student mastery and readiness:

Bubble Map- this is given for the students to examine their own desirable

characteristics compare to the scientists. The activity will give students ideas that they can be scientists in terms of making decisions and conducting scientific investigations.

321 chart – this is given to monitor students understanding on how to design an

experiment

http://www.brainpopjr.com/science/scienceskills/scientificmethod/grownups.weml

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E16/E16.html

36

Before and Now- this is given to check if there is a conceptual change on

students understanding on how to conduct scientific investigation

Online Quiz- this is given to check if students already have a good grasps on

the concepts of scientific method

Graphic Organizer on Scientific Method- this is given to synthesize students’

ideas/concepts on scientific method

7. Student’s Answers to Recurring Essential Question. Another way of doing

formative assessment is to retrieve and examine how students answer the Essential

Question. The unit’s EQ is/are the following:




The module is designed to answer the essential questions in three lessons and in

different ways. The student is asked to answer the EQ in these different parts,

namely:

Lesson 1: Scientist and Scientific Values Explore: Activity no. 1.1 Firm-up: Activity nos. 1.2 and 1.3 Deepen: Activity nos. 1.4 1nd 1.5 Transfer: Activity no. 1.7

Lesson 2: The Scientific Method Explore: Activity no. 2.1 Firm-up: Activity nos. 2.4 and 2.5 Deepen: Activity no. 2.6 Transfer: Activity nos. 2.7 and 2.8

Lesson 3: Designing an Experiment Explore: Activity no. 3.1 Firm-up: Activity nos. 3.5 and 3.6 Deepen: Activity nos. 3.7 and 3.8 Transfer: Activity nos. 3.9, 3.10, Values Integration and Performance Tasks

Teachers are encouraged to compare the students’ final answers to the EQ with the

desired EU. If the student’s answers are far or different from the EU, the teacher

may check on the way students are doing in the activities and determine the

appropriate intervention.

37

8. The Performance Task and Rubric. With regards to the performance task, this is

designed according to the transfer goal in Part 1. The standards in the performance

task are reflected in the first column of the rubric. These rubric criteria are also

aligned with the performance standard because it effectively measures the student’s

understanding in conducting simple investigation using the inquiry approach. The

rubric criteria related to understanding are content, appropriateness of the designed

experiment, impact of the experiment to self and community and practicality of the

experiment. With these criteria, students are evaluated on their understanding on the

importance of conducting simple investigation using inquiry approach to solve daily

life problems and to improve the quality of life. The rubric criteria related to the

competencies or skills are introduction, experimental design, collection and

organization of data, conclusion, recommendations and bibliography. With these

criteria, students are evaluated on their process skills to participate in meaningful

scientific investigation.

Students achieve the performance standard when they or their work scores

Satisfactory for each criterion in the rubric. Students whose works exceed the

Satisfactory criteria score Outstanding. Note the additions in the descriptor which

indicate extra work on the part of the students. Students whose works have errors

score either as Developing or Beginning. Note the parts of the descriptors which

indicate deficiencies.

The submission of the performance task has to done face to face because one of

the competencies is to share and present the results of the investigations with other

classmates or schoolmates. The OHSP teacher will schedule a science

congress/oral presentation where he/she will gather the OHSP students for a mini-

science fair where OHSP students present their work.

In the event that the performance task has to be done in school, the following will

have to be done:

OHSP students will submit a written output using the given format to the OHSP

Teacher

OHSP students will present their work output to OSHP teacher and other OHSP

students using PPT presentation (maximum of 10 slides) that contains the

discussions , results, findings and recommendations of their simple scientific

investigation

38

STAGE III: CONDUCTING THE LEARNING PLAN

A. UNIT ACTIVITIES MAP:

LESSON 1: Scientist and Scientific Values

ACTIVITIES FOR

ACQUIRING

KNOWLEDGE

AND SKILLS

ACTIVITIES FOR

MAKING MEANING

AND DEVELOPING

UNDERSTANDING

ACTIVITIES LEADING TO

TRANSFER

EXPLORE

Activity 1.1 Murder Mystery

Game

FIRM UP

Activity 1.3 Story Telling:

Sir Thomas Alva Edison

Activity 1.2 Thinking Map

DEEPEN

Activity 1.4 Science,

Technology and Society: “

Filipino and Foreign

Scientists”

Activity 1.5 Filipino Pride:

Dr. Fe Del Mundo

TRANSFER

Activity 1.6 Graphic

Organizer: Bubble Map

Activity 1.7 Journal Writing:

Value Clarification

39

LESSON 2: The Scientific Method

ACTIVITIES FOR

ACQUIRING

KNOWLEDGE

AND SKILLS

ACTIVITIES FOR

MAKING MEANING

AND DEVELOPING

UNDERSTANDING


TRANSFER

EXPLORE

Activity 2.2 KWL Chart

Activity 2.1 Anticipation

Reaction Guide: Identifying

the steps in scientific method

FIRM UP

Activity 2.3 Webpage

Reading

Activity 2.4. Situational

Analysis

Activity 2.5 The Scientific

Method

DEEPEN

Activity 2.6 Interactive Video

Viewing

TRANSFER

Activity 2.7 Scientific Method

Web Quest

Activity 2.8 Individual

Scientific Method Exploration

40

LESSON 3: Designing an Experiment

ACTIVITIES FOR

ACQUIRING

KNOWLEDGE

AND SKILLS

ACTIVITIES FOR

MAKING MEANING

AND DEVELOPING

UNDERSTANDING


TRANSFER

EXPLORE

Activity 3.1 Designing an Experiment

Activity 3.2 Video clip:

Scientific Variables

FIRM UP

Activity 3.4 Video clip:

Scientific Hypothesis

Activity 3.3 Interactive

experiment

Activity 3.5 Planning the Research Design

Activity 3.6 Collecting, Organizing and Interpreting Data: Data Analysis

DEEPEN

Activity 3.8 Quiz on

Scientific Method

Activity 3.7 Sample

Abstract/Summary Analysis

TRANSFER

Activity 3.10 Graphic

Organizer on Scientific

Method

Activity 3.9 Internet Activity:

CSI (Crime Scene

Investigation)

Value Integration (Decision-

Making Graph)

PERFORMANCE TASK

41

B. UNIT ASSESSMENT-ACTIVITIES MATRIX:

POST-ASSESSMENT

COD

E

Levels of

Assessment

What will I

assess?

MC ITEM CORRECT

ANSWER AND

EXPLANATION

RELATED

ACTIVITIES

A Knowledge

(15%)

LC:


Posttest Question No. 1

Answer: D

Dennis showed his persevering attitude by working/spending longer time to come up with accurate result

Activity

No. 1.4



Answer: A


Activity No.

2.3

Activity No.

2.5



Answer: C


Activity No.

3.2

A Process/Skills

(25%)

LC:

Identify the components of an investigation: research problem, hypothesis,


Answer: B

The amount of water soaked up is the dependent variable because it is the factor that serves as a

Activity

Nos. 3.1-

3.6

42

method for testing hypothesis (identifying independent/dependent variables), and conclusions based on evidence

response to the independent variable (type of wood used)

Recognize that the design of an investigation should show fair testing.


Answer: A

Type of wood used is the variable that is being manipulated in the given situation.

Activity

Nos. 3.1

and 3.2



Answer: C

Table shows that different substances boil at different temperatures

Activity

Nos. 3-1-

3.6



Answer: A


Activity No.

3.3


Answer: C

Statement C is

the statement that

can be tested.

Activity No.

3.3

M Understanding

(30%)


Scientific methods are valuable when internalized


Answer: D

Statement D is

the scientific

reason or

explanation of

this superstitious

Activity No.

1.2

43

as a process a) to solve problems b) to explain natural phenomena and c) to develop and invent useful products.

belief:

“Fishermen go out to the sea except during full moon because they will never get a good catch during full moon because the fairies are around”.



Answer: B

Open-mindedness is a scientific trait that means receptive to new and different ideas or the opinions of others

Activity Nos.

1.3-1.5

Post-test Question No. 11

Answer: D After having known the problem, hypothesis goes next.

Activity No. 2.5


Answer: C To verify /reduce errors

Activity No. 2.5


Answer: A The presence of lemon grass in fruit gelatine is the variable that is being manipulated in the experiment

Activity No. 3.2

44

Posttest

Question No. 14

Answer: D

The presence of minerals is the independent variable. Control set-up should not contain it to verify the independent variable

Activity No.

3.2

T Product/Perform

ance

(30%)

GRASPS


Answer: C

After many trials, the results are then enough to accept or reject the hypothesis.

Activity Nos.

2.3-2.5


Answer: C The noise level in the room is that variable that is manipulated in the study while the number of problems solved in the response of the independent variable

Activity Nos. 3-1 and 3.2


Answer: A

The given experiment has two independent variables (four different shells from four different clams and different toothpaste). Experimentation should only have one independent variable.

Activity Nos.

3-1 and 3.3


Answer: D

Getting the standard amount of various elements and comparing it to

Activity Nos.

3.1-3.6

45

the samples taken from beach line would help first analyze whether the level of contamination is still tolerable for living things and study further the long term effects.


Answer: A

This will lessen the “interruption” of nocturnal animals’ way of life which is more appropriate for research ethics.

Activity Nos.

3.1-3.6


Answer: C

Studying the effect of chlorine on algae will help people living in the area be informed and take care of their environment.

Activity Nos.

3.1-3.6

C. SCAFFOLD FOR TRANSFER:

LEVEL 1

DIRECTED

PROMPT

1. Inform the

students the skills

they are expected to

demonstrate.

2. Provide step-by-

step instruction on

how to do the skills

and check their

work.

3. Provide this task

during Firm Up or

Interaction stage.

LEVEL 2

OPEN PROMPT

1. Provide students

another task similar to

that given in Level 1.

2. Instead of giving a

step-by-step

instruction, prompt the

students to do the steps

on their own. If

different procedures

are given, ask students

to choose which

procedure they would

use. Students may also

LEVEL 3

GUIDED

TRANSFER

1. Provide a real

world situation where

the skills taught in

Levels 1- 2 are

applied.

2. Instead of directing

the students step-by-

step to use the skills

they learned in

previous levels, ask

students to look back

on the skills they

LEVEL 4

INDEPENDENT

TRANSFER

1. Provide a real

world situation

similar to Level 3

where the skills taught

in Levels 1-2 are

applied.

2. Purposely refrain

from suggesting to

students to use the

skills they learned in

Levels 1-2. Have

students on their own

46

be asked to vary the

steps they learned.


during Firm Up or

Interaction stage.

learned and determine

which of these they

would use to meet the

requirements of the

given task.


during Deepen or

Interaction stage.

figure out which of the

skills they learned in

previous levels they

would use to meet the

standards in the given

task.

3. Provide task during

Transfer or

Integration stage.

TASK:

Activity No. 2.6:

INTERACTIVE

VIDEO VIEWING

After learning their

definition and details

about the steps in

scientific method,

you are now ready

to analyze concrete

examples for further

understanding. Click

on this webpage:

http://www.brainpop.

com/science/scientifi

cinquiry/scientificmet

hod/index.weml

This webpage is a

subscription page

but offers FREE

TRIAL.

Instruction:

1. Register for the

free trial.

2. Confirm

registration

3. Click on

“SCIENCE”

4. Click on

“SCIENCE

INQUIRY”

TASK:

Activity No. 2.7:

SCIENTIFIC METHOD

WEB QUEST

Go to this website

and perform the

different activities on

how to do the

different steps in

scientific method.

The different website

will help you to

answer the given

problem.

http://www.oneontacs

d.org/webpages/jmck

ee/fifth.cfm?subpage

=1531361

You are going to

choose a web quest

to complete based on

the scientific method

Identify a problem or question

Research Construct a

hypothesis Design an

experiment Conduct the

TASK:

Activity No. 2.8:

INDIVIDUAL

SCIENTIFIC

METHOD

EXPLORATION

You are going to

observe things and

processes around

your home, and

formulate a question

to solve. Using the

Scientific Method as

a guide, you should

develop a simple

experiment and

record your results.

Be sure to complete

each step of the

scientific method in

order. You should

submit a written or

typed report to be

graded.

Remember that you

have to explicitly

state in your

conclusions whether

the hypothesis was

accepted or

rejected, and

suggestions for

TASK:

PERFORMANCE

TASK

In your “barangay”,

residents are

complaining about the

off smell coming out

of the creek near a

paper pulp factory.

The intensity of the

smell increases

during rainy days.

Residents are putting

the blame on the

paper pulp factory so

they informed the

chairman about this

but the chairman said

that there should be

evidence that would

prove that the factory

is the one causing the

problem.

As young scientist, your task is to design an experiment that would give clear idea to the residents about their problem. Write the results of your experiment in the form of an experimental paper.

http://www.brainpop.com/science/scientificinquiry/scientificmethod/index.weml




http://www.oneontacsd.org/webpages/jmckee/fifth.cfm?subpage=1531361




47

5. Click on

“SCIENTIFIC

METHOD”

6. Click on “PLAY

THE MOVIE”.

There are two

movies which you

could view. One

video is finding out

the most appropriate

number of times a

plant should be

watered and the

other is finding out

the things which are

attracted to a

magnet.

After viewing, fill up

the table below:

(Please see Activity

No. 2.6 Interactive

Video Viewing for

the table)

After filling up this

table, try to analyze

and reflect on the

following questions?

1. What is common

in each step?

2. Is there a pattern

followed in

identifying each

step?

3. What makes you

think that those are

the correct

conclusions?

experiment Collect data &

Graph data Draw conclusions

Choose and complete

one of the three web

quests activity:

Web quest Option 1:

Stain on the Carpet

Web quest Option 2:

Lighthouse Jewel Thief

Mystery (Powders)

Web quest Option 3:

CSI Mystery

further

experimentation.

The written report

will be rated using a

scoring rubric.

You should be able to convince your chairman about the result of your experiment. You should also be prepared to defend your results orally to the residents in case the result did not support their claim. This is to show that an experiment is not biased and should show fairness in testing. Your output will be judged according to the application of scientific methods, content, appropriateness, impact and practicality, of the designed experiment

48

4. How can we

solve problems in a

scientific way?

NOTES:

1. The Unit Activities Map and Assessment-Activities Matrix. The unit activities

map shows the different activities done in the lesson. The activities are designed to

address the different A-M-T learning goals. Acquisition activities in particular are also

matched according to the required and added competencies. The A activities

involve studying the different contribution of scientist and the impact of the discovery

to oneself and the society, discussing the different steps of scientific method,

identifying the components of an investigation and describing what is meant by fair

test. During M activities, students will use their concepts and understanding on

scientific method to discuss the importance of scientific values in decision-making

and problem solving in daily life, recognize that the design of an investigation should

show fair testing and do simulation and problem solving on real life activities that will

help them internalize the different steps in scientific method. In T activities, students

will choose an interesting topic for investigation and conduct simple investigation

using inquiry approach. The module will guide the students on how to conduct the

step by step process in making simple scientific investigation using inquiry approach.

The Assessment-Activities Matrix also shows the activities which implement the

established and added competencies. This Matrix helps the teacher evaluate the

readiness of a student to answer a particular test item by looking at the student’s

performance in a particular activity related to the assessment. If the student does not

do well in a set of test items, the teacher may go back to the activity linked to the test

item and see if the student was already having difficulty.

2. The Scaffold for Transfer. The T activities are also sequenced according to a

certain progression as indicated in the scaffold for transfer. The scaffold consists of

four levels starting with direct prompting and on to independent transfer. In the

scaffold, students focus on the skill on how to conduct simple scientific investigation

using inquiry approach to solve daily life problems and improving the quality of life.

Students develop mastery of this skill by first in direct prompt where students will do

Activity No. 2.6: Interactive Video Viewing. The students will analyze concrete

examples where they are going to complete the table containing the different steps

in scientific method. Detailed instructions on how to conduct the activity are

provided. This activity is done in Deepen Stage of Lesson 2. Then in the open

prompt, students will do Activity No. 2.7: Scientific Method Web Quest during

49

Transfer Stage of Lesson 2. Students will choose and perform one web quest

activity that will help them on how to do the different steps in scientific method. Next

in the guided transfer done during Transfer Stage of Lesson 2, students will do

Activity No. 2.8: Individual Scientific Method Exploration. The activity will allow the

students on their own to conduct simple scientific investigation form the observed

things and processes around their home. Students are again asked to do a task

similar in the final level but this time in the independent level, students are evaluated

according to their ability to on their own conduct simple scientific investigation using

inquiry approach about a certain problem in the barangay. In doing this, students

will be able to use scientific method to solve real life problems and apply scientific

thinking in improving the quality of life.

SECTION 2. STRATEGIES FOR BLENDED LEARNING:

INDEX OF STUDENT’S ONLINE TASKS:

STUDENT’S

ONLINE TASK

EFDT AMT ACTIVITY

NO.

DESCRIPTION

1. Answering

Process Questions

based on a given

Website’s content

or interactivity

Deepen

Deepen

Transfer

Firm-up

A

M

T

A

Activity 1.4 a

Activity 1.5

Activity 1.7

Activity 2.3

Answer questions in the boxes

and submit

Write essay and email the

essay to the OHSP teacher

Answer questions using journal

notebook and submit

Webpage Reading with voice

and flow chart for better

understanding on the different

steps in scientific method


50

Firm-up

Firm-up

Deepen

Transfer

Explore

Explore

Firm-up

Firm-up

Transfer

M

M

M

T

A-M

M

M

A

T

Activity 2.4

Activity 2.5

Activity 2.6

Activity 2.7

Activity 3.1

Activity 3.2

Activity 3.3

Activity 3.4

Activity 3.9

and submit


and submit


and submit

Perform the scientific method

web quest and submit answers


and submit


and submit


and submit


and submit


and submit

2. Answering

mini-check-up

quizzes and

receiving feedback

Deepen

Deepen

A

A

Activity 1.4 c

Activity 3.7


and submit


and submit

3. Developing

Product Using

51

Web-based

Application 2.0

(state Web 2.0

application)

4. Posting in

Discussion Forum

any of the

following:

a. one’s ideas

b. one’s questions

c. one’s reflections

d. one’s

suggestions or

request

e. one’s summary

5. Responding to

Other Students in

Discussion Forum

by posting any of

the following:

a. one’s comments

b. one’s questions

c. one’s reflections

d. one’s

suggestions or

request

e. one’s summary

6. Chatting with

Teacher on any of

the following:

52

a. feedback on

answers to process

questions

b. performance in

assigned tasks

c. content that

needs clarification

d. instructions in

tasks that need

clarification

e. a live event

7. Chatting with

Teacher and other

Students on any of

the following:

a. a. feedback on

answers to process

questions

b. performance in

assigned tasks

c. content that

needs clarification

d. instructions in

tasks that need

clarification

e. a live event

f. discussion of a

topic in the form of

a debate, panel

discussion,

interview or role

playing

53

8. Uploading and

Submitting

Individual File on

any of the

following:

a. answers to

activity questions

b. presentations or

reports

c. conversion of

Web information

to another form

(e.g. outline, flow

chart, table,

graphic organizer,

concept map,

drawing)

d. map of

conceptual change

e. intervention

task given by

teacher

f. enrichment task

9. Uploading and

Submitting Group

File on any of the

following:

a. answer to

activity questions

b. presentations or

reports

c. conversion of

information from

54

Website or online

resource to

another form (e.g.

outline, flow chart,

table, graphic

organizer, concept

map, drawing)

d. map of

conceptual change

e. intervention

task given by

teacher

f. enrichment task

10. Sending by

clicking on page

email icon

questions to

teacher on any of

the following:

a. lesson

discussion

b. activity

instructions and

interactivity

c. system

navigation

11. Producing an

E-portfolio by

selecting best

works done in a

unit

ScienceLesson1.pdf

Documents

Transcript of ScienceLesson1.pdf