TEACHER’S GUIDE FOR OHSP ONLINE MODULE GRADE 7 (SUBJECT)

Writer: Richard B. Inting SECTION 1. GENERAL INSTRUCTIONAL DESIGN

QUARTER: FIRST

UNIT TOPIC(S): MATTER : Diversity of Materials in the Environment

MODULE MAP:

STAGE I: ESTABLISHING DESIRED LEARNING OUTCOMES

CONTENT STANDARD: Demonstrate understanding of diversity of materials and their benefits to industry, health

and environment. Demonstrate understanding of classifying substances as elements and compounds,

distinguishing between metals and nonmetals, and grouping elements as highly reactive metals,

less reactive metals, highly nonreactive nonmetals and nonreactive gases.

PERFORMANCE STANDARD: Prepare different concentrations of simple mixtures that offer some practical use and in

the most efficient way without sacrificing its quality.

(A) LEARNING COMPETENCIES:

Substances vs. Mixtures

A. Recognize that a substance has a unique set of properties. B. Investigate the properties of mixtures of varying concentrations.

Elements and Compound

A. Recognize that substances are classified into elements and compounds. B. Recognize that compounds consist of specific elements in a definite

composition (e.g., H2O and H2O2; different compounds of C, H, O).

Metals and Nonmetals A. Demonstrate the different properties of metals and nonmetals (e.g., luster,

malleability, ductility, conductivity). B. Recognize the elements considered as metals and those that are nonmetals.

(M) ENDURING UNDERSTANDING: Students will understand that…

Understanding of the diversity of materials on earth is valuable when used for making

informed decisions and managing its effects on activities related to health, in industries and

environment in the most efficient way without sacrificing its quality.

ESSENTIAL QUESTION:

Why does matter have different forms and properties? How can your understanding of

the changes in properties of matter become beneficial? (T) TRANSFER GOAL: Students on their own will be able to…

In your Barangay, you observe that malnourished cases have been increasing due to

unknown causes. As the SK chairman, together with health barangay nutritionist, was asked to

make a feeding program for the barangay officials. The program would be used to facilitate

possible answers on the issue of malnourished children. The program includes preparation of

mixture of different known concentrations in most efficient way without sacrificing its quality to

sustain quality life. Your program contains identifying the causes of malnourishment,

formulating an output of the study by presenting the findings/data results and recommending

precautionary and health measures. The program will be evaluated according to its content,

practicality, organization, delivery and use of visual aids. NOTES: The Unit Map. This unit covers the topic on matter. The module map shows that matter will

cover the following sub-topics, namely: substances and mixtures, elements and compounds and

metals and non metals. The diversity of matter shall cover the following properties of mixtures,

classification of substances into elements and compounds, and determine the different properties

of metals, metalloids, and non-metals. This learning unit is different from other units because its

scope is limited in defining matter and classifying different kinds of matter. It also aims to guide

in determining the changes that matter undergoes and identifying its characteristics. It will also

support how nature of matter significant in making our lives better in general. This topic does not

tackle discussion on particulate nature of matter, atomic structure and periodic table of elements

since they were covered in grade 8. Discussions for formation of new materials through

chemical bonding, The Variety of Carbon Compound, Mole Concept, Gas Laws, Biomolecules,

and Chemical Reactions will be covered in grades 9 and 10.

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

the goal for this unit topic is for students to demonstrate understanding of diversity of materials

and their benefits to industry, health and environment and demonstrate understanding of

classifying substances as elements and compounds, distinguishing between metals and

nonmetals, and grouping elements as highly reactive metals, less reactive metals, highly

nonreactive nonmetals and nonreactive gases.

In this unit, teachers provide understanding that everything that surrounds and interacts

with us every day is composed of matter. This idea will give students the chance to generate

understandings on the properties of substances, mixtures, elements, compound, metals and

nonmetals. In understanding the classification of matter, teachers should have the students utilize

the environment as one of the useful ways of organizing matter because it is a storehouse of

variety of materials whose properties can be explored by looking for patterns through

observation. Teachers must provide understanding to students on diversity of materials which is

beneficial to humans, to the environment, and to the industries. When students recognize, and

value the importance of diversity of materials in the environment, it will enhance their learning,

expand their knowledge and give opportunities to correct their ideas.

This aspect of the unit topic is important to understand because some common problems students

in this topic involve the diversity of matter. Certain studies and research such as done by:

A. Erdal Tatar http://www.academicjournals.org/err/PDF/Pdf%202011/Feb/Tatar.pdf point

out that for this topic some students’ misconceptions are as follows: misconceptions

about the shape of solids, liquids and gases, and particles of solids cannot move.

B. In Journal of Baltic Science Education, Vol. 6, No. 1, 2007. This research on mixtures

shows misconceptions. There were four basic ideas that some students found difficult to

grasp and that gave rise to many misconceptions or alternative conceptions.

1. Students failed to grasp the idea that mixtures are not pure substances. Instead,

they think that mixtures are pure substances.

2. Some students think that compounds cannot be separated in any way or others

think that they only can be separated by the process of electrolysis.

3. Students were that a mixture or a chemical compound is the combination of two

elements, not more.

4. Some students have an idea that although the properties of the components in a

compound are retained, the properties of a mixture differ from its components.

http://www.yarbis.yildiz.edu.tr/web/userPubFiles/bcostu_115cacbe36ee800f72a1d237e83

9d2ec.pdf

C. Common mistake and misconception of metals and nonmetals: Forgetting the boundaries

between metals, metalloids, non metals and noble gases and how to distinguish between

them in the laboratory. http://www.search-document.com/pdf/1/3/misconceptions-about-

metals-and-nonmetals.html

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

make inferences about properties of matter. The shape of solids do not change, there is no space

between the particles of solids, since gases are not affected by gravity they do not fall down like

the solids and liquids, the size of the particles of solids is bigger than the particles of liquids,

and the particles of liquids are bigger than the ones of gases.

Since science is always changing, and that we learn new ideas every day. It has now been

proven that there are five states or phases of matter. Four states of matter are observable in

everyday life: solid, liquid, gas, and plasma. An additional state of matter is possible but does not

naturally occur in our environment: Bose Einstein Condensate (known as super fluid).

Plasma is an ionized gas, like gases have an indefinite shape and an indefinite volume. It

is very good conductor of electricity and is affected by magnetic fields. It is the rarest phase of

matter on Earth although it is the most common in the universe. They can be natural (lightning

and the Sun) or man-made (fluorescent light tubes).

Bose-Einstein Condensates are superconductors and super fluids. These are materials that

are cooled till they almost reach absolute zero. Superconductors are materials that have no

resistance to the flow of electricity, such as superconducting metals, alloys and compounds.

They are extremely cooled they can repel a magnetic field. Super fluids are liquid gas, as

water would be frozen by then, that have strange behaviors. Two specific examples of BECs

that have been created are the 2,000 rubidium atoms that were super cooled and behaved as

one atom for 10 seconds (a potential superconductor) and super cooled liquid helium which

loses all viscosity at below 2.2 Kelvin as a result it became super fluid. At this state, individual

atoms lose their individual identities and behave as one entity.

Thus, the learning problem may be remedied and addressed if students see that the diversity of

matter on earth is valuable when used for making informed decisions and managing its effects on

activities related to health, in industries and environment in the most efficient way without

sacrificing its quality.

It is necessary to learn the concepts on diversity of materials in the environment because it

affects life and environment---how molecules behave in certain substances and how these

behaviors can change and influence the particle nature of matter. It is essential to understand the

physical characteristics of these atoms and molecules in plasma and Bose-Einstein Condensate

because plasma can be efficient sources of energy or radiation and can be used for future

applications in electrical, electronics, nuclear reactions, and optical lasers. This is especially

useful to modern human existence because of its impact on industries. Even though Bose-

Einstein Condensate is yet to be tested for practical applications, its potentials and theories could

be used for laser-type applications, for super exact measurements and in making electronic chips.

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

underlying meaning, students will answer the EQ: Why does matter have different forms and

properties? How can your understanding of the changes in properties of matter become

beneficial? With an open-ended EQ, students will search for the answer in different ways and

develop the understanding and acquire the related competencies. 4. The Performance Standard and the Transfer Goal. Another important goal as indicated by

the performance standard is for students to on their own, in your Barangay, you observe that

malnourished cases have been increasing due to unknown causes. As the SK chairman,

together with health barangay nutritionist, was asked to make a feeding program for the

barangay officials. The program would be used to facilitate possible answers on the issue of

malnourished children. The program includes preparation of mixture of different known

concentrations in most efficient way without sacrificing its quality to sustain quality life. Your

program contains identifying the causes of malnourishment, formulating an output of the

study by presenting the findings/data results and recommending precautionary and health

measures. The program will be evaluated according to its content, practicality, organization,

delivery and use of visual aids. 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:

proper utilization design of products of various products in household, technology, and

industries; and wise and responsible use of materials to ensure wellness of one’s health and

the environment.

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)

Interpretation,

Explanation,

Application

FORMATIVE

ASSESSMENT

Classifying Matter

Activity

(NG)

Interpretation,

Explanation

KWHL Chart (NG)

Interpretation,

Explanation

Physical and

Chemical Changes

(NG)

Laboratory

Interpretation,

Explanation

CHECK – UP

TEST(NG)

Interpretation,

Explanation

Application

Mixtures vs. Pure

Substances

Activity:

Netsurfing (NG)

Video(NG)

Interpretation.

Create your own

Cola (NG)

Interpretation,

Explanation

Web-page reading:

Elements and

Compounds

(NG)

Interpretation,

Explanation

Venn diagram (NG)

Interpretation,

Explanation

Activity:

formulate a

Segregation Plan or

Recycling Plan

(G)

Interpretation,

application

Explanation

Research

Self-Knowledge

(NG)

Photo Gallery: Elements

in the Human

Body(NG)

Video clips

Interpretation,

Explanation,

Hands-on Activity:

Elements,

Compounds, or

Mixtures

(NG)

Interpretation,

Explanation

Poem Analysis (NG)

Interpretation,

application

Explanation

KWHL Chart

(NG)

Interpretation,

application

Explanation

ACTIVITY: Pursuit of the

properties of Metals and

Nonmetals

(NG)

Interpretation,

application

Explanation

SUMMATIVE

ASSESSMENT

video to know more about

different metal, nonmetal

and Semi-metal

(NG)

Interpretation,

application

Explanation

SUMMATIVE

ASSESSMENT

Quiz: Elements,

Compounds &

Mixtures(G)

Role play (G)

Rubrics for role play(G).

Documentary video clips

Interpretation,

Application

Rubrics on

Performance task (G)

Interpretation,

Application

Empathy

Post Test (G)

Interpretation,

Explanation

Application

PERFORMANCE

TASK

Interpretation,

Application

Perspective

SELF-

ASSESSMENT

Synthesis Journal (NG)

Interpretation,

Application Perspective

Reflection: Self-

Assessment (NG)

Self-Knowledge

NG – Not Grade

G – Graded

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

Self-Knowledge

B. TABLE OF SPECIFICATION:

LESSON

CONTENT

(ACQUISITION)

KNOWLEDGE/

PROCESS

SKILLS

(40%)

(MEANING-

MAKING}

UNDERSTANDING

(30%)

TRANSFER

(30%)

NO.

OF

ITEMS

Pure Substances

and Mixtures

6, 9 1, 4, 16, 18, 6

Elements and

Compounds

3, 5, 10, 15 8, 20 , 2, 12, 8

Metals and Non-

metals

7, 11, 14, 17 13, 19 6

SUB-TOTAL SUB-TOTAL NO. SUB- TOTAL

NO. OF ITEMS: OF ITEMS: TOTAL NO.

OF ITEMS:

NO. OF

ITEMS

(100%)

8 6 6 20

C. PRE-ASSESSMENT MATRIX:

CODE Levels of

Assessment

What will I

assess?

MC ITEM CORRECT

ANSWER AND

EXPLANATION

A Knowledge

(15%)

LC: 1. A heterogeneous

mixture differs from a

solution because

A. a heterogeneous

mixture is always solid.

B. a heterogeneous mixture

consists of solids and

liquids.

C. the different

components can be

easily identified in a

heterogeneous mixture.

D. a heterogeneous

mixture can be

separated by physical

means (changes),

whereas a solution can

only be separated by

chemical means

(changes).

C] Heterogeneous

mixtures are

multi-phase

mixtures. The

components are

distinguishable

while

homogeneous

mixture (solution)

all parts of the

mixture have the

same properties

throughout after

stirring.

2. Which of the following

best describes a gas?

A) The molecules are

closely spaced but have

no long-range order.

B) The material has a fixed

volume and a fixed

shape.

C) The material has a fixed

volume but has no

definite shape.

D) The molecules are

moving quickly and are

D] Gases assume

the shape of the

container, occupy

every space

available.

widely spaced.

3. Which of the following

contains three elements?

A) Argon, Magnesium,

Phosphorus

B) Brass, Phosphorus,

Potassium

C) Chlorine. Air, Nitrogen

D) Petrol, Alcohol, water

A] Elements are

the building

blocks and

simplest form of

matter that cannot

be broken down

by chemical

means.

A Process/Skills

(25%)

LC: 4. Renz is investigating

the properties of several

substances. He prepared a

beaker containing

substances J, K, and L and

filtered the contents

through a funnel into a

flask. What term best

describes substances J, K,

and L inside the beaker

before Renz poured them

through the filter paper?

A mixture

B solution

C compound

D pure substance

A] Mixture is a

combination of

two or more

substances. It can

be created and

then separated by

physical means

into pure

components

without changing

the identities of

the components.

Mixtures can

either be a

homogeneous or

heterogeneous do

not have constant

composition.

5. Which of the following

statements is true of a

compound?

A) Its constituents can be

separated by physical

methods.

B) Its constituents are

present in fixed

proportions.

C) Its properties are

similar to those of its

constituents.

D) It contains two or more

elements.

D] Compound is a

combination of

two or more types

of elements bond

to one another.

And it can be

broken down into

their components

by chemical

means.

6. When green copper (II)

carbonate is heated, a black

solid X and a colorless gas

A] The products

of the reaction, it

yielded to

Y are formed which of the

following describe X and

Y?

X Y

A) Element Compound

B) Compound Element

C) Compound Mixture

D) Compound Compound

substances X and

Y. The substance

X is a black

nonmetal

substance which

an elements and

substance Y is a

colorless gas, it’s

a molecule. A

molecule is a

smallest particle

of a compound.

7. Which one of the

following sets contains an

element, a mixture and a

compound?

A) Air, pure water,

sodium chloride

B) Copper, air, copper (II)

sulfate

C) Magnesium, lead,

sulfate

D) Pure water, sulfate,

magnesium

B] Copper is an

element, air is a

mixture, and

copper (II) sulfate

is a compound.

8. Which of the following

boxes represents a

compound?

A)

B)

C)

D)

C] molecules of a

compound

A – Molecules of

an element

B – Atoms of an

element

D – Mixture of an

elements and

compound

M Understanding

(30%)

ENDURING UNDERSTANDING

9. Which of the following

observations most strongly

C] Valence

electrons are

suggest that a solid element

X is a non-metal?

A) X reacts vigorously

with chlorine.

B) X is a conductor of

electricity.

C) X has more than one

valence.

D) X forms an acidic oxide

group number for

representative

elements.

Valence electrons

are responsible

for the combining

capacity of an

element in order

to stabilize

themselves.

Elements with

three or less

electrons in their

outer energy level

are classified as

metals. Elements

with five or more

electrons in the

outer energy level

are classified as

nonmetals.

10. What are metalloids?

A) elements found in

asteroids

B) elements that are larger

than nonmetals

C) elements that have

properties different than

either the metals or the

nonmetals

D) elements that have some

properties like metals

and some like

nonmetals

D] The metalloids

or semi-metals,

these are elements

exhibit some

properties of both

metals and

nonmetals.

11. Which of the following

describes a nonmetal?

A) good conductor of heat

B) ductile

C) malleable

D) poor conductor of

electricity

D] Nonmetals are

located at the

right portion of

the ladder-like

line in the

periodic table. It

has a

characteristic of

poor conductor of

heat and

electricity.

12. Which of the following

elements should exhibit

some metallic properties

and some nonmetallic

properties?

A) Zn

B) Ga

C) Si

D) C

C] Silicon is

classified as a

metalloid

element. It has

properties of both

metals and

nonmetals.

MISCONCEPTIONS

13. The chemical element

that is most abundant in

the human body is

A) nitrogen.

B) iron.

C) carbon.

D) oxygen.

D] most of the

human body is

made up of water.

Therefore, most

of a human

body's mass is

oxygen. Carbon,

the basic unit for

organic

molecules, comes

in second.

14. Which statement is

NOT true of nonmetals?

A) They have

characteristics of both

metals and nonmetals.

B) Many are gases at room

temperature.

C) They have low

conductivity.

D) There are fewer

nonmetals than metals.

A] Nonmetals are

brittle, not

malleable or

ductile, poor

conductors of

both heat and

electricity, and

tend to gain

electrons in

chemical

reactions. Some

nonmetals are

liquids.

T Product/

Performance

(30%)

GRASPS

15. Most metals in nature

are found combined with

other elements. These

compounds containing

metals are called

A. alloys.

B. heavy metals.

C. minerals.

D. metallurgists.

C] Minerals,

which are made

up of elements,

are the building

blocks of rocks.

Most metals

come from

minerals. A

mineral is a

naturally

occurring,

inorganic, solid

element or

compound with a

definite crystal

form and a well-

defined chemical

composition.

16. When

magnesium(Mg)

metal is burned in the

presence of oxygen (O2 ),

magnesium oxide (MgO)

is produced. The properties

of magnesium oxide are

different than the

individual properties of

magnesium and oxygen

because magnesium oxide

is

A) a solution.

B) a mixture.

C) a compound.

D) an element.

C] it contains two

different elements

magnesium and

oxygen that are

chemically

combined to form

a new substance

which has

different

properties to both

of the elements.

17.Which class of elements

best conducts electricity?

A) metals

B) nonmetals

C) semimetals

D) noble (inert) gases

A] Metals are

good at

conducting both

heat and

electricity.

18. Which of the following

can be beaten into thin

sheets?

A. Zinc

B. Phosphorus

C. Sulfur

D. Oxygen

A] Zinc is

lustrous metal. It

is brittle at

ordinary

temperatures but

malleable at 100

to 150oC.It is a

good conductor of

electricity

19. Read the following

statements carefully and

select the correct

statements about the

physical and chemical

properties of metals-

I. All metals are ductile

Answer D]

Physical

properties are

hard, malleable,

ductile, shiny,

dense and good

conductor of heat.

II. Generally metals are

ductile

III. Metals which are more

reactive than hydrogen

react with acids to

release hydrogen gas.

IV. All metals react with

acids to release

hydrogen gas.

The correct statement of

the above are:

A. 1 and IV

B. I and III

C. II and III

D. II and IV

Chemical

properties

indicate the

ability of a

substance to react

with other

substance or to

transform from

one substance to

another. All

metals will react

with acids to form

a salt and

hydrogen gas

(H2).

20. Correct the statement

by substituting the x and y

with correct option. X can’t

be drawn into wires

because it is not Y in

nature.

X Y

A Coal Ductile

B Copper Malleable

C Aluminum Ductile

D Coal Malleable

A] Coal is a

sedimentary rock

composed of

carbon, sulfur,

hydrogen, oxygen

and nitrogen.

Coal is nonmetal;

Ductile is a

physical property

of metal.

D. POST-ASSESSMENT MATRIX:

CODE Levels of

Assessment

What will

I assess?

MC ITEM CORRECT

ANSWER AND

EXPLANATION

A Knowledge

(15%)

LC: 1. Which of the following

statements is true?

A. Elements are the only

kind of matter that can

be properly classified

as pure substances.

B. Only pure matter is

classified as a

B] Pure matter

are sometimes

classified as

elements and

compounds like

hydrogen, oxygen

etc. for elements.

In some instances

substance, which

includes only elements

and compounds.

C. All mixtures can easily

be identified as impure,

since the components

are always easily

recognizable.

D. All solutions consist of

a solid dissolved in a

liquid

pure matter can

be considered as

compounds like

pure water (H2O)

it has always a

chemical

composition of 2

hydrogen and 1

oxygen.

2. Why is tap water or salt

water classified as a

mixture, even though it is

clear and colorless?

A. If you hold it very close

to your eyes, you can

see the different

particles moving

around inside the water.

B. Any kind of matter that

contains more than one

element is a mixture.

C. It contains at least two

different substances or

particles, and can be

separated by physical

means.

D. The particles all

combine in such a way

that the only way they

can be separated is by a

chemical reaction.

C] Most

substances found

in nature are

classified as

mixture of

elements and

compounds like

salt water it is a

mixture of salt

dissolved in

water. Tap water

is mixed with

some minerals.

Certain

Impurities in tap

water or salt

water can be

separated by

physical means.

3. Substances composed of

two or more atoms are:

A. elements.

B. compounds.

C. pure substance

D. mixtures.

B] Substances

composed of two

or more atoms of

different elements

that are

chemically

combined to one

another is known

as compounds. A

mixture is

composed of

substances or

different materials

in such a way no

chemical reaction

happens. A

mixture can be

broken down or

separated into its

original

components.

A Process/Skills

(25%)

LC: 4. Which of the following

is the best statement about

molecules?

A. Compounds are made

of molecules, which

consist of two atoms

joined together.

B. All matter is made of

molecules, which

consist of identical

atoms joined together.

C. Molecules cannot be

split apart.

D. Molecules are particles

of compounds, and

consist of two or more

atoms joined together.

D] Molecules are

the building

block of a

compound like a

molecule of water

composed of 2

hydrogen atoms

and 1oxygen gas

that are

chemically

combined. But a

molecule is NOT

always a

compound like a

molecule of

hydrogen atoms,

a molecule of

nitrogen atoms.

They are

molecules but not

compounds

because they still

have the

characteristics of

their respective

elements.

5. Which substance in the

following list is a

compound?

A. salt

B. carbon

C. coffee

D. pain

A] Salt is a

compound that is

made of sodium

and chlorine to

form sodium

chloride.

6. Each night you measure

your height just before

D] Pituitary gland

is located in the

going to bed. When you

arise each morning, you

measure your height again

and consistently find that

you are 1 inch taller than

you were the night before

but only as tall as you were

24 hours ago! Is what

happens to your body in

this instance best described

as a physical change or a

chemical change?

A. physical change

because water expands

as it freezes

B. chemical change

because it involves

changes in your bone

structure

C. physical change

because it readily

reverses

D. chemical change

because it involves

your body

brain which is

responsible for

the secretion of a

hormone known

as human growth

hormone (HGH).

This gland is

liable to triggers

chemical to be

produced by the

body.

7. Which of the following

lists consists only of

metals?

A. aluminum, cobalt,

mercury, sodium, zinc

B. chromium, copper,

silver, sulfur, tin

C. carbon, gold, iron, lead,

mercury

D. carbon, iodine,

phosphorus, sulfur,

tellurium

A] all the

elements have

metallic

properties

8. Which of the following

lists of properties is

characteristic of metals?

A. Shiny, malleable, do

not conduct heat and

electricity.

B. Shiny, malleable,

conduct heat but not

D] Metals have

the ability to be

deformed without

breaking, shiny,

malleable,

ductile, and good

conductor of

electricity and

electricity.

C. Shiny, brittle, conduct

heat and electricity.

D. Shiny, malleable,

conduct heat and

electricity.

heat.

M Understanding

(30%)

ENDURING

UNDERSTANDI

NG:

9. Just a few years ago,

nearly all paint contained a

lead compound. Today,

very few household paints

contain lead. Based on

class discussions, which of

the following is probably

the reason for the change?

A. Lead has become a rare

metal, and too expensive

to put in paint.

B. The extra process to

remove lead from paint

saves money.

C. It has been found that

lead, as a heavy metal, is

dangerous to our health.

D. Paint without lead is

easier to use and lasts

longer.

C] Lead is

dangerous when

it is accidentally

inhaled or

ingested. It can

cause permanent

damage to the

heath of human

being.

10. When homemade ice

Cream is made, salt is

added to the ice that

surrounds the ice cream

chamber. Which property

of salt is important when

making ice cream?

A. Salt conducts electricity

in water.

B. Salt dissolves in water.

C. Salt lowers the freezing

point of water.

D. Salt adds flavor to the

ice cream mixture.

C] Adding salt to

the ice that

surrounds the ice

cream would

lower the freezing

point of water

thus allows the

cream partially

freeze.

11. A metal spoon was left

in a pot of boiling soup.

The cook burned a finger

by touching the spoon.

Why did the finger get

A] Metals are

good conductor of

heat and

electricity.

burned?

A. The metal spoon

conducted heat to the

cook’s hand.

B. The metal spoon

conducted electricity to

the cook’s hand.

C. The metal spoon

chemically reacted with

the cook’s hand.

D. The metal spoon

insulated the cook’s

hand.

12. The mixture which

cannot be separated by

mechanical means is

A. sand and gravel

B. salt and brown sugar

crystals

C. coffee grounds and tea

leaves

D. brown sugar crystals

and water

D] A sugar

solution is a

homogeneous

mixture. It has

uniform

composition of

substances and it

has no visible

boundary of

separation

between sugar

and water

particles.

MISCONCEPT

ION

13. Based on their location

in the figure above, oxygen

and selenium have

A. the same number of

neutrons.

B. the same conductivity.

C. similar properties.

D. the same number of

electron orbital.

C] Oxygen

family or also

called the

Chalcogens,

consists of the

elements oxygen,

sulfur, selenium,

tellurium and

polonium. It has

six electrons each

in their outermost

shell. It possesses

nonmetallic

properties.

14. On bags of fertilizers,

there are usually three

numbers, such as 20-10-

10, that represent the

A] Fertilizer is a

substance added

to soil to improve

plants' growth

proportions of the three

primary elements that

plants need as nutrients.

What are these three

primary elements, in the

same order as the numbers

on the bag?

A. nitrogen, phosphorus,

and potassium

B. nitrogen, potassium,

and sodium

C. carbon, oxygen,

hydrogen

D. hydrogen, oxygen,

carbon

and yield.

Fertilizer is

composed mainly

of nitrogen,

phosphorous, and

potassium

compounds. It

can significantly

improve the

quality and

quantity of the

food.

T Product/

Performance

(30%)

GRASPS

15. The manager of a

textile factory said it is too

expensive to treat liquid

wastes so he suggested

digging a hole near the

factory where the wastes

can be stored. Is this

environmentally safe?

A. YES! The liquid will

pass through the

layers of the soil and

becomes clean.

B. YES! The liquid will

become less

hazardous with time.

C. NO! The liquid wastes

will combine to the

groundwater.

D. NO! The liquid can be

recycled.

C] It is not health

because liquid

wastes will

contaminate the

groundwater with

bacteria.

16. Phoenix, an unnamed

spacecraft went to Mars to

determine if life exits here.

What one test do you think

was performed in order to

get the answer?

A. Test for presence of

atmosphere

B. Test for presence of

carbon dioxide

D] In 2008,

Phoenix landed in

the northern

plains to search

for water and

confirm the

existence of

water-ice in the

Martian

subsurface.

C. Test for presence of

oxygen

D. Test for presence of

water

17. Sugar is soluble in

water. What will most

likely happen to its

molecules once they had

dissolved?

A. The molecules will

spread throughout the

liquid.

B. The molecules will sink

to the bottom.

C. The molecules will no

longer exist.

D. The molecules will

float on top

A] Sugar when

added to a glass

of water will be

diffused/dissolved

completely in the

water.

18. Different samples of a

given material (A) were

collected from different

sources. All samples were

found to have the same 4:1

mass ratio of copper-to-

oxygen. What kind of

materials is A?

A. A is an element.

B. A is a compound

C. A is a colloid.

D. A. is a mixture.

B] A compound is

a substance in

which atoms of

different elements

are chemically

held to one

another.

19. Margarine is a mixture

of compounds. Each

compound has the general

formula

CxHyOz where x, y, and z

can be a variety of

numbers. Which is the

same for all sample of

margarine?

A. The elements present

B. Softening temperature

C. Solidification

temperature

A] The x, y, and z

subscripts refer to

the amount of

atoms of that

element in the

formula.

Subscripts are

used to indicate

the ratio of atoms

of each kind of

element present.

D. The percentage

composition of the

compounds

20. You are an expert

nutritionist. You were

tasked by the barangay

officials to present a plan

for a feeding program. The

program would be used to

facilitate possible answers

on the issue of

malnourished children.

The program includes

preparation of mixture of

different known

concentrations in most

efficient way without

sacrificing its quality to

sustain quality life. How

will you present your

scheme in a comprehensive

way?

A. vocabulary, use of

scientific terms, visual

aids

B. organization, props,

time limit,

collaboration

C. mechanics, use of

references, speaking

voice

D. organization, content,

visuals,

evidence/source

D] To write good

technical reports

and to prevent the

most currently

occurring

mistakes. The

technical report

presents the

results of an

investigation in

an easily

understandable

and fully

traceable way.

The report should

be comprehensive

and self-sufficient

to the extent of

practicality.

E. PERFORMANCE TASK:

Scenario: - In your Barangay, you observe that malnourished cases have been increasing due to

unknown causes. As the SK chairman, together with health barangay nutritionist, was asked to

make a feeding program for the barangay officials. The program would be used to facilitate

possible answers on the issue of malnourished children. The program includes preparation of

mixture of different known concentrations in most efficient way without sacrificing its quality to

sustain quality life. Your program contains identifying the causes of malnourishment,

formulating an output of the study by presenting the findings/data results and recommending

precautionary and health measures. The program will be evaluated according to its content,

practicality, organization, delivery and use of visual aids.

Outline:

Goal –Make a feeding program for the barangay officials.

Role -As the SK chairman, together with health barangay nutritionist, was asked to make a

feeding program for the barangay officials.

Audience - Barangay officials and malnourished children.

Situation - Facilitate possible answers on the issue of malnourished children. The program

includes preparation of mixture of different known concentrations in most efficient way

without sacrificing its quality to sustain quality life.

Product or Performance – To identify the causes of malnourishment, formulating an output of

the study by presenting the findings/data results and recommending precautionary and

health measures.

Standards - The program will be evaluated according to its content, practicality, organization,

delivery and use of visual aids.

F. RUBRIC:

CRITERIA Outstanding

4

Satisfactory

3

Developing

2

Beginning

1 STUDENT

RATING

TEACHER

RATING

Content Demonstrates

full

knowledge

(more than

required)

with

explanations

and

elaboration.

Demonstrate

knowledge

of required

content

Demonstrate

partial

knowledge of

required

content and is

able to

answer only

basic

questions.

Does not

have grasped

of

information

and cannot

answer

questions

about subject.

Practicality Materials list

is reasonable

and creative

given

resources.

Materials

list is

reasonable

given

resources.

Materials list

is not

reasonable

given

resources.

Materials list

is not

reasonable.

Organization Information

in logical,

interesting

Information

in logical

sequence

Difficult to

follow the

presentation

No sequence

and evidence

of

sequence

which

audience can

follow.

which

audience

can follow.

because the

sequence is

not well

organized.

information.

Delivery Speaks clear

and correct,

precise

pronunciation

of terms.

Speaks clear

and

pronounces

words

correctly.

Shows

incorrect

pronunciation

of terms and

has difficulty

projecting

one’s voice.

Speaks

mumbles,

Incorrect

pronunciation

of terms and

unable to

project one’s

voice.

Use of

Visual Aids

and

Technology

Visuals Aids

and

Technology

are evident to

reinforce

screen text

and

presentation.

Visuals

Aids and

Technology

related to

text and

presentation.

Visuals aids

and

technology

rarely

support text

and

presentation.

No visuals

aids and

technology

used to

support the

presentation.

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.

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

of matter. These are seen in test items no. 1-12. The pre-test also measures students’

misconceptions on 13-14. These are done through test items no.9-14. 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 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’ scores in the Post-Assessment as a group per subject area, do the

following:

1. Click Post Assessment (20 Question)

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 no, 13-14. 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 item nos.

1-12). 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

1. Ask students open these web pages to further establish their understanding on the

differences between substances: elements, compounds, and mixtures and enhance the

lesson on the classification scheme of matter.

http://www.chemteam.info/Matter/ElementsAndCompounds.html. This site will explore

the understanding of the classification Scheme of Matter.

http://fitz6.wordpress.com/2012/03/19/elements-compounds-and-mixtures/. This site

features different interactive sites for compounds, elements, and mixtures.

http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/atoms_element

s/activity/. This is an interactive website which can help observe how atoms and

elements differ in metals and non-metals.

http://education.jlab.org/elementhangman/prob81.html. This is an interactive site game

for elements.

http://www.angelfire.com/ego/mr.f/SubjectLinks/science/substances/substances.html

This website covers a pure substance is made up of only one material and has set

properties.

2. Assign more web page readings about diversity of matter.

3. Ask students to take more online quiz as practice.

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

interventions:

Teacher may ask the students to view this web page:

http://www.middleschoolscience.com/notebook-5-2011-2012.htm click elements, compounds,

and mixture, PPT activity. This site will enhance your understand about matter can be classified

into elements, compounds, and mixture.

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

interventions:

1. Ask students to do extension activity like research on human-induced changes in the

physical environment .Click this website:

http://abed.sd79.bc.ca/acip/grade7/socials7_Lessons/human_impacts/human_impacts7.ht

ml it can evaluate the impact of human induced changes on communities.

2. Ask the students to formulate, classify, determine and identify the characteristics of

matter by performing laboratory activities. They will learn how nature of matter is

significant in making our lives better. Click

http://teacher.scholastic.com/dirt/matter/index.htm . This site features the personal guide

to hands-on science exploration, investigate and check their result against prediction. It is

an opportunity to gain valuable experience in learning inquiry-based science because

each new challenge helps reinforce basic science concepts. After reading and performing

the activity the students will compare their ideas in their notebook those ideas found in

the website.

3. Ask the students to open these web pages

http://renaldisorders.blogspot.com/2008/11/essential-ions-of-our-body-for.html and

http://www.traceminerals.com/research/ions2 which discuss ions that are essential to our

health and ask them to search for the foods which could be source of these important

ions. Click this website the significance of ions in the body and the environment

http://www.traceminerals.com/trace-minerals/why-you-need-ionic-minerals

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:

Teacher may ask students to explain how diversity of materials significant to humans and

to the environment.

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:

Ask student to explain why diversity of matter is significant to living organisms? And

why the changes in properties of matter to real life situation are beneficial?

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:

Based on the concepts learned from this module, ask the students to make a Segregation

Plan or Recycling Plan that will help address the litter problem that might be used to help reduce

waste in their community.

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 is KWHL The students are asked

to answer this map at different points in the lesson, namely: Explore, and Deepen. 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 you know, What you want to know, How will you find out during Explore and

Deepen. The students articulate their new knowledge by filling up: What I have learned during

Deepen. The other parts of the map namely KWL are answered during Firm up. 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: Classifying Matter Activity, KWHL Chart, Laboratory activity: Physical

and Chemical Changes, CHECK – UP TEST, Mixtures vs. Pure Substances Activity, Create

your own Cola Activity, Web-page reading: Elements and Compounds, Venn diagram, Activity:

Segregation Plan or Recycling Plan, Research, Photo Gallery: Elements in the Human Body,

Hands-on Activity: Elements, Compounds, or Mixtures, Poem Analysis, and ACTIVITY: Pursuit

of the properties of Metals and Nonmetals.

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: Why does matter have different forms and properties? How can your

understanding of the changes in properties of matter become beneficial? The student is asked to

answer the EQ in these different parts, namely:

Explore: Activity nos. 1.1, 2.1, 2.2, 2.12, and 3.1

Firm Up: Activity nos. 1.3, 2.3, 2.5, 2.6, 3.3, 3.3, and 3.4,

Deepen: Activity nos. 1.5, 2.10, 2.11 and 3.5

Transfer: Activity nos. 1.4, 1.7, 2.13, and (Performance Task)

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.

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 is to articulate what students are to learn and the quality of student performance that is

acceptable. Focusing attention on performance standards allows teachers to provide students with

more usable and timely feedback and it is also an assessment scoring guide that describes student

work at different levels of performance. The rubric criteria related to understanding is reasonable

and creative given resources, demonstrates full knowledge (more than required) with

explanations and elaboration, and information in logical, interesting sequence which students can

follow. With these criteria, students are evaluated on their Content and Practicality,

Organization, Delivery, and Use of visual Aids. The rubric criteria related to the competencies or

skills are Content and Practicality. With these criteria, students are evaluated on Organization,

Delivery, and Use of Visual Aids.

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 be done face to face because the students need to

give an oral presentation of their work. In the event that the performance task has to be done in

school, the following will have to be done on purpose, content and organization.

STAGE III: CONDUCTING THE LEARNING PLAN

UNIT ACTIVITIES MAP:

ACTIVITIES FOR

ACQUIRING

KNOWLEDGE

AND SKILLS

ACTIVITIES FOR

MAKING MEANING

AND DEVELOPING

UNDERSTANDING

ACTIVITIES LEADING

TO TRANSFER

EXPLORE

Pre Test(I)

Classifying Matter Activity (I)

KWHL Chart

Anticipation Reaction

Guide(I)

Peer Assessment

Web-page reading(I) Safety precautions to be

followed when conducting

Lab. activity. (I)

Hands-on Activity(G)

Web-page reading(I) Interactive simulation(I)

FIRM UP

Quiz (I) video/ webpage(G) Laboratory Activity: (G)

Quiz(I) Interactive simulation(I)

Photo Gallery(I)

Word Game(I)

Quiz (I) Laboratory Activity Self-Knowledge (I)

KWHL Chart (I)

DEEPEN

Netsurfing (I) Venn diagram (I)

KWHL Chart (I)

Reflection (I)

Worksheet(I) Poem Analysis(I)

Quiz (I) Laboratory ACTIVITY(G)

TRANSFER

Quiz(I) Activity: Create your own

Cola(G)

Quiz(I) Net Surfing(I) Activity:

Segregation Plan or

Recycling Plan (G)

Post test (I) Synthesis Journal (I) Do the Performance Task (I)

Letter in parentheses after every activity indicates the following modes: I for individual work or

G for group work and WC for whole class. Resource material used for the activity is indicated in

italics.

UNIT ASSESSMENT-ACTIVITIES MATRIX:

CODE Levels of Assessment

What will I assess? MC

ITEM

CORRECT

ANSWER AND

EXPLANATION

RELATED

ACTIVITIES

A Knowledge

(15%)

LC: Recognize that

a substance has a

unique set of

properties

1.1 Classifying

Matter Activity

2.7 “How Stuff

Works” about

Elements,

Compounds, and

Mixtures

2.12 Net Surfing

Recognize that

substances are

classified into

elements and

compounds.

2.1 Picture

Analysis: elements

and compounds

2.3 Web-page

reading: Elements

and Compounds

2.8 Word Game:

Elements and

Compounds

2.9 Hands-on

Activity: Elements,

Compounds, or

Mixtures

2.10 Worksheet I:

Poem Analysis

2.11

Worksheet

II: Elements,

Compounds

& Mixtures

A Process/

Skills

(25%)

LC: Investigate the

properties of

mixtures of varying

concentrations.

1.5 Activity Pure

Substance or

Mixture

1.6 Video: diversity

of matter according

to pure substances

and mixtures

2.4 Elements,

Compounds and

Mixtures

Recognize that

compounds consist

of specific elements

in a definite

composition (e.g.,

H2O and H2O2;

different compounds

of C, H, O).

1.3 Physical and

Chemical Changes

2.2 Activity:

Elements and

Compounds

2.5 Photo Gallery:

Elements in the

Human Body

2.6 Web page

reading: Human

Biology - Food and

Digestion

Recognize the

elements considered

as metals and those

that are nonmetals.

3.1 Metal or

Nonmetal Activity

3.2 Open and read

this web page on

metals and

nonmetals

3.3 Web page

reading: Periodic

Table Study Guide

M Understanding

(30%) ENDURING

UNDERSTANDING

Demonstrate the

different properties

of metals and

nonmetals (e.g.,

luster, malleability,

ductility,

conductivity).

3.3 Metal vs Non-

Metal laboratory

3.4 Open this web

video to know more

about different

metal, nonmetal

and Semi-metal

3.5 ACTIVITY:

Pursuit of the

properties of Metals

and Nonmetals

MISCONCEPTION

T Product/

Performance

(30%)

GRASPS

Prepare different

concentrations of

simple mixtures that

offer some practical

use and in the most

efficient way

without sacrificing

its quality.

1.4 Mixtures

vs. Pure

Substances

1.7 Webpage

activity: Create

your own Cola

2.13 Activity:

Segregation Plan or

Recycling Plan

PERFORMANCE

TASK

SCAFFOLD FOR TRANSFER:

LEVEL 1

DIRECTED PROMPT

1. Inform the students

the skills they are

expected to

LEVEL 2

OPEN PROMPT

1. Provide students

another task similar

to that given in Level

LEVEL 3

GUIDED

TRANSFER 1. Provide a real

world situation

LEVEL 4

INDEPENDENT

TRANSFER 1. Provide a real

world situation

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.

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 be asked to

vary the steps they

learned.

3. Provide this task

during Firm Up or

Interaction stage.

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 learned and

determine which of

these they would

use to meet the

requirements of the

given task.

3. Provide this task

during Deepen or

Interaction stage.

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

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:

Students will be guided

to distinguish the

difference between

mixture and pure

substance which will

increase their

understanding on

diversity of matter.

Students then will

categorize the

designation and reason

for each substance.

Students will perform

the activity in firm up

TASK:

Students will

investigate the

concept of mixture

and concentration by

creating their own

unique formula for a

cola beverage.

TASK:

In your school, you

observe the waste

issue. As a student

leader, you are

asked to make a

report about the

cause and effect of

litter in the campus.

The report will be

used for awareness

of the school

administrators,

Teachers, Parents,

and Non-Teaching

Staff for a

segregation plan

(SP) or recycling

plan (RP) that will

help address the

problem on litter

that might be used

to help reduce

waste in their

TASK:

In your Barangay, you

observe that

malnourished cases

have been increasing

due to unknown

causes. As the SK

chairman, together

with health barangay

nutritionist, you were

asked to make a

feeding program for

the Barangay . The

program would be

used to facilitate

possible answers on

the issue of

malnourished

children. The program

includes preparation

of mixture of different

known concentrations

in most efficient way

without sacrificing its

community. The

plan will be graded

according to its

purpose, content

and organization.

quality to sustain

quality life. Your

program contains

identifying the causes

of malnourishment,

formulating an output

of the study by

presenting the

findings/data results

and recommending

precautionary and

health measures. The

program will be

evaluated according to

its content,

practicality,

organization, delivery

and use of visual aids.

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 defining the particulate nature of

matter and describing the different state. During M activities, students analyze the behavior

of matter. In T activities, students create a menu plan and design a multimedia presentation of

the applications of elements ions, and compounds in one’s health.

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.

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

of critical think based on substances which increase their understanding on diversity of matter.

Students develop mastery of this skill by first in direct prompt. Students will be guided to

distinguish the difference between mixture and pure substance which will increase their

understanding on diversity of matter and students will categorize the designation and reason for

each substance. This activity is done in Firm up. Then in the open prompt, students during Firm

up and Deepen will investigate the concept of mixture and concentration by creating their own

unique formula for a cola beverage. Next in the guided transfer done during Deepen students will

be asked to make a report about the cause and effect of litter in the campus. The report will be

used for awareness of the school administrators, Teachers, Parents, and Non-Teaching Staff for a

segregation plan or recycling plan that will help address the problem on litter that might be used

to help reduce waste in their community. The plan will be graded according to its purpose,

content and organization. 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 to

formulate a feeding program for the barangay. The program would be used to facilitate possible

answers on the issue of malnourished children. The program includes preparation of mixture of

different known concentrations in most efficient way without sacrificing its quality to sustain

quality life. Your program contains identifying the causes of malnourishment, formulating an

output of the study by presenting the findings/data results and recommending precautionary and

health measures. The program will be evaluated according to its content, practicality,

organization, delivery and use of visual aids.

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

E A 1.1 Discussion on

classification of

matter

E

A 1.2 Answer the

boxes: Pulling out

the prior

knowledge of the

students

E A 2.1 Picture Analysis

E A 2.2 Exploring matter

into the categories

of element, and

compound

F M 2.4 Interactive

simulation

F M 2.5 Photo Gallery:

Elements in the

Human Body

F M 2.6 Human Biology -

Food and Digestion

F M 2.7 properties and

characteristics of

elements,

compounds and

mixture

E A 3.1 Metal or Nonmetal

Activity

2. Answering mini-check-

up quizzes and receiving

feedback

F M 1.3 Perform the activity

in this file and then

answer the process

questions. Check for

Understanding

D M 1.5 Perform the activity

on Pure Substance

or Mixture

D M 1.6 Video : Interactive

teaching

F M 2.3 Elements and

Compounds

CHECK – UP TEST

T M 2.14 CHECK – UP TEST

F M 3.4 Video to know more

about different

metal, nonmetal and

Semi-metal

3. Developing Product

Using 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

F

F

M

M

3.2

3.3

Web page on metals

and nonmetals

Webpage reading:

Periodic Table

Study Guide

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

D M 3.5 ACTIVITY: Pursuit

of the properties of

Metals and

Nonmetals

Reflection

6. Chatting with Teacher on

any of the following:

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

F

M

M

3.3

3.4

Metal vs Non-Metal

laboratory Activity

Video to know more

about different

metal, nonmetal and

Semi-metal

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

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

F

T

F

D

D

T

T

M

T

M

M

M

M

T

1.4

1.7

2.8

2.10

2.11

2.13

3.6

Properties of Matter

Create your own

Cola

Word Game:

Elements and

Compounds

Poem Analysis

Worksheet :

Elements,

Compounds &

Mixtures

Segregation Plan

PERFORMANCE

TASK

9. Uploading and

Submitting Group File on

any of the following:

a. answer to activity

questions

b. b. presentations or

reports

c. conversion of

information from

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

D

D

F

F

T

M

M

M

M

M

1.2

1.6

2.3

2.9

2.12

KWHL Chart

Venn diagram

KWL chart

Hands-on Activity:

Elements,

Compounds, or

Mixtures

Net Surfing

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

INDEX OF WEB 2.0 APPLICATIONS

STAGE AND

LEARNING GOAL

(EFDT/A-M-T)

WEB 2.0 APPLICATION

AND ITS URL

ACTIVITY

NO.

STUDENT

TASK

(F/ A) http://www.what2learn.com/g

ames/play/4931/

2.8 Guessing a given

word

(F/M ) http://mint.ua.edu/games/che

mical-mixup/

2.8

Game design to

help student’s

improve their

basic chemistry

skills

NOTES:

Web 2.0 is a term used to designate next-generation Websites which feature interactive

applications, particularly in the production of creative or original works. As indicated in the

above table, learners will be working with varied Web 2.0 applications.

For Acquisition, the student will be working with the following applications and producing a

specific work:

The students will acquire knowledge about the concepts on elements and working with a

word-game to guess a given word of an element. It is a name guessing game to develop

their critical thinking on elements and compounds. This is an interactive educational

game that would be of great way in enhancing knowledge about elements, compounds

and mixtures.

For Meaning Making, the student will be working with the following applications and producing

a specific work:

Students will identify, understand, and develop the basic chemistry skills. And make an

opportunity to learn and engage the properties and classifications of matter to real life

situations.