SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Week of July 29-August 2, 2013

COMMENTS
Prds. 1-2:
ENGAGE and EXPLORE & SUGGESTIONS

I. Objectives
A. Cognitive
1. Describe the Trashion dress in terms of the materials that were used
2. Explain the rationale behind the Trashion Show activity
3. Evaluate and critique the Trashion dress
B. Affective
1. Manifest green thinking and green attitude
2. Imbibe environmental stewardship as a value and culture
3. Recognize that a lot of things could still be reused and recycled
C. Psychomotor
1. Make a Trashion dress from used and recycled materials
2. List the guidelines and criteria of the Trashion Show

II. Subject Matter

Trashion Show Preparations (Intro to Environmental Principles)

Valuing: Resourcefulness, Conservation, Recycling

III. Materials: used and recycled materials

IV. Procedure

A. Motivation
CLS/Round Robin. Students watch a Trashion Design and Trashion
Show. They act as panel of judges and they critique the design or
creation.

B. Presentation Teachers Reflection

The point persons update the class of the status of the Trashion dress. ____________________
____________________
Guidelines and criteria are reviewed to make sure that the students
____________________
adhere to them.
____________________
SCA. Students continue to work on their project or output. Work may be __________________.
divided into groups and committees for efficiency. The students consult
with the point persons.

C. Processing
Q: What are the strengths of your project?
Q: How could you improve on your project?
Q: What percentage of the project is made from used and recycled
materials?
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

HOTS: What statement does your project make? If the dress could talk,
what would it tell the people?
HOTS: What are the things that people will realize from the creation you
have made?

D. Synthesis
CLS/Round Robin. Value of Resourcefulness, Care for the
Environment, Recycling, Appreciation of Nature. Students talk
about the rationale behind the Trashion Show. They discuss the many
values that they learned from the activity.

Prd. 3:
EXPLAIN

I. Objectives
A. Cognitive
1. Explain EPs 1, 2, 3 and 4
2. Define the terms balance, diversity, interdependence, change
3. Enumerate ways on how one can apply the various EPs
B. Affective
1. Manifest desirable attitudes towards the environment
2. Imbibe environmental stewardship as a value and culture
3. Recognize the importance of addressing the various environmental
concerns seriously and promptly
C. Psychomotor
1. Transfer the macaroni using various tools
2. Count the macaroni that were transfered
3. Choose a number on the PPT slide which corresponds to a picture

II. Subject Matter

The Environment Principles (1-4)

Valuing: Stewardship, Conservation

III. Materials: macaroni, spoon, fork, chopsticks, toothpicks

IV. Procedure

B. Motivation
SCA/Transfer-the-Macaroni Game. Students work in groups and they
transfer the macaroni from one side of the room to the other. They have
to use tools such as chopsticks, spoon, fork and toothpicks. The group
which is able to transfer the most macaroni wins. Ask: What did you
learn from the activity? What do the various tools represent? In which
tool was it easiest to transfer macaroni? In which tool is it the hardest?
Elicit the concept that plant and animals have adaptations so they
survive (EP1-Nature knows best.).
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

B. Presentation
CLS/Round Robin. TAC. A student clicks a number on the PPT slide
which leads to a picture or video. They discuss and identify the EP that
is best shown. A group is called to share their thoughts.

EP1 Nature knows best. (Balance of Nature)

[Pic 1] The adaptations of plants and animals help them survive
[Pic 2] Mothers milk is best for babies because it contains colostrum
[Pic 3] Fruits season at a certain time of the year
[Pic 4] Water cycle showing nature has a way to replenish itself
[Pic 5] Glofish (glowing fish) and giant tomatoes - GMOs

EP2 All forms of life are important. (Diversity of Life)

[Pic 6] Food web
[Pic 7] A little boy appreciating an earthworm
[Pic 8] A rat and a mosquito
[Pic 9] Endangered plants and animals in the country

EP3 Everything is connected to everything else. (Interdependence)

[Pic 10] Different plants grow at a place of a higher altitude
[Pic 11] In an ecosystem, biotic and abiotic factors interact with each
other
[Pic 12] Hamburgers are an environmental concern

EP4 Everything changes. (Change)

[Pic 13] Stranded people during Ondoy
[Pic 14] Eruption of Mt. Pinatubo
[Pic 15] Life cycle of a frog

C. Processing
HOTS: What are GMOs? What is cloning? Are you in favor or not of
GMOs and cloning? Why?
Q: Do mosquitoes have a role in nature? Would you save the pests
because each form of life is important?
HOTS: Why is eating hamburger an environmental concern?
Q: Give instances and situations that show that everything is connected
to everything else.
Q: What are the changes that you observe and encounter everyday?
HOTS: Do humans bring about positive or negative change? Explain.
Value of Environmental Stewardship: How do humans become
agents of positive change? How do we restore the balance in nature?
How do we recognize that importance of each life form? How do
humans work together in protecting the environment?

D. Synthesis
CLS/Think Pair Share. Students watch a video on global warming.
They identify the parts in the video that speaks about the various
environmental principles.
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Prd. 4:
EXPLAIN

I. Objectives
A. Cognitive
1. Explain EPs 5, 6 and 7
2. Define the terms finiteness, stewardship
3. Enumerate ways on how one can apply the various EPs
B. Affective
1. Manifest desirable attitudes towards the environment
2. Imbibe environmental stewardship as a value and culture
3. Recognize the importance of addressing the various environmental
concerns sincerely and promptly
C. Psychomotor
1. Work together to fit inside the newspaper
2. Dance to a song about the environment
3. Write a reflection on an EP

II. Subject Matter

The Environment Principles (5-7)

Valuing: Conservation of Resources, Stewardship

III. Materials: newspaper, music

IV. Procedure

A. Motivation
SCA/Newspaper Dance. Students form groups (each group is
composed of 6 members). Each group is given one whole newspaper.
They dance while a song is being played. Once the song stops, all the
members must be inside the newspaper. The newspaper is halved as
the game progresses. Ask: What does the activity mean? What do you
think does the newspaper represent? Elicit EP6 Ours is finite
earth/Finiteness of resources.

B. Presentation Teachers Reflection

CLS/Round Robin. TAC. A student clicks a number on the PPT slide ____________________
which leads to a picture or video. They discuss and identify the EP that ____________________
is best shown. A group is called to share their thoughts.
____________________
____________________
EP5 Everything must go somewhere. (pollution)
[Pic 1] Landfill __________________.
[Pic 2] As long as it stays out of my sight, it stays out of my mind.
[Pic 3] Stryrofoam
[Pic 4] Japan nuclear fallout
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

EP6 Ours is a finite earth. (finiteness of resourcess)

[Pic 5] Open mine pit
[Pic 6] Video of mining in Palawan
[Pic 7] Song Price Tag by Jesse J.

EP7 Nature is beautiful and we are stewards of Gods creations.

(stewardship)
[Pic 8] Humankind picking the petals of a flower called Earth
[Pic 9] Economy owes ecology an apology
[Pic 10] Cartoon of Noahs ark
[Pic 11] Reduce, recyle and reuse

C. Processing
HOTS: What is your reaction to the quote: Thank God men cannot fly,
and lay waste the sky as well as the earth Henry David Thoreau.
Q: What does finite mean?
Q: What is a steward? An environmental steward?
Q: What does each of the principle tell us?
HOTS/Value of Environmental Stewardship: What do you think is
Gods reasons for creating humans? What do you think is your purpose
in life? How do you become an even better environmental steward?
Value of Conservation: What are the various ways to conserve on our
resources? What role does conservation play in the green movement?
How important is it to conserve nowadays?

D. Synthesis
CAC/Writing/Reflection. Students write a reflection on the quote
The world we have created is a product of our thinking; it cannot be
changed without changing our thinking. Albert Einstein. Students
share their answers with the class.

Prd. 5:
ELABORATE and EVALUATE

I. Objectives
A. Cognitive
1. Explain the various environmental principles
2. Relate a situation or statement to an environment principle
3. Apply the environmental principles to environmental news headlines
B. Affective
1. Develop appreciation of environmental principles as rules by which
nature and natural phenomena work
2. Recognize the importance of understanding how things work
3. Manifest stewardship for the environment by taking part in all the
environmental endeavors
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

C. Psychomotor
1. Write an acrostic of the letters E and P (for EP)
2. Write the EP number that best corresponds to a statement or
headline
3. Submit the final proposal for the investigative project

II. Subject Matter

Graded Seatwork (EPs) and Submission of IP Proposals

Valuing: Integrity of Creation

III. Materials: paper

IV. Procedure

A. Motivation
CLS/Think Pair Share. Share news about the Philippine environment
e.g. Population is still on the rise New frog species discovered in
Sierra Madre Provincial government intensifies campaigns for
environment protection. Ask students which of the EPs apply to the
news.

B. Presentation Teachers Reflection

Graded Seatwork. Students identify the environmental principle that ____________________
BEST describes each news headline. They write the corresponding EP
____________________
number.
____________________
____________________
__________________.
1 Balance of Nature

2 Diversity and Stability

3 Interdependence

4 Change

5 Pollution
1. Snakes Use Friction
6 and Redistribution
Finiteness of Their Weight to Slither in
of Resources
Flat Terrain 1
2. Abrupt Global Warming Could Shift Monsoon Patterns, Hurt
7 Stewardship
Agriculture 3/4
3. Sediment Yields Climate Record for Past Half-Million Years 1/3
4. Cantabrian Cornice in Spain Has Experienced Seven Cooling and
Warming Phases Over Past 41,000 years 1/4
5. Typhoons Can Trigger Earthquakes, Study Suggests 1/3
6. Greenland Ice Sheet Melting Faster than Expected: Larger
Contributor to Sea-Level Rise Than Thought 3/4/5
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

7. Ocean Trash Problem far from being solved, U.N. says 5

8. One Moose, Two Moose: Scientist Seek Correction in Number of
Species 2/6
9. Pip Poop Helps Power Netherlands 1/3
10. Artists and Athletes Inspire and Empower Fans to Help Plant
Seven Billion Trees by the End of 2009 6/7

Checking of the GSW follows. Pairing and sharing among the students
is done before the final answers are given.

Students submit the final IP Proposals on a size 1.

D. Processing
Q: How do you evaluate which of the EPs apply to a given situation?
Q: What do you think is the most encompassing of all the EPs?
HOTS: What do you think is the first step towards environmental
stewardship?
HOTS: Which among the EPs is your favorite? Why?
Value of Integrity of Creation: How does understanding the
environmental principles give value to the integrity of creation?

E. Synthesis
CAC/Writing/Reflection. Students write an acrostic of EP such as
Everything in Peace and Each has a Part.

Prd. 6:
EVALUATE

I. Objectives
A. Cognitive
1. Reiterate the definition of science
2. Explain the concepts and lessons that have been tackled
3. Review and prepare for the upcoming exams
B. Affective
1. Develop the love for learning and asking questions
2. Put a value on alertness and wit as essential tools in everyday life
3. Recognize the impact of science to the society
C. Psychomotor
1. Choose a double jeopardy question
2. Write the final double jeopardy question
3. Write a short reflection in question form of the things one has
learned in the academic quarter

II. Subject Matter/Activity

QE Review Part 1

Valuing: Alertness and Wit

SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

III. Materials: PPT Presentation/manila paper

IV. Procedure

A. Motivation
CLS/Think-Pair-Share. Students watch a Double Jeopardy Game.
Ask what are the skills needed to do the game. Ask how alertness and
wit are valued in the game, and how these values are as important with
the other values in the study of science (Value of Alertness and Wit).
Inform them that they will be reviewing for the QE through the game.

A. Presentation
SCA/Doube Jeopardy Game. The students are grouped by columns. Teachers Reflection
They choose a category and an item under it. Their answers should be ____________________
in question form. Some points are double jeopardy i.e. they get double ____________________
the points if they answer the question right, and minus twice the number ____________________
of points if they their answer is incorrect. ____________________
Scientific Scientific Lab Tools Lab Lab Safety __________________.
Method Attitudes Operations and Symbols
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5

Final Jeopardy Question

B. Processing
Q: What is science?
Q: What do you think is the biggest misconception about science?
Q: Where do we apply the values that we learn in the double jeopardy
game in our daily lives?
HOTS: Why is science important in our daily lives?
HOTS: How has science changed you for the better, as a student and
as a person?

C. Synthesis
CAC/Writing. Students summarize what they have learned and write a
very short reflection that is in question form (like the double jeopardy
game).
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

***

Lesson Tracker
If Iv Mb Mg Tg
07/29 1 1 1&2 1 1

07/30 2&3 2 3 2&3 2

07/31 4 3 4 4 3

08/01 5 4&5 5 5 4&5

08/02 6 6 6 6 6

Spill-over for the following week: