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OCTOBER 14
I. OBJECTIVES
a. To differentiate between the characteristics of the earth’s structural layers;
b. To appreciate the way earth is designed to harbor life; and
c. To name the boundaries among the earth’s layers
II. LEARNING TASKS
a. Topic: The Structure of the Earth
b. Concepts: a. Geology is the scientific study of the earth.
b. The major sections of the earth based on chemical composition are the
crust, mantle and the core.
c. The crust is the outer layer, the mantle is the middle layer and the core
the inner layer.
c. Values: Gratefulness
d. Skills: Comparing and differentiating
e. Strategies: Cooperative learning; Trigger Pictures
f. Materials: OHP
g. References: Science of the Physical Creation: (2nd Edition) pp. 195-198
III. ASSIGNMENT
1. Bring a pre-cut Styrofoam ball that resembles the Earth.
2. Bring a styro or poster paint.
3. Newspapers and paintbrush
OCTOBER 15
I. OBJECTIVES
a. To make a model of the earth’s structure.
III. ASSIGNMENT
1. Prepare for SQ#1 on Wednesday about The Earth’s Structure
OCTOBER 16
I. OBJECTIVES
a. To differentiate between a project proposal and a written report;
b. To appreciate the way scientists solve problems; and
c. To convene with group mates on how to plan for the IP project.
II. LEARNING TASKS
a. Topic: Investigatory Project Proposal
b. Values: Cooperation and patience
d. Skills Manipulating variables, designing experiments
e. Strategies: Observe-Predict-Explain; Lecture
f. Materials: OHP, hand-outs and previous IP projects
III. ASSIGNMENT
a. Start organizing the proposal
b. Study pages 198-200
c. Research on the following (from the net or encyclopedia): Alfred Wegener; Diastrophism;
Pangaea; Plate Tectonics Theory and Theory of Isostasy
OCTOBER 17
I. OBJECTIVES
a. To describe the crustal movement and the Plate Tectonics Theory;
b. To appreciate the mystery behind the drifting of continents; and
c. To name the different plates of the crust.
II. LEARNING TASKS
a. Topic: Movements of the Crust
b. Concepts: a. Crust consists of several plates that float like rafts on the
asthenosphere.
b. Plate Tectonics describe the movement as brought about by the slow
convection currents in the asthenosphere which cause continents to drift.
c. Pangaea is a hypothetical land mass which the earth was thought to be
like years back.
c. Values: Faith
d. Skills: Analysing, describing
e. Strategies: Inquiry approach
f. Materials: OHP
g. References: Science of the Physical Creation (2nd Edition) pp. 198-199
III. ASSIGNMENT
1. Bring a world map for the making of Pangae. (Maps must be pre-cut already)
2. 1/8 illustration board, glue, scissors
OCTOBER 18
I. OBJECTIVES
a. To make a model of the ancient hypothetical supercontinent called Pangaea.
1. Student are asked to stay with groupmates in making the model. A guide is given.
2. Ocular check-up on students’ works will be done often to ensure that every student
works and contributes to the group.
III. ASSIGNMENT
1. Study pages 200 – 202 .
2. Research about the Marikina fault line.
3. Prepare for check-up test.
OCTOBER 21
I. OBJECTIVES
a. To describe the faulting and folding processes;
b. To appreciate the way mountains are formed; and
c. To enumerate the types of folds, faults and mountains.
II. LEARNING TASKS
a. Topic: Faulting, folding and mountain formation
b. Concepts: a. Fault is the fracture zone in a rock when it suddenly moves.
b. Fold is formed by the bending or buckling of rocks under great force.
c. Mountains are formed by the crustal movement.
c. Values: Faith
d. Skills: Comparing and differentiating
e. Strategies: Story telling
f. Materials: OHP
g. References: Science of the Physical Creation: (2nd Edition) pp. 200-202
III. ASSIGNMENT
1. Prepare for SQ#2
2. Study pages 203 -212.
3. Prepare for a 5-item checkup test.
OCTOBER 22
I. OBJECTIVES
a. To describe earthquake and its major causes;
b. To appreciate the earth-quake drills practiced in school to prepare them for the the
calamity; and
c. To determine the epicenter of an earthquake.
II. LEARNING TASKS
a. Topic: Earthquake
b. Concepts: a. Earthquake is any trembling of the earth’s crust.
b. Tectonic movements often caused earthquakes.
c. The seismic waves are classified as S, P and surface waves.
d. The epicenter of an earthquake can be located using the triangulation
method.
c. Values: Obedience
d. Skills: Interpreting data
e. Strategies: Trigger picture and news stories
f. Materials: Powerpoint LCD
g. References: Science of the Physical Creation: (2nd Edition) pp. 203-212
III. ASSIGNMENT
1. Bring the following tomorrow for Lab no.2: drawing compass; pencil; individual
OCTOBER 23
I. OBJECTIVES
a. To plot the epicenter of an earthquake using the triangulation method;
b. To appreciate the ways scientists devised in finding the epicenter; and
c. To interpret a seismogram
II. LEARNING TASKS
a. Topic: Earthquake
b. Concepts: a. Earthquake is any trembling of the earth’s crust.
b. Tectonic movements often caused earthquakes.
c. The seismic waves are classified as S, P and surface waves.
d. The epicenter of an earthquake can be located using the triangulation
method.
c. Values: Obedience
d. Skills: Interpreting data
e. Strategies: Laboratory activities
f. Materials: Compass and pencil
g. References: Science of the Physical Creation: (2nd Edition) pp. 203-212
III. ASSIGNMENT
1. Go on-line and try to find the epicenter of earthquake on regions of your choice
at http://www.sciencecourseware.com/
2. Prepare for SQ# 3 on the topic Seismology. Study pp. 213-217 and prepare for CUT.
OCTOBER 24
I. OBJECTIVES
a. To describe a volcano and its structures;
b. To appreciate the mechanism of the earth in the release of its internal content; and
c. To enumerate the types volcanoes.
II. LEARNING TASKS
a. Topic: Volcanoes
b. Concepts: a. Volcano is an opening in the earth’s surface through which hot gases, ash
and molten rock are ejected.
b. The parts of volcano are the channel or vent, magma chamber, cone, and
crater.
c. Volcanoes are classified based on the composition of its cones and their
level of activity.
c. Values: Faith
d. Skills: Comparing and classifying
e. Strategies: Story telling and concept mapping
f. Materials: OHP
g. References: Science of the Physical Creation: (2nd Edition) pp. 213-216
a. Ask if anyone knows how a volcano is formed. Enumerate as well the structures of a
volcano. Show them a picture of Taal Volcano.
b. Explain the volcanic structures before and after explosion.
c. Give some students pieces of paper written in them are the concepts for the map they
would complete.
d. Discuss the concept map that contains the following: Classification volcano based on
the cone-composition: Cinder-cone; shield; composite. Based on level of activity:
Dormant, extinct and active.
III. ASSIGNMENT
1. Prepare for SQ#2
2. Study pages 203 -212.
3. Prepare for a 5-item checkup test.
OCTOBER 14
I. OBJECTIVES
a. To describe the function of the eleven body systems;
b. To appreciate the way the organs function to keep the body systems working;
c. To name the four body cavities.
II. LEARNING TASKS
a. Topic: Introduction to Human Anatomy and Physiology
b. Concepts: a. Anatomy is the science of structure while physiology is the science of
function.
b. The four body cavities are: Cranial, Spinal, Thoracic and Abdominal
cavities.
c. The eleven body systems that function as one are: Muscular, Excretory,
Respiratory, Circulatory, Endocrine, Digestive, Integumentary, Nervous,
Skeletal, Immune, Reproductive systems
c. Values: Confidence and Self-esteem
d. Skills: Classifying and identifying
e. Strategies: Game
f. Materials: OHP; human model
g. References: Biology: God’s Living Creation (2nd edition) pp. 117-119
OCTOBER 15
I. OBJECTIVES
a. To differentiate between a project proposal and a written report;
b. To appreciate the way scientists solve problems; and
c. To convene with group mates on how to plan for the IP project.
II. LEARNING TASKS
a. Topic: Investigatory Project Proposal
b. Values: Cooperation and patience
d. Skills Manipulating variables, designing experiments
e. Strategies: Observe-Predict-Explain; Lecture
f. Materials: OHP, hand-outs and previous IP projects
III. ASSIGNMENT
a. Start organizing the proposal
b. Study pages 121-124. Bring a 3 x 5 plain index card.
c. Prepare for check-up test.
OCTOBER 16
I. OBJECTIVES
a. To describe the components of organs: tissue and cells;
b. To appreciate the intricate yet magnificent design of the human body; and
c. To recall the different types of cells.
I. TISSUES
a. Enumerate and describe the four groups of tissues. When a group is discussed, ask
the assigned group to tell more about them.
II MEMBRANES
a. Enumerate and describe the four types of membranes. When a type is discussed,
ask the assigned group to tell more about them.
III. CELLS and MATRIX
a. Discuss cells and matrix. Call on the group to explain more about matrix.
IV. VESTIGIAL ORGANS
a. Ask the vestigial organs group to tell more about them.
d. Evaluation
1. Give examples and let the class identify them in terms of tissues and membranes or
matrix or vestigial organs.
III. ASSIGNMENT
1. Prepare for SQ#2 on Thursday about Tissues and Cells
2. Reporting on how systems are developed.
3. On Friday, prepare for a debate:
“Main issue: A fourteen year old girl was gang-raped by addicts when she went home
from school one day. She is the only child her parents have. The girl has lots of dreams the
fact that she is the first honors in her class, one is becoming a lawyer. Her family sued the
rapists who were found guilty by the highest court and eventually sentenced to die through
lethal injection. Months later, the young girl became pregnant and yet it is still on the mid of
the school year. She doesn’t want to have a baby yet because she’s too young and to bear a
baby of a rapist will just remind her of the incident over and over again. She wants to finish
schooling but she knows that killing the innocent baby is a mortal sin. One day, her mom
brought her to a doctor, and when the door closed in that small room, her mom embraced her
so hard and cried and said, “I am doing this because your dad and I love you so much. We
want you to have a better future. That life in your womb must be aborted.”
Is abortion the best thing to do? Yes or No?
OCTOBER 17
I. OBJECTIVES
a. To describe how the systems are developed;
b. To appreciate the delicate way a human is formed from a single cell to complex ones;
and
c. To discuss the miracle of a new life.
III. ASSIGNMENT
1. Prepare for the debate between boys and girls.
OCTOBER 17
I. OBJECTIVES
a. To describe how the systems are developed;
b. To appreciate the delicate way a human is formed from a single cell to complex ones;
and
c. To discuss the miracle of a new life.
III. ASSIGNMENT
1. Study pages 130-134. Prepare for check-up test.