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QUARTER PLAN

UNIT 4
SUBJECT: Science LEVEL: Grade 7
UNIT TITLE: Earth and Space TOTAL NUMBER OF SESSIONS: 38

I. TOPIC COVERAGE:
1. The Philippine Environment
2. Interactions in the Atmosphere
3. Seasons in the Philippines
4. Eclipses
II. CONTENT STANDARD: The learners demonstrate an understanding of the relation of geographical location of the Philippines to its environment, the
different phenomena that occur in the atmosphere, the relationship of the seasons and the position of the Sun in the sky, and the occurrence of
eclipses.
II. LEARNING ENDSTATES FOR THIS UNIT
A. ACADEMIC
1. Learning to THINK: Understands the relation of geographical location of the Philippines to its environment in relation to weather,
climate, seasons and other natural phenomena.
2. Learning to DO: Apply scientific principles learned in understanding the relation of the geographical location of the Philippines to
weather, climate, seasons and other natural phenomena.
3. Learning to FEEL: Upholds moral responsibility in solving environmental issues related to the destruction of natural resources.
4. Learning to COMMUNICATE: Expresses the importance of upholding ethical standards in the utilization and conservation of natural
resources.
5. Learning to INTUIT: Reflects how human activities contribute to the degradation of the environment as well as to the different
phenomena that occurs in the atmosphere.
6. Learning LEAD: Influences others to protect and preserve natural resources and its sustainable use.
7. Learning to BE: Socially responsive environmentalist

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HOW WILL THE LEARNING PROMOTE
1. ETHICAL FORMATION: Upholds moral responsibility in solving environmental issues related to the destruction of natural resources
2. SOCIAL RESPONSIVENESS: Practice conservation and protection of the environment
III. ACHIEVING UNIT ENDSTATE FOR THIS UNIT

A. Essential Questions for This Unit


1. How does the geographical location of the Philippines affect its water, soil resources, and biodiversity?
2. How does climate (rainfall and temperature) affect soil formation?
3. How does the geographical location of the Philippines related to its richness in terms of mineral resources?
4. What are the geological conditions that provide the Philippines with possibilities to get clean and cheap energy?
5. What practices in using natural resources are sustainable?
6. How can you help conserve natural resources so that future generations can also enjoy them?
7. What is the basis for dividing the earth’s atmosphere into layers?
8. How greenhouses from human activities have contributed to global warming?
9. How is Earth’s atmosphere affected by solar energy?
10. Why does land heat up and cool down faster?
11. How is wind affected by temperature differences and earth’s rotation?
12. What are the significant effects of monsoon in the Philippines?
13. What kind of weather is associated with ITCZ?
14. How does understanding everyday atmospheric changes benefit the community?
15. How does the tilt of the earth on its axis, revolution, the position of the sun in the sky cause the change in seasons?
16. Do beliefs and practices about eclipses have scientific bases?

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B. Materials, Methods and Activities to Achieve the ENDSTATES

Materials Methods Activities


Learner’s Materials Inquiry-based Learning Practical Activities/Experiments
Worksheets/Activity sheets ICT-based Learning Individualized Learning
Web based applications Discovery Approach Performance Tasks
Video Clips Collaborative Learning Infographics
PowerPoint Presentations Small Group Discussions Concept and Consequence Mapping
Flash files Brainstorming Oral Presentations
Indigenous/recycled materials Audio-Visual Presentations
G7 Science 7 Teacher’s Guide Simulations
Word cutout Role Playing
Video clips Speech Choir
Interactive games Brainstorming
Interactive assessment Small Group Discussions
Interactive lesson Reflection Writing
Laboratory apparatus Seminar
Guided laboratory activities

C. Products/Performance/Outputs
Semi guided investigation Concept maps Infographics Songs
Posters Models Environmental Activities Jingles
Awareness Campaigns Survey/Interview Infomercials Video presentation
Comic Strip Brochure Comic Book

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IV. CHUNKING/OUTLINING THE UNIT
Week 1
1. The Philippine Environment
1.1 Location of the Philippines using a coordinate system
1.2. Location of the Philippines with respect to landmasses and bodies of water

Week 2, 3, 4
1.3 Protection and conservation of natural resources

Weeks 5, 6, & 7
2.Interactions in the Atmosphere
2.1. Greenhouse effect and global warming
2.3. Land and sea breezes
2.4. Monsoons
2.5. Intertropical convergence zone
Week 8
3. Seasons in the Philippines
3.1. Relation of seasons to the position of the Sun in the sky
3.2. Causes of seasons in the Philippines
Week 9
4. Eclipses
4.1. Solar Eclipse
4.2. Lunar Eclipse

V. ASSESSMENT DESIGN
1. Pre-Assessment: Diagnostic Test
2. Formative Assessment: Flash Files, Modeling, 3-2-1 Countdown, Teacher-made test
3. Summative Assessment: Teacher-Made Test
4. Performance: Performance- based task, semi guided investigation, video presentations, infomercial, infographics, photo essay,

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Song Composition Rubric

CRITERIA Excellent Very Good Good Fair SCORE


4 3 2 1
Presentation Well-rehearsed with smooth Rehearsed with fairly smooth Delivery not smooth, but able to Delivery not smooth
delivery that holds audience delivery that holds audience maintain interest of the and audience
attention. attention most of the time. audience most of the time. attention often lost.

Musicality The music is very relevant The music is relevant The music is quite r relevant The music needs
/appropriate to the lyrics /appropriate to the lyrics /appropriate to the lyrics improvement

Content Covers topic in-depth with Includes essential knowledge Includes essential information Content is minimal OR
details and examples. about the topic. Subject about the topic but there are 1- there are several
Subject knowledge is knowledge appears to be good. 2 factual errors. factual errors.
excellent.

Organization Content is well organized Uses headings or bulleted lists Content is logically organized There was no clear or
using headings or bulleted to organize, but the overall for the most part. logical organizational
lists to group related organization of topics appears structure, just lots of
material. flawed. facts.

Originality Shows a large amount of Shows some original thought. Uses other people's ideas Uses other people’s
original thought. Ideas are Work shows new ideas and (giving them credit), but there is ideas, but does not
creative and inventive. insights. little evidence of original give them credit.
thinking.

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Rubric for Audio-Visual Presentation

CRITERIA Excellent Very Good Good Fair


4 3 2 1
Presentation Well-rehearsed with smooth Rehearsed with fairly Delivery not smooth, but Delivery not smooth and
delivery that holds audience smooth delivery that holds able to maintain interest of audience attention often
attention. audience attention most of the audience most of the lost.
the time. time.

Content Covers topic in-depth with details Includes essential Includes essential Content is minimal OR there
and examples. Subject knowledge knowledge about the topic. information about the topic are several factual errors.
is excellent. Subject knowledge appears but there are 1-2 factual
to be good. errors.

Organization Content is well organized using Uses headings or bulleted Content is logically There was no clear or logical
headings or bulleted lists to group lists to organize, but the organized for the most part. organizational structure, just
related material. overall organization of lots of facts.
topics appears flawed.

Originality Product shows a large amount of Product shows some Uses other people\'s ideas Uses other people\'s ideas,
original thought. Ideas are creative original thought. Work (giving them credit), but but does not give them
and inventive. shows new ideas and there is little evidence of credit.
insights. original thinking.

Reference: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=MX6987W&

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Rubric for Poem

CRITERIA Excellent Very Good Good Fair

8 pts 6 pts 4 pts 2 pts

Ideas Accurate, complete and With one identified With two identified Useful information are
useful information inaccuracy of information inaccuracy of information missing

Organization Ideas are organized Ideas are slightly Major ideas are not Major ideas are unclear
unorganized included

Word Choice Sophisticated use of Nouns and verbs make Needs more nouns and Little or no use of nouns
nouns and verbs that the poem informative verbs and verbs
make the poem
informative

Sentence Structure Sentence structure Sentence structure is Sentence structure is No sense of sentence
enhances meaning; flows evident; sentences limited; sentences need to structure or flow
throughout piece mostly flow flow

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Creative Essay Rubric

Category Excellent Very Good Good


5 3 1
A. Quality of Evaluation Provides thoughtful, logical Provides general evaluation of the Lacks evaluation of the scenario.
and Response to Scenario evaluation of the scenario. scenario. Provides unclear response to scenario or lacks
(content) Provides a thoughtful, logical Provides a general response to the a response.
response to the scenario. scenario.
B. Persuasive Argument Response is highly persuasive and Response is mildly persuasive and Response is not persuasive and is difficult to
(content) maintains reader’s attention. makes sense to the reader. understand.
C. Grammar, Usage, and Response has 3 or less errors in Response has 4-6 errors in Response has 7 or more errors in grammar,
Mechanics (writing) grammar, usage, and mechanics. grammar, usage, and mechanics. usage, and mechanics.
D. Organization (writing) Response paragraphs are well Response paragraphs have Response paragraphs have ineffective or no
organized with clear topic sentences appropriate topic sentences and topic sentences and supporting sentences.
and supporting sentences. There supporting sentences. There are There are ineffective or no transitions
are effective transitions between some transitions between between paragraphs.
paragraphs. paragraphs.

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Rubric for Concept Map
Exemplary Exceeds Standard Adequately Meets Standard Below Standard Student
3 1 Score
4 2

 Well organized  Thoughtfully organized  Somewhat organized  Choppy and confusing


 Logical format  Easy to follow most of  Somewhat incoherent  Contains a limited
 Contains main concepts the time  Contains only a few of the number of concepts
 Contains a appropriate  Contains most of the main concepts
number of concepts main concepts
Organization

 Map is “treelike” and not  Contains an adequate


stringy number of concepts
_______
 Follows standard map  Follows the standard
conventions map conventions
 Linking words demonstrate  Linking words easy to  Linking words are clear but  Difficult to follow
superior conceptual follow but at times present a flawed rationale  No links
Content

_______
understanding ideas unclear  Links are not labeled
 Links are precisely labeled  Links are not precisely
labeled

 Worked extremely well  Worked very well with  Attempted to work well  Little or no teamwork
Cooperation

with each each other. with others.


_______
 Respected and  Worked to get  At times ”off task” and not
complemented each everyone involved everyone was actively
other’s ideas involved

www.ncsec.org/team11/RubricConceptMap.doc

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Rubrics for Science Investigation

Hypothesis Below Expectation Approaching Expectation Meets Expectation Exceeds Expectation


10 pts
Does not state a clear Clearly states but cannot defend Clearly states and can defend Prior research helps form the
hypothesis. hypothesis. hypothesis. stated hypothesis.
Materials Below Expectation Approaching Expectation Meets Expectation Exceeds Expectation
10 pts
No materials listed. Does not list many of the major Lists materials but may be List of materials is complete as
materials needed for investigation. missing some minor materials needed for the investigation.
needed for investigation.
Methods/Procedures Below Expectation Approaching Expectation Meets Expectation Exceeds Expectation
10 pts
Cannot summarize Summarizes methods/procedures, Easily summarizes Discusses next step in work or
methods/procedures or but does not have a clear methods/procedures and can thinks of a new direction for
identify variables and understanding of variables or defend the choice of variables the investigation.
controls. controls. and controls.
Data/Results Below Expectation Approaching Expectation Meets Expectation Exceeds Expectation
10 pts
Did not collect data or cannot Data collected and patterns were Data collected and Graphs/tables are complete
find patterns in the data. found, but they were not graphs/tables are complete and and inform interpretation.
represented clearly. clear.
Conclusion Below Expectation Approaching Expectation Meets Expectation Exceeds Expectation
10 pts
Does not have a clear Conclusion is overly simplistic or Uses graphs/tables to form Uses graphs/tables to correctly
conclusion. incomplete. conclusions. support conclusion, while
identifying the limitations of
the data.
Connections Below Expectation Approaching Expectation Meets Expectation Exceeds Expectation
10 pts

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Cannot make connections to Makes unclear connections to Explains connections in science Advanced science is evident
real world applications. science and real world and real world applications. and real world connections to
applications. community are shared.
Presentation Below Expectation Approaching Expectation Meets Expectation Exceeds Expectation
10 pts
Does not speak clearly, make Eye contact, clear speech, or Speaks clearly, makes eye
eye contact, or is unprepared preparation is minimal. contact, and is prepared to
to present. answers questions well.

https://www.rcampus.com/rubricshowc.cfm?code=KBWW28&sp=yes&

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Rubric for Infographic

3 POINTS: EXCEEDS 2 POINTS: MEETS 1 POINT: NEEDS SCORE


EXPECTATIONS EXPECTATIONS WORK

Topic/Purpose The topic/purpose of the The topic/purpose was The topic/purpose of


infographic was clear and somewhat broad and did the infographic was not
concise. not allow viewer to clear and concise.
understand the purpose.

Data Data of the infographic was Data of the infographic was Data of the infographic
accurate and relevant to topic somewhat accurate and was not accurate and
relevant to topic. was not relevant to
topic.

Layout The infographic had a great The graphics were The graphics had
layout, with applicable graphics. somewhat applicable to nothing to do with the
the infographic, creating an topic and had a poor
average layout. layout. There was an
overload of text.
Color/Font The font was legible and the The font was somewhat The font was not legible
color scheme enhanced the legible and the color and the color scheme
infographic. scheme didn't effect the detracted from the
infographic. infographic.

Sourcing Citations for the infographic's Citations for some of the No citations of the
sources were included. sources used were infrographic's sources
included. were included.

https://www.uen.org/rubric/previewRubric.html?id=30103

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Rubric for Journal Writing

Category Description Point Value


Mechanics Well written and well organized 2
Well written, clear organization, uses standard
English grammar, contains minor, if any spelling Inadequate due to lack of organization, grammar, and or major spelling errors.
1
errors
Mechanics- Total possible
Evidence of Critical Thinking Demonstrates critical thinking and the ability to apply concepts. 3
It includes application, analysis, synthesis, and
evaluation. Arguments are clear and show depth Demonstrate some critical thinking and application of concepts. 2
of insight into theoretical issues. Arguments are Shows minor or incorrect application of concepts
1
well supported.
Critical Thinking- Total Possible
Development of Ideas Well-developed: shows evidences of reflection and or reflection and/or
Well developed thoughts, ideas, and details, which metacognition; new ideas introduced and reflects a good craps of concepts 3
shows evidence of reflection, new ideas and grasp presented.
of concepts. Shows some evidence of reflection but not well developed; few new ideas
2
introduced but reflects a grasp of concepts presented.
Not much thought or detail: shows little evidence or reflection or grasp of
1
concepts; no new ideas introduced
Development of Ideas- Total Possible
Timeliness Submitted by deadline 3
Submitting by stated time Submitted no more than 24 hours after deadline 2
Submitted more than 24 hours after the deadline 1
Timeliness- total possible
Overall Total Possible for Reflection Journal
https://people.richland.edu>reflectrubric

286
Rubric for KWL Chart

4 3 2 1 Score
Critical Thinking Student's comments are Student's ideas show Student's ideas are short Student's ideas do not
in depth and show evidence of critical and shallow. show evidence of critical
evidence of critical thinking. thinking.
thinking.

Connecting Prior Student stated more than Student stated more than Student stated more than Student stated nothing
Knowledge 4 things he/she knows or 3 things he/she knows or 2 things he/she knows or related to what he/she
thinks he/she knows thinks he/she knows thinks he/she knows knows or thinks he/she
about the topic in the "K" about the topic in the "K" about the topic in the "K" knows about the topic in
column. column. column. the "K" column.

Purposes for Learning Student listed 4 or more Student listed 3 Student listed 2 Student listed 1 or no
questions in the "W" part questions in the "W" part questions in the "W" part questions in the "W" part
of the chart. of the chart. of the chart. of the chart.
Inference Student accurately infers Student accurately infers Student accurately infers Student accurately infers
answers to 4 of his/her answers to 3 of his/her answers to 2 of his/her answers to 1 or none of
questions. questions. questions. his/her questions.

Comprehension Student coherently Student coherently Student coherently Student coherently


stated 4 or more answers stated 3 or more answers stated 2 or more answers stated 1 or more answers
to learning questions in to learning questions in to learning questions in to learning questions in
the "L" part of the KWL. the "L" part of the KWL. the "L" part of the KWL. the "L" part of the KWL.

TOTAL

https://ccacademy.enschool.org/ourpages/auto/2014/8/12/48782299/KWL%20rubric.pdf

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Performance-Based Rubric for Infomercial

2 3 4 5

Communication of Ideas Student explained product or Student had a nice Student explained Student explained all steps
"how to" vaguely but explanation of product or everything well but and how to get product and
explanation was not clear. "how to" but audience was explanation lacked charisma kept audience engaged.
left underwhelmed or and creativity. Student had great charisma
confused. and creativity within
explanation.
Preparedness Presentation was sloppy and Presentation was nice. Presentation was good. Presentation was great!
thrown together. Student Student was missing 1 of the Student only dropped the Overall the presentation was
was missing 2 or more of the 3 important components: ball on the presentation well prepared and
3 important components: Visual Aid, Costume, or occasionally but overall rehearsed. Student had
Visual Aid, Costume, or memorization. presentation was well excellent components.
Memorization. prepared.
Volume Student was too quiet to be Student was too quiet for Student was too quiet for Student was always heard
heard. most portions and had to be some portions but only had and never had to be asked to
asked to speak up 2-3 times. to be asked to speak up once speak up.
or twice.
Energy Student had no energy and Student had some energy Student had energy most of Student had excellent
put no energy into but seemed to be lacking the time but lost energy at positive energy throughout
performance. energy more often than not. certain points. the performance.
Overall Performance was lacking Performance was OK Performance was good Performance was
outstanding.
Total---->

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Performance-Based Rubric for Video Presentation

Poor Fair Excellent


3 pts 6 pts 10 pts
Creativity Little or no creativity is displayed. Fair amount of creativity displayed, Excellent creativity has appropriate
but lacks "oomph!" levels of "oomph" within the video.

Understanding of Subject Matter Little or no understanding of subject Understands basic concepts of the Excellent mastery of subject matter
matter displayed. May or may not subject matter, but in depth analysis is clearly presented.
have read or understood material. may be lacking or not clearly
presented.

Presentation Presentation skills need drastic Moderate presentation skills, may Excellent presentation skills. Clear
improvement be lacking in some areas, but overall and coherent.
effective.

Relevance Images/ Graphics and information Images/ Graphics and information Images/ Graphics and information
used within the video has little or no used within the video has moderate used within the video are highly
relevance to the points discussed relevance to the points discussed relevant to the points discussed and/
and/ or the topic. and/ or the topic. or the topic.

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Rubric for Short Answers
Approaching standards Good Excellent Score
Needs improvement 2 pts 3 pts 4 pts
1 pts
Ideas and Content There is no clear or You put thought into this, What you are writing What you are writing
specific explanation in but there is no real about is clear. You about is clear and well-
answer to the question. evidence of learning. More answered the question. expressed, including
specific information is Some support may be specific examples to
needed or you need to lacking, or your demonstrate what you
follow the directions more sentences may be a bit learned. Well done!
closely. awkward. Overall, a
decent job.
Use of terms No terms from the lesson Only one term from the Your answer included Your answer included
are used. lesson is used in the several terms from the all the terms from the
answer. Try for a few more, lesson, demonstrating lesson that applied to
next time. adequate understanding the question asked. All
of the material. terms are fully defined
and used in the proper
context.
Sentence Fluency Sentences are Some sentences are Sentences are complete Sentences are
incomplete or too long. It complete and easy to and able to be complete and they
makes reading them understand. Others require understood. connect to one another
difficult. some work. easily when they are
read out loud. Your
writing 'flows.'
Conventions Few end marks or capital Mistakes using end marks Use of punctuation marks No punctuation or
letters. Answers contain or capitals as well as and capitals, as well as structural mistakes. No
numerous spelling or spelling mistakes make the spelling, is mostly spelling errors. Your
structural errors. writing hard to read. correct. Few errors exist writing shows full
in your answer. awareness of the rules

290
Rubric For Science Model

Poor Fair Good Excellent Score


1 2 3 4
Model Poor Fair Good Excellent

Model shows no Model shows evidence Model is well thought Model is completely
research in planning. of research in planning out and implemented finished, well thought
but is not finished. correctly. Missing a out and is easily
component. understood.
Construction Poor Fair Good Excellent

The model is poorly The model is The model is carefully The model is carefully
constructed. constructed but uses constructed with constructed with
materials that are not materials but does not materials that showcase
well chosen. showcase student's student's creativity and
creativity. are appropriate.
Organization and Poor Fair Good Excellent
Mechanics
Model is messy or hard Model is neat but Model is neat, accurate, Model is neat, accurate,
to follow. contains some errors. and easy to follow. easy to follow, and
shows creativity.
Legend/Key Poor Fair Good Excellent

No legend, or formatted Legend, but most parts 1-2 parts of legend are All formatted correctly.
incorrectly. formatted incorrectly. not formatted correctly Comments

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Performance-Based Rubric for Brochure
CATEGORY 4 3 2 1 Score
Graphics/Pictures Graphics go well with the Graphics go well with Graphics go well with the text, Graphics do not go with
text and there is a good the text, but there are but there are too few and the the accompanying text or
mix of text and graphics. so many that they brochure seems "text-heavy". appear to be randomly
distract from the text. chosen.
Attractiveness & The brochure has The brochure has The brochure has well- The brochure's formatting
Organization exceptionally attractive attractive formatting organized information. and organization of
formatting and well- and well-organized material are confusing to
organized information. information. the reader.
Content - Accuracy All facts in the brochure 99-90% of the facts in 89-80% of the facts in the Fewer than 80% of the
are accurate. the brochure are brochure are accurate. facts in the brochure are
accurate. accurate.
Graphics/Pictures Graphics go well with the Graphics go well with Graphics go well with the text, Graphics do not go with
text and there is a good the text, but there are but there are too few and the the accompanying text or
mix of text and graphics. so many that they brochure seems "text-heavy". appear to be randomly
distract from the text. chosen.
Sources Careful and accurate Careful and accurate Careful and accurate records Sources are not
records are kept to records are kept to are kept to document the documented accurately or
document the source of document the source source of 84-75% of the facts are not kept on many
95-100% of the facts and of 94-85% of the facts and graphics in the brochure. facts and graphics.
graphics in the brochure. and graphics in the
brochure.
Spelling & No spelling errors remain No more than 1 No more than 3 spelling errors Several spelling errors in
Proofreading after one person other spelling error remains remain after one person other the brochure.
than the typist reads and after one person other than the typist reads and
corrects the brochure. than the typist reads corrects the brochure.
and corrects the
brochure.
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1417742&

292
Performance-Based Rubric for Comic Book

Having Difficulty Developing Satisfactory Good Exemplary


1 pt 2 pts 3 pts 4 pts 5 pts
Choice of Scenes Main events are not Some events shown, Many of the important Main events in the Main events are
33.3 pts shown. Events are not but are incomplete or events in the story are story are shown. shown. Sequence is
The correct scenes clearly sequenced. poorly sequenced. shown. Sequence is Sequence is clear and meaningful. Details
were used in the comic Story makes little fairly clear. meaningful. enhance meaning of
book sense. story.
Word Word bubbles do not Word bubbles Word bubbles are Word bubbles are Word bubbles are
bubbles/Narrative contribute to the story sometimes add related to the scenes related to the scenes, related to the scenes
33.3 pts at all. No facts relating meaning to the story. and the story, often and add meaning to and the story, and the
Word bubbles show to the development or Connections are very adding meaning to the the story showing a connections are easy
knowledge of progression of the general, or not always story. Most word clear understanding of to understand. The
character. natural disaster. clear. Some reference bubbles have facts that the sequence of the words add significantly
to the sequence of the relate to the natural disaster. to the meaning
natural disaster. development of the Most word bubbles conveyed, as all are
natural disaster. have facts denoted in properly denoted from
them. the lines in the poem.
Art Work Images are not neat, Images are not Images are fairly neat, Images are quite neat, Images are very neat,
33.3 pts attractive and particularly neat, attractive and attractive and attractive and
Pictures were either interesting to look at. attractive or interesting to look at. interesting to look at. interesting to look at.
hand drawn, taken Comic book was interesting to look at. Detail is appropriate to They are used They convey the story
from magazines, or thehaphazardly put Put together as a story. effectively to convey in a powerful way.
internet. together without comic strip, not a information. Detail is Details are very
thought. comic book. interesting. interesting.
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=PXXWB4B&

293
Rubric for Photo Essay

Criteria 4 3 2 1
Creativity Provides unique and Some unique aspects evident Interesting elements support No evidence of unique or
interesting approach to which add to story message. the story message, but are interesting elements that
subject in the photography, not unique. connect to the story
writing and story message.
Creativity Provides unique and Some unique aspects evident Interesting elements support No evidence of unique or
interesting approach to which add to story message. the story message, but are interesting elements that
subject in the photography, not unique. connect to the story
writing and story message.
Writing Proper structure, grammar, Technically well written with Writing has technical Multiple technical problems
punctuation used to not only some interest to support the problems, but overall with narrative which detracts
link images and story, but story. message is supported. from overall story and
also enhance overall message.
message.

Photography Lighting, angles, Variety of images. Lighting, Either quality of photos is Neither photo quality or
composition, cropping and angles, composition, not consistent or they do not story support is evident in
content in all photos support cropping and content in all support the story. images provided.
story. photos support story.

http://projects.kydataseam.com/photojournalism/CommunDetails_files/photoessayrubric.pdf

294
Rubric for Journal Writing
WHOLE-BRAIN LESSON PLAN
4th QUARTER

SUBJECT: Science 7 LEVEL: Grade 7


UNIT TITLE: Earth and Space WEEK: 1
LESSON TITLE: Location of the Philippines using a coordinate system NUMBER OF SESSIONS: 3
Location of the Philippines with respect to landmasses and bodies of
water

I. LEARNING ENDSTATES
What skills and competencies, values and attitudes (7 mastery skills) are being developed?
1. LEARNING TO THINK: Understands the relation of geographical location of the Philippines to its environment(S7ES-IVa-2)
2. LEARNING TO DO: Apply scientific principles learned in understanding the relation of the geographical location of the Philippines to
weather, climate, seasons and other natural phenomena.
3. LEARNING TO FEEL: Appreciates the richness of biodiversity and abundance of natural resources due to its geographical location
4. LEARNING TO COMMUNICATE: Expresses the importance of knowing the geographical location of the Philippines in understanding the
richness of its biodiversity and natural resources and its climate.
5. LEARNING TO INTUIT: Reflects on the relation of geographical location of the Philippines and its effects to life and the environment.
6. LEARNING LEAD: Influences others to conserve and protect natural resources
7. LEARNING TO BE: Young environmentalist

HOW WILL THE LEARNING PROMOTE


1. ETHICAL FORMATION: Appreciates the richness of biodiversity and abundance of natural resources due to its geographical location
2. SOCIAL RESPONSIVENESS: Expresses the importance of knowing the geographical location of the Philippines in understanding the
richness of its biodiversity and natural resources and its climate.

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II. ESSENTIAL QUESTIONS:
1. How does the geographical location of the Philippines affect its environment?

III.MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities


Videos ICT-Based Instruction Video Presentation
Direct Teaching
G7 Science Learner’s Materials ICT-Based Instruction
Globe , Activity sheets, G7 Science Inquiry-based Learning Guided laboratory activities
Teachers Guide, Interactive tool Small group discussions
html format
GMAP ICT-Based Instruction Locating Places

G7 Science Learner’s Materials Inquiry-based Learning Individualized Learning


Globe , Activity sheets, G7 Science Direct teaching Small group discussions
Teachers Guide, Map Guided laboratory activities
Map, PowerPoint presentation Cooperative learning Group contest

IV. RUBRICS FOR ASSESSMENT


1. Performance-Based Rubric for Journal Writing
2. Performance-Based Rubric for video presentation
V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating Focus and Activity 1 Video Presentation


Purpose) The Philippine Environment
Direct the students to watch 3a video showing the Philippine environment. Ask the students to describe
our environment based from the video shown. Emphasize that our environment is made up of a lot of
things.

296
Ask the students what determines the characteristic of our environment and what makes it different from
other countries in the world.

Emphasize that Philippine environment is greatly determined by its geographical location.

2) ACQUIRE Before discussing the characteristic of the Philippine environment, develop first the skills of the students in
locating places on the globe or map using the latitude and longitude.

Activity No. 2Laboratory Activity


1. Perform the activity Where in the world is the Philippines? (Part I)
Grade 7 Science: Learner’s Material (Second Part) p 91-93

Activity 3. Discussion using an interactive tool


2. Discuss the answers in the guide questions. Differentiate latitude and longitude. Use may use this
link to describe latitude and longitude.
http://earthguide.ucsd.edu/earthguide/diagrams/latitude/index.html

Category Description Point Value


Mechanics Well written and well organized 2
Well written, clear organization, uses standard
English grammar, contains minor, if any spelling Inadequate due to lack of organization, grammar, and or major spelling errors.
1
errors
Mechanics- Total possible
Evidence of Critical Thinking Demonstrates critical thinking and the ability to apply concepts. 3
It includes application, analysis, synthesis, and
evaluation. Arguments are clear and show depth Demonstrate some critical thinking and application of concepts. 2

297
http://earthguide.ucsd.edu/earthguide/diagrams/longitude/index.html

2. Emphasize that the latitude and longitude are used in determining the absolute location of a given
place.

298
Session 2

Activity 4 Where in the World?

1. Conduct a sort of exercise in locating places using the coordinate system. Use the link below.
http://earthguide.ucsd.edu/earthguide/diagrams/latitude_longitude/index.html

Session 2
Activity 5. Discussion
PowerPoint presentation
Now that the students are familiar with the lines of latitude, discuss the latitudes with special names. Let
the students find these lines on the globe/map and let them identify the names of these special lines.
of insight into theoretical issues. Arguments are Shows minor or incorrect application of concepts
1
well supported.

299
Discuss the relationship between latitude of a place and the climate it experiences. Let them identify
countries that belong to tropical, temperate and polar zones). Emphasize that the Philippines experiences
tropical climate because it is located in the tropical region. Sum it up by stating that the closer the latitude
to the equator, the warmer the climate.

Explain to the students that giving the latitude and longitude is not the only way to give the location of a
place. And they will find it out in the next activity.

300
Activity 4. Relative Location

1. Ask the students, “If a stranger asks where SAVEMORE in Laoag is, how will you give/describe its
location.
(The students may give the streets or the nearby landmarks/buildings.)

2. Using GMAP, show the location of SAVEMORE. Ask the students to enumerate the different
landmarks or popular establishment near it. Explain that landmarks or establishment can be used
to give the location of place.

https://www.google.com/maps/@18.1950996,120.5953613,181m/data=!3m1!1e3

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Activity 5
Where in the world is the Philippines? (Part II)
(pp. 95-97, Science 7 Learner’s Material (Second Part).

The students should be able to label the map and describe the location of the Philippines with respect to
the surrounding landmasses and bodies of water.

Guide Questions:
1. Which bodies of water in the list are found to the west of the Philippines?
2. Which body of water in the list is located to the east of the Philippines?
3. Which large landmass is found to the north of the Philippines?
Discussion

Explain that the country is an archipelago, surrounded by large bodies of water. Ask the students how
these bodies of water greatly affect its environment and climate.

(Possible answers: The bodies of water that surround the Philippines are the sources of seasonal rains that
fall on land which are used in agriculture, household, industries, power generation and sustain all sorts of
organisms, and form soil.

Explain that the activity on determining the location of the Philippines is a preparation for the discussion
on natural resources later on in this module, and common weather phenomena in the next module.

3) APPLY, PRACTICE, FORMATIVE Activity 6 Group Contest


ASSESSMENT Conduct a sort of exercise/competition among the groups. Give a pair of latitude and longitude, and the
groups will look for the nearest city. Do also the opposite by calling out the name of a city and the
groups will race to find the latitude and longitude of that city.
(Grade 7 Science: Teacher’s Guide (Second Part) page 75)

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4) SUMMATIVE ASSESSMENT, A. Academic
CLOSURE AND REFLECTION Summative Test
SUSMMATIVE TEST ON THE PHILIPPINE ENVIRONMENT
I. MULTIPLE CHOICE. Choose the letter of the best answer for each item. Write only the letter.
1.What is the name of the imaginary line that divides the Earth into Northern and Southern
Hemisphere?
a. T ropic of Capricorn b. International Date Line c. Prime Meridian d. equator
2. What lies at 90 degrees North latitude?
a. Antartica b. Madagascar c. South Pole d. North Pole
3.How many degrees are there in one hemisphere?
a.180º b. 360º c. 90º d. 120º
4. What is the correct order for coordinates?
a. either way b. latitude, equator c. longitude, latitude d. latitude, longitude
5.Temperature of any area depends on its
a. climate b. latitude c. longitude d. weather
6.Which of the following best describes longitude?
a. An imaginary line joining north and south poles.
b. The distance between a place east or west of the Greenwich Meridian.

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c. The angular distance east or west of the Greenwich Meridian.
d. The position of a place on earth surface with reference to the Prime Meridian.
7. Zero degree (0o) line of longitude that divides the eastern and western hemispheres.
a. Prime Meridian b. meridian c. equator d. parallel
8.The Tropic of Cancer is at
a.23.5º N b. 66.5º S c. 23.5º S d. 66.5º N
10.The tropical zone can be found near the
a. equator b. tundra c. ice cap d. taiga
11. The area near the equator, between about 23.5 degrees north and south latitude.
a. polar zone b. temperate zone c. tropical zone d. artic zone
12. Zone which is between tropic and polar zone is called _____________.
a. temperate zone b. middle zone c. partial zone d. transition zone
13. Why is Earth’s surface warmer at the equator than at the poles?
a. The sun is closer to the equator than the poles.
b. The equator receives more direct sunlight than the poles.
c. There is more water at the equator which absorbs more heat.
d. Ice at the poles deeps the surface colder than the surface of the equator.
14.The area of the globe that receives the most solar radiation year-round is called the
______________.
a. tropics b. temperate zone c. south pole d. north pole
15. Cold all the time, snows a lot, dry with little rainfall. Which type of climate do these
statements describe?
a. Tropical b. temperate c. polar d. arid
B. Ethical
Students write a journal to reflect on the importance of giving accurate location in daily life.
Refer to Rubric for Journal Rubric
C. Social Responsiveness
Each group will make a video presentation on the geographical location of the Philippines and its
environment.
Refer to Rubric for Video Presentation

304
Critical Thinking- Total Possible
Development of Ideas Well-developed: shows evidences of reflection and or reflection and/or
Well developed thoughts, ideas, and details, which metacognition; new ideas introduced and reflects a good craps of concepts 3
shows evidence of reflection, new ideas and grasp presented.
of concepts. Shows some evidence of reflection but not well developed; few new ideas
2
introduced but reflects a grasp of concepts presented.
Not much thought or detail: shows little evidence or reflection or grasp of
1
concepts; no new ideas introduced
Development of Ideas- Total Possible
Timeliness Submitted by deadline 3
Submitting by stated time Submitted no more than 24 hours after deadline 2
Submitted more than 24 hours after the deadline 1
Timeliness- total possible
Overall Total Possible for Reflection Journal
https://people.richland.edu>reflectrubric
Performance-Based Rubric for Video Presentation

Poor Fair Excellent


3 pts 6 pts 10 pts
Creativity Little or no creativity is displayed. Fair amount of creativity displayed, Excellent creativity has appropriate
but lacks "oomph!" levels of "oomph" within the video.

Understanding of Subject Matter Little or no understanding of subject Understands basic concepts of the Excellent mastery of subject matter
matter displayed. May or may not subject matter, but in depth analysis is clearly presented.
have read or understood material. may be lacking or not clearly
presented.

305
Presentation Presentation skills need drastic Moderate presentation skills, may Excellent presentation skills. Clear
improvement be lacking in some areas, but overall and coherent.
effective.

Relevance Images/ Graphics and information Images/ Graphics and information Images/ Graphics and information
used within the video has little or no used within the video has moderate used within the video are highly
relevance to the points discussed relevance to the points discussed relevant to the points discussed and/
and/ or the topic. and/ or the topic. or the topic.

WHOLE-BRAIN LESSON PLAN


4th QUARTER

SUBJECT: Science 7 LEVEL: Grade 7


UNIT TITLE: Earth and Space WEEK: 2
LESSON TITLE: The Philippine Environment- Water Resources and Biodiversity NUMBER OF SESSIONS: 3

Rubric for Concept Map

306
I. LEARNING ENDSTATES
What skills and competencies, values and attitudes (7 mastery skills) are being developed?

1. LEARNING TO THINK: recognize that soil, water, rocks, coal, and other fossil fuels are Earth materials that people use as
resources
2. LEARNING TO DO: Practices conservation and protection of resources (soil, water, rocks and minerals, fossil fuels)
3. LEARNING TO FEEL: Appreciates the richness of biodiversity and abundance of natural resources of the Philippines due to its
geographical location
4. LEARNING TO COMMUNICATE: Advocates in the protection, reservation and conservation of natural resources
5. LEARNING TO INTUIT: Reflects how human activities contribute to the depletion of natural resources
6. LEARNING LEAD: Influences others to conserve and protect natural resources
7. LEARNING TO BE: Young Environmentalist

HOW WILL THE LEARNING PROMOTE


1. ETHICAL FORMATION: Promote ethical and sustainable use of natural resources.
2. SOCIAL RESPONSIVENESS: Encourages others to protect and conserve natural resources.
II. ESSENTIAL QUESTIONS
How does the geographical location of the Philippines affect its water, soil resources, and biodiversity?

III.MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities


Mentimeter, internet connections, ICT-Based Instruction Brainstorming
tablet, cp or desktop computers
Pictures and illustrations from the ICT-Based Instruction Discussion, video presentation
book “Watersheds Sheltering Life”, Direct teaching
2010, published by National Power
Corporation (NAPOCOR), videos,
G7 Science Teacher’s Guide

307
Worksheets, G7 Science Teacher’s Laboratory-based approach Semi-guiden investigation
Guide
G7 Science Learner’s Materials Individualized learning Concept map
Collaborative learning Journal writing
Infomercial

IV. RUBRICS FOR ASSESSMENT


1. Performance-Based Rubric for Journal Writing
2. Performance-Based Rubric for Concept Map
3. Performance-Based Rubric on Infographs
V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES
Activity 1. Word Cloud
1) ACTIVATE (Creating Focus and Using the mentimeter, ask the students what words they can associate with the word “NATURAL
Purpose) RESOURCES”.

(The mentimeter is an interactive app used for presentation with real-time feedbacks from the audience.
The teacher must create the presentation at www.mentimeter.com The app requires internet connection
and cellphones, tablets or computers so that the students can cast their votes/answers. You need
projector also to be able to display the result as their answers come in. The result will appear as word
cloud. The most common words to the students will appear larger and bolder in font.)

Sample Presentation
Exemplary Exceeds Standard Adequately Meets Standard Below Standard Student
3 1 Score
4 2

308
Let the students open www.menti.com and use the generated code from your presentation.

The result of the voting will appear as word cloud.

Sample word cloud from mentimeter.

309
Based from the result, let the students identify the common words they usually associate with the word
“RESOURCES”. Ask the students to define RESOURCES based from word cloud displayed from the
mentimeter.

Discuss that resources can be classified into two, those that are made by humans and those that came
from nature. Introduce that the Philippines is considered rich in natural resources. Let the students recall
what they learned from the previous activity that the Philippines is surrounded by large bodies of water
which are the sources of seasonal rain

Explain that although seasonal rains like typhoons and heavy rainfall may cause landslides, flooding and
health related problems, the water it brings are necessary to sustain life.
2) ACQUIRE Activity 2. Discussion using Powerpoint Presentation and videos
Ask the students where water in their community comes from.
(They might give answers like rainfalls, the river, deep well, or spring. But ask where the water from these
sources came from.)

Provide information about watersheds. You may use the book entitled “Watersheds Sheltering Life”,
2010, published by National Power Corporation (NAPOCOR) for pictures and discussion of important
watersheds in the country.

310
https://www.facebook.com/pg/Project-Brio-Media-House-
135140839996060/photos/?tab=album&album_id=155603821283095

If the materials are not available, let the students watch a video about watershed

311
https://www.youtube.com/watch?v=BYwa_0w1jGY

Identify the different watershed in the Philippines and in the province. Ask the students the importance of
watershed.

Explain that these watersheds are not only used to supply water to the community but they are also used
for irrigation and power generation.

Emphasize that watersheds are not only just water but it is a home of different floras and faunas. (Show
different ecosystems that are related to watershed) A watershed may include forest, grasslands, swamps,
marshes and other habitats.

Discuss how rich the Philippines in terms of biodiversity. The country is one of the mega diverse countries
due to right temperature and abundant rainfall. This means that our country has high diversity of plants
and animals, both land and in water. Include in the discussion the number of species and the endemic
species that can only be found in the country.

312
3) APPLY, PRACTICE, FORMATIVE Before performing the activity, ask the students the different factors that affect the health of a watershed
ASSESSMENT and why do we still experience drought especially during summer if there is abundant rainfall to feed our
water sheds.

Activity 3 Semi-guided investigation


1. The students will perform an activity, What are some factors that will affect the amount of water
in watersheds? (Learners Module, page 100-101) The activity is a semi-guided investigation that
will let the students design a procedure to investigate the factors that affect the amount of water
that can be stored or released in a watershed. Each group will choose one factor to investigate.
The students will determine the effect of vegetation cover, slope of the area, kind and soil and
amount of rainfall to the amount of water that seeps to the ground.
2. Let students present the results of their investigations. Use rubric to help you critique student
outputs.

Ask what situation will result in lack of water supply in communities and the possible effects on people,
plants, animals, and the physical environment.

Ask the students how to protect and preserve our watershed.

4) SUMMATIVE ASSESSMENT, CLOSURE A. Academic


AND REFLECTION Make a concept map about the watershed.
Refer to Rubric for Concept Maps
B. Ethical
Students write a journal to reflect on the importance of watersheds in your community
Refer to Rubric for Journal Writing
C. Social Responsiveness
Make infographics on the protection and conservation of watersheds
Refer to Rubric for Infographics

313
 Well organized  Thoughtfully organized  Somewhat organized  Choppy and confusing
 Logical format  Easy to follow most of  Somewhat incoherent  Contains a limited
 Contains main concepts the time  Contains only a few of the number of concepts
 Contains a appropriate  Contains most of the main concepts
number of concepts main concepts
Organization

 Map is “treelike” and not  Contains an adequate


stringy number of concepts
_______
 Follows standard map  Follows the standard
conventions map conventions
 Linking words demonstrate  Linking words easy to  Linking words are clear but  Difficult to follow
superior conceptual follow but at times present a flawed rationale  No links
Content

_______
understanding ideas unclear  Links are not labeled
 Links are precisely labeled  Links are not precisely
labeled

 Worked extremely well  Worked very well with  Attempted to work well  Little or no teamwork
Cooperation

with each each other. with others.


 Respected and  Worked to get  At times ”off task” and not _______
complemented each everyone involved everyone was actively
other’s ideas involved

www.ncsec.org/team11/RubricConceptMap.doc

Rubric for Journal Writing

Category Description Point Value


Mechanics Well written and well organized 2

314
Well written, clear organization, uses standard Inadequate due to lack of organization, grammar, and or major spelling errors.
English grammar, contains minor, if any spelling 1
errors
Mechanics- Total possible
Evidence of Critical Thinking Demonstrates critical thinking and the ability to apply concepts. 3
It includes application, analysis, synthesis, and
evaluation. Arguments are clear and show depth Demonstrate some critical thinking and application of concepts. 2
of insight into theoretical issues. Arguments are Shows minor or incorrect application of concepts
1
well supported.
Critical Thinking- Total Possible
Development of Ideas Well-developed: shows evidences of reflection and or reflection and/or
Well developed thoughts, ideas, and details, which metacognition; new ideas introduced and reflects a good craps of concepts 3
shows evidence of reflection, new ideas and grasp presented.
of concepts. Shows some evidence of reflection but not well developed; few new ideas
2
introduced but reflects a grasp of concepts presented.
Not much thought or detail: shows little evidence or reflection or grasp of
1
concepts; no new ideas introduced
Development of Ideas- Total Possible
Timeliness Submitted by deadline 3
Submitting by stated time Submitted no more than 24 hours after deadline 2
Submitted more than 24 hours after the deadline 1
Timeliness- total possible
Overall Total Possible for Reflection Journal
https://people.richland.edu>reflectrubric
Performance-Based Rubric for Video Presentation

Poor Fair Excellent


3 pts 6 pts 10 pts

315
Creativity Little or no creativity is displayed. Fair amount of creativity displayed, Excellent creativity has appropriate
but lacks "oomph!" levels of "oomph" within the video.

Understanding of Subject Matter Little or no understanding of subject Understands basic concepts of the Excellent mastery of subject matter
matter displayed. May or may not subject matter, but in depth analysis is clearly presented.
have read or understood material. may be lacking or not clearly
presented.

Presentation Presentation skills need drastic Moderate presentation skills, may Excellent presentation skills. Clear
improvement be lacking in some areas, but overall and coherent.
effective.

Relevance Images/ Graphics and information Images/ Graphics and information Images/ Graphics and information
used within the video have little or used within the video have used within the video are highly
no relevance to the points discussed moderate relevance to the points relevant to the points discussed and/
and/ or the topic. discussed and/ or the topic. or the topic.

Rubric for KWL Chart


WHOLE-BRAIN LESSON PLAN
4th QUARTER

316
SUBJECT: Science 7 LEVEL: Grade 7
UNIT TITLE: Earth and Space WEEK: 2
LESSON TITLE: Soil Resources, Rainfall, and Temperature NUMBER OF SESSIONS: 3

I. LEARNING ENDSTATES
What skills and competencies, values and attitudes (7 mastery skills) are being developed?
1. LEARNING TO THINK: recognize that soil, water, rocks, coal, and other fossil fuels are Earth materials that people use as
resources, S7ES-IVb-3
2. LEARNING TO DO: Practices conservation and protection of resources (soil, water, rocks and minerals, fossil fuels)
3. LEARNING TO FEEL: Appreciates the richness of biodiversity and abundance of natural resources due to its geographical location
4. LEARNING TO COMMUNICATE: Advocates in the protection, reservation and conservation of natural resources
5. LEARNING TO INTUIT: Reflects how human activities contribute to the depletion of natural resources
6. LEARNING LEAD: Influences others to conserve and protect natural resources
7. LEARNING TO BE: Young Environmentalist

HOW WILL THE LEARNING PROMOTE


1. ETHICAL FORMATION: Promote ethical and sustainable use of natural resources.
2. SOCIAL RESPONSIVENESS: Encourages others to protect and conserve natural resources.
II. ESSENTIAL QUESTIONS
How does climate (rainfall and temperature) does affect soil formation?

III.MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities


Interactive tool html format ICT-Based Instruction KWL
KWL Chart Individualized Learning

317
G7 Science Student Modules, Activity Individualized Learning Making Illustrations/drawing
Sheets, G7 Science Teachers Guide

Video, G7 Science Teachers Guide ICT-Based Instruction Video Presentation

Learner’s Materials, Notes, Reference Collaborative Learning Concept Mapping


materials ICT-Based Instruction Infomercial
Journal writing
IV. RUBRICS FOR ASSESSMENT
1. Performance-Based Rubric for KWL
2. Performance-Based Rubric for Journal Writing
3. Performance-Based Rubric Video presentation
V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating focus and Activity 1. Picture Analysis


purpose) Show pictures of weathering from the National Geographic to the students.

https://www.nationalgeographic.org/encyclopedia/weathering/#page=1
Let the students identify what geological process is being shown.

Activity 2. KWL Chart


Let the students recall what they learned in Elementary Science about weathering using KWL chart.
‘Weathering

318
What I Know What I want to Know What I learned

2) ACQUIRE Activity 2 Picture me out!


Let the students perform an activity,How are soils formed from rocks?
Grade 7 Science: Learner’s Material (Second Part) pp 101-103

Let the students present their outputs/drawings. Let other groups post their outputs on the wall. If there
are illustrations that show misconceptions of the process, correct it.

Activity 3 Video Presentation and discussion using Powerpoint Presentation


After the activity, let the students watch a video about weathering
https://www.brainpop.com/science/weather/weathering/

Differentiate the different types of weathering. Let them Identify the agents of weathering based from the
previous activity and video. Emphasize the temperature and rainfall is significant factors in the rate of
formation of soil and in sustaining the diversity of organisms in the country.

Ask the students how can they protect and conserve soil resources?
3) APPLY, PRACTICE, FORMATIVE Activity 4. Rock Hunt Activity
ASSESSMENT The teacher will introduce an outdoor exploration. Each group will look for evidence of physical and
chemical weathering inside the school. They will take a photo of the weathered rock and record their
observations. Each group should have 2 pictures of each types of weathering

ROCK HUNT ACTIVITY


Picture of Observations
Mechanical
Weathering

319
1.
2.
Picture of Chemical Observations
Weathering
1.
2.

4) SUMMATIVE ASSESSMENT, CLOSURE A. Academic


AND REFLECTION Let the students fill up the last column in the KWL chart
Soil Formation
What I Know What I want to Know What I learned

Refer to Rubric for KWL Chart


B. Ethical
Students write a journal to reflect on the importance of soil formation.
Refer to Rubric for Journal Writing
C. Social Responsiveness
Make video presentation on the importance of soil formation.
Refer to Rubric for Video presentation

320
4 3 2 1 Score
Critical Thinking Student's comments Student's ideas show Student's ideas are Student's ideas do not
are in depth and show evidence of critical short and shallow. show evidence of
evidence of critical thinking. critical thinking.
thinking.
Connecting Prior Student stated more Student stated more Student stated more Student stated nothing
Knowledge than 4 things he/she than 3 things he/she than 2 things he/she related to what he/she
knows or thinks he/she knows or thinks he/she knows or thinks he/she knows or thinks he/she
knows about the topic knows about the topic knows about the topic knows about the topic
in the "K" column. in the "K" column. in the "K" column. in the "K" column.

321
Purposes for Learning Student listed 4 or Student listed 3 Student listed 2 Student listed 1 or no
more questions in the questions in the "W" questions in the "W" questions in the "W"
"W" part of the chart. part of the chart. part of the chart. part of the chart.
Inference Student accurately Student accurately Student accurately Student accurately
infers answers to 4 of infers answers to 3 of infers answers to 2 of infers answers to 1 or
his/her questions. his/her questions. his/her questions. none of his/her
questions.
Comprehension Student coherently Student coherently Student coherently Student coherently
stated 4 or more stated 3 or more stated 2 or more stated 1 or more
answers to learning answers to learning answers to learning answers to learning
questions in the "L" questions in the "L" questions in the "L" questions in the "L"
part of the KWL. part of the KWL. part of the KWL. part of the KWL.
TOTAL

https://ccacademy.enschool.org/ourpages/auto/2014/8/12/48782299/KWL%20rubric.pdf

Rubric for Journal Writing

Category Description Point Value


Mechanics Well written and well organized 2
Well written, clear organization, uses standard
English grammar, contains minor, if any spelling Inadequate due to lack of organization, grammar, and or major spelling errors.
1
errors
Mechanics- Total possible
Evidence of Critical Thinking Demonstrates critical thinking and the ability to apply concepts. 3
It includes application, analysis, synthesis, and
evaluation. Arguments are clear and show depth Demonstrate some critical thinking and application of concepts. 2

322
of insight into theoretical issues. Arguments are Shows minor or incorrect application of concepts
1
well supported.
Critical Thinking- Total Possible
Development of Ideas Well-developed: shows evidences of reflection and or reflection and/or
Well developed thoughts, ideas, and details, which metacognition; new ideas introduced and reflects a good craps of concepts 3
shows evidence of reflection, new ideas and grasp presented.
of concepts. Shows some evidence of reflection but not well developed; few new ideas
2
introduced but reflects a grasp of concepts presented.
Not much thought or detail: shows little evidence or reflection or grasp of
1
concepts; no new ideas introduced
Development of Ideas- Total Possible
Timeliness Submitted by deadline 3
Submitting by stated time Submitted no more than 24 hours after deadline 2
Submitted more than 24 hours after the deadline 1
Timeliness- total possible
Overall Total Possible for Reflection Journal
https://people.richland.edu>reflectrubric
Performance-Based Rubric for Video Presentation

Poor Fair Excellent


3 pts 6 pts 10 pts
Creativity Little or no creativity is displayed. Fair amount of creativity displayed, Excellent creativity has appropriate
but lacks "oomph!" levels of "oomph" within the video.

323
Understanding of Subject Matter Little or no understanding of subject Understands basic concepts of the Excellent mastery of subject matter
matter displayed. May or may not subject matter, but in depth analysis is clearly presented.
have read or understood material. may be lacking or not clearly
presented.

Presentation Presentation skills need drastic Moderate presentation skills, may Excellent presentation skills. Clear
improvement be lacking in some areas, but overall and coherent.
effective.

Relevance Images/ Graphics and information Images/ Graphics and information Images/ Graphics and information
used within the video has little or no used within the video has moderate used within the video are highly
relevance to the points discussed relevance to the points discussed relevant to the points discussed and/
and/ or the topic. and/ or the topic. or the topic.

WHOLE-BRAIN LESSON PLAN


4th QUARTER

SUBJECT: Science 7 LEVEL: Grade 7


UNIT TITLE: Earth and Space WEEK: 3

324
LESSON TITLE: Rock and Mineral Resources NUMBER OF SESSIONS: 3

I. LEARNING ENDSTATES
What skills and competencies, values and attitudes (7 mastery skills) are being developed?

1. LEARNING TO THINK: describe ways of using Earth’s resources sustainably S7ES-IVc-4


2. LEARNING TO DO: Practices conservation and protection of resources (soil, water, rocks and minerals, fossil fuels)
3. LEARNING TO FEEL: Appreciates the richness of biodiversity and abundance of natural resources due to its geographical
location
4. LEARNING TO COMMUNICATE: Advocates in the protection, reservation and conservation of natural resources
5. LEARNING TO INTUIT: Reflects how human activities contribute to the depletion of natural resources
6. LEARNING LEAD: Influences others to conserve and protect natural resources
7. LEARNING TO BE: Young Environmentalist

HOW WILL THE LEARNING PROMOTE


1. ETHICAL FORMATION: Promote ethical and sustainable use of natural resources.
2. SOCIAL RESPONSIVENESS: Encourages others to protect and conserve natural resources.
II. ESSENTIAL QUESTIONS:
How does the geographical location of the Philippines related to its richness in terms of mineral resources?

III.MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities


Interactive tool html format ICT-Based Instruction E-flash card
(It’s Elemental- Element Flash Cards!)
Mineral Map of the Philippines Collaborative Learning Reflective writing
Discovery Approach

325
Geological Map that shows the faults,
volcanoes in the Philippines,
worksheets
Audio-visual presentation Direct teaching Video Presentation
ICT -based Instructions Discussion
Learner’s Materials, video, camera ICT-based instruction Reaction Paper , Photo essay
IV. RUBRICS FOR ASSESSMENT
1. Performance-Based Rubric for Short Answers
2. Performance-Based Rubric for Journal Writing
3. Performance-Based Rubric on Photo Essay
V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating Focus and Activity 1


Purpose) Elemental Flash Card

Review students’ knowledge of metals and nonmetals by playing a web based application called It’s
Elemental- Element Flash Cards!
https://education.jlab.org/elementflashcards/options.php?50836783

Give a brief description of minerals. Discuss how our ancestors used rocks and stones as tools to hunt,
cultivate crops and weapon. Let them enumerate minerals that are common to them.
2) ACQUIRE Activity 2

326
Where to mine?

Let the students do an activity entitled Where are the minerals deposits in the Philippines?
(Grade 7 Science: Learner’s Material Second Part, pp 101-105)

.
Remind the students to fill in the column on table based on their observations from the 3 maps that show
the locations of mineral deposits, volcanoes, trenches and faults in the Philippines.

Let the students present their findings to the class. You can display a large map so that the students can
see or point where these mineral deposits are located. Ask the student to make a generalization of the
location of these mineral deposits.

Activity 3. Discussions using Powerpoint presentation and videos

Explain why the Philippines is listed as the 5th mineralized country in the world. Enumerate the different
metallic minerals found in the country. Elicit ideas about the uses of these metallic minerals. (ex. gold,
copper, chromite, iron, nickel, cobalt and platinum).

(You can also show these video Mineral Deposits in the Philippines - Science (Earth and Space)
https://www.youtube.com/watch?v=ZSk5cCS3T5Q

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Discuss the importance of mineral resources in the growth and development a country’s. Ask the students
why the Philippines is not rich as a nation since we have a lot of mineral resources. Emphasize that
although we have a lot of these mineral resources, there is an absence of technology in the country to
recover the metals from the ores. The country exports the ore to the other country, then buy these metals
at a higher cost.

Let the students summarize the core ideas. Explain that most metallic mineral deposits in the Philippines
are found near volcanoes, faults and trenches. Ask the students why mineral deposits are located in those
places

Reinforce their understanding by showing the diagram of the Ring of Fire.

Explain that the richness of the Philippines in terms of mineral resources is being attributed to its location
in the so called Pacific Ring of Fire. Give brief description about the area. Ask the students what are those
triangles in the map. Ask the students why are there minerals where there are volcanoes?

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Show a video on the formation of minerals. Describe the formation of metallic ores from the melting
metal-containing rocks. Explain that metallic minerals deposits such as copper, gold, silver, lead, and zinc
are associated with magmas found deep within the roots of extinct volcanoes.
https://www.youtube.com/watch?v=v7g4bQN4vng

Discuss also nonmetallic mineral deposits in the Philippines. Ask students to identify the nonmetallic
deposits and their location.

Ask the students if there are mineral deposits being mined in their community. Let them share the
economic and environmental impacts of these mining sites.
3) APPLY, PRACTICE, FORMATIVE Activity 4. 3-2-1 Countdown
ASSESSMENT
Give the students a paper to write on. The students will be required to respond three separate statements
about the topic.
3 things you didn’t know before

2 things that surprised you about this topic

1 thing you want to start doing with what you have


learned
4) SUMMATIVE ASSESSMENT, CLOSURE A. Academic
AND REFLECTION Short Answers
Is there a relationship between the presences of minerals in the Philippines with any geologic structure?
Give one reason for your answer. (G7 Science 7 Teacher’s Guide)
Refer to Rubric for Short Answers
B. Ethical
Make a personal reflection on this video Minerals ad Mining in the Philippines
https://www.youtube.com/watch?v=dZBtnoo6xqs

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Refer to Rubric for Journal Writing
C. Social Responsiveness
Each group, make a photo essay about the mining sites in your community. (Ex Quarry sites)
Refer to Rubric for Photo Essay

Rubric for Short Answers


Approaching standards Good Excellent Score
Needs improvement 2 pts 3 pts 4 pts
1 pts
Ideas and Content There is no clear or You put thought into this, What you are writing What you are writing
specific explanation in but there is no real about is clear. You about is clear and well-
answer to the question. evidence of learning. More answered the question. expressed, including
specific information is Some support may be specific examples to
needed or you need to lacking, or your demonstrate what you
follow the directions more sentences may be a bit learned. Well done!
closely. awkward. Overall, a
decent job.
Use of terms No terms from the lesson Only one term from the Your answer included Your answer included
are used. lesson is used in the several terms from the all the terms from the
answer. Try for a few more, lesson, demonstrating lesson that applied to
next time. adequate understanding the question asked. All
of the material. terms are fully defined
and used in the proper
context.

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Sentence Fluency Sentences are Some sentences are Sentences are complete Sentences are
incomplete or too long. It complete and easy to and able to be complete and they
makes reading them understand. Others require understood. connect to one another
difficult. some work. easily when they are
read out loud. Your
writing 'flows.'
Conventions Few end marks or capital Mistakes using end marks Use of punctuation marks No punctuation or
letters. Answers contain or capitals as well as and capitals, as well as structural mistakes. No
numerous spelling or spelling mistakes make the spelling, is mostly spelling errors. Your
structural errors. writing hard to read. correct. Few errors exist writing shows full
in your answer. awareness of the rules
Rubric for Journal Writing

Category Description Point Value


Mechanics Well written and well organized 2
Well written, clear organization, uses standard
English grammar, contains minor, if any spelling Inadequate due to lack of organization, grammar, and or major spelling errors.
1
errors
Mechanics- Total possible
Evidence of Critical Thinking Demonstrates critical thinking and the ability to apply concepts. 3
It includes application, analysis, synthesis, and
evaluation. Arguments are clear and show depth Demonstrate some critical thinking and application of concepts. 2
of insight into theoretical issues. Arguments are Shows minor or incorrect application of concepts
1
well supported.
Critical Thinking- Total Possible
Development of Ideas Well-developed: shows evidences of reflection and or reflection and/or
metacognition; new ideas introduced and reflects a good craps of concepts 3
presented.

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Well developed thoughts, ideas, and details, which Shows some evidence of reflection but not well developed; few new ideas
2
shows evidence of reflection, new ideas and grasp introduced but reflects a grasp of concepts presented.
of concepts. Not much thought or detail: shows little evidence or reflection or grasp of
1
concepts; no new ideas introduced
Development of Ideas- Total Possible
Timeliness Submitted by deadline 3
Submitting by stated time Submitted no more than 24 hours after deadline 2
Submitted more than 24 hours after the deadline 1
Timeliness- total possible
Overall Total Possible for Reflection Journal
https://people.richland.edu>reflectrubric
Rubric for Photo Essay

Criteria 4 3 2 1
Creativity Provides unique and Some unique aspects evident Interesting elements support No evidence of unique or
interesting approach to which add to story message. the story message, but are interesting elements that
subject in the photography, not unique. connect to the story
writing and story message.
Creativity Provides unique and Some unique aspects evident Interesting elements support No evidence of unique or
interesting approach to which add to story message. the story message, but are interesting elements that
subject in the photography, not unique. connect to the story
writing and story message.
Writing Proper structure, grammar, Technically well written with Writing has technical Multiple technical problems
punctuation used to not only some interest to support the problems, but overall with narrative which detracts
link images and story, but story. message is supported. from overall story and
also enhance overall message.
message.

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Photography Lighting, angles, Variety of images. Lighting, Either quality of photos is Neither photo quality or
composition, cropping and angles, composition, not consistent or they do not story support is evident in
content in all photos support cropping and content in all support the story. images provided.
story. photos support story.

http://projects.kydataseam.com/photojournalism/CommunDetails_files/photoessayrubric.pdf

WHOLE-BRAIN LESSON PLAN


4th QUARTER

SUBJECT: Science 7 LEVEL: Grade 7


UNIT TITLE: Earth and Space WEEK: 4
LESSON TITLE: Energy Sources NUMBER OF SESSIONS: 3

I. LEARNING ENDSTATES
What skills and competencies, values and attitudes (7 mastery skills) are being developed?

1. LEARNING TO THINK: recognize that soil, water, rocks, coal, and other fossil fuels are Earth materials that people use as resources,
S7ES-IVb-3
2. LEARNING TO DO: Practices conservation and protection of resources (soil, water, rocks and minerals, fossil fuels)
3. LEARNING TO FEEL: Appreciates the richness of biodiversity and abundance of natural resources due to its geographical location

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4. LEARNING TO COMMUNICATE: Advocates in the protection, reservation and conservation of natural resources
5. LEARNING TO INTUIT: Reflects how human activities contribute to the depletion of natural resources
6. LEARNING LEAD: Influences others to conserve and protect natural resources
7. LEARNING TO BE: Young Environmentalist

HOW WILL THE LEARNING PROMOTE


1. ETHICAL FORMATION: Promote ethical and sustainable use of natural resources.
2. SOCIAL RESPONSIVENESS: Encourages others to protect and conserve natural resources.
II. ESSENTIAL QUESTIONS:
1. What are the geological conditions that provide the Philippines with possibilities to get clean and cheap energy?

III.MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities


Interactive app (mentimeter) ICT-Based Instruction Survey/Word Cloud Making

PowerPoint presentation, G7 Science Collaborative Learning Audio-Visual presentation


Learners Module ICT-Based Instruction Small group discussions

Video on Renewable Energy Sources ICT-Based Instruction Individualized Learning


in Ilocos Norte Direct Teaching Discussions

Learner’s Materials, Notes, Reference Collaborative Learning Concept Mapping


materials, (G7 Science Teachers Guide) ICT-Based Instruction Infomercial
Journal writing

IV. RUBRICS FOR ASSESSMENT


1. Performance-Based Rubric for Concept Maps
2. Performance-Based Rubric for Journal Writing

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3. Performance-Based Rubric for Infomercial
V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating Focus and Activity 1 Word Cloud


Purpose)  Using the mentimeter, ask the students whatwords they can associate with “ENERGY”.
(The mentimeter is an interactive app used for presentation with real-time feedbacks from the audience.
The app requires internet connection and the students can use cellphones, tablets or computerto cast their
votes/answers. The teacher needs projector to be able to display the result as their answers come in.)

Guide questions:
1. Based from the result, let the students identify the common words they usually associate with the
word “ENERGY”. (Th students will easily identify the most common words because they will be
projected with larger and bolder font size in the word cloud.
2. Why do we need energy?
3. Where do they get the energy for electricity?
2) ACQUIRE Activity 2 Audio Visual Presentation
What’s your energy source?
(Group Activity)
Assigned each group an energy source that they are going to present. The topic should be given
ahead of time. Their presentation should include information about the energy resources that will
be reported (e.g., advantages and disadvantages, where they are found). Discuss also the rubric
that will be used to assess their presentation.
a. Hydropower
b. Geothermal
c. Coal, Natural Gas, Crude Oil
d. Solar energy
e. Wind energy

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Each group will be given a chance to present their outputs. Their presentation will be assessed using a
rubric.

Activity 3 Discussion using PowerPoint presentation and videos

Discuss that the Philippines is still dependent on imported oil for our domestic and industrial needs. But
the presence of geologic structures or specifically the presence of volcanoes and trenches in the country
and our tropical climate also provide several possibilities to get clean and cheap energy.
Direct the students watch how video of renewable resources in Ilocos Norte.
https://www.youtube.com/watch?v=OKmMARllxok
EDC Burgos Solar Farm
https://www.youtube.com/watch?v=wpFUAxInzAc
Solar power plant in Ilocos Norte

Guide Question:
a. What do you think are the environmental conditions in Ilocos Norte that allow the use of
these kinds of renewable energy sources for electricity?

Explain that even though we have a lot of energy sources in the Philippines, it can’t meet the demand for
energy. The country is still very much dependent on fossil fuels for energy. Emphasize that there still a
need to conserve energy.

Let the students enumerate ways to conserve energy.

3) APPLY, PRACTICE, FORMATIVE Activity 4. Short Answers


ASSESSMENT Give three energy resources in the Philippines that are considered feasible as alternatives to fossil fuels?
Give a reason for each choice.
(G7 Science Teachers Guide)
a. __________________________________________________________

336
b. __________________________________________________________
c. __________________________________________________________
4) SUMMATIVE ASSESSMENT, C. Academic
CLOSURE AND REFLECTION Make a concept map on energy sources.
Refer to Rubric for Concept Map
B. Ethical
Students write a journal to reflect on the need for cleaner and cheaper energy source.
Refer to Rubric for Journal Rubric
C. Social Responsiveness
Each group will make and infomercial/video educating the community on energy conservation to
be posted on social media sites.
Refer to Rubrics for Infomercial
Rubric for Concept Map
Exemplary Exceeds Standard Adequately Meets Standard Below Standard Student
3 1 Score
4 2

 Well organized  Thoughtfully organized  Somewhat organized  Choppy and confusing


 Logical format  Easy to follow most of  Somewhat incoherent  Contains a limited
 Contains main concepts the time  Contains only a few of the number of concepts
 Contains a appropriate  Contains most of the main concepts
number of concepts main concepts
Organization

 Map is “treelike” and not  Contains an adequate


stringy number of concepts
_______
 Follows standard map  Follows the standard
conventions map conventions

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 Linking words demonstrate  Linking words easy to  Linking words are clear but  Difficult to follow
superior conceptual follow but at times present a flawed rationale  No links
Content

_______
understanding ideas unclear  Links are not labeled
 Links are precisely labeled  Links are not precisely
labeled

 Worked extremely well  Worked very well with  Attempted to work well  Little or no teamwork
Cooperation

with each each other. with others.


_______
 Respected and  Worked to get  At times ”off task” and not
complemented each everyone involved everyone was actively
other’s ideas involved

www.ncsec.org/team11/RubricConceptMap.doc

Rubric for Journal Writing

Category Description Point Value


Mechanics Well written and well organized 2
Well written, clear organization, uses standard
English grammar, contains minor, if any spelling Inadequate due to lack of organization, grammar, and or major spelling errors.
1
errors
Mechanics- Total possible
Evidence of Critical Thinking Demonstrates critical thinking and the ability to apply concepts. 3
It includes application, analysis, synthesis, and
evaluation. Arguments are clear and show depth Demonstrate some critical thinking and application of concepts. 2
of insight into theoretical issues. Arguments are Shows minor or incorrect application of concepts
1
well supported.

338
Critical Thinking- Total Possible
Development of Ideas Well-developed: shows evidences of reflection and or reflection and/or
Well developed thoughts, ideas, and details, which metacognition; new ideas introduced and reflects a good craps of concepts 3
shows evidence of reflection, new ideas and grasp presented.
of concepts. Shows some evidence of reflection but not well developed; few new ideas
2
introduced but reflects a grasp of concepts presented.
Not much thought or detail: shows little evidence or reflection or grasp of
1
concepts; no new ideas introduced
Development of Ideas- Total Possible
Timeliness Submitted by deadline 3
Submitting by stated time Submitted no more than 24 hours after deadline 2
Submitted more than 24 hours after the deadline 1
Timeliness- total possible
Overall Total Possible for Reflection Journal
https://people.richland.edu>reflectrubric
Performance-Based Rubric for Infomercial

2 3 4 5

Communication of Ideas Student explained product or Student had a nice Student explained Student explained all steps
"how to" vaguely but explanation of product or everything well but and how to get product and
explanation was not clear. "how to" but audience was explanation lacked charisma kept audience engaged.
left underwhelmed or and creativity. Student had great charisma
confused. and creativity within
explanation.

339
Preparedness Presentation was sloppy and Presentation was nice. Presentation was good. Presentation was great!
thrown together. Student Student was missing 1 of the Student only dropped the Overall the presentation was
was missing 2 or more of the 3 important components: ball on the presentation well prepared and
3 important components: Visual Aid, Costume, or occasionally but overall rehearsed. Student had
Visual Aid, Costume, or memorization. presentation was well excellent components.
Memorization. prepared.
Volume Student was too quiet to be Student was too quiet for Student was too quiet for Student was always heard
heard. most portions and had to be some portions but only had and never had to be asked to
asked to speak up 2-3 times. to be asked to speak up once speak up.
or twice.
Energy Student had no energy and Student had some energy Student had energy most of Student had excellent
put no energy into but seemed to be lacking the time but lost energy at positive energy throughout
performance. energy more often than not. certain points. the performance.
Overall Performance was lacking Performance was OK Performance was good Performance was
outstanding.
Total---->

Rubric #8 Journal Writing


WHOLE-BRAIN LESSON PLAN
4th QUARTER

SUBJECT: Science 7 LEVEL: Grade 7


UNIT TITLE: Earth and Space WEEK: 4
LESSON TITLE: Conserving and Protecting Natural Resources NUMBER OF SESSIONS: 4

340
I. LEARNING ENDSTATES
What skills and competencies, values and attitudes (7 mastery skills) are being developed?

1. LEARNING TO THINK: describe ways of using Earth’s resources sustainably S7ES-IVc-4


2. LEARNING TO DO: Practices conservation and protection of resources (soil, water, rocks and minerals, fossil fuels)
3. LEARNING TO FEEL: Appreciates the richness of biodiversity and abundance of natural resources due to its geographical location
4. LEARNING TO COMMUNICATE: Advocates in the protection, reservation and conservation of natural resources
5. LEARNING TO INTUIT: Reflects how human activities contribute to the depletion of natural resources
6. LEARNING TO LEAD: Influences others to conserve and protect natural resources
7. Learning to BE: Young Environmentalist

HOW WILL THE LEARNING PROMOTE


1. ETHICAL FORMATION: Foster appreciation for the environment and the resources it provides.
2. SOCIAL RESPONSIVENESS: Encourages others to be environmental stewards.
II. ESSENTIAL QUESTIONS:
What practices in using natural resources are sustainable?
How can you help conserve natural resources so that future generations can also enjoy them?

III. MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities


Interactive tool Direct teaching Classifying Resources
Sortify
Individualized Learning Short Essay

Worksheets Collaborative Learning Brainstorming

Learner’s Materials Collaborative Learning Making of an Action Plan

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Problem based learning

IV. RUBRICS FOR ASSESSMENT


1. Performance-Based Rubric for Journal Writing
2. Performance-Based Rubric on the making and implementation of Action Plan
V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating focus and Activity 1: Sortify


purpose) Natural Resources
Let the students play an interactive game called Sortify. The students will classify the natural resources
into groups.
https://www.brainpop.com/games/sortifynaturalresources/

Category Description Point Value

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Use these Sortify Discussion Starters to help students reflect on their learning during and after the Sortify:
Natural Resources game, and expand the discussion to how game play relates to real life.\
https://educators.brainpop.com/teaching-tip/sortify-natural-resources-discussion-starters/
Guide Questions:
1. What strategies did you use when choosing your bucket labels?
2. How did you decide which bucket to place your tiles in when there was more than one
option?
3. Why do you think the ‘raw and finished bucket was worth 5 points?
4. What other terms would fit in the ‘non-renewable sources’ bucket?
5. Were there any bucket labels that were confusing to you? How did you figure it out?
6. What are some other ways your tiles could have been sorted?
7. If you could create 5 additional tiles to include in the game, what would they be?
8. Which tiles fit into the most bucket? Why do you think that is?

Activity 2 Short Essays


Let the students think of these sentences: “Too much is taken from Earth!" and "Too much is put into
Earth." Let them write a short essay about their understanding of the sentences.

Ask students to present their essays/ideas about those sentences.


2) ACQUIRE Let the students perform an activity.

343
Activity 3 Group Activity
How do people destroy natural resources?
(G7 Science Learner’s Material)

1.Let the students study the table and asked if they have observed these activities listed in their
locality.

2. Discuss the effects of these activities on natural resources.


3. Let the students write the effects on the column opposite the activities. An activity may have
more than one effect. Some of the effects have already been listed in the table.
4. If the students know of other activities that destroy or cause the depletion of natural resources?
Let them add them to the list and fill the corresponding effect in column 2
5. Give the students opportunity to present their output through PowerPoint presentation

After the presentation, let the students enumerate other activities that destroy or cause the natural
resources that were not mention in their outputs. Ask the students what they can do to protect and
conserve these resources.
3) APPLY, PRACTICE, FORMATIVE Activity 4 Action Plan
ASSESSMENT (G7 Science Learner’s Material)
Are you ready for “Make-a-Difference” Day?

344
What to do
1. Each group will make a list of what is being done in the school that help conserve natural resources.
Discuss your list before finalizing the report.

2. Make another list of what is done in the school that do not help conserve natural resources. For
example, there are still lots of things in the trashcan or on the ground? What are they? What is being done
with them?

3. Come up with a one-day plan on what else can be done in school to conserve natural resources. Present
your plan to the class. (This activity involves you in hands-on activities that help students learn more about
reducing waste, reusing materials instead of throwing them away, recycling, composting, and conserving,
natural resources and energy. The activities can include: conducting a "waste-free lunch" or
building art materials out of cans, bottles, and other recyclable trash. It may include river cleanup, trail
maintenance, or tree planting or mix these activities with a poster making contest for use in the campaign
on non-use of plastic bags for shopping and/or marketing.

4. Based on the group presentation, decide which part in the plans will be adopted or adapted to make a
class plan. The plan should consider the following:
• Easy to follow
• Who will be responsible for making the plan happen
• What should be done if the people responsible for making the plan happen will not or cannot do it
• What natural resources will be conserved
• Schedule of activities to include monitoring
• Why you think this plan is the best idea
5. With teacher’s permission, the students make an appointment with the principal to present their plan
and to solicit support.
4) SUMMATIVE ASSESSMENT, CLOSURE A. Ethical
AND REFLECTION Students write a journal to reflect on their personal contribution to the degradation of the
environment

345
Refer to Rubric for Journal Rubric

B. Social Responsiveness
Implementation of the “Make-a-Difference”

Mechanics Well written and well organized 2


Well written, clear organization, uses standard
English grammar, contains minor, if any spelling Inadequate due to lack of organization, grammar, and or major spelling errors.
1
errors
Mechanics- Total possible
Evidence of Critical Thinking Demonstrates critical thinking and the ability to apply concepts. 3
It includes application, analysis, synthesis, and
evaluation. Arguments are clear and show depth Demonstrate some critical thinking and application of concepts. 2
of insight into theoretical issues. Arguments are Shows minor or incorrect application of concepts
1
well supported.
Critical Thinking- Total Possible

346
Development of Ideas Well-developed: shows evidences of reflection and or reflection and/or
Well developed thoughts, ideas, and details, which metacognition; new ideas introduced and reflects a good craps of concepts 3
shows evidence of reflection, new ideas and grasp presented.
of concepts. Shows some evidence of reflection but not well developed; few new ideas
2
introduced but reflects a grasp of concepts presented.
Not much thought or detail: shows little evidence or reflection or grasp of
1
concepts; no new ideas introduced
Development of Ideas- Total Possible
Timeliness Submitted by deadline 3
Submitting by stated time Submitted no more than 24 hours after deadline 2
Submitted more than 24 hours after the deadline 1
Timeliness- total possible
Overall Total Possible for Reflection Journal
https://people.richland.edu>reflectrubric

WHOLE-BRAIN LESSON PLAN


4th QUARTER

SUBJECT: Science 7 LEVEL: Grade 7


UNIT TITLE: Earth and Space WEEK: 5
LESSON TITLE: Interactions in the Atmosphere NUMBER OF SESSIONS: 4

I. LEARNING ENDSTATES
What skills and competencies, values and attitudes (7 mastery skills) are being developed?

347
1. LEARNING TO THINK: Understands the relation of geographical location of the Philippines to its environment in relation to
weather, climate, seasons and other natural phenomena.
2. LEARNING TO DO: Apply scientific principles learned in understanding the relation of the geographical location of the Philippines
to weather, climate, seasons and other natural phenomena
3. LEARNING TO FEEL: Appreciates the value of safety and disaster-risk reduction to protect lives.
4. LEARNING TO COMMUNICATE: Encourages preparedness scheme related to weather, climate, seasons and other atmospheric
phenomena
5. LEARNING TOINTUIT: Reflects how to minimize impact of calamities, disasters and global warming
6. LEARNING TO LEAD: Exercises volunteerism in relief and rescue works
7. LEARNING TO BE: Young Meteorologist

HOW WILL THE LEARNING PROMOTE


1. ETHICAL FORMATION: Expresses the importance of the atmosphere and in understanding the different phenomena that occur in it.
2. SOCIAL RESPONSIVENESS: Encourages others to care our atmosphere and the planet earth as a whole.
II. ESSENTIAL QUESTIONS:
1. What is the basis in dividing the earth’s atmosphere into layers?
2. What are the distinct characteristics of the layers of the atmosphere?
3. What happens to the global temperature when greenhouse gases increases?
4. How greenhouse gases from human behavior have contributed to global warming?
III.MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities


Videos ICT-Based Instruction
Small group discussion
Pictures of Human Activities Inquiry-based Learning
Brainstorming
Word cutouts Discovery Approach Small group discussion

348
Video clip on global warming, greenhouse Individualized Learning
ICT-Based Instruction
effect, ozone layer Small group discussions
Interactive game on the causes of global
ICT-Based Instruction Individualized Learning
warming, greenhouse effect, greenhouse gases,
Direct Teaching Small group discussions
sources of carbon dioxide and ways to fight
Discovery Approach
global warming.
Power point presentations on greenhouse Individualized Learning
ICT-Based Instruction
effect and global warming Small group discussions
Learner’s Materials, Notes, Reference materials Infomercial, role play, speech choir, interpretative
Collaborative Learning dance, essay making, Tree planting (video
presentation)

IV. RUBRICS FOR ASSESSMENT


1. Performance-Based Rubric for Journal
2. Performance-Based Rubric for Video Presentation
V. INSTRUCTIONAL PHASES Activity 1. Be Amazed On Me!

1) ACTIVATE (Creating focus and •The teacher directs the students to watch the video Introduction to our Atmosphere
purpose) https://www.youtube.com/watch?v=I6jIMkPwahQ . This video introduces the students to our
atmosphere and its impact to our lives.

•The teacher will ask the students to describe the earth’s atmosphere in one word or phrase and explain
why they describe it as such.

2) ACQUIRE Activity 2. Explore on Me!


• The teacher directs the students watch the video layers of the atmosphere
https://ph.video.search.yahoo.com/yhs/search?fr=yhs-shnl-001&hsimp=yhs-
001&hspart=shnl&p=layers+of+the+atmosphere+video+for+kids#id=1&vid=8d8c6795a9375811e8acfe77c
244ac5c&action=click .

349
• Students jot down details on the distinct characteristics of each layer of the atmosphere to complete the
activity.

• The teacher facilitates discussion on the basis on how scientist divide the layers of the earth’s
atmosphere and their distinct characteristics.

• The teacher reinforces concepts and correct misconceptions thru an interactive lesson. Students were
directed to log in at https://www.pbslearningmedia.org/asset/ess05_int_vertical/.

350
This enables students identify the main layers of the earth’s atmosphere and explain the difference
between each layer in terms of objects present, temperature and pressure.

Activity 3. Picture Analysis

351
Display pictures of human activities. Have the students identify what is wrong in each of the pictures
displayed. Write students’ responses underneath each of the pictures.

Activity 4. Build Me Up

he teacher asks the students to arrange the break up information on greenhouse effect and global
warming into its proper sequence.

The teacher directs students watch global warming, greenhouse effect, ozone layer video for kids
https://www.youtube.com/watch?v=-RMD88DNaGk . This enables students define greenhouse effect and
explain its relation to global warming, and learn that human activities contribute to this phenomenon.

Rubric for Journal Writing

Category Description Point Value


Mechanics Well written and well organized 2
Well written, clear organization, uses standard
English grammar, contains minor, if any spelling Inadequate due to lack of organization, grammar, and or major spelling errors.
1
errors
Mechanics- Total possible
Evidence of Critical Thinking Demonstrates critical thinking and the ability to apply concepts. 3

352
• The teacher reinforces concepts and correct misconceptions thru a Power point presentation.

3) APPLY, PRACTICE, FORMATIVE Activity 5. Global Warming Rally Game


ASSESSMENT
The teacher asks the students to log in at https://www.math4childrenplus.com/global-warming/ This
game enables students to learn about the causes of global warming, greenhouse effect, greenhouse
gases, sources of carbon dioxide, ways to fight global warming among others.

This classroom rally game is for one or more students. Random questions will pop up during rally race
and if answered correctly, a boost will be given and the opponent gets some hurdles like stone or mud
on the way so they slow down. Beat your opponent and receive a prize. The teacher guides the
learners to process the activity.

It includes application, analysis, synthesis, and Demonstrate some critical thinking and application of concepts. 2
evaluation. Arguments are clear and show depth
Shows minor or incorrect application of concepts
of insight into theoretical issues. Arguments are 1
well supported.

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4) SUMMATIVE ASSESSMENT, A. Academic
CLOSURE AND REFLECTION Summative test
Grade 7 Science: Teacher’s Guide (Second Part) pp113-114
I. Multiple Choice Test
1. What is the most abundant element in the Earth's atmosphere?
a. Argon b. Carbon dioxide c. Nitrogen d. Oxygen
2. What is the correct order of Earth's atmospheric layers from bottom to top?
a. Stratosphere, Mesosphere, Troposphere, Thermosphere, Exosphere
b. Stratosphere, Troposphere, Thermosphere, Mesosphere, Exosphere
c. Troposphere, Mesosphere, Stratosphere, Thermosphere, Exosphere
d. Troposphere, Stratosphere, Mesosphere, Thermosphere, Exosphere
3. Which layer of the atmosphere contains the ozone layer?
a. Mesosphere b. Stratosphere c. Thermosphere d. Troposphere
4. In which layer do virtually all weather phenomena take place?
a. Exosphere b. Mesosphere c. Stratosphere d. Troposphere
5. In which atmospheric layer is most water vapor found?
a. Troposphere b. Stratosphere c. Mesosphere d. Thermosphere
6. What is meant by ‘trace’ gases?

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a. They are not harmful.
b. They are emitted by trees.
c. They are naturally occurring on Earth.
d. They are present in very small amounts.
7. What is the basis for the division of the layers of the atmosphere surrounding Earth?
a. Changing temperature
b. Changing amount of oxygen
c. Changing weather patterns
d. Changing composition of gases
8. Why is the presence of ozone above the troposphere important for the survival of living thing on
Earth?
a. It warms Earth’s surface.
b. It helps in cloud formation.
c. It makes jet flying more comfortable.
d. It offers protection from the Sun’s harmful UV rays.
9. The greenhouse effect is a natural phenomenon. Without a natural greenhouse effect, the
temperature of the Earth would be about -18°C instead of its present 14°C. Why are scientists
concerned about the greenhouse effect?
a. There is no technology that will keep the temperature of Earth constant.
b. Planting trees in wider areas is not possible; Earth has many desert areas.
c. Human activities like burning of fossil fuels and deforestation enhance the greenhouse effect.
d. The human population is increasing rapidly; more carbon dioxide will be released to the
atmosphere.
10. Why do hikers put on thicker clothes when climbing a high mountain?
a. For protection against insect bites
b. The air temperature decreases with altitude
c. So they can easily be located when they get lost
d. To add more weight so they will not be pushed by the wind

II. Short Answers

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1. Water vapor and carbon dioxide are both greenhouse gases. Why are we so worried about
increasing carbon dioxide and NOT water vapor?

2. Cutting of trees in large areas contributes to global warming. Give one reason to support this
statement.

3. Give two ways by which you can help prevent global warming from getting worse. Give a
reason for each

B. Ethical
Students write a journal to reflect on their personal contribution to global warming.
Refer to Rubric for Journal Rubric

C. Social Responsiveness
The students will make a video presentation on global warming that will be uploaded in social
media sites.
Refer to Performance-Based Rubric for Video Presentation

Critical Thinking- Total Possible

356
Development of Ideas Well-developed: shows evidences of reflection and or reflection and/or
Well developed thoughts, ideas, and details, which metacognition; new ideas introduced and reflects a good craps of concepts 3
shows evidence of reflection, new ideas and grasp presented.
of concepts. Shows some evidence of reflection but not well developed; few new ideas
2
introduced but reflects a grasp of concepts presented.
Not much thought or detail: shows little evidence or reflection or grasp of
1
concepts; no new ideas introduced
Development of Ideas- Total Possible
Timeliness Submitted by deadline 3
Submitting by stated time Submitted no more than 24 hours after deadline 2
Submitted more than 24 hours after the deadline 1
Timeliness- total possible
Overall Total Possible for Reflection Journal
https://people.richland.edu>reflectrubric
Performance-Based Rubric for Video Presentation

Poor Fair Excellent


3 pts 6 pts 10 pts
Creativity Little or no creativity is displayed. Fair amount of creativity displayed, Excellent creativity has appropriate
but lacks "oomph!" levels of "oomph" within the video.

Understanding of Subject Matter Little or no understanding of subject Understands basic concepts of the Excellent mastery of subject matter
matter displayed. May or may not subject matter, but in depth analysis is clearly presented.
have read or understood material. may be lacking or not clearly
presented.

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Presentation Presentation skills need drastic Moderate presentation skills, may Excellent presentation skills. Clear
improvement be lacking in some areas, but overall and coherent.
effective.

Relevance Images/ Graphics and information Images/ Graphics and information Images/ Graphics and information
used within the video has little or no used within the video has moderate used within the video are highly
relevance to the points discussed relevance to the points discussed relevant to the points discussed and/
and/ or the topic. and/ or the topic. or the topic.

WHOLE-BRAIN LESSON PLAN


4th QUARTER

SUBJECT: Science 7 LEVEL: Grade 7


UNIT TITLE: Earth and Space WEEK: 6
LESSON TITLE: Land and Sea Breezes NUMBER OF SESSIONS: 2

Rubric for Journal Writing

358
I. LEARNING ENDSTATES
What skills and competencies, values and attitudes (7 mastery skills) are being developed?

1. LEARNING TO THINK: Describe the effects of certain weather systems in the Philippines S7ES-IVg8
2. LEARNING TO DO: Apply scientific principles learned in understanding the relation of the geographical location of the Philippines
to weather, climate, seasons and other natural phenomena
3. LEARNING TO FEEL: Appreciates the value of safety and disaster-risk reduction to protect lives.
4. LEARNING TO COMMUNICATE: Encourages preparedness scheme related to weather, climate, seasons and other atmospheric
phenomena
5. LEARNING TOINTUIT: Reflects how to minimize impact of calamities, disasters and global warming
6. LEARNING TO LEAD: Exercises volunteerism in relief and rescue works
7. LEARNING TO BE: Young Meteorologist

HOW WILL THE LEARNING PROMOTE


1. ETHICAL FORMATION: Recognize the importance of understanding the factors that will impact weather in the area.
2. SOCIAL RESPONSIVENESS: Encourages others to be vigilant in the change of atmospheric conditions.
II. ESSENTIAL QUESTIONS:
1. Why wind blows?
2. How do wind blows?
3. How is sea breeze compared to land breeze?
III.MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities


Laboratory apparatus Discovery method Laboratory activities

Video clip on Sea and Land Breeze ICT-Based Instruction Individualized learning
Small group discussion

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Activity Cards Direct Teaching Small group discussion

Interactive Tool on understanding Sea and Land


Breeze Individualized learning
ICT-Based Instruction
Small group discussion

Learners Materials, Notes, Reference Materials Poem, song/jingle, video presentation and
Collaborative Learning
infomercial
IV. RUBRICS FOR ASSESSMENT
1. Performance-Based Rubric for Journal Writing

V. INSTRUCTIONAL PHASES Learning Activities

1) ACTIVATE (Creating focus and Show a picture of a hot air balloon. Ask the students how the balloon floats in the air.
purpose)
2) ACQUIRE Activity 1. What happens when air is heated?
Grade 7 Science: Learner’s Material (Second Part) pp 128-129

Let the students perform an activity. Make them predict what will happen if they place a lighted candle
under the open end of one of the bags.

Activity 2 What happens to the air in the surroundings as warm air rises?
Grade 7 Science: Learner’s Material (Second Part) pp 130-131

Let the students perform an activity. Make them predict what will happen if they place a smoke source
near the hole?

Ask the students the two concepts they learned from the activities. Emphasize that these two concepts
are used to explain many processes which includes why the wind moves.
a) warm air rises and

360
b) air moves toward the place where warm air is rising

Activity 3 Which warms up faster?


Grade 7 Science: Learner’s Material (Second Part) pp 132-134

Let the students discover that sand heats up faster than water, and that sand cools down faster than
water.

The teacher directs the students watch the video sea vs. land breeze
https://www.youtube.com/watch?v=L1QJlrneJUw .

This enables the students to define and explain sea breeze and land breeze.

3) APPLY, PRACTICE, FORMATIVE Activity 3. Knowing Me, Knowing You


ASSESSMENT
The teacher administers assessment using the NSTA Interactive: Land and sea Breeze combined
www.classzone.com/books/earth_science/terc/content/visualizations/es1903/es1903page01.cfm

Category Description Point Value


Mechanics Well written and well organized 2
Well written, clear organization, uses standard
English grammar, contains minor, if any spelling Inadequate due to lack of organization, grammar, and or major spelling errors.
1
errors
Mechanics- Total possible
Evidence of Critical Thinking Demonstrates critical thinking and the ability to apply concepts. 3

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Complete the statements below by filling in the needed information/s.

1. ________ is formed due to the unequal heating of land and water.


2. The sun’s heat is absorbed faster by the land than by the water during ________.
3. During the day, warm air rises from the ________.
4. The unequal heating of _______ and ________ causes a circulation in the atmosphere.
5. When wind blows from the sea to the land it is called _________.
6. _____________ happens during night time.
7. When the sun goes down or at night, the _______ cools off quickly.
8. The water is now warmer than the land during _____________.
9. Warm air _______ from the sea during night time.
10. The rising of warm air causes the formation of ______ pressure.

4) SUMMATIVE ASSESSMENT, A. Academic


CLOSURE AND REFLECTION Summative Test
Grade 7 Science: Teacher’s Guide (Second Part) pp 115-116

1. What happens when air is heated?


a. It rises.

362
b. It stays in place.
c. It spreads in all directions.
d. It moves toward a lower elevation.
2. Which warms up faster, land or water?
a. Land
b. Water
c. Both warm up at the same rate.
d. Rate of warming varies; depends on weather conditions.
3. Make a drawing showing the direction of wind during a sea breeze.

4. What happens to the surrounding air as warm air rises?


a. Moves in all directions c. Moves away from the rising air
b. Moves to a higher altitude d. Moves toward the place where warm air rises
5. In what direction do winds blow?
a. From the northeast to the southwest c. From low pressure areas to high pressure areas
b. From the southwest to the northeast d. From high-pressure areas to low-pressure areas
6. Which of the following does NOT describe the amihan?
a. Brings lots of rain c. Comes around July to September
b. Brings cold weather d. Comes from the northeast and moves southward
B. Ethical
Write a journal reflecting on how breezes affect lives of people and the weather that occurs in the
area.
It includes application, analysis, synthesis, and Demonstrate some critical thinking and application of concepts. 2
evaluation. Arguments are clear and show depth
Shows minor or incorrect application of concepts
of insight into theoretical issues. Arguments are 1
well supported.
Critical Thinking- Total Possible
Development of Ideas Well-developed: shows evidences of reflection and or reflection and/or
metacognition; new ideas introduced and reflects a good craps of concepts 3
presented.

363
Well developed thoughts, ideas, and details, which Shows some evidence of reflection but not well developed; few new ideas
2
shows evidence of reflection, new ideas and grasp introduced but reflects a grasp of concepts presented.
of concepts. Not much thought or detail: shows little evidence or reflection or grasp of
1
concepts; no new ideas introduced
Development of Ideas- Total Possible
Timeliness Submitted by deadline 3
Submitting by stated time Submitted no more than 24 hours after deadline 2
Submitted more than 24 hours after the deadline 1
Timeliness- total possible
Overall Total Possible for Reflection Journal
https://people.richland.edu>reflectrubric

WHOLE-BRAIN LESSON PLAN


4TH Quarter

SUBJECT: SCIENCE 7 LEVEL: GRADE 7


UNIT TITLE: Earth and Space WEEK: 7
LESSON TITLE: Monsoons NUMBER OF SESSIONS: 3

I. LEARNING END STATES


What skills & competencies, values & attitudes (7 self-mastery skills) are being developed?

1. LEARNING TO THINK: Understands the relation of geographical location of the Philippines to its environment in relation to
weather, climate, seasons and other natural phenomena.
2. LEARNING TO DO: Apply scientific principles learned in understanding the relation of the geographical location of the Philippines
to weather, climate, seasons and other natural phenomena

364
3. LEARNING TO FEEL: Upholds the knowledge of the geographical location of the Philippines in adapting to weather, climate and
seasonal changes.
4. LEARNING TO COMMUNICATE: Advocates in the protection and preservation of the environment; and in disaster preparedness.
5. LEARNING TO INTUIT: Reflects on the relation of geographical location of the Philippines and its effects to life and the
environment.
6. LEARNING TO LEAD: Promotes environmental awareness and sustainable use of natural resources.
7. LEARNING TO BE: Socially responsive environmentalist

HOW WILL THE LEARNING PROMOTE


1. ETHICAL FORMATION: Recognize the importance of understanding the monsoons that will impact weather in the area.
2. SOCIAL RESPONSIVENESS: Encourages others to be vigilant at the meteorological conditions that is cause by monsoons.

II. ESSENTIAL QUESTIONS:


1. What conditions are needed for a monsoon to form?
2. What are the significant effects of monsoons in the Philippines?

III.MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities


Individualized Learning
Song video on Monsoon ICT-Based Instruction Brainstorming
Small group discussion
Individualized Learning
Video clip on Monsoon ICT-Based Instruction
Small group discussion
Activity Card Direct Teaching Individualized Learning
Poem, role play, song/jingle, multimedia
Learners Materials, Notes, Reference Materials Collaborative Learning
presentation, comic strip

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IV. RUBRICS FOR ASSESSMENT
1. Performance-Based Rubric for Poem Making
2. Performance-Based Rubric for Role Play
3. Performance-Based Rubric for Song/Jingle
4. Performance-Based Rubric for Multimedia Presentation
5. Performance-Based Rubric for Comic Strip

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES


1) ACTIVATE Activity 1. Sing a Song
(Creating focus and • The teacher directs students sing the monsoon song
purpose, sharing standards https://www.bing.com/videos/search?q=song+about+monsoon+animation/.
and essential questions,
opening mental files) • Ask the students their understanding of monsoon based on the video.
2) ACQUIRE Activity 2. Watch, Learn, and Share

• The teacher directs the students watch the video


https://www.bing.com/videos/search?q=what+is+monsoon+video+animation+philippines&qs=n&sp=-
1&pq=what+is+monsoon+video+animation+&sc=0-32&s. This enables the students to explain monsoon which is
associated to rainy season in the Philippines.

Guide Questions:
1. What is monsoon?
2. Are there advantages brought about by monsoon? If yes, what are these?
3. How people adapt to the weather conditions in the locality?
Let the students share their personal experiences during monsoon season.

366
3) APPLY, PRACTICE, • The teacher administers assessment using a Power point presentation to master the concept of monsoon.
FORMATIVE ASSESSMENT
Activity 3. Poem for Me
Write poem about monsoon. You can refer to the pictures below. Use the given format.
(See attached File-Rubric #8)

On a Monsoon Day
By _______________________________________________
I see _____________________________________________
I hear ____________________________________________
I feel _____________________________________________
I also _____________________________________________
When a monsoon comes, I ____________________________.

A. Academic
4) SUMMATIVE ASSESSMENT,

367
CLOSURE AND REFLECTION In a team of 10 members, create song about monsoon stating the science concepts involved, its
significance and dangers to be presented in class.
Refer Rubric for song writing
B. Ethical
Write a journal reflecting how monsoons affects your life .
Refer to Rubric for Journal writing
C. Social Responsiveness
• Make a comic strip discussing the discussing the effects of heavy monsoon rains
Refer to Rubric for Journal writing

Rubric for Poem

Rubric for Song writing

368
CRITERIACRITERIA Excellent Excellent Very Good Very Good Good Good Fair FairSCORE
4 3 2 1
Presentation Well-rehearsed with smooth 8 Rehearsed
pts with fairly smooth 6 pts 4 ptsDelivery not smooth
Delivery not smooth, but able to 2 pts
delivery that holds audience delivery that holds audience maintain interest of the and audience
Ideas Accurate, complete and With one identified With two identified Useful information are
attention. attention most of the time. audience most of the time. attention often lost.
useful information inaccuracy of information inaccuracy of information missing
Musicality The music is very relevant The music is relevant The music is quite r relevant The music needs
/appropriate to the lyrics /appropriate to the lyrics /appropriate to the lyrics improvement
Organization Ideas are organized Ideas are slightly Major ideas are not Major ideas are unclear
unorganized included

Content Covers topic in-depth with Includes essential knowledge Includes essential information Content is minimal OR
Word Choice details and examples.Sophisticated
aboutuse
theoftopic. Subject
Nouns and about
verbs the
make Needs
topic but there aremore
1- nouns andseveral Little or no use of nouns
there are
Subject knowledge isnouns andknowledge
verbs thatappears tothe poem informative
be good. 2 factual errors. verbs factual errors. and verbs
excellent. make the poem
informative
Organization Content is well organized Uses headings or bulleted lists Content is logically organized There was no clear or
using headings or bulleted to organize, but the overall for the most part. logical organizational
Sentence Structure Sentence structure Sentence structure is Sentence structure is No sense of sentence
lists to group related organization of topics appears structure, just lots of
material. enhances meaning;
flawed. flows evident; sentences limited; sentences
facts. need to structure or flow
throughout piece mostly flow flow
Originality Shows a large amount of Shows some original thought. Uses other people's ideas Uses other people’s
original thought. Ideas are Work shows new ideas and (giving them credit), but there is ideas, but does not
creative and inventive. insights. little evidence of original give them credit.
thinking.

Rubric for Journal Writing

Category Description Point Value

369
Mechanics Well written and well organized 2
Well written, clear organization, uses standard
English grammar, contains minor, if any spelling Inadequate due to lack of organization, grammar, and or major spelling errors.
1
errors
Mechanics- Total possible
Evidence of Critical Thinking Demonstrates critical thinking and the ability to apply concepts. 3
It includes application, analysis, synthesis, and
evaluation. Arguments are clear and show depth Demonstrate some critical thinking and application of concepts. 2
of insight into theoretical issues. Arguments are Shows minor or incorrect application of concepts
1
well supported.
Critical Thinking- Total Possible
Development of Ideas Well-developed: shows evidences of reflection and or reflection and/or
Well developed thoughts, ideas, and details, which metacognition; new ideas introduced and reflects a good craps of concepts 3
shows evidence of reflection, new ideas and grasp presented.
of concepts. Shows some evidence of reflection but not well developed; few new ideas
2
introduced but reflects a grasp of concepts presented.
Not much thought or detail: shows little evidence or reflection or grasp of
1
concepts; no new ideas introduced
Development of Ideas- Total Possible
Timeliness Submitted by deadline 3
Submitting by stated time Submitted no more than 24 hours after deadline 2
Submitted more than 24 hours after the deadline 1
Timeliness- total possible
Overall Total Possible for Reflection Journal
https://people.richland.edu>reflectrubric

WHOLE-BRAIN LESSON PLAN


4TH Quarter
370
SUBJECT: SCIENCE 7 LEVEL: GRADE 7
UNIT TITLE: Earth and Space WEEK: 7
I. LEARNING END STATES
What skills & competencies, values & attitudes (7 self-mastery skills) are being developed?

1. LEARNING TO THINK: Understands the relation of geographical location of the Philippines to its environment in relation to
weather, climate, seasons and other natural phenomena.
2. LEARNING TO DO: Apply scientific principles learned in understanding the relation of the geographical location of the Philippines
to weather, climate, seasons and other natural phenomena
3. LEARNING TO FEEL: Upholds the knowledge of the geographical location of the Philippines in adapting to weather, climate and
seasonal changes.
4. LEARNING TO COMMUNICATE: Advocates in the protection and preservation of the environment; and in disaster preparedness.
5. LEARNING TO INTUIT: Reflects on the relation of geographical location of the Philippines and its effects to life and the
environment.
6. LEARNING TO LEAD: Influences others to protect and preserve natural resources and its sustainable use.
7. LEARNING TO BE: Socially responsive environmentalist

HOW WILL THE LEARNING PROMOTE?


ETHICAL FORMATION: Expresses the importance of understanding ITCZ that will impact weather in the area.
SOCIAL RESPONSIVENESS: Encourages others to be vigilant at the hazards or risk that is cause by ITCZ.
II. ESSENTIAL QUESTIONS:
1. What weather does ITCZ bring?
2. What causes ITCZ?

371
3. What are the effects of ITCZ?

III.MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities


Song video about Thunderstorm ICT-Based Instruction Individualized Learning
Brainstorming
Small group discussion
Video clip about ITCZ ICT-Based Instruction Individualized Learning
Small group discussion
Online Text about ITCZ: Causes and Impact ICT-Based Instruction Individualized Learning
Direct Teaching Small group discussion
Online Test about Cause and Impact of ITCZ ICT-Based Instruction Individualized Learning
Direct Teaching Small group discussion
Learners Materials, Notes, Reference Materials Documentary video, Sayawit, Pantomime, Journal
Collaborative Learning
writing
IV. RUBRICS FOR ASSESSMENT

1. Performance-Based Rubric for Journal Writing


2. Performance- Based Rubric for Infomercial
V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

Activity 1. Picture Me!

1) ACTIVATE (Creating Focus and • The teacher directs students analyze the song
Purpose ) https://www.bing.com/videos/search?q=song+about+thunderstorms+for+kids&&view=detail&mid=
625CDB5C6BAB533AE577625CDB5C6BAB533AE577&&FORM=VDRVRV . This enables students to describe the
weather ITCZ bring

372
2) ACQUIRE Activity 2. Discover Me

The teacher directs the students watch the video

https://www.bing.com/videos/search?q=Intertropical+Convergence+Zone+Itcz&&view=detail&mid=
95ABFA1C60FF40568C0695ABFA1C60FF40568C06&&FORM=VRDGAR

Guide Questions:

1. What is Inter Tropical Convergence Zone or ITCZ?


2. What are the effects of ITCZ?
3. Are the effects good or bad? Explain.
Let the students share their personal experiences during rainy season.

Activity 3. Close Encounter with Me

The teacher directs the students to read Inter Tropical Convergence Zone: Causes and Impact
https://www.jagranjosh.com/general-knowledge/inter-tropical-convergence-zone-itcz-causes-and-impact-
1510048879-1

Guide Questions:
1. What causes ITCZ?
2. How does ITCZ impact weather in an area?

373
The teacher facilitates discussion on the causes and impact of ITCZ.

Activity 4. Test You Out

The teacher directs the students to answer the cause and impact of ITCZ test
https://www.bbc.com/bitesize/guides/z9yssbk/test.
The teacher guides the learners to process the activity.
The student with the highest score will be given a prize.
3) APPLY, PRACTICE, Activity 5. Tag Me Out
FORMATIVE ASSESSMENT
In a team with three members, make a hashtag related to ITCZ. Prepare a short explanation and present in
class.

A. Academic
3-2-1 Countdown
4) SUMMATIVE ASSESSMENT, Give the students a paper to write on. The students will be required to respond three separate statements
CLOSURE AND REFLECTION about the topic.

3 things you didn’t know before

2 things that surprised you about this topic

1 thing you want to start doing with what you have


learned
B. Ethical Students write a journal to reflect on the possible risk brought by ITCZ.
Refer to Rubric for Journal Writing

C. Social Responsiveness
In a team of 10 members, create an Infomercial educating the community about ITCZ.
Refer to Rubric for infomercial

374
Rubric for Journal Writing

Category Description Point Value


Mechanics Well written and well organized 2
Well written, clear organization, uses standard
English grammar, contains minor, if any spelling Inadequate due to lack of organization, grammar, and or major spelling errors.
1
errors
Mechanics- Total possible
Evidence of Critical Thinking Demonstrates critical thinking and the ability to apply concepts. 3
It includes application, analysis, synthesis, and
evaluation. Arguments are clear and show depth Demonstrate some critical thinking and application of concepts. 2
of insight into theoretical issues. Arguments are Shows minor or incorrect application of concepts
1
well supported.
Critical Thinking- Total Possible
Development of Ideas Well-developed: shows evidences of reflection and or reflection and/or
Well developed thoughts, ideas, and details, which metacognition; new ideas introduced and reflects a good craps of concepts 3
shows evidence of reflection, new ideas and grasp presented.
of concepts. Shows some evidence of reflection but not well developed; few new ideas
2
introduced but reflects a grasp of concepts presented.
Not much thought or detail: shows little evidence or reflection or grasp of
1
concepts; no new ideas introduced
Development of Ideas- Total Possible
Timeliness Submitted by deadline 3
Submitting by stated time Submitted no more than 24 hours after deadline 2
Submitted more than 24 hours after the deadline 1
Timeliness- total possible
Overall Total Possible for Reflection Journal
https://people.richland.edu>reflectrubric

375
Performance-Based Rubric for Infomercial

2 3 4 5

Communication of Ideas Student explained product or Student had a nice Student explained Student explained all steps
"how to" vaguely but explanation of product or everything well but and how to get product and
explanation was not clear. "how to" but audience was explanation lacked charisma kept audience engaged.
left underwhelmed or and creativity. Student had great charisma
confused. and creativity within
explanation.
Preparedness Presentation was sloppy and Presentation was nice. Presentation was good. Presentation was great!
thrown together. Student Student was missing 1 of the Student only dropped the Overall the presentation was
was missing 2 or more of the 3 important components: ball on the presentation well prepared and
3 important components: Visual Aid, Costume, or occasionally but overall rehearsed. Student had
Visual Aid, Costume, or memorization. presentation was well excellent components.
Memorization. prepared.
Volume Student was too quiet to be Student was too quiet for Student was too quiet for Student was always heard
heard. most portions and had to be some portions but only had and never had to be asked to
asked to speak up 2-3 times. to be asked to speak up once speak up.
or twice.
Energy Student had no energy and Student had some energy Student had energy most of Student had excellent
put no energy into but seemed to be lacking the time but lost energy at positive energy throughout
performance. energy more often than not. certain points. the performance.
Overall Performance was lacking Performance was OK Performance was good Performance was
outstanding.
Total---->

Rubric for Journal Writing

Category Description Point Value

376
WHOLE-BRAIN LESSON PLAN
4th QUARTER

SUBJECT: Science 7 LEVEL: Grade 7


UNIT TITLE: Earth and Space WEEK: 8
LESSON TITLE: Seasons in the Philippines NUMBER OF SESSIONS: 4

I. LEARNING ENDSTATES
What skills and competencies, values and attitudes (7 mastery skills) are being developed?

1. LEARNING TO THINK: Understand the relationship of the seasons and the position of the Sun in the sky
2. LEANING TO DO: Applies scientific principles in adapting to the change in environment and climatic condition due to the change in
season
3. LEARNING TO FEEL: Upholds scientific knowledge of the relationship between seasons and the position of the sun in the sky in
understanding natural phenomena and disasters.
4. LEARNING TO COMMUNICATE: Encourages preparedness scheme related to the change in season
5. LEARNING TO INTUIT: Reflects on how to adapt to the changing seasons
6. LEARNING TO LEAD: Engage others in adapting to the change in environment and climatic condition due to the change in season
7. LEARNING TO BE: Young meteorologist

HOW WILL THE LEARNING PROMOTE


1. ETHICAL FORMATION: Upholds the importance of safety and the protection of human life.
2. SOCIAL RESPPONSIVENESS: Encourages preparedness scheme related to the change in season.

Mechanics Well written and well organized 2

377
II. ESSENTIAL QUESTIONS:
1. How does the tilt of the earth on its axis, revolution, the position of the sun in the sky cause the change in seasons?

III.MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities


Time lapse video ICT based instruction Video presentation

Flashlight, G7 Science Teacher’s Teacher Demonstration Formation of Shadows


Guide

Flashlights, styroball, G7 Science Learners Discovery method Simulations, Guided laboratory


Module activities
Simulator ICT-based instruction Simulations

G7 Science Learners Module Collaborative learning Journal Writing


ICT Based instruction Role playing
Video maing

IV. RUBRICS FOR ASSESSMENT


1. Performance-Based Rubric for Journal Writing

V. INSTRUCTIONAL PHASES Learning Activities

1) ACTIVATE (Creating focus and Activity 1 Time Lapse Video


purpose) Show a time lapse video of a place.
Seasons Time-lapse: Winter, Spring, Summer, Fall
https://www.youtube.com/watch?v=Nud4SJrfm_o

378
Let the students describe what they saw in the video. Ask if all places on earth experience four seasons.
Recall previous lessons regarding the temperate zone. Explain that Philippines belongs to the tropical
region and it does not experience this kind of change in seasons.

Let them recall what they learned in elementary science about the two seasons in the Philippines, rainy
and dry. Ask what months the Philippines experiences cold and warm weather. Explain that seasons
follow each other regularly and we can predict what months is the rainy or dry season.

Ask the students why are there seasons and why the seasons change in a regular manner? Why do the
seasons change at practically the same time every year?

2) ACQUIRE Activity 2 Laboratory Activity


To answer the questions, let the students perform an activity, Why do the seasons change?
pp 144-147 Science 7 Learners’ material Second part.

Discuss the answers in the guide questions. Explain the effect of the tilt of the earth affect the amount of
sunlight received by different places on earth.

Differentiate direct rays and slanting rays. Ask which one delivers more heat to the ground.

379
Activity 3 Simulation

1. Explain that the seasons change because the direct rays of the Sun shift from one hemisphere to the
other as the Earth goes around the Sun. Whichever hemisphere receives the direct rays of the Sun, that
hemisphere will experience summer. In the meantime, the other hemisphere will receive oblique rays and
it will be winter there.(Use these web based application to discuss how the tilt of the earth’s axis and its
revolution around the causes the changing seasons.)

http://astro.unl.edu/naap/motion1/animations/seasons_ecliptic.html

Let the students cite importance of understanding the change in seasons.

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3) APPLY, PRACTICE, FORMATIVE Activity 4. 3-2-1 Countdown
ASSESSMENT Give the students a paper to write on. The students will be required to respond three separate statements
about the topic.
3 things you didn’t know before

2 things that surprised you about this


topic
1 thing you want to start doing with what
you have learned

4) SUMMATIVE ASSESSMENT, A. Academic


CLOSURE AND REFLECTION Answer Worksheet

http://www.uniteusforclimate.org/pdf/UniteUs_78_TheReasonForSeasons.pdf
B. Ethical
Make a personal reflection on the importance of understanding the change in seasons.
Refer to Rubric for Journal writing

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Well written, clear organization, uses standard Inadequate due to lack of organization, grammar, and or major spelling errors.
English grammar, contains minor, if any spelling 1
errors
Mechanics- Total possible
Evidence of Critical Thinking Demonstrates critical thinking and the ability to apply concepts. 3
It includes application, analysis, synthesis, and
evaluation. Arguments are clear and show depth Demonstrate some critical thinking and application of concepts. 2
of insight into theoretical issues. Arguments are Shows minor or incorrect application of concepts
1
well supported.
Critical Thinking- Total Possible
Development of Ideas Well-developed: shows evidences of reflection and or reflection and/or
Well developed thoughts, ideas, and details, which metacognition; new ideas introduced and reflects a good craps of concepts 3
shows evidence of reflection, new ideas and grasp presented.
of concepts. Shows some evidence of reflection but not well developed; few new ideas
2
introduced but reflects a grasp of concepts presented.
Not much thought or detail: shows little evidence or reflection or grasp of
1
concepts; no new ideas introduced
Development of Ideas- Total Possible
Timeliness Submitted by deadline 3
Submitting by stated time Submitted no more than 24 hours after deadline 2
Submitted more than 24 hours after the deadline 1
Timeliness- total possible
Overall Total Possible for Reflection Journal
https://people.richland.edu>reflectrubric
Rubric for Journal Writing

Category Description Point Value


Mechanics Well written and well organized 2

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WHOLE-BRAIN LESSON PLAN
4th QUARTER

SUBJECT: Science 7 LEVEL: Grade 7


UNIT TITLE: Earth and Space WEEK: 9
LESSON TITLE: Shadows and Eclipse NUMBER OF SESSIONS: 3

I. LEARNING ENDSTATES
What skills and competencies, values and attitudes (7 mastery skills) are being developed?

1. LEARNING TO THINK: Understands explain how solar and lunar eclipses occur
2. LEANING TO DO: Applies scientific principles regarding human beliefs on eclipse
3. LEARNING TO FEEL: Upholds scientific knowledge of eclipses in understanding natural phenomena
4. LEARNING TO COMMUNICATE: Encourages others to examine beliefs and practices of the community in relation to eclipses.
5. LEARNING TO INTUIT: Reflects on ones’ beliefs and practices in relation to the occurrence of eclipse
6. LEARNING TO LEAD: Promotes scientific understanding of eclipses.
7. Learning to BE: Young Astronomers.

HOW WILL THE LEARNING PROMOTE


1. ETHICAL FORMATION: Upholds ethical standards in evaluating practices and beliefs related to eclipses.
2. SOCIAL RESPONSIVENESS: Promotes scientific understanding of eclipses to promote scientific literacy in their community

II. ESSENTIAL QUESTIONS:


1. Do beliefs and practices about eclipses have scientific bases?

III.MATERIALS, METHODS, AND ACTIVITIES

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Materials Methods Activities
List of Beliefs and Practices Direct teaching E-flash card

Flashlight, G7 Science teachers Guide Teacher Demonstration Formation of Shadows

Flashlights, styroball, G7 Science Learners Discovery method Laboratory Activity


Module, G7 Science Teachers Guide

Simulator ICT-based instruction Simulation/Discussion

IV. RUBRICS FOR ASSESSMENT


1. Performance-Based Rubric for Journal Writing
2. Performance-Based Rubric for Model Making
V. INSTRUCTIONAL PHASES INSTRUCTIONAL ACTIVITIES

1) ACTIVATE (Creating focus and Activity 1 Fact or Myth


purpose) In a manila paper, each group will enumerate the collected beliefs in their community about eclipses. Use
the table below. (The students were asked to interview elderly people in the family or community about
their practices and beliefs prior to the actual conduct of the lesson.)
Beliefs related to eclipses and its scientific bases.
Beliefs Scientific explanation

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Let the students present their output to the class.

Explain that the occurrences of eclipse bring fear to some and related to many legends and myths. Some
consider eclipse as a bad omen.

Ask which among the beliefs collected do you consider true and have scientific bases?
Explain that in science, explanations should be supported with evidences. (Do not correct yet the
misconceptions)
2) ACQUIRE To understand the occurrence of eclipse, recall previous lesson on the formation of shadow by performing
a teacher demonstration activity.

Activity 2 Teacher demonstration on formation of shadows


pp. 124-125, Grade 7 Science: Teacher’s Guide (Second Part)
Guide Questions:
a. What is projected on the paper?
b. How are shadows formed?
c. What is the effect of shadows?
d. What are some things you noticed about shadows while the object
changes its distance from the flashlight?
Draw out from the students the idea that shadows are formed when an object blocks light.

Ask if there are also shadows in outer space? To answer the questions, let the students perform another
activity.

Activity No. 3 Are there shadows in space?


Group Activity
pp. 154-155, Grade 7 Science: Learner’s Material (Second Part)
Explain that they have just simulated the formation of shadows of astronomical objects in space. The
formation and darkening is exactly the same as the formation of shadows we commonly see. When shadows

385
are formed on astronomical objects, a darkening effect is observed. This phenomenon is called an eclipse.
Differentiate umbra and penumbra.

Activity 4 Simulation
Let the students describe solar and lunar eclipse using the simulator.

http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::640::480::/sites/dl/free/00729918
1x/220730/eclipse_interactive.swf::Eclipse%20Interactive

. Explain also the different types of solar and lunar eclipse (e.g. total and partial eclipse, total and partial
lunar eclipse) and how they occur.

386
http://cse.ssl.berkeley.edu/bmendez/ay10/2002/notes/pics/bt2lf0224_a.jpg

Ask the students why don’t we observe monthly eclipses if it takes about one month for the moon to
complete its trip around the earth. Explain that Moon’s orbit is slightly inclined 50 from the plane of the
orbit of the Earth. There are times that the moon is sometimes higher or lower than the Earth as it
revolves around it. In these situations no eclipse will occur because the shadow of the moon does not fall
on the earth.

Go back to the discussion on their output on the list of practices and beliefs related to eclipse. Correct
those misconceptions they have written in the activity. They should realize some beliefs attributed to
eclipses have no scientific bases. There are also beliefs that have scientific bases. Emphasize also their
roles in educating others about eclipses.

387
3) APPLY, PRACTICE, FORMATIVE 1. Metacognition for Stating Knowledge
ASSESSMENT My chosen word is Solar Eclipse

I know that I know something ______________.

First I know that _________________________.


In addition, I know _______________________.
Finally, I know ___________________________.
Now, you know something that I know ________.

2.Metacognition for Stating Knowledge


My chosen word is Lunar Eclipse.
I know that I know something ______________.
First I know that _________________________.
In addition, I know _______________________.
Finally, I know ___________________________.
Now, you know something that I know ________.

4) SUMMATIVE ASSESSMENT, A. Academic


CLOSURE AND REFLECTION POST TEST
pp. 127-128 Grade 7 Science: Teacher’s Guide (Second Part)

Multiple Choice
1. An eclipse is occurs when one celestial object moves _______________ another, partially or fully
obscuring it from view.
a. next to b. in back of c. in to the shadow d. over
2. The diagram below shows the relative positions of the Sun, the Moon and Earth when an eclipse was
observed on Earth. Positions X and Y are locations on Earth’s surface.

388
Which statement correctly describes the type of eclipse that was occurring and the position on Earth
where this eclipse was observed?
a. A total solar eclipse was observed in position X
b. A total solar eclipse was observed from position Y
c. A total lunar eclipse was observed from position X
d. A total lunar eclipse was observed from position Y

3. The diagram below shows the Moon at four positions in its orbit around Earth.

An observer on Earth could see a lunar eclipse when the Moon is at position
a. 1 b. 2 c. 3 d. 4
4. Below is an image of a partial solar eclipse as seen by an observer on Earth. Which part of the shadow
do you think is the observer watching?

389
a. Penumbra of the Moon
b. Penumbra of the Earth
c. Between the umbra and penumbra of the Moon
d. Between the umbra and penumbra of the Earth
5. Where on Earth can a lunar eclipse be observed?

a. Daytime of northern hemisphere


b. Nighttime of northern hemisphere
c. Daytime of northern and southern hemisphere
d. Nighttime of northern and southern hemisphere

B. Ethical
Make a personal reflection on one’s belief and practices about eclipse.
Refer to Rubric for Journal writing

C. (Social Responsiveness)
Make a short video showing the practices and beliefs of Ilocanos about eclipse. The video will also
show the roles of the students in educating others and promotes scientific understanding of eclipse
Refer to Rubric #12. Performance-Based Rubric for Video Presentation

390
Well written, clear organization, uses standard Inadequate due to lack of organization, grammar, and or major spelling errors.
English grammar, contains minor, if any spelling 1
errors
Mechanics- Total possible
Evidence of Critical Thinking Demonstrates critical thinking and the ability to apply concepts. 3
It includes application, analysis, synthesis, and
evaluation. Arguments are clear and show depth Demonstrate some critical thinking and application of concepts. 2
of insight into theoretical issues. Arguments are Shows minor or incorrect application of concepts
1
well supported.
Critical Thinking- Total Possible
Development of Ideas Well-developed: shows evidences of reflection and or reflection and/or
Well developed thoughts, ideas, and details, which metacognition; new ideas introduced and reflects a good craps of concepts 3
shows evidence of reflection, new ideas and grasp presented.
of concepts. Shows some evidence of reflection but not well developed; few new ideas
2
introduced but reflects a grasp of concepts presented.
Not much thought or detail: shows little evidence or reflection or grasp of
1
concepts; no new ideas introduced
Development of Ideas- Total Possible
Timeliness Submitted by deadline 3
Submitting by stated time Submitted no more than 24 hours after deadline 2
Submitted more than 24 hours after the deadline 1
Timeliness- total possible
Overall Total Possible for Reflection Journal
https://people.richland.edu>reflectrubric
Performance-Based Rubric for Video Presentation

Poor Fair Excellent


3 pts 6 pts 10 pts

391
Creativity Little or no creativity is displayed. Fair amount of creativity displayed, Excellent creativity has appropriate
but lacks "oomph!" levels of "oomph" within the video.

Understanding of Subject Matter Little or no understanding of subject Understands basic concepts of the Excellent mastery of subject matter
matter displayed. May or may not subject matter, but in depth analysis is clearly presented.
have read or understood material. may be lacking or not clearly
presented.

Presentation Presentation skills need drastic Moderate presentation skills, may Excellent presentation skills. Clear
improvement be lacking in some areas, but overall and coherent.
effective.

Relevance Images/ Graphics and information Images/ Graphics and information Images/ Graphics and information
used within the video has little or no used within the video has moderate used within the video are highly
relevance to the points discussed relevance to the points discussed relevant to the points discussed and/
and/ or the topic. and/ or the topic. or the topic.

392

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