ARALING SAGISAG KULTURA GRADE VIII CULTURE – BASED … · sistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ng impormasyon resorse Sa ikapitong hanay ang

239G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2

Mga Kasanayang Inaasahan sa Pag-aaral ng Sarsuwela (Department of Education, 104).

Pag-unawa sa Napakinggan

(PN)

Pag-unawasa Binasa

(PB)

Paglinang sa Talasalitaan

(PT)

Panonood(PD)

Sarswela(8 sesyon)

F8PN-IIe-f-25Naisasalaysay ang magkakaugnay na pangyayari sa napakinggan

F8PB-IIe-f-25Naipahayag angpangangatwiran sa napiling alternatibong solusyon oproposisyon sa suliraning inilahad sa tekstong binasa

F8PT-IIe-f-25Naibibigay ang kasing-kahulugan at kasalungat na kahulugan ng mahihirap na salitang ginamit sa akda

F8PD-IIe-f-25Napahahalagahan angkulturang Pilipino namasaaslamin sa pinanood na sarsuwela

Pagsasalita(PS)

Pagsulat(PU)

Wika atGramatika

(WG)

Estratehiya sa Pag-aaral(EP)

F8PS-IIe-f-26Naitatanghal ang ilang bahagi ng alinmang sarsuwelang nabasa, napanood onapakinggan

F8PU-IIe-f-26Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa

F8WG-II-e-f-26Nagagamit ang iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela

F8EP-IIe-f-9Naisasagawa angsistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ngimpormasyon resorse

Sa ikapitong hanay (ang kategorya ng “Wika at Gramatika”), matutunghayan ang kalunos-lunos na relegasyon ng anyong pantanghal sa isang kasangkapang gagamit sa “iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela”. Maliban sa pag-isa-isa sa mga pandiwang pilit na iiba-ibahin ang aspekto para pagkasyahin sa mga hinihinging rekisitos, walang korelasyon sa kung paano nakakatulong ang pagbabago-bago ng aspekto ng pandiwa sa paggawa ng pagsusuri ng isang sarsuwela. Walang lohika ito. Bakit hindi talakayin ang pagsama ng musika ng sarsuwela, at kung paano ito nakikipagtalaban sa mga salita para bumuo ng isang anyo ng pagtatanghal na naiiba sa ibang dula? Bakit walang puwang para suriin ang kasaysayan ng sarsuwela at ang kontribusyon nito sa paguuri ng mga relihiyon? Sa anong konteksto umusbong ang sarsuwela? Anu-anong mga tradisyong banyaga at katutubo ang binibigkis nito? Ano ang naging papel nito sa kolonisasyon ng Pilipinas? O kung kailangan talagang pagtuunan ang teknikalidad ng gramatika, bakit hindi suriin ang ambag ng naturang anyo sa pagbubuo ng tradisyon ng wika ng panulaang popular? Kataka-taka, kung hindi matatalakay ang mga ito at iba pang katangian ng sarsuwela, paano pa maisasagawa ang kahilingan ng “Pagsulat” sa ikaanim na hanay kung inaasahan sa mag-aaral na masuri “ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa”? Maaaring ipagpalagay na sinisimulan pa lamang sa baitang na ito ang pagpapakilala sa sarsuwela. Sa kasamaang palad, hindi na pagyayamanin pa ng kurikulum ang diskurso ng nasabing anyo ng dula. Sa halip na balikan muli ang anyo na ito sa iba pang markahan o baitang, ikabit ito sa ibang mga dula at anyong pampanitikan upang pagyamanin ang mga kaisipang naituro sa ika-walong baitang, hindi na mababanggit kailanman ang sarsuwela sa kurikulim, at anumang kasaysayan ng pag-angkop sa banyagang anyo at kultura na bumubuo ngayon sa ating mga tradisyon ay isasantabi sa ngalan ng pagtuturo ng aspekto ng pandiwa.

Lesson Exemplar Vol2.indd 9 17/05/2018 1:44 PM

22 M A . M E R C I A G . C O R A D O

ARALING SAGISAG KULTURA GRADE VIIICULTURE – BASED LESSON EXEMPLAR IN

SCIENCE VIII (BIOLOGY)

Ma. Mercia G. CoradoTeacher lll Eastern Samar National Comprehensive High School

School Division of Borongan CitySESSIONS 1-3

I. Objectives

• Describe the structures of mollusks commonly found in the locality.• Compare the mollusks in terms of their structures.• Classify the different types of mollusks into Class Pelecypoda, Class Gastropoda, Class Cephalopoda, and Class Amphineura using the hierarchical taxonomic system.• Trace the origin of the Waray names of some mollusks.• Locate the natural habitat of the mollusks commonly found in the locality.• Develop awareness on the significance of mollusks in the ecosystem.• Appreciate the health benefits of mollusks by making them part of the diet.

II. Subject Matter

• Topic: Mollusks• Reference: Science Learners Module 8; pages 252-255 Science 10 Module Teacher’s Guide; page 181 Biology: The Living World; Peter Alexander, et al., pages 438-444• Codes: S8LT –IVg-19 S8LT –IVh-20• Materials: For the teacher Laptop, LCD projector, flash drive with the files: powerpoint on the images of the different species of mollusks (nudibranch/ seaslug), and videoclip of Jessica Soho’s documentary featuring some exotic invertebrate sea animals in Ando Island, Borongan City, Eastern Samar For students Preserved species of mollusks, shells of univalve and bivalve mollusks, pencil, crayon







I. Objectives


II. Subject Matter



24 23G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2

Movable Heritage: Crafts Ornaments, e.g., draperies, home decors, etc.

Cultural Resources: Tabo ha merkado

• Teaching Process: Teaching Method: Inductive Method Teaching Approach: Inquiry-based approach Teaching Strategy: Cooperative Learning Strategy: Brainstorming and Gallery Walk

• Lesson Integration: Cultural Treasures/Assets: Cultural Heritage Natural Intangible Movable Heritage Cultural Resources Integrated Subjects: Arts, Health, TLE (Culinary), Values Education, English

III. Procedures

Session 1

• Pre-ActivitiesRoutine Activity a. Prayer b. Checking of AttendanceSetting the three (3) groups separately in different areas of the room.Forming of groups was done a day before with the following members:

Leader – manager, overall in-charge of their gallery; makes sure that their gallery is orderly and well – organizedGallerinas (3) – master the concepts/tasks assigned to their groupAssistant gallerinas (2) – help the gallerinas explain the concept to the observers Facilitators (2) – arrange the set-up in the gallery; facilitate the visits in the gallery Guests (5) – Gather information about mollusks from the other galleries

• Cultural Treasures/ Assets: Cultural Heritage: Natural Heritage: mollusks, like tarukog, tuhilon, tangale, dalu-dalo Intangible Heritage: Culinary Arts: Exotic marine sea food: Kinilaw nga Tarukog/Nu-os





(PN)

Pag-unawasa Binasa

(PB)


(PT)

Panonood(PD)

Sarswela(8 sesyon)





Pagsasalita(PS)

Pagsulat(PU)

Wika atGramatika

(WG)









Recall: Characteristics and examples of the lower groups of marine invertebrates, e.g.,sponges, cnidarians, etc.

The video clip features some marine invertebrates like “tarukog” (mossy chiton), a type of mollusk, as exotic sea food of Ando Island, Borongan City, Eastern Samar. Mollusks are commonly classified as shellfish because most of them have shells that cover their soft body. They are soft-bodied invertebrates, muscular foot, with mantle that often secretes a hard calcified shell. Mollusks include a wide variety of forms. More about mollusks will be discovered in the next activities. These characteristics must be discovered by the learners themselves through inquiry-based strategy. Photo: Tarukog (mossy chiton)

• Presentation of the Lesson: “Puroton” is a group of edible shelled mollusks that locals of Borongan City serve on their dining table. The name “puroton” is a Waray term with the root word “purot”, which literally means “to pick up.” The verb is applied to the mollusks which are collected from their rocky intertidal habitat in the marine waters. The locals of Brgy. Takyang, Brgy. Gintagikan, Ando Island, and other barangays by the seaside of Borongan city are known to be the “parapamurot” of this type of mollusks. They sometimes sell them in their neighborhood or when there is a huge catch, in the city proper.

“Puruton”, like musikad, dalu-dalo, tuwad, etc., are rich in protein which makes them a good source of this nutrient. Aside from these types of “puruton”, there are also some mollusks that the nonlocals would consider exotic, especially when served as food, like the “kinilaw or dinabongan nga tarukog”. Tarukog is the Waray term for the mossy chiton. Other locals say that the name tarukog comes from the Waray word “tukog” which literally means stiff, since it stiffens when cooked.

More about mollusks will be learned in the series of activities in this lesson.

*https://www.youtube.com/watch?v=0VOMsSDf0bc

• MotivationVideo presentation of *Jessica Soho’s documentary featuring a group ofexotic marine invertebrates, the tarukog, arakaak, and other marine invertebrates of Ando Island, Borongan City, Eastern Samar.







I. Objectives


II. Subject Matter




• Lesson Proper/ Activity:Group activity will follow the Gallery Walk strategy, a type of cooperative learning strategy. (Groupings should be done one day before the actual activity).

Each group will be assigned with one (1) activity by drawing lots. The following are the activities: Activity 1: How Do I Look? Activity 2: Spot the Difference Activity 3: Where Do I Belong?

HINATUKAN NGA PURUTON (GINATAANG PURUTON)Ingredients:

mollusks, coconut milk, oil, garlic, ginger, onions and lemon grass

Heat the oil, and sauté the garlic, ginger, onions and molluskk in a wok. Add the coconut milk and lemon grass in low heat and bring to a boil.Mollusks may also come last, then add a pinch of salt to taste (optional).





(PN)

Pag-unawasa Binasa

(PB)


(PT)

Panonood(PD)

Sarswela(8 sesyon)





Pagsasalita(PS)

Pagsulat(PU)

Wika atGramatika

(WG)









Hinatukan na Puroton

(Photo credit: www.Paphaofumiture.com)

Activity 1: HOW DO I LOOK?

Direction: To be done simultaneously with the other groups. Time allotted: 20 minutes. Follow the given sequence of directions below.

• The leader will get the following from their teacher: set of mollusks, Manila paper, pencil, marker, adhesive tape, pair of scissors. • Place the mollusks on the group’s table. • Examine closely and carefully the physical characteristics of the mollusks. • Brainstorm on the physical characteristics/structure of each species. • Fill up the table in the activity sheet provided to you by your teacher then submit the activity sheet to your teacher for concept checking, rating, and for recording purposes.







I. Objectives


II. Subject Matter




MOLLUSKS DESCRIPTION DRAWING

Waray Name: Tangali Common Name: Horn shell Scientific Name: Zeacumantus lutulentusWaray Name: TahongCommon Name: Green Mussel Scientific Name: Perna viridisWaray Name: Nu-osCommon Name: Squid Scientific Name: Loligo vulgaris

Waray Name: TarukogCommon Name: Mossy Chiton Scientific Name: Mopalia muscosa

• After the concept is checked and discussed by the teacher to the group, transfer the output on the Manila paper for the next session. Submit the worksheet to the teacher for rating and recording purposes. • Be ready for the next session, “A Visit to the Gallery”.

Sample Worksheet for Activity 1

MOLLUSKS DESCRIPTION DRAWING

Waray Name: TahongCommon Name: Green Mussel Scientific Name: Perna viridis

Soft-bodied, compressed soft body with no head; with edge- shaped foot; a two-part hinged shell covers the body (bivalve)

Waray Name: Tangali Common Name: Horn shell Scientific Name: Zeacumantus lutulentus

Soft-bodied, head with eyes and tentacles; large flat foot with hardened structure at the base operculum);coiled one part shell is often present

Waray Name: Nu-osCommon Name: Squid Scientific Name: Loligo vulgaris

Soft-bodied, head with eyes; with eight arms or tentacles attached to its head, arranged in pairs and with two longer tentacles

Waray Name: TarukogCommon Name: Mossy Chiton Scientific Name: Mopalia muscosa

Soft-bodied, small head without eyes, large flat adhesive foot, with 8 overlapping shells on its dorsal part





(PN)

Pag-unawasa Binasa

(PB)


(PT)

Panonood(PD)

Sarswela(8 sesyon)





Pagsasalita(PS)

Pagsulat(PU)

Wika atGramatika

(WG)









Activity 2: SPOT THE DIFFERENCE

Direction: To be done simultaneously with the other groups’ activity. Time allotted: 20 minutes. Follow the given sequence of directions below.

• The leader will get the following from the teacher: 4 sets of mollusks, Manila paper, marker, adhesive tape, pair of scissors. • Place the mollusks on the group’s table. • Examine closely and carefully the physical characteristics of mollusks. • Compare and contrast the characteristics of mollusks. • Using the activity sheet provided for you, make a Venn diagram (like the one below) to show the similarities and differences of mollusks.

• Submit the completed activity to the teacher for concept checking, rating, and for recording purposes. • Listen as your teacher makes corrections. • After the concept is checked and discussed by the teacher to the group, transfer the output on the Manila paper for the next session.

• Be ready for the next session, “A Visit to the Gallery”.







I. Objectives


II. Subject Matter




Activity 3: WHERE DO I BELONG?

Direction: To be done simultaneously with the other groups. Time allotted: 20 minutes. Follow the given sequence of directions below. A.

• The leader will get the following from the teacher: - Manila paper, marker, adhesive tape, pair of scissors - Four sets of pre-identified real mollusks with the following labels: pelecypoda, gastropoda, cephalopoda, amphineura • Place the set of mollusks on your display table. • Examine closely and carefully the physical characteristics of the mollusks in each set. • Write the characteristics of each set mollusks into their corresponding classes in the table.

CLASSES OF MOLLUSKS

Class Class Pelecypoda

Class Gastropoda

ClassCephalopoda

ClassAmphineura

CharacteristicsA. Mollusks (Species Name)

B. Mollusks (Species Name)

B. • Get another set of pre-identified mollusks from your teacher. • Classify them into Class Pelecypoda, Class Gastropoda, Class Cephalopoda, Class Amphineura (continue in the table) based on their shared characteristics. • Submit the activity output to your teacher for concept checking, rating, and recording purposes. • Listen as your teacher makes corrections. • Transfer the output on the Manila paper for the next session. • Be ready for the next session, “A Visit to the Gallery”.





(PN)

Pag-unawasa Binasa

(PB)


(PT)

Panonood(PD)

Sarswela(8 sesyon)





Pagsasalita(PS)

Pagsulat(PU)

Wika atGramatika

(WG)









Sample Worksheet for Activity 3

CLASSES OF MOLLUSKS

Class Class Pelecypoda

Class Gastropoda

ClassCephalopoda

ClassAmphineura

Characteristics

With soft body that is laterally compressed and enclosed by a shell consisting of two hinged parts

With soft body, well-developed head, large flat foot with operculum, and often, a one-part shell

With soft, bilateral body symmetry, a prominent head, and a set of arms or tentacles

With soft, bilaterally symmetrical, elongated and flattened body, shell consists of eight flat, overlapping valves or plate

A. Mollusks (Species Name) Slipper Oyster Freshwater snail Reef octopus chiton

B. Mollusks (Species Name) White clam Abalone Bobtail squid chiton

Session 2 A Visit to the GalleryThis is a continuation of the activities from the previous session. Time allotted: 30 minutes.

Direction for each group. • Post your output from the previous session (in Manila paper) on the wall near you, while mollusks will be arranged and displayed on the table. • Leaders, gallerinas and assistant gallerinas, get ready for your visitors. • Facilitators, facilitate the observation. • Guests, with your pen and paper containing the guide questions (see below), visit the other galleries. Listen as they discuss to you information about the mollusk. Ask them the guide questions in case not discussed. Observe the mollusks given to each group. • Leaders, make sure that the gallery is orderly and organized. • Guests, make sure that your visit to other galleries are worthwhile and important points are documented. Return to your gallery and share and discuss what you have learned from the other galleries.







I. Objectives


II. Subject Matter




For Gallery 1HOW DO I LOOK?

What are the general characteristics of mollusks?

Are they all alike?

For Gallery 2DRAW THE DIFFERENCE

What are the distinct features of the mollusks in each class?

How is one different from the other?

For Gallery 3AWHERE DO I BELONG?

What are the different classes of mollusks?

How do I know if a mollusk belongs to Class Pelecypoda, Class Gastropoda, Class Cephalopoda, and Class Amphineura?

*Guide Questions for the gallery visit:

The presentation of each group will be rated using the following rubric:

CRITERIA 4 3 2 1

CONTENT

All of the important concepts were presented well

Some of the important ideas were not presented

Many of the important ideas were not presented

Emphasis were not on the not so important concepts

TIME

The group used the exact allotted time for the activity

Group used 25 minutes the activity to finish their activity

The group used 15 minutes to finish their activity

The group used below 5 minutes

GROUPCOOPERATION

All members of the group cooperated well

Only 10 members of the group cooperated

Half of the members of the group cooperated

Only the leader was working throughout the activity

PRESENTATIONThe overall presentation was orderly

The overall presentation needed a little orderliness

The overall presentation was not that orderly

The overall presentation was lacking orderliness

Session 3 “FINDING MOLLUSKS” (Outdoor Activity)

Individual ActivityNote: To be done on a weekend with parental consent and with adult company, preferably, any family member

Materials Notebook Pen Pencil (optional) Camera/cellphone for camera





(PN)

Pag-unawasa Binasa

(PB)


(PT)

Panonood(PD)

Sarswela(8 sesyon)





Pagsasalita(PS)

Pagsulat(PU)

Wika atGramatika

(WG)









Procedure • Find mollusks in your locality. DO NOT COLLECT them unless you are sure that they are not in the list of protected species provided by the DENR.

List of Some Endangered Shelled Mollusks

Scientific Name Common Name Local Name

Tridacna gigas True giant clam Taklobo

Tridacna derasa Smooth giant clam Taklobo

Charonia tritonis Trition or trumpet shell Tambuli

Trochus niloticus Smooth top shell Samong, tuwad

Turbo mamoratus Green snail Laong, BulatokSource: Office of the Bureau of Fisheries and Aquatic Resources

If unsure about the mollusks, simply take pictures or videos of them. Preservation must be prioritized over the collection of specimen. Answer the following: a. What do they look like? Describe each mollusk as best as you can especially the unique features that stand out. (Drawing is optional) b. Where did you find them? On land? In marine water, freshwater? Give specifics. c. What are their Waray names? You can interview the local residents, especially the elderlies, about the Waray names of the mollusks you have seen and the origin of their Waray names. Show them the real mollusks or the pictures for identification. • On a short bond paper, organize your data in a table. • Submit to your teacher for checking and recording purposes.

IV. Valuing

Appreciate the nutritive value and health benefits of mollusks by making them part of the diet. Develop awareness of the significance of mollusks in the ecosystem. Long Term Advocacies: Campaign against indiscriminate catching of the endangered mollusks Participate in advocacies in protecting and conserving endangered species.







I. Objectives


II. Subject Matter




V. Generalization/ Wrap-up

(Groups’ generalization) • What makes mollusks distinct from the other invertebrates? • How are mollusks classified? • Using pencil, crayon and short bond paper, illustrate the general feature of mollusks belonging to each of the following: Class Pelecypoda, Class Gastropoda, Class Cephalopoda, Class Amphineura. Give the Waray, English, and scientific names for each mollusk that you will illustrate

VI. Evaluation

• Answer the following: 1. List down at least 3 major characteristics of mollusks. 2. What are the classes of Phylum Molluska? Give their differences. 3. How are the mollusks classified? • Moving Exam Classifying mollusks into different types: pelicypods, gastropods, cephalopods, amphineura

VII. Assignment

Research the role of mollusks in the ecosystem. Answer the following: 1. Give one (1) species of mollusk for each of the four phyla presented in the lesson. Describe its role in the ecosystem. 2. What is likely to happen if that species would be lost in the ecosystem?

EXTENSION ACTIVITIES

Session 4 Show Me More!

I. Objectives

• Identify the mollusks used in the activities; • Classify the mollusks used in the activities into their corresponding classes; • Develop an original and healthy recipe of mollusks; • Appreciate the activities done in your community in protecting endangered species by featuring them in a brochure; • Create arts and crafts out of mollusks’ shells.





(PN)

Pag-unawasa Binasa

(PB)


(PT)

Panonood(PD)

Sarswela(8 sesyon)





Pagsasalita(PS)

Pagsulat(PU)

Wika atGramatika

(WG)









II. Materials

• For the students: Activity: Brochure-making: Laptop, linen paper or vellum board Activity: Recipe-making: Laptop, linen paper or short bond paper Activity: Shellcraft-making: empty shells of mollusks, glue gun/ candle and match • For the teacher: Portable wi-fi (to be provided to the students)

Directions (Group Activity, same groupings as in the Gallery Walk)

The group will pick out the activity that their group will work on by drawing lots. The activities to work on: A brochure featuring activities that your community engage in to protect and preserve endangered species (Design: Free style) A recipe of an exotic food using any edible and not endangered mollusk. Crafts from empty shells of some univalve and bivalve mollusks. (Design: Free style)

III. Procedures

ACTIVITY: BROCHURE - MAKING

Make a brochure on any of the following activities that communities engage in to protect and conserve not only the endangered and economically important species but nature as well.

Rubric in rating the brochure

CRITERIA 4 3 2 1

ACCURACY

All information is correct, and all of the sources are listed

Most of the information is correct and most of the sources are listed

Some of the information is correct and some of the sources are listed

Very little of the information is correct and none of the sources are listed







I. Objectives


II. Subject Matter




NEATNESS

All writing is tidy, photos and artwork are precisely placed, and all sections are orderly

Most of thewriting is tidy, photos and artwork aremostly placed carefully, and most of the sections are orderly

Some of the writing is tidy, photos and artwork are somewhat placed carefully, and some of the sections are orderly

Very little of the writing is tidy, photos andartwork are placed poorly, and the sections are disorderly

CREATIVITY

The brochure as a whole is interesting, engaging, imaginative, and original

Most of the brochure is interesting, engaging, imaginative, and original

Some of the brochure is interesting, engaging, imaginative, and original

Very little of the brochure is interesting, engaging, imaginative, and original

COLOR

The brochure is eye catching and vibrant and/orcoordinatedcolors are used

Most of the brochure is eye catching and bright colors and/or mostly coordinated colors are used

Some of the brochure is eye catching and average and/or somemismatched colors are used

Very little of the brochure is eye catching and dull and/or mismatched colors are used

http://www.brighthubeducation.com/teaching-methods-tips/75435-rubric-for-brochure-project/; August 8, 2016

ACTIVITY: RECIPE - MAKING

Promote nutrition and wellness by developing an original, healthy recipe with mollusks as the main ingredient. The recipe may be tested at home.

Rubric in rating the recipe

CRITERIA 5 3 1

INGREDIENTSACCURACY

Ingredients listed are appropriate to the topic of the assigned recipe and include core content and/or concepts.Ingredients areaccurate (e.g. historically)

Like a “real” recipe, choice of ingredients moves from the mundane to insightful and creative combinations of ingredients that still “work” together. No critical ingredients are missing

Basic ingredients reflecting understanding of the topic either missing or factual errors associated with them





(PN)

Pag-unawasa Binasa

(PB)


(PT)

Panonood(PD)

Sarswela(8 sesyon)





Pagsasalita(PS)

Pagsulat(PU)

Wika atGramatika

(WG)









INGREDIENTSPROPORTIONS

Ingredientproportionsdemonstrate relative significance of each ingredient in creating the identifiedoutcome of the recipe

The relationships among proportions of ingredients illustrates subtlety in understanding of the topic

Proportions don’t make sense inrelation to one another, proportions indicate lack of basic understanding of the topic

PROCEDUREORGANIZATION

Procedure accurately reflects chronological or sequential contributions of ingredients to the final outcome of the recipe

Can only meet criteria

Errors in chronology or lack of coherence in identifiedsequence ofprocedure

PROCEDUREVOCABULARY

Procedurevocabulary reflectsdifferent ways that ingredients can be combined andprocessed.

Choice of vocabulary and procedures, like in a real recipe,maximizes available ingredients and demonstrates a sense of deeper understanding of how ingredients can be combined in a recipe

Lack of variety in vocabulary in procedure indicates lack of understanding of how ingredients combine to create the final outcome.

COHERENCE

Procedure has logical coherence in the relationship of various steps

Presented in a way that the reader canimmediately see the “flow” of the recipe and likely finalproduct

Procedure lackscoherence

TITLE’SRELATION TO THE RECIPE

Recipe has a title that summarizes the entire recipe

Recipe title combines accurate portrayal of entire recipe withcleverness or other form of insight

Missing recipe title or title lacksrelationship tooverall recipe

MECHANICAL ACCURACY

Mechanicallyaccurate (e.gspelling, etc.)

Can only meet criteria

Errors, needsediting, lack ofevidence ofproofreading

Source: http://www.rcampus.com/rubricshowc.cfm?code=P35848&sp=true&; August 8, 2016

ACTIVITY: SHELLCRAFT - MAKING

Engage in some handicraft activities for profit by making use of shells as the main materials. Proceeds may be used to fund science club activities, particularly in its advocacies in protecting and preserving nature.







I. Objectives


II. Subject Matter




Examples of products from shells of mollusks (bought form the store): Home decors, accessories

Rubric in rating the shell handicraft products

CRITERIA 4 3 2 1

CREATIVITY/ORIGINALITY

The group explored several choices before selecting one; madeconnections to previousknowledge;

The group tried a few ideas for selecting one; or based his or her work on some-one else’s idea; made decisions after referring to one source;

The group tried in idea, and help outadequately, but it lackedoriginality; substituted “symbols” for personalobservation; might have cop-ied work.

The student showed no evidence of original thought.

EFFORT/PERSEVERANCE

The project was continued until it was complete as the group could make it; gave it effort far beyond that required;

The student work hard and completed the project, but with a loom or effort it might have been outstanding.

The student finished the project, but it could have been improved with more effort; lacking finish

The project was completed with minimum effort.

CRAFTMANSHIP/SKILL

The artwork was beautiful and patiently done; it was as good as hard work could make it

With a little more effort, the work could have beenoutstanding; lacks thefinishingtouches.

The group showedaverage craftsmanship; adequate, but not as good as it could have been, a bitcareless.

The group showed poor craftsmanship; evidence of lazy this or lack of understanding.





(PN)

Pag-unawasa Binasa

(PB)


(PT)

Panonood(PD)

Sarswela(8 sesyon)





Pagsasalita(PS)

Pagsulat(PU)

Wika atGramatika

(WG)









GROUP COOPERATION/

ATTITUDE

The group worked toward group goals, effectivelyperformed a variety of roles in group work, every member willinglyparticipated in necessary prepa-ration or work forclassroom.

The members participated enthusiastically, performed more than adequately, assisted in preparation and clean-up.

Everybody in the groupmostly allowed others in the group to make all thedecisions, did his or her share of work adequately, assisted in preparation and cleanup when asked.

Somemembersallowed others to do most of the work, did participate minimally, did the minimum amount.

Source: http://www.zimmerworks.com/rubric.htm; August 8, 2016

B. Presentation of Outputs

IV. Evaluation:

• Fill up the table below then submit to your teacher. Name and classify the species mentioned in each activity. • Give their Visayan/Waray, English, and scientific names.

ACTIVITYMOLLUSKS USED

SCIENTIFIC NAME

ENGLISH NAME

VISAYAN/ WARAY NAME CLASS

TRAVELOGUE/ LEAFLET- MAKING

EXOTIC MARINE SEA FOOD RECIPE - MAKING

SHELLCRAFT

V. Assignment:

Advance readings for Phylum Echinodermata. Guide questions: 1. What phylum follows phylum molluska? 2. Give the common characteristics of the organisms under this phylum.







I. Objectives


II. Subject Matter




3. How are they classified?

ENRICHMENT

A visit to the “Tabo ha Merkado” (Individual visit on a Sunday but with an adult company.)

TABO HA MERKADOTabo ha Merkado is a weekly event (every Sunday) where local farmers, fishermen, and

market vendors are given the chance to sell their crops, harvest, or catch without paying the usual taxes to the local government. This allows them to sell their products at a much lower price, benefitting the citizens of Borongan City.

• On a short bond paper, identify at least three (3) types of mollusks at the tabo. You can write them in their local names in case you do not know their name in English. You may ask the vendors for their local names while for the English names, search for them in the library on your free time, or at home if you have an internet connection.• Classify them into four classes of mollusks.


Documents

ARALING SAGISAG KULTURA GRADE VIII CULTURE – BASED … · sistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ng impormasyon resorse Sa ikapitong hanay ang