science ubd Day 1 stage 1revised

Questions to ponder• What is the goal of Science Education Program?• What is the major contribution of science education to its

goal? Discuss.• How are the 3 domains applied in science? How are

these domains related to scientific thinking, scientific attitudes and values?

• What approaches are needed to apply these 3 domains?• What educational principles or theories serve as bases

of said approaches?• What implications to teaching can be drawn from this

framework?

CURRICULUM DOCUMENTS

Activity 1PROCEDURE

1.Go over the elements of Stage 1 of the Curriculum Guide.

2. Identify the elements common to all the quarters.

3.Analyze across quarters the relationship between the elements and the purpose each of them serves.

4.Look at the established pattern across quarters

5.Share your observations and the sense you’ve made of the elements, their relationships and the purpose each serves.

COMMON ELEMENTS PURPOSE RELATIONSHIPS

3 STAGES OF THE CURRICULUM DESIGN

STAGE 1 STAGE 2 STAGE 3

RESULTS/ DESIRED OUTCOMES -Defines what learners in

science should be able to know, understand and do at the end of each topic

-Generally expressed in terms of overall goals and specifically defined in terms of content and performance standards

3 STAGES OF THE CURRICULUM DESIGN

STAGE 1 STAGE 2 STAGE 3

RESULTS/ DESIRED OUTCOMES

Elements•Essential Understandings•Essential Questions•Content Standards•Performance Standards

-Defines what learners in science should be able to know, understand and do at the end of each topic

-Generally expressed in terms of overall goals and specifically defined in terms of content and performance standards

“Some teachers believe their students should ‘really understand,’ others desire their students to ‘internalize knowledge,’ still others want their students to ‘grasp the core’…Do they all really mean the same thing? Specifically, what does a student do who ‘really understand’?...Through references to the taxonomy…teachers should be able to define such nebulous terms…” (Taxonomy, p.1)

Working Definition

Understanding:

• Insight into key ideas, as reflected in wise connections/inferences - meaning making

• Effective use of knowledge and skill in varied, important, realistic, and novel situations - transfer

ELEMENTS OF STAGE 11. Essential Understanding or EU

Guide Questions in developing EU• Does it have lasting value/ transfer to other inquiries?

• Does it serve as a key concept for making knowledge, skills, and acts more coherent, meaningful, and useful?

• Does it lie at the heart of the subject or discipline?

• Does it require “uncoverage” (since it is an abstract or often-misunderstood idea)?

• Does it reflect what we want our science learners to remember even long after they leave the school?

ACTI VITY

PROCEDURE1.Refer to the Curriculum Guide.2.Go over the Essential Understandings (EUs).3.Determine the purpose of EUs.

Quarter Topic Essential Understanding

The Scientific Method 1. Scientific methods are valuable when internalized as a process to: a) solve problems in life; b) explain natural phenomena, and c) develop/invent useful products.

Matter, Its Properties and Changes

2. Understanding of changes in properties of matter is important when manifested in creating products that are significantly beneficial to one’s health and the environment.

The Laws of Motion 3. The laws of motion are valuable when integrated in observing safety measures.

Energy Transfer 4. Advocating efficient energy transfer is a means of using energy resources wisely and its alternative sources in the community.

Plate Tectonics 5. Understanding of plate tectonics helps us realize that we share the same planet in which there are many events whose effects should be managed because they inevitably affect human lives and the environment.

Sun-Moon-Earth System

6. Understanding of the Sun-Moon-Earth System is valuable when used making informed decision to manage its effects on activities involving livelihood, health and transportation.

Earth and Space Explorations

7. Earth and space explorations lead to breakthroughs/ discoveries and develop technologies, the use of which should be advocated for the benefit of society.

Basics of Ecology and Human Impact on Ecosystem

8. Humans, as stewards of our finite earth, are tasked to contribute to (a) conservation of resources and (b) solution of ecological problems through cooperative conduct of environmental activities or projects.

What is the purpose of Essential

Understandings (Eus)?

ACTI VITY

PROCEDURE1.Refer to the Curriculum Guide.2.Go over the content and performance standards and the EUs3.Examine the relationship between the EUs and the standards, between content and performance standards..

Performance Standards

Content StandardsContent

Standards

Learning StandardsLearning Standards

EU

What students should know, understandand be able to do

What students shouldcreate/add value to/ transfer

Demon

stra

te

unde

rsta

ndin

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Perform understanding

What is the relationship between the two (EU and

learning Standards)?

ACTI VITY : Unpacking the Content Standards

PROCEDURE1. Write your name on the CG and pass it.2. Group yourselves according to your area of specialization (Chemistry, Physics and Biology).3. Examine the content standards that will be shown.4. Unpack the content standards•Write what students should know (knowledge) on the metastrips and post these on the wall.•Write what students should do (skills) on the metastrips and post these on the wall.

Quarter Topic Content Standards

The Scientific Method The learner demonstrates understanding of the value of scientific methods when internalized as a process.


The learner demonstrates understanding of changes in properties of matter and their benefits to one’s health and the environment.

The Laws of Motion The learner demonstrates understanding of the laws of motion in relation to observance of safety measures.

Energy Transfer The learner demonstrates understanding of the importance of advocating efficient energy transfer.

Plate Tectonics The learner demonstrates understanding of managing effects of events associated with plate tectonics.


The learner demonstrates understanding of effects of Sun-Moon-Earth System and how these are managed.


The learner demonstrates understanding of advocating the use of breakthroughs / discoveries and technologies resulting from earth and space explorations.


The learner demonstrates understanding of humans as stewards of our finite earth.

Topic: ___________________

Essential Understanding (EU):________________________________________________________________________________________________________________________________

Content Standard (CS): ________________________________________________________________________________________________________________________________________________________________________________________________

What students should know and understand?

What students should be able to do?

1. Skill 1

2. Skill 2

3. Skill 3

1.Sub-topic 12.Sub-topic 23.Sub-topic 34.Sub-topic 4

TOPIC: MATTER, ITS PROPERTIES AND CHANGES

Essential Understanding (EU):

Understanding of changes in properties of matter is important when manifested in creating products that are significantly beneficial to one’s health and the environment

Content Standard (CS):


What students should know and understand? (sub-topics) What students should be able to do? (skills)

1.Compare the physical/chemical properties of the different phases of matter

2.Classify matter according to its physical and chemical properties

3.Classify matter according to its phase

4.Predict the type of change matter will undergo under certain conditions

5.Predict the effects of physical and chemical changes to one’s health and the environment

6.Evaluate the effects of the materials used in the experiment to one’s health and the environment

7.Design simple investigations /experiments to show concepts to be learned

-decide appropriate techniques to use in the experiment /investigation

I. Properties and Phases of Matter 1. Properties of Matter (physical: extensive or intensive;

chemical)2. Phases of matter (solid, liquid, gas and plasma)

II. Classification of Matter

1. Substances (elements: metals, non-metals and metalloids; compounds: inorganic & organic, acids, bases and salts)

2. Mixtures [homogeneous/ heterogeneous; types of mixtures (solutions, suspensions and colloids), their characteristics and uses]

III. Beneficial Effects of Physical and Chemical Changes on Health and the Environment

Quarter Topic Content Standards

The Scientific Method The learner demonstrates understanding of the value of scientific methods when internalized as a process.



The Laws of Motion The learner demonstrates understanding of the laws of motion in relation to observance of safety measures.

Energy Transfer The learner demonstrates understanding of the importance of advocating efficient energy transfer.

Plate Tectonics The learner demonstrates understanding of managing effects of events associated with plate tectonics.


The learner demonstrates understanding of effects of Sun-Moon-Earth System and how these are managed.


The learner demonstrates understanding of advocating the use of breakthroughs / discoveries and technologies resulting from earth and space explorations.


The learner demonstrates understanding of humans as stewards of our finite earth.


PROCEDURE5. Review the outputs.6. Ensure that there are no duplications or overlaps in the content per quarter7.Move for the gallery walk.8.Firm up the content of the standard (add the necessary sub-topic/s, if need be) 9.Weed out too specific ideas or sub-topics, if need be to retain the core content per quarter10.Compare your outputs with the content standards flashed on the screen(focus on contents - knowledge and skills)

Q1 A – The Scientific MethodCS: The learner demonstrates understanding of the value of

scientific method(s) when internalized as a processLearners should know and understand: Learners should be able to :

Formulation of the research problem

Formulation of hypotheses

Planning the research design

Experimentation

Detecting patterns and trends in the data collected

Making conclusions and recommendations

Writing the abstract

Conduct of peer review

1.Make qualitative and quantitative observations in their community through note taking (bibliographic entries?)

2.Predict and hypothesize

3.Identify cause and effect relationships

4.Design an experiment

5.Use science laboratory apparatus/ equipment

6.Identify and manipulate variables and controls

7.Estimate

8.Classify and interpret data

9.Make inferences

10.Communicate results based on empirical data

Q1b – Matter, Its Properties and Changes

CS: The learner demonstrates understanding of changes in properties of matter and their benefits to one’s health and the environment.

Learners should know: Learners should be able to :

Properties and phases of matter- (physical : extensive and intensive; chemical; properties of matter; solid, liquid, gas and plasma)

Classification of matter

Substances (elements: metals, non-metals and metalloids; compounds: organic and inorganic, acids, bases and salts)

Mixtures (homogeneous/ heterogeneous; types of mixtures: solutions, suspensions and colloids, their characteristics and uses)

Beneficial Effects of Physical and Chemical Changes on Health and Environment (bio-hazards?)

1.Compare the physical/chemical properties of the different states of matter

2.Classify matter according to its physical and chemical properties

3.Classify matter according to its phase or state

4.Predict the type of change matter will undergo under certain conditions

5.Predict the effects of physical and chemical changes to health and environment

6.Evaluate the effects of the materials used in the experiment to one’s health and environment

Q1b – Matter, Its Properties and Changes

CS: The learner demonstrates understanding of changes in properties of matter and their benefits to one’s health and the environment.


Properties and phases of matter- (physical : extensive and intensive; chemical ; properties of matter; solid, liquid, gas and plasma)

Classification of matter

Substances (elements: metals, non-metals and metalloids; compounds: organic and inorganic, acids, bases and salts)

Mixtures (homogeneous/ heterogeneous ; types of mixtures: solutions, suspensions and colloids, their characteristics and uses)

Beneficial Effects of Physical and Chemical Changes on Health and Environment

7.Design simple investigations/ experiments to show concepts to be learned

-decide appropriate techniques to use in the experiment /investigation

-propose alternative techniques to use in the investigations

8.Use scientific equipment properly

9.Interpret data based on experimental reports

10.Analyze critically the results/data of experiment report

11.Make scientific inferences based on observations

12.Report experimental data accurately

Q2 A – Laws of MotionCS: The learner demonstrates understanding of the laws of

motion in relation to observance of safety measures.

Learners should know and understand: Learners should be able to :

Description of Motion

1.distance, displacement, speed and velocity

2.Uniform velocity and uniform acceleration

3. Free fall, projectile and circular motion

Causes of Motion

1.Newton’s laws of motion

a.Force and inertia: the first law

b.Force, mass, and acceleration: the second

c.Action and reaction : the third law

Forces and the Laws of Motion

1.mass, weight and gravity

2.Friction

3.Equilibrium

Implications of the Laws of Motion on safety and protection

1.Describe the motion occurring in daily activities

2.Predict how the laws of motion relate to one’s safety and protection

3.Clarify questions and inquiries

4.Design and conduct experiments

5.Use appropriate techniques to gather, analyze and interpret data

6.Develop descriptions, explanations, predictions, and models using evidence

7.Think critically and logically to make the relationships between evidence and explanations

8.Communicate scientific procedures

9.Compare and contrast motion concepts

10. Observe and infer motion concepts

Q2 B – Energy TransferCS: The learner demonstrates understanding of the

importance of advocating efficient energy transfer


Energy Transfer

-Spontaneous transfer – heat

-Deliberate transfer of energy

-Work

-Machines

-Kinetic and potential energy

-Power and efficiency of machines

-Power rating of electrical appliances

-Energy use and sources in the community, country and the world,

-Human activities that impact on the thermal environment

The Law of Conservation of Energy

Conserving Energy and Energy sources

1.Demonstrate relationships among closely related science principles

2.Suggest examples of observations that illustrate a science principle

3.Gather, synthesize and evaluate information from multiple sources

4.Apply principles or scientific data to anticipate effects of technological design

5.Communicate results of experiments or studies

Q2 C – Plate TectonicsCS: The learner demonstrates understanding of managing

effects of events associated with plate tectonics


Evidence of Plate Tectonics (lithosphere and asthenosphere, continental drift theory, seafloor spreading, relationship between plate tectonics and laws of motion, between plate tectonics and energy)

Managing Effects of Natural Phenomena associated with Plate Tectonics (Earthquake: cause/s, damages caused by earthquake on human lives and the environment, earthquake and tsunami, managing damages caused by earthquake; plate tectonics and the formation of mountain types; volcanoes: types, volcanic activities, effects of volcanic eruptions on human lives and the environment , predicting volcanic activities, monitoring and safeguards for volcanic activities)

1.Identify causes and effects of plate tectonics

2.Make predictions and inferences on occurrences of certain events associated with plate tectonics

3.Observe correct scientific precautions during calamities

4.Constructing models to show concepts associated with plate tectonics

5.Determining relationships between plate tectonics and natural phenomena or events associated with it

Q3 A – Sun-Moon-Earth SystemCS: The learner demonstrates understanding of effects of the

Sun-Moon-Earth System and how these are managed.


Day and Night Cycle (Causes; Effects on human activities related to health, livelihood and transportation)

Seasonal Patterns (Causes; Effects on human activities related to health, livelihood and transportation)

Phases of the Moon (Causes; Effects on human activities related to health, livelihood and transportation)

Eclipses (Causes; Effects on human activities related to health, livelihood and transportation)

Tides (Causes; Effects on human activities related to health, livelihood and transportation)

1.Make qualitative and quantitative observations through note taking


3.Identify cause-and-effect relationships


5.Identify and manipulate variables and controls

6.Estimate


8.Make inferences

9.Identify scientific fact from an opinion or superstitious belief


Q3 B – Earth and Space ExplorationsCS: The learner demonstrates understanding of advocating the use of

breakthroughs/ discoveries and technologies resulting from earth and space explorations


Space-based observations of the Earth (historical development, Types and uses of satellites such as exploration of mineral deposits, weather events, topography, etc )

Explorations of Earth’s waters (Earth as the water planet, freshwater resources, ocean systems and ocean environments)

Earth-based and space-based observations of space (historical development of astronomy -ancient to modern; technologies or tools used to explore space -telescopes, spacecrafts, orbiters, landers, probes and flyby; space flights and challenges encountered by astronauts/ cosmonauts; explorations within the Solar System; explorations beyond the Solar System)

Recent Discoveries or Breakthroughs in Space (Latest information/ discoveries about space; Latest theories developed on space/ universe; Benefits of the society from spin-offs of technologies used in space explorations)

1.Make qualitative and quantitative observations


3.Identify cause-and-effect relationships


5.Estimate


7.Make inferences


9.Identify scientific fact from an opinion or superstitious

belief

Q4 – Basics of Ecology and Human Impact on Ecosystems

CS: The learner demonstrates understanding of humans as stewards of our finite earth.


Basics of Ecology

Basic Units of Ecology (organism to biosphere)

Components of Ecology (ecological communities, ecological habitats, ecological niches)

Characteristics of Ecosystems (self-regulating: carrying capacity, maximum sustainable yield, waste assimilative capacity, natural enemies; self-perpetuating)

Functions of the ecosystems (energy flow: food chain, food web, and food pyramid; material cycles: water cycle, chemical and nutrient cycle)

Human Impact on Ecosystem (Altering biotic and abiotic factors, Human contributions to Pollution and its impact on Ecosystems - impact on the quality of air and water, Global Warming and Climate Change)

7 Environmental Principles (nature knows best, all life forms are important, everything is connected to everything else, everything changes, everything must go somewhere, ours is a finite earth, and humans are stewards of nature)

1.Make comparisons

2.Design experiments

3.Compare ideas with the current scientific knowledge

4.Make inferences on scientific data to anticipate effects of technological designs on the environment

5.Predict the probable outcome of an event

6. Critique solutions to problems, given criteria and scientific constraints


PROCEDURE11. Answer the following questions:Q1: Are the contents across quarters lean?Q2: What is the value of having a lean curriculum for learners?Q3: How is a lean curriculum related to an in-depth learning for understanding?Q4: How many of you understand unpacking the content standards?Q5: How many of you can demonstrate understanding of unpacking the content standards?

Drawing Out EU

“How does one lead children to discover the powers and pleasures [of rethinking]? Through organizing questions. They serve two functions: they put perspective back in the particulars…and they often served as criteria for determining where students were getting, how well they were understanding, whether anything new was emerging.” -Jerome Bruner

The Power of Questions

• Questions define tasks, express problems, and delineate issues. They drive thinking forward.

• Only when an answer generates further questions does thought continue as inquiry.

• If your mind is not actively generating questions, you are not engaged in substantive learning.

ELEMENTS OF STAGE 1

2. Essential Question (EQ)

Guide Questions in developing EQ

• Is it open-ended?• Does it provoke or spark thinking?• Does it lead to further inquiry in the

essential meanings and understandings?

.

Essential Questions

The answer is always the understanding!

And it is desirable to have it seen as meaningful and engaging to learners.

Topic Essential Understanding (EU) EQ

The Scientific Method

1. Scientific methods are valuable when internalized as a process to: a) solve problems in life; b) explain natural phenomena, and c) develop/invent useful products.



The Laws of Motion

3. The laws of motion are valuable when integrated in observing safety measures.

Energy Transfer

4. Advocating efficient energy transfer is a means of using energy resources wisely and its alternative sources in the community.

Plate Tectonics 5. Understanding of plate tectonics helps us realize that we share the same planet in which there are many events whose effects should be managed because they inevitably affect human lives and the environment.


6. Understanding of the Sun-Moon-Earth System is valuable when used in making informed decision to manage its effects on activities involving livelihood, health and transportation.





EU: Scientific methods are valuable when internalized as a process (a) to solve problems in life, (b) to explain natural phenomena, and (c) to invent useful product(s)

Essential Question (EQ): _____________________________________________________________________________________________________________________________________________________________________________________________

Guide Questions Yes No

1. Is it open-ended?.

2. Does it provoke or spark thinking?

3. Does it lead to further inquiry in the essential meanings and understandings?

NOTE: The answer to EQ is the EU!

WS 2 on Developing EQ

• Analyze and/or revise each EQ if needed.

• Compare this EQ with the EQ in the science document


The Scientific Method

1. Scientific methods are valuable when internalized as a process to: a) solve problems in life; b) explain natural phenomena, and c) develop/invent useful products.

When do scientific methods become valuable?



How does understanding of changes in properties of matter become beneficial?

The Laws of Motion

3. The laws of motion are valuable when integrated in observing safety measures.

In what ways are the laws of motion important?

Energy Transfer

4. Advocating efficient energy transfer is a means of using energy resources wisely and its alternative sources in the community.

Why should we advocate efficient energy transfer?


Plate Tectonics

5. Understanding of plate tectonics helps us realize that we share the same planet in which there are many events whose effects should be managed because they inevitably affect human lives and the environment.

What does understanding of plate tectonics tell us?


6. Understanding of the Sun-Moon-Earth System is valuable when used making informed decision to manage its effects on activities involving livelihood, health and transportation.

In what way is the understanding of the Sun-Moon-Earth System valuable?



To what extent are earth and space explorations useful? Explain.



Why are humans stewards of our finite earth?

Question to ponder

How do you assess your capability to handle the formulation and unpacking of Essential Questions (EQs) to draw out the EU?

Performance/Product

As a group, express creatively the core understandings that you want to take away with you. You may write down, sing, recite, act out, etc to express your understandings.

Documents

science ubd Day 1 stage 1revised