Day ATENEO DE NAGA UNIVERSITY HIGH SCHOOL TECHNOLOGY I School Year 2011-2012 Mr. Vincent Eduard A. Sta.

Clara-Teacher SSN OBJECTIVE TOPIC ACTIVITIES

SCIENCE AND First Year Syllabus Lesson-Plan for LG_____________ First Term Syllabus Lesson Plan ASSESSMENT ASSIGNMENT Describe how Stone Age people lived in their in at least 3 aspects. Bring the following: Crayons Felt pens Coloring materials Color pastels 1 whole cartolina

1-2

By drawing a portrayal, illustrate how the progress made in science and technology had aided to make work easier and appreciate the importance of new developments & discoveries in science and technology to the lives of people.

A. MAKING SENSE OF SCIENCE AND TECHNOLOGY AND HOW DO SCIENTIST HELP US The Nature of Science & Technology, and Its Importance Reference: TB pages 4,23 Branches of Science Reference: Handout and AWS 02

1. Read through some comic trips on science. If you were to visit the stone age, what could you possibly see? Which do you think came first, science or technology? 2. Volunteer to read today s objectives. 3. Define science and technology in your own words,. 4. (a) Explain the relationship between the words: science, scientific and technology. (b) Give the importance of discoveries and inventions in science. 5. Distinguish whether a given is a science or a technology. 6. Share insights on how Science and Technology changed our lives. 7. Search the net for a new science breakthrough. Identify why it has been created.

Poster Making List down branches of Science Bring a picture or draw an image of a science related profession that you aspire for. Coupon Bond

3-4

Given 5 examples of scientific discoveries, identify correctly at least 2 branches of science that worked together leading to their inventions.

1.Ponder on this question: How many ways does science see the world? 2. Share to the class the objectives for today. 3. Present your masterpiece about Science and Technology. Explain why science and technology have greatly influenced our lives and the environment. 4. (a) Name and classify different branches of science. (b) Cite various discoveries in these different fields. 5. (a) Define different fields of science and classify them (b) Identify the branch of science of your aspired profession.

Quiz

Choose 3 branches of science that you aspire to work on. Bring 2 raw eggs 1-4 sheets of Newspaper Masking Tape

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OBJECTIVE

5-6

Given 10 real-life situations, identify at least 6 scientific attitudes a person must possess to solve problems.

7-8

Given 10 names of scientist and their corresponding contributions, match correctly at least 6 of them.

9-10

After a collaborative activity, make a record of your observation and interpret each, following the procedures with at least 60% accuracy.

ACTIVITIES 6. Make a concept map of the branches of sciences and note correct relationships among branches. 7. Make an ABC listing of the branches of science. Scientific Attitudes 1. Explain your view on whether a scientist is more of a pessimist or an optimist. Reference: TB pages 2. State today s objectives. 21 3. Mention some quotes for success or by successful people. 4. (a) Accomplish the task that the teacher will assign to your group. (b) Identify desirable values and attitudes you possess when solving the task given. 5. (a) Distinguish your desirable traits from the scientific attitudes acquired by scientists in their quest for new discoveries. (b) Share stories on how scientists made discoveries/inventions. 6. Identify some scientific attitudes you possess and manifest. 7. Determine at least two daily experiences wherein you manifest scientific attitudes. Contributions of 1. Describe your favorite scientist. Local and Foreign 2. Volunteer to read the objectives. Scientists 3. Share your answer to this question: What are the common scientific attitudes that scientists manifest? Reference: TB page 4. (a) Identify Filipino and foreign scientists and their corresponding 22 inventions or discoveries. (b) Listen to your classmates as they share information what they have researched. 5. In assigned groups, make a Venn Diagram of how a Filipino and a Foreign Scientist differ and compare. 6. Present to the class your Venn diagram. Note some comments given by the class. 7. Cite a branch of Science you wish to explore further. Identify work opportunities in that field. B. BASIC 1. Read Kathleen Carroll s Observation or Inference poem. SCIENTIFIC Answer the blanks in the poem. PROCESSES 2. Listen as your classmate reads the objectives for the day. Observation and 3. Mention some scientists who have disabilities. Inference 4. (a) Differentiate Observation from Inference. (b) Identify statements (based on Algonkian Boat building) as Reference: TB pages observation or inferences. 19-20 (c) Differentiate prediction from inferences and answer: How do we use predictions at work? 5. Write observation, inferences and prediction based on the mini-lab activity.

TOPIC

ASSESSMENT

ASSIGNMENT

Quiz

Research on two scientists, one Foreign and one Filipino, on a Science Field you are tasked to. Include a picture of them. Write/encode your research on a bond paper. Follow the format given.

Word Puzzle

Write a letter to a scientist you admire. Follow the format the teacher gave.

Worksheet

Choose a product that you use regularly. List 10 statements about it from the advertisements and from your experience using it. Define superstitions, opinions and facts.

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OBJECTIVE

TOPIC

11-12 Given the list of names of animals and objects, compare, and then classify these correctly into 5 categories and state the basis for each grouping.

Classifying, Comparing and Contrasting

Reference: Handout

13-14 Given a tabulated data, predict at least 60% of the missing values through interpolation and interpolation in not more than 10 minutes.

Predicting

Reference: Handout

15-16 Using the materials you brought, predict the time consumed for the raisins to set at the bottom of the beaker and for the antacid to melt in at least 3 trials.

Predicting (Laboratory Activity)

17-18 Using the graphing paper, ruler and colored pen, plot at least 60% of the data

Graphing (Line and Bar Graph)

ACTIVITIES 6. Clarify concepts on prediction, observation and inference. 7. List some observations and inferences you make as you take a ride to Ateneo. 1. Spot the difference between two pictures. 2. Row 1 will read the objectives for the day. 3. Explain how important are observation and inference-making in performing science activities. 4. (a) Define fact, opinion, and superstitions. (b) Give a superstition. State a fact and an opinion about it. (c) Discuss why science opposes superstitions. 5. Exchange assignments with a classmate, and identify which statements are facts or opinions, or if possible superstitions. 6. Check whether identifications made are correct. 7. Examine a product advertisement. Spot which are opinions and which are facts in its claims. 1. Guess what follows in the series of questions by your teacher. 2. Row 2 will read the objectives for the day. 3. Reason out why science favors facts than opinions and superstitions. 4. (a) Differentiate extrapolation and interpolation. (b) Distinguish between inductive and deductive reasoning. 5. Make certain predictions using either types of reasoning. 6. Comment on answers given. 7. Read weather reports for the past week, and predict what will be the weather for the next three days. 1. What signs do I look for when I think it s going to rain? 2. Read today s objective. 3. Differentiate observation from prediction. 4. Listen to the procedure being outlined. Note several points emphasized by the teacher. 5. (a) Observe proper conduct in the laboratory room, as experiments are taking place. (b) Record your answers in the given activity sheet. Manage time wisely. 6. Submit your report and consider the corrections. 7. Read your horoscope. Examine the probability of the prediction given to you. 1. Given results in forms of written report and a graph, which do you think is easier to read? 2. Row 3 will read the objectives for the day.

ASSESSMENT

ASSIGNMENT

Quiz

Define: deductive reasoning inductive reasoning interpolation extrapolation

Worksheet

Measure the height of your group mates. Bring two sheets of graphing paper Ruler Colored pens

Quiz

Bring two sheets of graphing paper Ruler Colored pens

Worksheet

Ruler Colored pens Compass

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OBJECTIVE correctly into a line or bar graph.

TOPIC Reference: Handout

19-20 Using bond paper, ruler and pencil, plot at least 60% of the data correctly into a pie graph in not more than 15 minutes.

Graphing (Pie Graph and Pictograph) Reference: Handout

21-22 Given sets of data Analyzing and presented in table or graph, Interpreting Data determine the relationships between variables by Reference: Handout answering correctly at least 60% of the questions asked.

23-24 Given 5 statements about the standards of measurement, identify correctly at least 3 terms or symbols appropriate for the descriptions.

MEASUREMENTS AND MEASURING INSTRUMENTS Introduction to Measurement Reference: Handout

ACTIVITIES 3. State some forms of graphs. 4. (a) Follow through the steps of making a line and bar graphs. (b) Compare the uses of line and bar graphs. 5. (a) Make a line and bar graphs on a data given. (b) Graph your savings for the past 8 months. 6. Verify the work of your classmates. 7. Construct a line graph for the grades you have received from the first quiz until the most recent. 1. How will you divide a pizza for a construction worker, a secretary, computer gamer, and a baby? 2. Row 4 will read today s objectives. 3. State some steps on making bar and line graphs that will help in making pie graphs and pictographs. 4. (a) Identify the steps on making pie graph and pictographs. (b) Cite situations of when pie graphs and pictographs and bar and line graphs appropriate to use. 5. (a) Construct a pie graph from a given data. (b) Graph your weekly allowance as to where you spend it for. 6. Match up your work with your classmates for corrections. 7. Search for the percentages of gases present in our atmosphere. Make a graph of it. 1. Read information on the graphs posted on the board. 2. Row 5 will read the objectives 3. State the importance of predicting patterns and reading graphs. 4. Point out information such as pattern and relationships based on the presented graph. 5. (a) From a given set of data, determine the relations between given variables. (b) From the line/bar graph you constructed from session 17-18, make an analysis of your earning rate. 6. Note some corrections and clarifications on the output. 7. From the pie graph of the gas percentages in the atmosphere, analyze what will be the effects of the depleting ozone layer. 1. Give a reason why you think the ruler is called a ruler. 2. Listen to your classmate as the objectives are read. 3. State some quantities where use measurement. 4. Perform body measurements in the activity facilitated by the teacher. Use the measurement of other groups and compare result. 5. (a) Define measurement. (b) Distinguish accuracy from precision. (c) Determine standard units of measurement.

ASSESSMENT

ASSIGNMENT Cartolina

Graph Charting

Bring the graph outputs from the two previous sessions

Quiz

Give quantities which are measured List prefixes used for measurement

Quiz

Bring a ruler

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OBJECTIVE

25-26 Using a ruler, determine the correct length of at most 5 of the given objects.

27-28 Using drawing materials, represent your classroom accurately in a scale drawing.

ACTIVITIES (d) Identify prefixes used in measurement and its values. 6. Share your realizations on why we need to have standards in measurement. 7. Search the net for sources telling about the standard bases used for the measurements we have today. Measurement: 1. Give the SI unit for length. State what are measurement Length units used for length. 2. Row 1 will read the objectives for the day. Reference: TB page 3. Give tools used for measuring length. 38 4. (a) Define length. (b) Discuss relationships between Metric and non-metric units for length. (c) follow through the conversion of length measurements using dimensional analysis. 5. Carry out the task titled Give Me . 6. Evaluate group s output. Note of concerns raised. 7. Using body measurements, estimate the distances from the canteen to your room, and from the gate to OPS. Scale Drawing 1. What is the SI unit for length? (Laboratory Activity) 2. State the objectives for the day. 3. Demonstrate how dimensional analysis is performed. 4. Be guided on the procedure outlined by the teacher. 5. Measure the length of the given objects using tools required. 6. Comment on the activity conducted. 7. Write down the dimensions of your room and your bed using a ruler. Measurement: Mass and Weight Reference: TB page 38 1. Will your mass be heavier or lighter when you re on the moon? 2. Row 2 will read the objectives for the day. 3. Differentiate mass from weight. 4. Identify and describe functions of instruments used for measuring objects mass and weight. 5. Solve for mass and weight. 6. Share your answers and note corrections given. 7. Search the web for newly invented equipments for measuring weight and mass. 1. State equipment that is appropriate for measuring mass and for measuring mass. 2. Read the day s objective. 3.Describe simple and sophisticated weighing equipments.

TOPIC

ASSESSMENT

ASSIGNMENT

Worksheet

Bring two sheets of graphing paper Ruler Colored pens

Laboratory Paper

Define the following: Mass, Weight, Gravity State the units used for measuring mass and weight Bring Calculator Bring Calculator

29-30 Given the density and volume of the objects, compute correctly the mass and weight of at least 2 of the given objects.

Quiz

31-32 Using the instruments for the laboratory activity on measuring mass and weight, make valid readings

Measurement: Mass and Weight (Laboratory Activity)

Laboratory Paper

Bring Calculator Look at some containers that

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OBJECTIVE with at least 60% accuracy. Cooperate in performing the laboratory activity.

33-34 Given the measurements of length, width and thickness, determine correctly the volume of at least 2 regular solid objects.

35-36 Using the materials for laboratory activity, determine correctly the volume of all the irregular solids mentioned in the activity paper through displacement method. 37-38 Given the volume and mass, apply the formula correctly in computing the density of an object in at least 2 of the given problems.

39-40 Using several types of substances, a. create layers of liquids and correctly infer the densities of least two materials.

ACTIVITIES 4. Listen as the procedure is being outlined. Note several points emphasized by the teacher. 5. Observe proper conduct in the laboratory room, as experiments are taking place. Record your answers in the given activity sheet. Manage time wisely. 6. Submit your report and consider the corrections. 7. Find out what your body mass index is using information about your height and weight. Measurement of 1. Take on the teacher s challenge game on volume. Volume (Liquid and 2. Row 3 will read the objective for today. Regular Solid) 3. State the definition for volume. State the units for volume. 4. Give laboratory instruments used in measuring regular solid and Reference: TB page liquids. State the formula for solving volume of regular solids. 17, 138 5. Solve problems on volume. 6. Check your solutions and seek corrections if necessary. 7. Explain why there are several bottle shapes used for the same volume of liquid. Measurement of 1. Take on the teacher s challenge game on volume. Volume (Irregular 2. Row 3 will read the objective for today. Solid ) 3. Define volume. Give units for volume. 4. Give laboratory instruments used in measuring regular solid and Reference: TB page liquids. State the formula for solving volume of regular solids. 138 5. Solve problems on volume. 6. Check your solutions and seek corrections if necessary. 7. Design a procedure for identifying your volume. Measurement of 1. Give the reason why ice floats in water. Density 2. Row 4 will read the objectives for the session. 3. Identify what quantities are needed to find out a person s density. Reference: TB pages 4. Answer several questions that the teacher will ask regarding 138 importance of understanding destiny. 5. Solve for Density problems. 6. Follow through the computations performed and check. 7. Ponder on this: What will happen to our bodies of water if ice does not float on water? Liquid Layers 1. Determine what makes ice less dense than water. (Laboratory Activity) 2. Row 5 read the objective for the day. 3. State formula to solve for density. 4. Discuss the activity procedure with your group mates. 5. Perform the activity. 6. Check your own paper. 7. A solid paraffin wax sinks in melted paraffin wax. But ice (solid)

TOPIC

ASSESSMENT

ASSIGNMENT measure the same volume. Why are there different bottle shapes for a certain amount of volume?

Quiz

Bring Calculator How do we measure irregular solids? Identify the formula used.

Quiz

Bring Calculator

Quiz

Bring Calculator

Laboratory Activity Paper

Bring Calculator

OBJECTIVE b. answer correctly at least 3 out of 5 analysis questions. 41-42 Given the measurements for temperature, correctly convert at least 3 out of 5 temperature readings.

SSN

TOPIC

ACTIVITIES does not float in water. What does this tell you about the densities of two substances in the solid and liquid states? 1. Explain why translation is important. Discuss why conversions are important. 2. Row 5 read the objectives for the day. 3. State the formulae for converting among Celsius, Fahrenheit, and Kelvin. 4. Pay attention to the derivation of the formula for converting temperature expressed in Degree Celsius and Degree Fahrenheit. 5. Make the proper derivations to convert between particular units. 6. Compare your answers with the class. 7. Find out why the Kelvin unit of measurement does not use a degree symbol. 1. Cite views on what makes science a different way of looking at things. 2. Volunteer to read the objectives for today. 3. (a) State some of the basic scientific process. (b) Identify anticipation and reaction concepts & misconceptions about scientific method. 4. (a) Take note as the teacher shares background regarding areas/topics research. (b) Note down the factors on identifying a problem (c) Pay attention to some considerations and requirements given by the teacher for formulating a research problem. 5. With the tips and guidelines in mind, brainstorm with your groupmates to formulate two good research problems. 6. Have the teacher verify your formulated research problem. 7. Identify and formulate a simple problem based from observations in your home. 1. Figure out what is it in a problem that we intend to solve and assess how relevant is a problem. 2. Listen as a classmate reads the objectives. 3. Identify the some Filipino Scientists/ Researchers/ Inventors. 4. Pay attention as the teacher discusses points to be regarded for your formulated research problem. 5. (a) In your groups, analyze the sub-problems for your research problem to base for your objectives. (b) Evaluate the significance of your research problem as well as the objectives raised. 6. Consult your output with the teacher.

ASSESSMENT

ASSIGNMENT

Measurement of Temperature (Temperature conversion) Reference: TB pages

Board work

Make a diagram of the scientific method.

43-44 Given 5 conditions, formulate correctly at least 2 problems.

Unit 2. The Scientific Method Identifying Problem & Formulating Research Problem

Group Worksheet

Analysis Independent variable Dependent variable Controlled variable Hypothesis Experiment Observation Theory Inference Conclusion

List guidelines for formulating a research problem. Group Worksheet Identify what are discussed in scope and limitations of a research.

45-46 Using the formulated problems from sessions 43-44, a. Cite correctly at least 2 desired objectives for each problem. b. Develop correctly at least 5 significance of the given problem.

Making objectives of research problem/ topic Significance of the research problem/ topic

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OBJECTIVE

TOPIC

47-48 Given the proposed problem, establish correctly its scope and limitation in not more than 10 sentences.

Scope and limitations

49-50 Given the data, identify correctly each type of variables.

Variables

51-52 Using the observed data, formulate correctly at least 3 testable hypotheses.

B. Formulating Hypotheses

53-54 Given 10 items, match correctly at least 6 of them with each corresponding description.

C. Planning the Research Design Research as a process

ACTIVITIES 7. Read science journals available in the library, and examine how you can improve further your research objectives. 1. Define what are scopes and limitations? 2. Row 1 will read the objectives for today. 3. State your objectives for the research problem, sub-problems as well as the significance. 4. As the teacher shares some examples of scope and limitations, determine the importance of ascertaining these. 5. Come up with a 2-paragraph scope and limitation for your research. 6. Submit your output with the teacher for affirmation. 7. Look for examples of scope and limitations that you can compare your output with. 1. Figure out how we know if the hypothesis we are testing has results. 2. Row 3 will read the objectives for today. 3. Define controlled, experimental, independent and dependent variables. 4. In a set-up to be presented by the teacher, identify which are controlled, experimental, independent, and dependent variables. 5. In your groups, identify variables that must be considered for your research. 6. Heed the teacher s remark on your output. 7. Search the net for some experiments, and identify variables in it. 1. Make suggestions for the query the teacher will pose. 2. Row 2 will read the objectives for today. 3. State the importance of predicting as a basic science process. 4. (a) Perform a vocabulary word map activity to unlock some difficulties with scientific terms. (b) Distinguish a null from an alternative hypothesis. 5. (a) Formulate hypothesis for the given testable or experimental question. (b) Pose some null and alternative hypotheses from certain problems that the teacher will give. 6. Ask for clarifications regarding hypotheses formulation. 7. Formulate hypotheses on at least one identified problem of students in the campus. 1. What scientific processes are essential for research? 2. Row 4 will read the objectives for today. 3. State some of the basic scientific processes. 4. (a) Follow through a diagram of research as a process.

ASSESSMENT

ASSIGNMENT

Group Worksheet

Define: Controlled variables Experimental variables independent & dependent variables

Group Worksheet Identify 3 ways in stating the hypotheses.

Group Worksheet

Research on some diagrams of a research process, indicate source Differntiate Basic from Applied Research

Group Worksheet Quiz

Research on experimental designs

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OBJECTIVE

TOPIC Applied and basic research

55-56 Given 5 statements of varied research design, identify correctly which of them is an experimental design.

Experimental design

57-58 Using any experimental Time Table design, construct correctly Materials and the time table & Methods methodology, and identify the materials needed with at least 60% completeness.

59-60 Using the set of laboratory tools, name and classify correctly at least 60% of them according to their uses.

D. Conducting Actual Experiment Use of laboratory apparatus

ACTIVITIES (b) Describe the aims and characteristics of basic and applied types of research. 5. Evaluate whether your research is under basic or applied type. 6. Comment on the feasibility of your research. 7. Weigh advantages and disadvantages of a research design that interests you. 1. State attitudes of a scientist that can help us arrive at a solution to a problem. 2. Row 5 will read the objectives for today. 3. Define what experimentation is. 4. Listen as the teacher presents principles of research designs and experimental designs. 5. Identify which resign design is appropriate for your chosen problem. 6. Consult your output with the teacher. 7. Describe an experimental procedure you will undertake to identify what makes bubbles. 1. Explain why we use the Syllabus Lesson Plan (SLP) . 2. Volunteer to read the session s objectives. 3. Define methodology. 4. (a) Note the guidelines the teacher will stress on making a time table. (b) Determine methodologies used research. 5. (a) In your groups, construct a time table for your research. (b) Assess which methodology will be appropriate for you research. 6. Ask for clarifications regarding hypotheses formulation. 7. Create a time table you can use for studying lessons for an upcoming exam. 1. Comment on three pictures presented by the teacher. 2. Listen as a classmate states the objective. 3. Differentiate precision from accuracy. Mention some familiar laboratory apparatus. 4. Identify laboratory apparatuses and their uses. 5. By drawing, classify laboratory apparatuses according to your preference. 6. Have your output checked by the teacher. 7. Identify some tools you use at the kitchen that are similar to those found in the laboratory.

ASSESSMENT

ASSIGNMENT

Group Worksheet

List down methodologies used for research

Group Worksheet Quiz

List down at least 15 laboratory tools familiar.

Group Worksheet

What are the usual accidents that occur your home? Identify at least five safety measures that your family practices. Bring laboratory equipment.

SSN OBJECTIVE 61-62 Given 10 scenarios in the laboratory, identify correctly the rule that is followed/not followed of at least 6 of them.

TOPIC Proper handling and disposal procedures

63-64 Given 8 common laboratory y operations, demonstrate at least 60% accuracy and competence on the skill area.

Practical Test

65-66 Given the activity procedures, determine at least 60% of the data needed and record them properly, to arrive to an acceptable conclusion.

Note-taking and data collection (using observations)

67-68 Given 5 sets of data, identify correctly all the possible processes used in at least 3 of them.

E. Detecting Patterns and Trends Use of scientific processes

ACTIVITIES 1. Find out what the following symbols mean. 2. Read silently the objectives for today. 3. Present your group s classification of laboratory equipment. 4. Identify accident scenarios that occur in the laboratory. 5. With your group mates, formulate your Safety Pledge which suggests ways on preventing accidents considering the following: a) Personal Safety b) Safe Laboratory Techniques c) Safety in Using Laboratory Equipment d) Safe Disposal of Glassware or Chemical 6. Share with the class your group s lab rules. 7. Identify similar handling and disposal procedures your family practices at home. 1. Answer: How do laboratory rules and safety measures guide a student in doing an experiment? 2. Read the objectives. 3. Mention safety rules and measures to remember when doing an experiment. 4. Read and discuss the procedures. 5. Perform the test. 6. Comment on the activity conducted. 7. Comment on the saying: An ounce of prevention is better than a pound of cure. 1. What important tool must a reporter always bring? 2. Read through the objectives for the day. 3. Suggest scientific processes that are useful for note-taking. 4. Listen as the teacher discusses points on Note-Taking. 5. (a) Test your note-taking skills by seeing if you were able to properly record data provided by the teacher. (b) Comment on how sound conclusions were made. 6. Check your output with that of a classmate. 7. Listen to a news report, supply the 5w s and 1h in the news. 1. Assume what will be next in the series of images the teacher will present. 2. Row 1 will read the objectives for the day. 3. Distinguish between inductive reasoning and deductive reasoning. 4. Describe extrapolation and interpolation through presenting examples. 5. Make predictions on some scenarios presented. 6. Evaluate some predictions made regarding the scenarios. 7. Test your logical reasoning by searching for logic games in the

ASSESSMENT Group Worksheet

ASSIGNMENT Construct at least 5 safety rules that can also be implemented at home. Prepare for a practical test.

Practical Test Common Laboratory Operations

Identify research instruments or tools

Worksheet

Identify method collecting data.

for

Activity Sheet

Study/recall about the science process skills.

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OBJECTIVE

TOPIC

69-70 Given 3 hypotheses, come up with a plan on how to test at least 2 of them.

Testing of hypothesis

71-72

Using the experimental design, perform with at least 60% accuracy the procedures in conducting the experiement.

Laboratory Activity

73-74 Using a tested hypothesis, draw the correct conclusion and recommendation in 5 minutes.

Making Conclusions and Recommendations

75-76 Using the accomplished IP, summarize correctly the findings in not more than 150 words.

Abstract Writing

ACTIVITIES net. http://math.about.com/od/weeklyproblem/ss/pailsstumper.htm is an example. 1. Identify which are testable hypotheses in situations to be presented by the teacher. 2. Row 1 will read the objectives for the day. 3. Give the examples of null and alternative hypotheses. 4. Follow through a diagram on testing hypothesis. 5. (a) Make a schematic diagram of how you will test your research hypotheses. (b)Comment on the idea that science accepts what works and rejects what does not work. 6. Have the teacher give remarks of your diagram. 7. Test a hypothesis for a simple problem at home using the diagram you made. 1. Answer: Why do we have to test the hypothesis? 2. Read the objective. 3. Follow up progress of Performance Task. 4. Check laboratory gown and materials needed for the experiment. 5. Observe safety procedure in conducting the actual experiment. 6. Ask questions for clarity. Heed clarifications. 7. Watch a MythBuster s in the Cable TV or on a video clip from YouTube and identify how they test their hypotheses. 1. Explain your view: Is there a solution to every problem? 2. Row 3 will read the objectives for the day. 3. Describe the testing done for hypotheses. 4. Note the considerations that must be taken in making sound conclusions. 5. Presented with several situations, recommend what will be appropriate conclusions. 6. Identify which are correct and appropriate conclusions formulated by the class. 1. Differentiate abstract in scientific writing from its layman counterpart. 2. Row 4 will read the objectives for the day. 3. In order, mention the steps already taken in the discussion on IP. 4. As samples are presented, determine the elements of research provided in an abstract. 5. Make a summary of an accomplished IP as prescribed in the objectives.

ASSESSMENT

ASSIGNMENT

Group Worksheet

Distinguish among a hypothesis, a theory, and a law.

Laboratory Activity Read about guidelines in writing conclusions

Group Worksheet

Look for a sample abstract of a scientific research.

Group Worksheet

Review your research part by part in reparation for peer critiquing.

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OBJECTIVE

TOPIC

77-78 Using the finished IP of your H. Peer Review peer, come up with at least 2 constructive comments/suggestions.

79-80 Given the list of the phases of matter, distinguish correctly the differences of at least 3 of them in terms of intermolecular spaces, forces, and motion.

III. MATTER ITS PROPERTIES and PHASES Definition and Phases of Matter Reference: TB pages 128-129

81-82 Given 10 statements about the properties of matter, identify correctly at least 6 properties being described.

Properties of Matter (physical: extensive or intensive; chemical) Reference: TB pages 130, 138-142

ACTIVITIES 6. Present your abstract for affirmation. Do the three-minute pause to check concepts. 7. Read further on some abstracts to check whether you observe the guidelines in writing it. 1. Share insight regarding the anecdote: Sticks and stones may break my bones, but words will never hurt me. 2. Row 4 will read the objectives for the day. 3. Read the collated outputs from the previous sessions. 4. Take note of the necessary corrections you were given for the schematic diagram of your research from the previous session. 5. Have other groups comment and remark of your research diagram. 6. Heed the suggestions made for your IP. 7. Solicit comments from a fourth year student who underwent IP. 1. Observe a heating set-up for ice. What are the notable changes in the ice? 2 Note the objectives for the day. 3. Define Matter. Describe the states of matter. 4. (a) Draw and describe in writing the particle nature of each phase the ice goes into. (b) Discuss characteristics of the 4th and 5th states of matter. 5. (a) List the six phase changes that commonly occur. (b) Fill up a diagram of the processes that take place during Phase changes of Matter. (c) Complete a flow chart that will summarize how Matter is classified. 6. Agree or disagree the different viewpoints of your classmates with regard Phase changes. 7. Develop/design the waste segregation scheme at home to determine function of various phases of matter. 1. Choose a common object. Make a list of your descriptions of it. Circle descriptions that are subjective. 2. Read the objectives for the day. 3. Differentiate between Physical and Chemical Properties. 4. Give properties which are physically observable. State how Extensive and Intensive properties are classified. 5. Describe an object to be given. Be able to tell which are intensive and extensive properties. 6. Comment on the classification given by your classmates. 7. Give three features and qualities of your best friend. Relate these with how you describe matter.

ASSESSMENT

ASSIGNMENT

Group Worksheet

Define matter. Describe the six states of matter.

Quiz

List down the general and specific properties of matter.

Quiz Worksheet

Review properties discussed in preparation for next session s lab activity.

SSN 83-84

OBJECTIVE Given the materials, distinguish correctly 60% of the intensive and extensive properties of matter given.

85-86 Given the illustrations of the all the atomic models, differentiate at least 3 of them in at most 3 sentences.

87-88 Given the formula for calculating the number of subatomic particles, determine the atomic mass, number of neutrons, electrons and protons with at least 60% accuracy.

89-90 Given the statements about Molecular Theory of Matter, compose at least 2 evidences supporting each of them.

ACTIVITIES 1. Ponder on which is more important in Chemistry: the description of a subjective or an objective property? 2. Read the objectives. 3. State safety procedures in conducting an experiment. 4. Read and discuss procedures. 5. Perform the experiment with group mates. Answer discussion guide. 6. Check your answers. 7. Reflect on the difficulties you encounter when identifying the physical or chemical property of matter. B. COMPOSITION 1. Get a piece of paper. Tear it to the smallest portion that OF MATTER you can get. Is it still a paper? Atomic Theories 2. State the objective for the day. and the Different 3. Define an atom. State the postulates of the Atomic Theory. Atomic Models 4. Illustrate the models of atom given the description from a scientist. 5. Discuss key features and underlying concepts behind the models. Reference: TB pages 6. Explain why there was a 2000 year gap in the development of the 148-149 atom. 7. Examine if the following should this be taken as a criticism of Dalton as a scientist: Dalton s atomic theory was not correct in several postulates. Particles that Make 1. Go back to Dalton s 1st postulate on the Atomic Theory. Up Matter Why are atoms not indivisible? -Subatomic 2. Point out the objective of the day. Particles 3. Describe the three subatomic particles. 4. Cite data from periodic table that provide information of the Reference: TB pages number of subatomic particles. 150-153 5. Illustrate the subatomic particles of an element and determine the number of subatomic particles present. 6. Agree or disagree on the comments given. 7. Consider why atoms are regarded the basic building block matter even though smaller particles, such as protons and electrons, exist. Kinetic Molecular 1. In groups, demonstrate how atoms would behave given Theory of Matter certain conditions. 2. Mention the lesson s objectives. Reference: TB pages 3. Give the definition of molecules. State the kinetic theory. 154-157 4. (a) Relating to the result of the demonstration, describe the illustrations of molecules in three states. (b) Describe scenarios wherein adhesion, cohesion, capillarity, and surface tension are shown. 5. Give sample situations that manifest the KMT.

TOPIC Laboratory Activity

ASSESSMENT Laboratory Paper

ASSIGNMENT Illustrate and describe the model of all atomic theories.

Quiz

Describe the subatomic particles of an atom.

Caricature Making

Cite the postulates of the Kinetic Molecular Theory Define: Adhesion Cohesion Capillarity Surface Tension

Quiz

Bring a Periodic Table. List the information that are seen on a Periodic Table.

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OBJECTIVE

91-92

Using the periodic table of elements, classify at least 9 elements from the given list into metal, nonmetal and metalloids.

93-94 Given samples of elements, classify at least 9 elements from the given list into metal, non-metal, and metalloids.

95-96 Given 10 samples of inorganic compounds, identify correctly at least 6 different types of inorganic compound.

ACTIVITIES 6. Share your realization to the class. 7. How do odor molecules travel from one place to another? Explain your answer in terms of kinetic theory. Classification of 1. State the importance of Taxonomy. Matter and the 2. Mention the objective for the day. Changes it 3. Describe how the elements are arranged in the Periodic Table. Undergoes 4.(a) Identify the features of the periodic table and infer some information it gives regarding the characteristic of elements. y The (b) Describe data contained in the periodic table of elements. Periodic (c) Identify the recurrence of several properties of groups of elements. table of Elements 5. (a) Discuss the importance of knowing the characteristics of the different groups of elements. Ref. Dynamic Science (b) Draw a schematic diagram of the organization of matter. by Rabago et. al. p 6. Heed comments on the answers given. 159-162 7. Discuss, in at least 3 sentences, if there are more elements left to be discovered. Elements and Their 1. Name physical properties of some elements. properties 2. Read the objective (column 6) 3. Describe the classification of elements. 4. Discuss procedures of the laboratory activity. 5. Perform the activity. Share to the class your group observation 6. Take note of corrections to your group s answers. 7. Look up the word periodic in the dictionary. Propose a reason for the naming of the periodic table. Elements and Their 1. Answer: How will you describe the grouping of the properties honors' classes? 2. Take note of the objective for the day. 3. State the definition of elements. 4. (a) Look at the samples of compound written on the board. (b) Group samples and define compounds. (c) Identify 2 types of compounds. (d) Describe the different types of inorganic compounds. Give examples of each. 5. (a) Classify inorganic compounds. (b) Differentiate inorganic compounds from organic compounds and give examples. 6. Check your own paper and take note of the correct answers.

TOPIC

ASSESSMENT

ASSIGNMENT

Comic Strip

Study the Periodic Table of elements Memorize the name and symbol of common elements. Bring your Periodic Table

Laboratory Paper

Identify uses of the common elements used Define compound and list its characteristics. Differentiate organic from inorganic compounds List down at least ten examples each for inorganic and organic compounds

Quiz

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OBJECTIVE

TOPIC

97-98 Using the materials for Acid-Base Reaction laboratory activity, identify (Laboratory Activity) correctly at least 60% of the samples of compounds as to acid, base or salt.

ACTIVITIES Find 3 inorganic and organic compounds used in you kitchens. Describe a lemon juice and a soap. Read silently the objective for the session. Differentiate an acid from a base. Listen to the procedures in performing the activity. Perform the activity. Share to the class your observation. Take note of corrections. 7. Research on other plant substances that can be used for testing whether compounds are acidic, basic, or neutral. 7. 1. 2. 3. 4. 5. 6.

ASSESSMENT Laboratory Paper

ASSIGNMENT Define mixtures. Describe the types of mixtures. Give at least four mixtures found in your home and cite its uses. Identify at least five ways of separating mixtures Bring a tall bottle, gravel, sand, soil and table salt.

1. Describe what you have seen when your mother/father prepares Gata from water and coconut meat. Reference: TB pages 2. Note the day s objectives. 168-171 3. State the definition of mixture. Give several examples of which. 4. (a)Identify the two classifications of mixture. Given 5 examples of (b) Describe the characteristics of each classification. mixtures, identify correctly (c) Cite examples. the way of separating their 5. Determine methods on how it can be separated from given components of at least 3 of examples them. Discuss procedures of the separating methods. 6. Compare your output with that of your classmates. 7. Look for a recipe. Identify what methods of separating mixtures are used. 101-102 Using the materials given, Methods of 1. Study the activity paper. extract at least 5mL of pure Separating 2. Read the objectives water from the given Mixtures 3. Give simple ways of separating mixtures. mixture. 4. Explain the procedures. 5. Perform the activity. Fill up the table with the correct measurements. 6. Take note of other group s reactions or comments on your data. 7. Research on how water purification is done. List down methods used in the process to purify the water. 105-106 Given 10 situations about Changes in Matter 1. Observe a heating set-up for a sugar solution. How are the changes in matter, Physical and Chemical changes observed? identify correctly the 2. Read the objectives for the day. changes as to chemical or Reference: TB pages 3. State definitions of physical and chemical properties. Cite physical with at least 60% 175-185 examples. accuracy. 4. Define Physical from Chemical Change. 5. Identify the changes involved in a system. Cite daily occurrences that indicate beneficial and harmful chemical change which you are

99-100 Given 10 examples of mixtures, identify correctly the type of at least 6 of them.

Mixtures

Quiz

Laboratory Paper

Describe physical and chemical changes in matter, give at least five examples for each.

Worksheet

Comic Strip

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OBJECTIVE

TOPIC

107-108 Using the materials for laboratory activity, establish at least 3 evidences of chemical change.

Effects of Physical and Chemical Changes on Health and the Environment

ACTIVITIES involved. 6. Reflect on the degree of involvement for both beneficial and harmful chemical changes. 7. Examine the activities you do in a week. List those where you observe chemical changes take place. 1. How do you know that chemical change has taken place? 2. Read the objective. 3. (a) Differentiate between physical and chemical properties of matter. (b)Cite safety precautions when handling chemicals. 4. Listen to the procedures of the activity. 5. Perform the laboratory activity. 6. Take note of corrections/reactions of your classmates and teacher to your group answers. 7. Select a product that is marketed as being biodegradable, describe in what way it s biodegradable, and identify the products into which it degrades.

ASSESSMENT

ASSIGNMENT

Laboratory Paper

Prepare for Term Exams