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2010 Secondary Education Curriculum

Integrated Science (Science I)

Quarter: 1
Year Level: First Year Topics : Scientific Method and Sun-Moon-Earth System

Stage 1: Results/Outcomes Stage 2: Assessment Stage 3: Learning Plan


STANDARD ESSENTIAL Products/ Instructional Resources/
Criteria/Tools
Content Performance Understanding Question Knowledge Skills Performance Activities Materials

The Learner The Learners: Investigations use How do the Significance of Designs and Design of a Rubrics:
understands  Conduct a the Scientific Investigation scientific method explains a scientific 1. Feasibility
the scientific
method to
solve
scientific
inquiry
through
method (testing a
hypothesis using
data collection,
s use the
scientific
method?
simple
scientific
investigation
investigation and
a simple
research/inventio
2. Creativity
3. Usefulness
4. Scientific
? ?
problems in scientific analysis and and research n project procedural
everyday investigation interpretation) / based project performance
life. s invention

Introductory and
Scientific  Designs and Use scientific How do we The steps in  Applies Simple Rubrics for the Enabling Activities Rabago, L.M.
Method safely method in conduct scientific method the steps investigation designed  Given two or et al., 2003.
conducts at scientific scientific in (open ended experiment: more sets of Dynamic
least one (1) investigation investigation scientifi experiments) 1. Feasibility of activities, science An
Scientific c applying the the study students will Integration of
investigatio method steps in scientific 2. Creativity make Physical and
n to answer in a method. 3. Usefulness observations Biological
a question simple 4. Scientific and hypothesis Sciences
or test a investig procedural and will design Modular
hypothesis ation performance the appropriate Approach,
experiment Vibal
 Note: Sample Publishing
activities should House p.13
be provided by

Jesie L. Borja, Ph.D. Page 1


the teacher.

The teacher should


be consulted with
the design and
needed
precautions in
conducting the
experiment.
Culminating
Activity:
 Students will
deduce the
scientific
methods and
conduct
individually or
in groups their
own
investigations
similar to the
sample
activities.

The Learner The Learners The movement of Why do day- Effects of the Analyzes the Model of the Sun- Rubrics for the
understands explains at least 3 the Sun Moon night and movements of the causes and Moon-Earth explanation of the
causes and of the phenomena and Earth causes yearly cycles, Sun-Moon-Earth. effects of the System to explain phenomena using
effects of the caused by the sun- day-night and phases of the different earth’s seasons models.
Sun-Moon- earth-moon year cycles, moon, phenomena (tropical and A.
Earth system using a phases of the eclipses, tides related to the temperate 1. Content
System model. moon, eclipses, and seasons Sun-Moon- regions), yearly 2. Physical
tides and occur? Earth System cycle, phases of Presentation
seasons. the moon, 3. Creativity and
eclipses and Quality of Output

Jesie L. Borja, Ph.D. Page 2


tides. 4. Language used
and accuracy
B. Peer Evaluation

Note that in the 2nd Year Investigations and / or investigations are required
For the 3rd yr & 4th yr – investigations / inventions and research are required

1. Individual /
group performance
2. Promptness of
submission

1. Introductory
Earth’s  Explains the Human activities How does the Effects of the  Explains A presentations Rubrics for the Activity- McDougal
Seasons effects of the and way of life Sun-Moon- Earth’s rotation the effect of the model Model: Advance organizer Littell Science,
Earth’s are affected by Earth System and revolution to of the explaining the A. Integrated
movement to the Sun-Moon- affect human tropical and Earth’s tropical and 1. Content Enabling Activity Course 1
seasons (at Earth system lives? temperate rotation temperature 2. Physical 1. Students review (Teachers
least in the seasons and seasons and its presentation Earth’s rotation edition) 2005,
tropical Earth’s titled axis revolution affect to human 3. Creativity and and revolution Houghton
regions) and and orbit cause to the activities quality of output using a 3D model Miffin
to human lives seasons changes in 4. language used (flashlight, tennis Company ,
using a model. seasons and accuracy ball, basketball, pp.45-49
and to B. Peer Evaluation matchsticks, clay)
human 1. Performance of Option for no.1: Rabago, L.M.
activities individuals /group illustrations, video et al., 2003.
2. Promptness of clip, etc., Dynamic
submission 2. Students discuss science An
the pictures and Integration of
places and Physical and
people’s activities Biological
at different times Sciences

Jesie L. Borja, Ph.D. Page 3


of the year and Modular
inter the season Approach,
associated with Vibal
each activity and Publishing
season per House, Inc.,
location on earth pp.312-314
Culminating
Activity:
Students explain
the cause of
changes in seasons
using the model.
Note that in the 2nd Year Investigations and / or investigations are required
For the 3rd yr & 4th yr – investigations / inventions and research are required

Jesie L. Borja, Ph.D. Page 4

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