STAGE 1: Desired Results Establish Goals: (Philippine National Standards, contents standards or competencies addressed in this quarter).

The learner demonstrates understanding of the value of scientific methods when internalized as a process. Transfer Goal(s): I want my students to learn science in our world and science at work, so that in the long run, the students learning and experiences they have acquired throughout the process will enable them as normal students and a member of the community to assume the role of a young scientist who will appreciate and see the essence, values and role of science in their everyday living. Essential Understandings: Students will understand that the world itself is science. They will understand that science is dynamic with the use of scientific method which is valuable when internalized as a process to: a) solve problems in life, b) explain natural phenomena, and c) develop/invent useful products. Topical Understandings: Students will understand that: Science is a systematized knowledge. Science is interdisciplinary in nature. Science and Technology aims to improve the quality of life. Science is different from superstitious belief. Science follows a systematic process to arrive at conclusions that are repeatable regardless of who is performing the experiment. Scientists make use of the scientific method as a tool to do scientific investigations. A true scientist carries valuable traits. Students will know: Science defined Branches and Specializations in Science Science Breakthroughs The Value of Science Superstitions vs. Science The scientific method and its parts o Hypothesis and Theory o Observation, Inference and Conclusion o Qualitative and Quantitative Data o Theory and Law Attitudes of a scientist Essential Questions: When do science and scientific methods become valuable?

Topical Essential Questions: What is science? How science is considered a systematized knowledge? Is science essential in the development of our living? Why is science and technology interconnected? What accounts for the development of science? Why is it necessary to use scientific method in science?

Students will be able to: Define science and life Acknowledge the multidisciplinary and integrated interaction of the different fields of science Differentiate between science and technology Strive for a world class and begin practicing excellence in the classroom Acquire desirable attitudes of a scientist Explore and analyze scientific bases for some superstitious belief Apply the scientific method Have an open mind as certain things in science can be viewed from different perspective

STAGE 2: Assessment Evidence Authentic Performance Tasks Using GRASPS format: An artist, who makes a real life documentation movie, produced a documentary film to show his/her activity 24 hours a day. The documentation will portray and emphasize the role and importance of science both as a result and guide in systematically doing things. The documented film will be uploaded in the teachers facebook account that will be viewed by people who would like to understand the role of science in their life. The film clip produced must contain the following elements: scientific knowledge, achievement of purpose, concept and storyboard that will show a clear documentation of science in real-time STAGE 2 Assessment Evidence Key Criteria or Rubric: CRITERIA SCIENTIFIC KNOWLEDGE (30%) VERY SATISFACTORY Explanations by Explanations by all group all group members members indicate a clear indicate a and accurate relatively understanding accurate of scientific understanding principles of scientific underlying the principles construction and underlying the modifications. construction and modifications. Purpose is clearly established and effectively sustained Team has a clear picture of what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product. Purpose is clearly established and generally sustained Team has a fairly clear picture of what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product. Storyboard is relatively complete with sketches for most scenes, and notes on titles, EXCELLENT SATISFACTORY Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications. Purpose is established but may not be sustained Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently. POOR Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications.

ACHIEVEMENT OF PURPOSE (25%)

CONCEPT (25%)

Purpose is vaguely established and may not be sustained Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contriubtions will help them reach the goal.

STORYBOARD (20%)

Storyboard is complete with sketches for each scene, detailed notes on titles, transitions,

Storyboard has glaring omissions in scene planning. There are some sketches, and notes on titles,

Storyboard is not done or is so incomplete that it could not be used even as a general guide. Storyboard

special effects, sound, etc. Storyboard reflects outstanding planning and organization for the visuals in the video.

transitions, special effects, sound, etc. Storyboard reflects effective planning and organization for the visuals in the video.

transitions, reflects very special effects, little planning of sound, etc. the visuals. Storyboard reflects attempts at planning and organization for the visuals in the video.

Other Formative and Summative Evidence: Pre-assessment Evidence: 1. Graphic Organizers: 1.1K-W-L Chart 1.2 Anticipation Guide 1.3 I-R-F Chart Formative Assessment Evidence: 1. Graphic Organizers: 1.1K-W-L Chart 1.2 Anticipation Guide 1.3 I-R-F Chart 2. Art Gallery graphic with oral recitation and art activity 3. Story summary/outline 4. Oral Recitations 5. Debate (informal) 6. Movie Review 7. Narrative Summary 8. THINK-PAIR-SQUARE 9. Quizzes 10. Web-based interactive learning Summative Assessment Evidence: 1. Concept Mapping as summary for the lesson 2. Performance Tasks STAGE 3 Learning Plan INTRODUCTION: Activity 1 Focus: Introduction to the Unit A. K-W-L-H Chart 1. Make an inquiry on what the students already know, and what they want to know about SCIENCE. 2. A KWLH chart will be distributed to the students; afterwards, students will fill up the K column of the given chart. The chart will be collected for compilation purposes. 3. Have a quick sharing of students answers. B. Art Gallery 1. Individual Activity. Each student is assigned to draw a particular picture or drawing that would represent their understanding of science in a nutshell. 2. Have another quick sharing of students answers. 3. Instruct the students to fill up the L column as they learn new things throughout the unit. They will also write how they were able to understand each learning they have in the H column. 4. Together with the KWLH chart, every learning they have will be drawn in their first symbolical drawing of their assumption in science. 5. Tell the students that in this unit, through various activities, they are expected to understand (refer to overarching and topical essential understandings).

C. Presentation of Essential Questions via KWLH chart and Discussion of Performance Task 1. Let the students refer again to the W column, from there; ask them to construct their own questions regarding the unit. 2. The students questions will be placed inside a box. 3. The teacher then will pick questions and connect it to the essential questions provided in the unit plan. 4. After the introduction of essential questions, the performance tasks will be presented in the GRASPS format for early preparation. 5. Present also the standards and criteria by which they will be graded. (refer to stage 2 Key Criteria or Rubric) INTERACTION: Activity 2 Focus: Science Defined A. Art Gallery 1. Using their art work from the introduction part, the teacher will present pictures that may correspond to the students art work. 2. After viewing all slide pictures, the teacher will ask the following questions: a. Did you find any similar pictures with your drawing? b. Explain why did you use your drawing as a representation of science? c. How come all the drawings as well as the pictures in the slides are possible representation of science? B. Panel Discussion 1. For the student to answer the question, let them perform the THINK-PAIR-SQUARE strategy for several minutes. 2. After the brainstorming, a small panel discussion is to be conducted where all the students are given a chance to give the explanation for their work. 3. After the panel discussion, teacher will now ask the student to place all their artwork in the middle of the blackboard where a science word is written. 4. The teacher now will point out some of the art work and introduce the classification of science. a. Pure science b. Applied science c. Technology d. Integrated science 5. After the explanation, each student will now identify the appropriate classification of science with regards to their drawing. Activity 3 Focus: Branches and Specializations in Science A. Art Gallery 1. Using the compilation of artworks from the previous meeting, ask the students to look at their work. 2. The teacher will provide designated places on the board for them to classify their work. The classification will be presented as follows:

Pure Natural Science

Life Science

Physical Science

Earth Science

B. Debate 1. To provide an active participation, ask the students to group themselves, specifically

the pros and the cons. 2. A question will be given to the students stated this way: What came first, technology or science? 3. A brainstorming session is given as preparation for an informal debate. 4. Take note on students who will provide logical arguments coherent to the operational and practical definition of the technology. C. Art Gallery 1. Ask students to bring used compilation of news paper. Instruct them to search for pictures and make a collage that will explain the relationship of science, its branches and technology. 2. The rubric or evaluation criteria for the collage will be explained to guide students in their activity. (use Rubric 2 for evaluation) Activity 4 Focus: Science Breakthroughs 1. Video Clip: Viewing brief videos on Science Breakthroughs. http://www.youtube.com/watch?v=3oH6apmb6sY http://www.youtube.com/watch?v=LtKQNwqNLLk 2. After viewing, let the students perform Think, Pair, and Share activity in answering the questions. a. Compare and contrast the science of the past years and the science of today. b. Is it necessary to see science as a dynamic subject? c. What is the effect of these science breakthroughs in our life? 3. Distribute a Venn diagram (Activity Sheet) to the students and let them have their answers accomplished using the diagram. Together with the diagram ask the students to list down different breakthroughs in science found in the video clip. Ask them to put all the inventions at the middle circle of the diagram. Afterwards, ask them to classify inventions as to bad effects or good effects. 4. Lead students ideas to understand that all inventions have both good and bad effects. Let them suggest ways by which human can use science and technology as an innovative, safe and productive way in accomplishing our everydays tasks. 5. Human and environment awareness through technology Tell the students to do a research on new technologies in the market through viewing videos and pictures found on youtube and google. Individually, ask the students to present their research as if they are sales clerk endorsing their products. They should be able to show the good effects and benefits of their product. The student can also interrogate the endorser to show bad effects of the product. For evaluation purposes as well as guideline, a rubric is presented and explained to the students. (Use Rubric 2). Activity 5 Focus: The Value of Science 1. Video Clip: Viewing brief videos on Value of Science. Instruct the students to write their observation on a sheet of paper. Distribute the KWL chart by group. http://www.youtube.com/watch?v=NF4LQaWJRDg (Nagasaki bombing) http://www.youtube.com/watch?v=nbCcutzXzYg (Chernobyl disaster) http://www.youtube.com/watch?v=B4W6I1Q97bc (Negative effects of technology) Procedure: Have each group discuss what they know about Values of Science. Ask them to write down their answer under K column. Give them time to discuss their answers. Guided Questions on K column: a. What is your perspective about The Value of Science? b. What do you think is the role of science and technology in our country?

2. Instruct the students to continue discussing what they want to know about video clippings. Let the students write their answers on W column. a. What information do you want to know about the videos? b. What is the essence of values of science in the videos you have watched? c. Why do you want to learn the values of science? 3. Distribute the article about the bombing of Hiroshima and Nagasaki. After reading, let the students write what they have learned about the article. Guided questions about the L column: a. What is the essence of values in science? b. Can we have values without science? c. What is your opinion regarding the Hiroshima and Nagasaki incident? d. Was science used well in the bombing? e. What values of science did you get from the articles and the videos? 4. To elicit more active participation and strengthening of ideas, the following activity is given. a. After accomplishing the KWL chart, instruct the students to make a Poster and Slogan on how to understand science in the perspective of values. b. Process of evaluation and criteria is explained using a rubric (refer to rubric 3) Activity 6 Focus: Superstitions vs. Science 1. Before reading an article, Anticipation Reaction Guide will be distributed to the students. The following questions should be answered prior to reading using the ARG chart. a. What are superstitions? b. Do you believe in superstitions? c. Will it harm you if youll believe in superstitions? d. How many superstitious beliefs do you know? e. What do you prefer to believe when explaining phenomenon? Science or superstitions? 2. Give the article to the students; let them read it for a while. After reading, ask the students to answer the second column for the anticipation reaction guide chart. 3. To provide them more understanding of the lesson, a movie review will be made. Present the movie, DRAG ME TO HELL to show how human have lived and embrace superstitions in dealing with their life activities. Then post the questions that will lead the students to formulate their reactions/reflections and the summary of the topic. Guide questions: 3.1 Relate the story to superstitions. 3.2 Is the belief in superstitions helpful in dealing with our life experiences? 3.3 Are there any possibilities that these superstitions are factual? How? 3.4 What are the different superstitious belief did you see in the movie? 3.5 Which of these superstitious beliefs do you suppose has a scientific basis? 4. Summarize the movies using narrative frame (Activity Sheet 2) Activity 7 Focus: The Scientific Method 1. SM for fun. This introduction will give the students a basic idea of the scientific method. a. Teachers can use this M&Ms science activity to teach the terminology of the scientific method.

b. Begin by holding up a bag of regular M&Ms. c. Ask the students, What might we want to know about this bag of M&Ms? d. After the students have given many options, select one such as what color are they? e. Chart students responses to this question and explain to students that they are making hypotheses about what color the candies are. f. Write the definition of hypotheses on the board. g. Proceed by asking students how they will test this hypothesis. h. A student might ask the teacher to open the bag to see the colors. i. Explain that this is data collection. j. Teacher will open the bag and document the data on the board. 2. Query the egg. This activity will further enhance the knowledge of the students on (Hypothesis and theory, observation, inference, conclusion, qualitative data, quantitative data and theory and law). a. For this experiment, students work in pairs to develop an experiment to determine whether an egg is raw or hard boiled. b. Student pairs will begin with two eggs and a permanent marker. c. One of the eggs they are given will be raw and one is hard boiled, but they will not know which is which. d. Students will make a hypothesis about which egg is hard boiled and mark it in some way with their marker. e. Next, student pairs will do a scientific investigation and document all of the ways their two eggs differ. f. They will be collecting data trying to see if there are ways that the differences will tell them which egg is raw and which are hard boiled. g. When student pairs have looked over their data, they need to decide if they like their hypothesis or if they want to make a change. h. Now, students will get to prove or disprove their hypothesis. i. Finally, they will crack open the one they think is hard boiled. You only get one chance, so use a plate 3. The Pendulum Lab This activity will further enhance the knowledge of the students on (Hypothesis and theory, observation, inference, conclusion, qualitative data, quantitative data and theory and law). a. Students will use the scientific method to investigate how a pendulum swings. b. They will work in groups to design a problem, gather data and draw conclusions from their work. c. The teacher will begin by showing a pendulum to the students. d. She will swing the pendulum for all of the students to see. e. The teacher will lead a discussion on this question: Does the number of times the pendulum swings depend on the weight of the pendulum or the string's length? f. Students will work in pairs to develop an experiment to answer the question. g. They will decide upon a hypothesis and decide how to test it. h. They will also figure out a way to organize their data into a chart or graph. i. Once student pairs have developed a conclusion, they will present their findings to the class. 4. Color of the Shirt This activity will further enhance the knowledge of the students on (Hypothesis and theory, observation, inference, conclusion, qualitative data, quantitative data and theory and law). a. Students will use the scientific method to investigate how the color of the shirt affects the temperature absorbed by the body. b. They will work as group to design a problem, gather data and draw conclusions from their work. c. The teacher will ask each group to wear different color of shirts. d. Teacher will ask them to go outside and stay under the sun for 5 minutes. e. Teacher will ask them to record data guided with the following questions:

 How many minutes did it took to feel the heat in your body? What color of shirt were you wearing when you felt the heat? Does the temperature have something to do with the color of the shirt? f. Students will work in pairs to develop an experiment to answer the question. g. They will decide upon a hypothesis and decide how to test it. h. They will also figure out a way to organize their data into a chart or graph. i. Once student pairs have developed a conclusion, they will present their findings to the class. 5. To lead the students to the next lesson, ask volunteer to answer the question How did your group worked to accomplish the activity? Activity 8 Focus: Attitudes of a Scientist 1. Web-based learing. Take a hand in being an inventor. But first you need to be an apprentice of Professor Lou Knee of the National Geographic World. The following steps will be provided to the students for an interactive learning. a. Log on to: http://www.nationalgeographic.com/features/96/inventions/ b. Click on the monkey and the Prof. Lou Knee will take care of you ( or is it you who will take care of him). c. After winning all five games, you will have honed the art of perseverance an important trait of inventors. Prof. Lou Knee will allow you to work with him and then give you a chance to be an inventor yourself. d. Write all the examples given by the student on the board. 2. The next activity will help students see how scientists become triumphant in their own fields. 3. Using an LCD projector a story about The life of Thomas Edison and Albert Einstein will be flashed on the board. a. The students will read the story silently. b. The students will be given enough time for reading. c. After completing the game and story reading, teacher will ask the following questions to the students: d.1 What attitudes of a scientist have you learned? d.2 Why do we have to practice the different attitudes of a scientist to become a good one? d.3 Do all scientist need such attitudes? d.5 What would be the difference of a scientist who possess such attitudes and one who doesnt? d.6 Do you think you possess such attitude? Provide example. d.7 Give other examples of attitudes of scientist.

INTEGRATION: Activity 9 Focus: Synthesis by Concept Mapping 1. To wrap up students understanding of this unit, a concept map on Science in our world and Science at work will be accomplished. Students will fill up the map using the following umbrellas of the lesson: science defined branches of science, values of science, superstitions, scientific method, attitudes of a scientist. Activity 10 Focus: Science in our World and Science at Work 1. Interview a scientist or anyone you know who makes use of the knowledge of science in their profession. Ask the following questions and make a short report on your interview. (Use the interview sheet for the activity) 2. To synthesize, the teacher will ask the student what they have learned from the

interview that corresponds to what they have learned in the previous lesson. 3. To introduce them to the next activity the teacher will show his own documentary film on a real-life experience of science in our world and science at work. Activity 11 Focus: Refer to Performance Tasks An artist, who makes a real life documentation movie, produced a documentary film to show his/her activity 24 hours a day. The documentation will portray and emphasize the role and importance of science both as a result and guide in systematically doing things. The documented film will be uploaded in the teachers facebook account that will be viewed by people who would like to understand the role of science in their life. The film clip produced must contain the following elements: scientific knowledge, achievement of purpose, concept and storyboard that will show a clear documentation of science in real-time