Unit Plan for Science I Unit 1 (Textbooks: High School Science Today and Exploring Science and Technology)

Unit Title Lessons Covered : : The Ways of Science/Science, Technology, and Society An Introduction to Science and Technology Local and Foreign Scientists and Their Contributions Local Beliefs and Superstitions Scientific Method Scientific Measurement : 4 weeks

Number of Weeks

Brief Summary of the Unit: The study of science will inspire the students to explore their environment. This will lead them to become curious and find ways to discover more things about the world. It is through this curiosity that they will start asking questions like Why do we need air? or What lies beyond the clouds? One of the ways to guide the students in searching for answers is the use of scientific method. Knowing how to use such method as well as learning the basic concepts in science will encourage the students to observe scientific phenomena and make them appreciate the things around them. Stage 1 Desired Results Established Goals (Based on the Basic Education Curriculum for Integrated Science) Students can 1. relate how science and technology affect ones beliefs, practices, and ways of thinking; 2. recognize the role of scientific investigation in gathering scientific knowledge and in improving 3. ways of doing things; 4. give examples of science and technology activities and/or products that affect ones daily life; 5. discuss the basis of some local superstitious beliefs and/or practices; 6. discuss the importance of scientific values in decision making and problem solving in daily life; 7. apply the scientific method in conducting a simple scientific investigation; 8. demonstrate safe ways of using the different pieces of apparatus/equipment in the laboratory; 9. show an understanding of matter in the environment in terms of its properties; 10. demonstrate an understanding of the physical and chemical changes that take place in the environment; and 11. show an understanding of the properties of matter in terms of its atoms or molecules.

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Enduring Understandings Essential Questions Students will understand the following: 1. How does science and technology 1. science and technology play important affect ones daily activities? roles in ones daily life; 2. How can I apply basic science 2. the contributions of local and foreign principles and values in daily decision scientists to science and technology can making? nullify superstitious beliefs and 3. Why do I have to use scientific values practices; and attitudes in solving problems? 3. many scientific discoveries have helped 4. What particular attitudes did scientists lighten the daily tasks of people; show which enabled them to discover 4. the application of the scientific method things to improve the quality of life? in conducting simple investigations is 5. Why is there a need to follow the steps needed in solving problems; of the scientific method with the 5. scientists use different methods of proper use of the different studying/solving problems in science. apparatus/equipment in solving One the these methods is the scientific problems? method; and 6. What scientific values do I still need to 6. the proper use of the SI units of acquire to further equip me with the measurement and of the different skills to solve real-life problems? scientific apparatus and equipment in 7. How is the scientific method used and conducting investigations results in applied in real-life problems? accurate and precise information. 8. What scientific values and processes do I still have to acquire to further equip me with the skills I need to solve real-life problems? 9. Why is it important to study matter? Students will be able to Students will know the following: 1. identify the effects of science and 1. relation of science and technology to technology in life; ones daily life through positive 2. demonstrate with understanding the attitudes and values basic scientific processes in making 2. basic contributions of local and foreign ones decisions and in solving scientists to understand natural phenomenon and improve the quality problems; 3. demonstrate the proper use of different of life laboratory equipment and apparatus; 3. various scientific principles applied in daily life and 4. various uses of different laboratory 4. create various graphic organizers (concept maps, models, and web equipment and their importance in performing laboratory experiments diagrams) regarding matter and its properties. 5. how understanding matter and its properties can help one appreciate on the composition of various things in the environment

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Stage 2 Assessment Evidence Other Evidence Performance Tasks 1. Quizzes Have the students do the following 2. Homework performance tasks. 3. Long test 4. Reflections Performance Task 1: Presenting a Role 5. Demonstrations Play 6. Graphic organizers 7. Performance rubrics You are part of a group of theater artists tasked to role-play about scientists. You will present the play before high school students who are studying the role of scientists. Your group is to stage a real-life scenario where the attitudes and values of scientists will be shown. Make sure that the values and attitudes of the scientists are appropriate to the scenario and that the dialogues are well delivered. There should also be a consistent and organized flow of events and ideas. Performance Task 2: Organizing a Science Fair You are an event organizer. You are part of a team tasked to organize a science fair. Your team should showcase the contribution of the scientist assigned to you (local or foreign). You should also include the practical applications of the scientists discovery to the modern era. The success of the science fair and of your presentation depends on your research skills, the quality of your visual display, and your actual presentation. Performance Task 3: Making an Advertisement You are an advertiser tasked to create an advertisement that shows the latest gadget which can have a remarkable impact on high school students. The product that you are going to present should be something that the students can use in their studies. You have to convince the students that

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their work will become easier and faster because of this gadget. Your presentation should be clear and persuasive. It should prove that the gadget makes work easier and faster. Do this through a PowerPoint presentation. Stage 3 Learning Plan Learning Activities Week 1 1. Facilitate a goal-setting activity for the unit. 2. Discuss through a PowerPoint presentation a brief history of science and its nature. Provide a homework afterward. 3. Present several situations about the condition of humans before the dawn of civilization. You can use video clips from the Internet for this activity. Ask, What can you say about the living conditions of the early humans before the advent of technology? Do you think you can live the way humans lived during prehistoric times? Let the students share their opinions with the class. 4. Discuss the numerous types of technology that people use today. Allow the students to explain their ideas on how various forms of technology have greatly influenced their lives. You may categorize the uses of science and technology in different areas such as transportation, medicine, communication, and food processing. Through this activity, let the students infer the relationship between science and technology. 5. Group the students and have each group list at least 10 gadgets that can be found in school. Have them describe how these gadgets make school activities faster, easier, and more accurate. Ask each group to post their answers in Genyo Message Board. Have each group compare their list with other groups as displayed in the Genyo Message Board. 6. Have each group present their discussion through an advertisement (preferably displayed or presented through a PowerPoint presentation), showing off how a certain gadget is useful. 7. Emphasize the importance of science and technology in everyday living. Then, tell the students that in Filipino culture, there are some superstitious beliefs and practices that people still adhere to. Mention that some of these beliefs and practices may have scientific explanations, while others have no scientific bases at all. 8. Divide the class into small groups and have them brainstorm on Filipino superstitions. Have each group enumerate three superstitions they know and explain how such superstitions affect the choices or decisions of those who believe in them. Let the groups present these through a skit. Give ample time for the groups to prepare for their presentations. 9. Let other groups comment on the superstitions presented by their classmates. Ask, Do you think these superstitions have/have no scientific bases? Why? 10. Share with the class one interesting anecdote about a scientist to illustrate some scientific attitudes and values. Then, ask the following: What would we have missed had Thomas Edison pitied himself and lacked the confidence to invent

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things (electric bulb and the phonograph) just because he was a school dropout? and What would have not been possible today if Marie and Pierre Curie were not patient enough to separate radium from a rock heap? Encourage the students to participate in the class discussion. Process their answers afterward. 11. Emphasize the importance of attitudes and values vis--vis the skills that scientists must have. Discuss each of these attitudes and values. Emphasize their positive effects on the work of a scientist. 12. Divide the class into five groups. Assign each group two scientific attitudes to present in class. Tell them that their presentation should answer the following question: How do you apply scientific attitudes and values to your daily activities? 13. Let the students do Performance Task 1. 14. Encourage the students to emulate the virtues of scientists so they will also be able to contribute to the improvement of life. Week 2 1. Show the class a photograph of a vacuum flask and then ask its use. Encourage the students to explain how the flask keeps liquids hot or cold. Emphasize the idea that this kind of container is an example of applied science or technology. Ask the students what would life be without this kind of container, in particular, and without this technology, in general. Let them share their ideas with the class. 2. Recall what the students have learned about technology. Discuss the numerous forms of technology that have been developed through the years. Analyze how each type of technology has helped make life more comfortable. As a class, fill in the following table: Type of Technology How It Has Made Life More Comfortable

3. Recall the famous line by Thomas Edison, A new invention or discovery is a result of 99% perspiration and 1% inspiration. Have the students interpret this quote creatively (e.g., through a poem, drawing, or a song). 4. Let the students enumerate the names of different scientists they are familiar with. Briefly discuss how these scientists made their discoveries. Infer that many scientists discovered things accidentally. Emphasize, however, that such discoveries could only be discovered by a person with a prepared and analytical mind. 5. Discuss the inventions of some Filipino inventors and how they have improved the lives of people. As homework, ask the students to research and fill in the table below.

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Filipino Inventor

Invention

How It Has Improved the Lives of Filipinos

6. Group the students and ask them to present at least two foreign scientists and their invention(s). Instruct them to include a PowerPoint presentation or video clips in their presentation. You may let each group choose their own scientists provided that there will be no repetition of assignments. 7. As a culmination activity, have the students do Performance Task 2. Ask them to prepare a science fair featuring different scientists (local and foreign) with their contributions. Appropriate scientific values and attitudes that allowed the featured scientists to come up with an invention or a research should also be emphasized. Divide the class into small groups and have each group research two scientists. 8. Discuss the steps of the scientific method. Use a specific experiment to illustrate each step. It is important that each step is explained well. You may want to expound on how to formulate a hypothesis. Let the students formulate their own hypotheses based on what they have observed in the experiment. 9. Have the students watch the video in Genyo Science Secondary 1 > Video Clips > Interactions: Convection in Liquids. Ask them to identify the steps in the scientific method applied in the video. 10. Discuss thoroughly the testing of a hypothesis through a simple but rigid experiment. Tell the students that the procedure and the consequent experimental results should be well documented because they will be used by other scientists who may want to do the same research or develop it. 11. Tell the students that a flowchart can illustrate a process. Discuss how a flowchart is made. Provide a sample experiment which will serve as a basis of the flowchart. Then, have the students create a flowchart based on the sample experiment. 12. Based on the previous discussions, let the students apply the scientific method through group work. Divide the class into six groups, and have them think of a problem to solve (e.g., Which brand of tissue is more absorbent?). Tell the class to use the scientific method to answer the problem and then have them make a flowchart of the process they conducted. 13. Have the groups present their flowcharts in class. Week 3 1. Show the class a sample of a bar graph from a newspaper or a magazine article. Ask the students to interpret what the graph means. Afterward, ask questions that will help the students realize the importance of a visual representation of data. 2. After showing the students the sample bar graphs, discuss about the other types of graphs. Explain that the use of a particular graph depends on the type of data to be presented. Discuss the types of graphs and how each is used. 3. Show the class the data table below. Using the given data, ask the students to create a graph of their choice (based on the discussion). Afterward, call on

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volunteers to present their graphs to the class. Some Essential Elements in the Human Body Element Percentage By Mass 65 18 10 1.6 1.2 0.2 0.2 0.2 0.2 0.1

Oxygen Carbon Hydrogen Nitrogen Calcium Phosphorus Potassium Sulfur Chlorine Sodium

4. Introduce the standard of measure used in science using Genyo Science Secondary 1 > Measurement > Introducing Measurements Tutorials. Discuss the basis of the SI system, how one unit is converted to another, and how metric prefixes are used. Recall the units used to quantify the characteristics of matter such as length and mass. 5. Discuss about significant figures and the rules used in determining the number of significant figures. Provide practice exercises on determining the number of significant figures. Then, relate the use of significant figures in basic math operations. 6. Ask a student how he or she would write one million in number form. Then, call on another student to write a larger number, say one trillion. Afterward, ask the students if there is another way to express large numbers. Discuss about scientific notation and give examples and exercises afterward. 7. Take your students to the laboratory room. Ask the students to choose one laboratory apparatus and have them guess its use(s). Emphasize that different types of laboratory apparatus have specific uses. Have the students determine the use(s) of the different apparatus in the laboratory. Have them use the following format: Subject Biology Chemistry Physics 1. 2. 1. 2. 1. 2. Laboratory Apparatus Use(s)

8. Discuss the result of the activity. Ask the students what they think are the advantages and disadvantages of using improvised instruments. Then, enumerate and discuss the laboratory precautions, especially when handling open fire,

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poisonous chemicals, sharp objects, glassware, and live specimens. Week 4 1. Have a simple demonstration/explanation on some natural phenomena exhibited by matter such as thermal expansion, contraction, and diffusion. You may use Genyo Science Secondary 1 > Interactions > Heat and Its Effects Tutorials to discuss about thermal expansion. Then, divide the class into groups. Assign each group a particular property of matter. Let each group present a short demonstration and explanation on the property of matter assigned to them. 2. Discuss briefly the classification of matter. Let each student create a concept map showing the classification of matter. Afterward, together with the class, make a concept map on the board. You may also use the tutorial in Genyo Science Secondary 1 > Diversity > Classifying Materials to enhance the understanding of the students. 3. Go into the computer library. Divide the class into three groups. Group 1 is assigned to discuss about elements, Group 2 mixtures, and Group 3 compounds. Have each group access Genyo Science Secondary 1 > Diversity > Elements, Mixtures, and Compounds Tutorials. Using the tutorials in Genyo, allow each group to create a PowerPoint presentation of the key concepts about their topic. Give them 20 minutes to finish the report. Each group must choose a representative to share their PowerPoint presentation with the class. 4. Prepare an activity that will allow the students to explore and learn various examples of substances and mixtures (as part of the classification of matter discussion). Provide guide questions and give the correct answer at the end of the activity. 5. Let the students watch the video clips on the following Web sites. Then, have a graded recitation by asking questions related to the topic and the videos watched. http://www.youtube.com/watch?=n3UsabmOkh Separation: http://www.youtube.com/wath?v= Separating Mixtures http://www.youtube.comwatch?v=HtxwAH23I (All Web sites were last accessed on 3 March 2011.) 6. Instruct the students to write any questions or concerns regarding the topics discussed on a small piece of paper. Collect all the pieces of papers and use those questions in an oral quiz wherein you will draw out a piece of paper, read the question, and call on students to answer it. Provide your own questions as well. Another way to do this is to use the Genyo Message Board. Encourage the students to create any questions or concerns about the topic. Let them share their message to the whole class. The teacher can draw questions from this message board. 7. Divide the class into groups. Recall the composition and structure of matter using Genyo Science Secondary 2 > Models and Systems > The Particulate Model of Matter Tutorials. (Note: Dont forget to assign this lesson package to the students because this is found in Science Secondary 2, which is not accessible to First Year students.) Assign to each group a model/scientists who contributed in the study of the atom. Have each group create any model that describes the

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composition and structure of matter using any kind of material (e.g., food, recyclable materials, etc.). Tell the class your expectations on the models they are going to create. 8. Have the students do Performance Task 3.

Assessment Task Blueprint for Presenting a Role Play

What understandings/goals will be assessed through this task? The students will understand that they can acquire various attitudes and values from learning the life of scientists. What criteria are implied in the standard(s)/ What qualities must the students work understanding(s) regardless of the task demonstrate to signify that standards were specifics? met? Regardless of the task specifics, the The role play should students should know the scientific attitudes 1. show the values and attitudes of scientists; and values as well as the biographies and 2. have well-delivered dialogues; and contributions of various scientists. 3. show a consistent and organized flow of events and ideas. Through what authentic performance task will students demonstrate understanding? A role play that shows scientific attitudes and values of scientists What student products/performances will provide evidence of desired understandings? The students will be actors/actresses in a play about scientists. They will be presenting this by groups in front of high school students who are studying about scientists. Each group is to stage real-life scenarios where the attitudes and values of scientists are shown. It is expected that the values and attitudes of the scientists exhibited are appropriate to the scenario, the dialogues are well delivered, and the flow of events and ideas is consistent and organized. By what criteria will student products/performances be evaluated? 1. Appropriateness The values and attitudes of the scientists are appropriate to the scenario. 2. Delivery The dialogues are well delivered. 3. Consistency and organization The flow of events and ideas is consistent and well organized.

Rubric for Presenting a Role Play

Assessment Criteria Appropriateness Indicators for the Levels of Performance 1 point 3 points 5 points The values and The values and The values and attitudes of the attitudes of the attitudes of the scientists are not scientists are fairly scientists are very appropriate to the appropriate to the appropriate to the scenario. scenario. scenario. The dialogues are The dialogues are All of the dialogues poorly delivered. properly delivered. are well delivered. The flow of events The flow of events The flow of events and ideas is and ideas is and ideas is inconsistent and consistent but it consistent and well disorganized. needs to be more organized. organized. TOTAL Score

Delivery Consistency and organization

Rating Scale 15 points 610 points

Poor: The role play lacks all the requirements necessary for the activity. Satisfactory: The role play is good but it can still be improved.

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1115 points

Very satisfactory: The role play is excellent.

Assessment Task Blueprint for Organizing a Science Fair

What understandings/goals will be assessed through this task? The students will show appreciation of the contributions of the scientist assigned them through a science fair. What criteria are implied in the standard(s)/ What qualities must the students work understanding(s) regardless of the task demonstrate to signify that standards were specifics? met? Regardless of the task specifics, the students The science fair should must demonstrate their research skills in 1. present information about a scientist and looking for information about a particular his or her contributions; scientist and his or her contributions. 2. show a creative and eye-catching visual presentation; and 3. be well presented. Through what authentic performance task will students demonstrate understanding? A science fair that showcases a local or foreign scientist and his or her contributions What student products/performances will provide evidence of desired understandings? The students will act as a team tasked to organize a science fair that showcases a scientist and his or her contributions. By what criteria will student products/performances be evaluated? 1. Research skills The information about the scientists and their contributions are clearly shown. 2. Visual display The visual presentation is creative and eye-catching. 3. Presentation The presentation is clear and easy to understand.

Rubric for Organizing a Science Fair

Assessment Criteria Research skills Indicators for the Levels of Performance 1 point Only one or two of the scientists contributions and their practical applications are clearly shown. 2 points Some of the scientists contributions and their practical applications are clearly shown. The display is not that creative and eye-catching. The presentation is average. 3 points Most of the scientists contributions and their practical applications are clearly shown. 4 points All of the scientists contributions and their practical applications are clearly shown. Score

Visual display

The display is not creative and eyecatching. The presentation is poor.

The display is creative and eyecatching. The presentation is good.

The display is very creative and eye-catching. The presentation is excellent. TOTAL

Presentation

Rating Scale 14 points 58 points 912 points

Poor: The science fair is disorganized. Acceptable: The science fair needs a few improvements. Outstanding: The science fair is well organized and well prepared.

Assessment Task Blueprint for Making an Advertisement

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What understandings/goals will be assessed through this task? The students will understand applications of science and technology in the invention of gadgets that make work easier and faster. What criteria are implied in the standard(s)/ What qualities must the students work understanding(s) regardless of the task demonstrate to signify that standards were specifics? met? Regardless of the task specifics, the students The presentation should should be able know the importance of science 1. be clear and logical; and technology and research the latest 2. have evidence that the gadget makes gadgets that can help students in their studies. work easier and faster; and 3. be very persuasive. Through what authentic performance task will students demonstrate understanding? An advertisement, through a PowerPoint presentation, that advertises the latest gadget which can have a remarkable impact on high school students What student products/performances will provide evidence of desired understandings? The students will act as an advertiser tasked to make an advertisement, through a PowerPoint presentation for a gadget that makes work easier and faster. By what criteria will student products/performances be evaluated? 1. Clarity The presentation should be clear and logical. 2. Evidence The presentation should have evidence that the gadget makes work easier and faster. 3. Persuasiveness The presentation should be very persuasive.

Rubric for Making an Advertisement

Assessment Criteria Clarity Indicators for the Levels of Performance 1 point 3 points 5 points There at least four There at least two The presentation is points in the points in the very clear and easy presentation that to understand. presentation that are unclear and are unclear and cannot be cannot be understood easily. understood easily. The presentation has The presentation has The presentation has two proofs that the only one evidence at least three pieces that the gadget gadget makes work of evidence that the makes work easier easier and faster. gadget actually and faster. makes work easier and faster. The presentation is The presentation is The presentation is not so persuasive. persuasive. very persuasive. TOTAL Score

Evidence

Persuasiveness

Rating Scale 15 points 610 points 1115 points made.

Poor: The presentation does not meet the requirements. Satisfactory: The presentation meets some of the requirements. Very satisfactory: The presentation meets all of the requirements and is well

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