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  • FALCENT

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    Jhea Velasco
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    This document outlines 10 topics for learning activities and the associated learning styles or multiple intelligences. The topics include floating ice, force and mass, states of matter, acidity and alkalinity, temperature, dinosaur facts and fiction, mixtures, volume, chemical change, and animal classification. For each topic, hands-on experiments, observations, videos, and puzzles are proposed. The document suggests learning styles like visual, logical, kinesthetic, and auditory learning approaches to engage different types of learners.

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    FALCENT.

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    This document outlines 10 topics for learning activities and the associated learning styles or multiple intelligences. The topics include floating ice, force and mass, states of matter, acidity and alkalinity, temperature, dinosaur facts and fiction, mixtures, volume, chemical change, and animal classification. For each topic, hands-on experiments, observations, videos, and puzzles are proposed. The document suggests learning styles like visual, logical, kinesthetic, and auditory learning approaches to engage different types of learners.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    22 views2 pages

    FALCENT

    Uploaded by

    Jhea Velasco
    This document outlines 10 topics for learning activities and the associated learning styles or multiple intelligences. The topics include floating ice, force and mass, states of matter, acidity and alkalinity, temperature, dinosaur facts and fiction, mixtures, volume, chemical change, and animal classification. For each topic, hands-on experiments, observations, videos, and puzzles are proposed. The document suggests learning styles like visual, logical, kinesthetic, and auditory learning approaches to engage different types of learners.

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    Jhea Velasco

    2nd Year BEED

    TOPIC LEARNING ACTIVITY LEARNING STYLE/ MULTIPLE


    INTELLIGENCE
    1.Floating Ice Experiment: LOGICAL LEARNING/VISUAL
    LEARNING
    i. Pour water into a plastic
    bottle and then place it in the
    freezer. Compare the volume of
    the liquid and solid water after
    freezing.
    ii. Make a pitcher of ice water.
    Draw a line where the water
    level is before the ice melts.
    iii. Allow the ice to melt into
    the water and make a second
    line where the water level is
    now. Compare the two.
    2.Force and Mass VISUAL AND KINESTHIC
    i. A balloon and a LEARNING
    basketball—have your students
    test which one is easier to move
    with the least force (try to help
    them exert as close to the same
    force as possible on each)
    Ii. An empty folder and a
    textbook
    Any other objects of roughly
    the same size that are available
    3.States of matter i. The student will observe and VISUAL AND KINESTHIC
    predict whether the ice will be LEARNING
    solid after heating the sun and
    how did the gas will exist in the
    ice cube
    4.Acidity/alkalinity i. Determines the acidity or VISUAL LEARNER/LOGICAL
    alkalinity of common LEARNING
    substances (e.g. water, lemon
    juice, vinegar, soft drinks, milk
    of magnesia, cleaners)
    5.Temperature i. They can go around and make AUDITORY AND KINESTHIC
    a list which is supposed to be LEARNING
    on the cold side and hot side
    and write it in a bond paper
    6.Dinosaur Fact and Fiction They will be watching a short VISUAL AND AUDITORY
    video clip LEARNING
    i. They need to determine
    different type of dinosaur
    ii. Labeled their names

    7.Mixtures Set up three glasses of water. VISUAL LEARNING

    Add pebbles of sand to the first


    glass. Stir the water. Ask
    students whether this is a
    mixture or a solution. (Answer:
    It is a mixture because the sand
    and the water stay separate.
    The sand does not disappear in
    the water.)
    Add a teaspoon of salt to the
    second glass. Stir the water
    until the salt disappears. Ask
    students if this is a mixture or a
    solution. (Answer: It is a
    solution because the salt
    dissolves, or disappears, in the
    liquid.)
    Ask students if two liquids will
    form a mixture or a solution.
    Then add some vegetable oil to
    the third glass and stir. Ask
    students if the glass contains a
    mixture or a solution. (Answer:
    The oil and water form a
    mixture because they do not
    mix. The oil does not disappear
    or dissolve.)
    8. VOLUME Line up five or six containers of KINESTHIC LEARNING/
    different sizes and shapes and AUDITORY LEARNING
    have students figure out how
    they compare in volume. This
    can be done with water on a
    warm day, or with dry
    ingredients indoors. Have
    groups of students share the
    strategies they used.
    9. CHEMICAL CHANGE i. Determine whether it is KINESTHIC/AUDITORY
    physical and chemical change LEARNING
    ii. Given the situation
    10. ANIMAL CLASSIFICATION i. PUZZLE WORD KINESTHIC/ AUDITORY
    Ii. They will determine the
    animal by puzzle and find the
    missing letter

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