Alla, Desiree Fae A.

BEED 2

ACTIVITY 11:
Direction: Answer the following questions.

1.What are the benefits of using observation as a strategy?

 For teachers it is important to observe the interaction between teacher-learner within the
classroom because it can determine the learning opportunities that students get. Not only that,
classroom observation encourages colleagues to collaborate to improve teacher practice and
student learning.

2.How does it help the students develop facts, concepts, and scientific knowledge?

 Scientists use observation to collect and record data, which enables them to develop and then
test hypotheses and theories. ... These tools allow for more precise and accurate observations.
Tools also help gather information about things beyond our capability to experience firsthand –
deep space, for example.

ACTIVITY 12:

1.When should the teacher use experimentation as a strategy to deliver a certain topic in class?

 By changing one variable (the IV) while measuring another (the DV) while we control all others,
as far as possible, then the experimental method allows us to draw conclusions with far more
certainty than any non-experimental method. Experiments can be used to introduce new ideas or
to clarify puzzling aspects of topics with which students typically struggle. If the result of an
experiment is surprising yet convincing, students are in position to build ownership of the new
idea and use it to scaffold learning.

2.What are the limitations of experimentation as a teaching strategy?

 Limitation: There is no control over extraneous variables that might bias the results. This makes it
difficult for another researcher to replicate the study in exactly the same way.

ACTIVITY 13:

Answer the following questions.

1.What are the general considerations when using guided inquiry as a teaching strategy?

 The focus of this strategy is on providing the direction and support needed for student success
while letting them determine their own learning path. Guided inquiry allows students to take
responsibility for their own learning and progress through their own efforts and perseverance, as
well as develop their ability to make decisions, solve problems, and reflect on their own thinking
processes.

2.The heart of guided inquiry is questioning. Characterize effective questioning.

 Effective questioning involves using questions in the classroom to open conversations, inspire
deeper intellectual thought, and promote student-to-student interaction. Effective questions focus
on eliciting the process, i.e. the 'how' and 'why,' in a student's response, as opposed to answers
which just detail 'what
ACTIVITY 14:

Make lesson plan using the 5E model for the following topic and learning competencies. Use cooperative
learning as a strategy.

Topic:Other Members of the Solar System: Comets, Meteors, Asteroids

Grade Level:Grade 6

Learning Competencies:

The learner should be able to:

1.Compare and contrast comets, meteors, and asteroids;

2.Predict the appearance of comets based on recorded data of previous appearances; and

3.Explain the regular occurrence of meteors.

Component Description Activity Ideas

Engage  Comets are cosmic  Think-pair-share
snowballs of frozen  Share group
gases, rock and dust  Paired reading
that orbit the Sun. When
frozen, they are the size
of a small town. When a
comet's orbit brings it
close to the Sun, it
heats up and spews
dust and gases into a
giant glowing head
larger than most
planets.
 In simplest terms, a
meteorite is a rock that
falls to Earth from
space. Meteorites are
rocks, but they are not
like Earth rocks. Most
are far older, and they
provide some of the only
samples we have of
other worlds – other
planets, asteroids and
possibly comets – in our
solar system.
 Asteroids are small,
rocky objects that orbit
the Sun. Although
asteroids orbit the Sun
like planets, they are
much smaller than
planets. Asteroids are
small, rocky objects that
 orbit the sun. Although
asteroids orbit the sun
like planets, they are
much smaller than
planets.
Explore Students likely know some  Cooperative learning
information about the other task
planets in our solar system as  Hands on task
well as about earth's moon. In  Investigation
this lesson, students will build
on this knowledge as they
research one of the other
planets in order to determine
whether a manned mission to
that planet would be feasible. In
the process, students will learn
about the geology, composition,
and orbit of this planet. Students
will determine such factors as:
what it is like, whether or not it is
habitable, and how its orbit
affects planning a trip. The
lesson begins with a whole class
exercise in which students plan
a trip to the moon. In addition to
giving students a broader
knowledge of the moon, this
exercise gives you an
opportunity to model the steps
that students will take as they
work in small groups to research
and develop their own
proposals. 
Explain The Solar System is made up of  Vocabular organization
the Sun and all of the smaller  Notes
objects that move around it.  Explanatory videos
Apart from the Sun, the largest
members of the Solar System
are the eight major planets.
Nearest the Sun are four fairly
small, rocky planets - Mercury,
Venus, Earth and Mars.
Elaborate The solar system consists of the  Investigation
Sun and everything that orbits,  Game
or travels around, the Sun. This
includes the eight planets and
their moons, dwarf planets, and
countless asteroids, comets,
and other small, icy objects.
Evaluate Common activities include  Journal task
coloring the planets, putting the  Worksheet
planets in order and creating a  Quiz
mobile of the solar system.  Assessment
Easier activities for younger
children can include learning to
write the letter M on a moon
 worksheet or A for astronaut.

ACTIVITY 15:

1. What are the advantages of using research as a strategy in class?

 Fostering critical thinking and analytical skills through hands-on learning. Defining academic,
career and personal interests. Expanding knowledge and understanding of a chosen field outside
of the classroom.

2. What are the limitations of student research as a strategy in class?

 The limitations of the study are those characteristics of design or methodology that impacted or
influenced the interpretation of the findings from your research.

ACTIVITY 16:

1.What are the advantages of using case study as a strategy in class?

 A major advantage of teaching with case studies is that the students are actively engaged in
figuring out the principles by abstracting from the examples. This develops their skills in: Problem
solving. Analytical tools, quantitative and/or qualitative, depending on the case.

2.What are the limitations of case study as a strategy in class?

 Lacking scientific rigour and providing little basis for generalization of results to the wider
population.
 Researchers' own subjective feeling may influence the case study (researcher bias).
 Difficult to replicate.
 Time-consuming and expensive.

ACTIVITY 17:

Develop a sample lesson plan on the topic of your choice (Science only) incorporating role-play. Use the
5E model for making a lesson plan.

GraniteMountainRange_KazCanning

© Kaz Canning

How does the finite amount of carbon on this planet move around in the environment, from one place to
another? How do the geosphere, biosphere, hydrosphere, and atmosphere interact? In this active
demonstration, students will model the carbon cycle, and consider way in which human actions play a
role.

Objectives

Students will be able to:

recognize that there is a finite amount of carbon on earth.

model how carbon moves around in the environment, from one place to another.

identify how humans influence the carbon cycle.

Materials

14-28 of a small, lightweight object to represent carbon (e.g. ping pong balls.)

Carbon Cycle Role-Play Cards (7 total, one per group)

Chalk, if needed for drawing regions

Teacher Prep

Read through the Role Play Summary Table at the end of the lesson to get a better understanding of the
specific flows your students will be learning. Note that the entire carbon cycle is composed of even more
specific flows between the atmosphere, biosphere, hydrosphere, and lithosphere than those discussed
here. This role-play teaches an age-appropriate version of the carbon cycle.

Collect 14-28 of the small, lightweight objects that will represent carbon (e.g. ping pong balls).

Print double-sided role-play cards.

Designate a large open space for this activity.

If working outside, use chalk to draw out the regions shown below.

If in the classroom, draw a picture on the board of the three regions and designate different areas of the
classroom to represent the ocean, the land, and the atmosphere.

Teacher Tip: If you think your students would do better with a lesson where they are able to move around
the classroom, see the Extension section for an alternate version of this lesson.

View tables and diagrams

Introduction

We suggest using the What Contains Carbon? activity as an introduction to carbon and its different forms.
If you do not have time for this activity, review with your students that carbon is a common element on
earth. Have students recall some of the things in their daily lives that contain carbon. Make a list of these
items on the board.

Explain to your students that the carbon contained in any one thing doesn’t stay there forever. The carbon
atoms move from one thing to another in what is called the carbon cycle. Parts of the carbon cycle
happen very quickly, like when plants take in carbon dioxide from the atmosphere for photosynthesis. But,
other parts of the carbon cycle happen very slowly.
Tell students that in this activity, they will learn how carbon moves from one place to another, by
performing a carbon cycle role-play.

Role-Play

Divide students evenly into 7 groups and distribute the appropriate role-play card to each group. Each
group will be a team of actors that will play a certain part of the carbon cycle (atmosphere, water, algae,
marine snail, sediments & rocks, trees, or caterpillars). The table provided at the end of the lesson plan
summarizes all the groups, their options for carbon flow, the explanation for each carbon flow, and their
script lines.

Distribute 2-4 ping pong balls to each group and explain that these represent carbon atoms.

Have students in each group review their role play card to figure out their role in the carbon cycle and
decide as a group using their “Options for carbon movement” how they are going to move their carbon.

Explain that they can give their carbon to only one other group, or if they have plenty, they can give the
carbon to more than one group.

Explain that carbon exists in all of these things at the same time and only a portion of the carbon in each
thing moves. Therefore, when each group moves their carbon, they can’t give away all their carbon: they
must keep at least one carbon atom.

As they move their carbon, they must say their script lines to explain the carbon movement that they have
chosen.

One at a time, ask each group to give their carbon to another group (or groups).

Run the role-play a number of times, telling students to make different choices about carbon movement
each time.

If you have time, consider running the following variations:

Have all the groups moving their carbon at the same time: Have one person from each group be the
deliverer of carbon and the other group members remain to receive carbon from other groups. Tell
students that this is a more chaotic, but more realistic acting out of the carbon cycle, since in the real
world carbon moves between all these areas at the same time.
Trace the journeys of only few carbon atoms: Use only one carbon atom (ping pong ball) and start it with
one group. Each group that gets the atom makes a decision about where it goes next. Assign one student
to write the journey on the board or a piece of paper. Do this multiple times so that you can compare the
journeys of several individual atoms through the different spheres and see how the carbon cycle does not
move in one direction, but moves in lots of different directions at the same time.

ACTIVITY 18:

Given the learning competencies below, develop a sample lesson plan incorporating gamification. Use
the 5E model.

Topic:Water in the Environment

Grade Level:Grade 4

Learning Competencies: The Learners should be able to:

1.Explain the use of water from different sources in the context of daily activities;

2.Infer the importance of water in daily activities; and

3.Describe the importance of water cycle.

Guiding questions:

 How is water important to the environment

 What is the main source of water in the environment?
 Is water a part of environment?

Process skill:

 Class/ group experiment

 Jigsaw
 Think pair share
 Brainstorm
 Film
 Drama

What to look for:

 “see” pollution in the classroom — a great teaching or memory aid when discussing the topic.
And it’s super easy too! In summary, students collect samples of air and water (even snow), put
them in clear glass or plastic jars, and then manually “pollute” them.
 After your jars are filled it is good to introduce your cards and pictures sharing and or asking your
children what they see. You can also place the word card below the picture so they have a full
visual of each idea.
 Student can provide their own opinion, definition and understanding on the certain experiment

ACTIVITY 19:

Answer the following questions.

1.How effective is design thinking in bringing out the creativity and innovative skills of the students in the
class?

 Design thinking minimises the uncertainty and risk of innovation by engaging customers or users
through a series of prototypes to learn, test, and refine concepts. Design thinkers rely on
customer insights gained from real-world experiments, not just historical data or market research

2.What are the limitations of this strategy?

 Design Thinking Has an Image Problem. ...

 Some See Design Thinking as a Linear Process. ...
 Some View Design Thinking as a Glorified 2-3 Day Workshop. ...
 People Want Human-Centric Outputs Without Human Inputs. ...
 Misalignment is a Risk to Every Design Thinking Project.

ACTIVITY 20:

Answer the following questions.

1. Cite some challenges that the teachers usually encounter in using simulations and models in
class.
 Lack of teamwork, empathy, and support between students. ...
 Teachers working too many roles at the same time. ...
 No time to deal with bodily functions! ...
 Teachers being made accountable for more than they should. ...
 Not enough time to plan. ...
 Excessive paperwork for data collection. ...
 Keeping up with the expectations of school admins.

2. What other tools can the teachers use in order to make the class discussion on earth science topics
more engaging for the students?

 Blackboard. Blackboard is one of the most capable teaching tools in the space. ...
 Classroom 2.0. Classroom 2.0 is a social network for teachers. ...

ACTIVITY 21:

List three assessment strategies. Examine their advantages and disadvantages.

ASSESSMENT STRATEGIES ADVANTAGES DISADVANTAGES
Formative assessment The timeliness of results enables The disadvantage of formative
teachers to adjust instruction assessments is that they can take
quickly, while learning is in time, more time than teachers might
progress. The students who are perceive that they have. To
assessed are the ones who benefit repeatedly check students' learning
from the adjustments. The students takes more time than to administer
can use the results to adjust and one test at the end of a lesson or
improve their own learning. unit.
Summative assessment Summative assessment aims to The main drawback to summative
evaluate student learning and assessments is that they often
academic achievement at the end of compel teachers to “teach to the
a term, year or semester by test.” With the increase in
comparing it against a universal standardized testing that's being
 standard or school benchmark. required by many states and
Summative assessments often have districts, testing has gotten a bad
a high point value, take place under name, and for good reason
controlled conditions, and therefore
have more visibility.
Assessment as learning AfL methodology is proven to give not always an accurate reflection of
students more control over their how much progress has been
learning, helping boost motivation made. - Can wrongly be used to
and ultimately improve their exam hold teachers accountable for lack
performance. It helps learners to of progress being made. - Increased
see what they are aiming for and pressure for students, especially
understand what they need to do to those that become anxious in test
achieve those aims. environments.

ACTIVITY 22:

Complete the table below:

TYPE OF ASSESSMENT ADVANTAGES DISADVANTAGES

Multiple choice Allow for assessment of a wide Limited feedback to correct
range of learning objectives. errors in student understanding.
Objective nature limits scoring Tend to focus on low level
bias. learning objectives.
Students can quickly respond to Results may be biased by
many items, permitting wide reading ability or test-wiseness.
sampling and coverage of Development of good items is
content. time consuming.
Difficulty can be manipulated by Measuring ability to organize
adjusting similarity of distractors. and express ideas is not
Efficient to administer and possible.
score.
Gap filling easy to mark. Larger gaps are not typically
useful for assessing recall. suited to bonding. Building up
very effective at testing listening teeth with a composite resin to
for specific words. fill a large space may make your
little scope for the learners to teeth look too big in your smile.
guess the correct answers. Plus, bonding materials are not
as strong as your teeth
True-False Quick and easy to score Considered to be “one of the
most unreliable forms of
assessment” (p. 195)
Often written so that most of the
statement is true save one
small, often trivial bit of
information that then makes the
whole statement untrue
Encourage guessing, and
reward for correct guesses
Matching Great for users who have a The greatest disadvantage of
lower reading level. matching is that the effect of
Less chance for guessing than matching factor on the
other question types. occurrence of the disease of
Can cover a large amount of interest cannot be studied
content. anymore. One should therefore
Easy to read. limit matching to factors that are
 Easy to understand. already known to be risk factors
Easy to grade on paper. for the studied outcome.
Graded automatically online.
More engaging for users.

ACTIVITY 23:

Answer the following questions.

1.What are the possibilities and applications when using the performance assessment with very young
children and primary school students?

 In general, a performance-based assessment measures students' ability to apply the skills and
knowledge learned from a unit or units of study. Typically, the task challenges students to use
their higher-order thinking skills to create a product or complete a process

2.To what extent can young students engage with the self-assessment aspects of the performance
assessment?

 Visual Thinking Strategies

 Describe what they see.
 Analyze what they see.
 Judge what they see.

3.How can performance tasks be more manageable for both the teacher and the students?

 Performance assessments, they reason, have a positive influence in the classroom. Performance
assessments: provide pedagogical templates that help teachers to develop effective instructional
techniques; and. provide comprehensive information about student progress, including students'
strengths and weaknesses.

ACTIVITY 24:

Design a portfolio you want your students to prepare in one of your classes. Give the purpose, contents,
guidelines for preparation, and criteria or rubric for assessing the students’ portfolio.

STUDENT PORTFOLIO Table of Contents:

PORTFOLIO PURPOSE: Lesson 1 Page
Guidelines forINpreparation 1. Documentation of student Act. 1 ……………………………………….
progress
 SCIENCE
Will the portfolio be used
more than one class and
 Working portfolio
Act. 2 ……………………………………….
Act. 3 ……………………………………….
2. Showcasing student
more than one school
accomplishments Lesson 2
year?
 Celebration Act. 4 ………………………………………..
 by:
Submitted What type of portfolio will portfolios Act. 5 ……………………………………….
you adopt?
________________ 3. Evaluation of student status
 How will privacy be 4. Portfolio documents student Lesson 3
addressed? growth and development over Act. 6 ………………………………………..
 HowSubmitted to: be
will portfolio time Act. 7 …………………………………………
used? Who will create 5. Used to report parents and
__________________
them? Summative assessment ………………..
administrators
______DATE_____