TEACHING PLAN

TEACHING PLAN

1.1 Curriculum

At the basic Education level, the Department of Education (DepEd) sets overall educational mandates and standars standardized by K to 12 curriculum. MMSU-LHS Batac City in grade 7, 8, 9, 11 and 12 use K to 12 curriculum. Grade 10 use science curriculum, they have advances class and advances unit in Science and Mathematic. The K to 12 science curriculum will provide students with a repertoire of competencies important in the world of work and in a knowledge-based society. The K to 12 science curriculum envisions the development of scientifically, technologically, and environmentally literate and productive members of society who manifest skills as critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators.

This curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as global, context whenever possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science–technology society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely: constructivism, social cognition learning model, learning style theory, and Gestalt psychology.

Science content and science processes are intertwined in the K to 12 curriculum. Without the content, learners will have difficulty utilizing science process skills since these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse students’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop students’ interest and let them become active learners.

As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another (spiral progression), thus paving the way to deeper understanding of a few concepts. These concepts and skills are integrated rather than discipline-based, stressing the connections across science topics and other disciplines as well as applications of concepts and thinking skills to real life.

(The Conceptual Framework of Science Education)

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)

The learner demonstrates understanding of basic science concepts, applies science process skills, and exhibits scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, and make informed and unbiased decisions about social issues that involve science and technology. This understanding will lead to learner’s manifestation of respect for life and the environment, bearing in mind that Earth is our only home.

KEY STAGE STANDARDS: (STANDARD FOR SCIENCE LEARNING AREA FOR GRADE 7-9 AND 11-12)  

Grade 7-9

Grade 11-12

At the end of Grade 9, the learner should have developed scientific, technological and environmental literacy so that they will not be isolated from the society where they live, will not be overwhelmed by change, and can make rational choices on issues confronting them. Having been exposed to scientific investigations related to real-life, they should recognize that the central feature of an investigation is that if one variable is changed (while controlling all others), the effect of the change on another variable can be measured. The context of the investigation can be problems at the local or national level to allow them to communicate with students in other parts of the Philippines or even from other countries using appropriate technology.

At the end of Grade 12, the learner should have gained skills in obtaining scientific and technological information from varied sources about global issues that have impact on the country. They should have acquired scientific attitudes that will allow them to innovate and/or create products useful to the community or country. They should be able to process information to get relevant data for a problem at hand. In addition, learners should have made plans related to their interests and expertise, considering the needs of their community and the country - to pursue either employment, entrepreneurship, or higher education.

Grade/Level	Grade Levels Standars
Grade 7	Learners distinguish mixtures from substances through semi-guided investigations. They realize the importance of fair testing when doing investigations. After studying how organ systems work together in plants and animals in the lower grades, learners can use a microscope when observing very small organisms and structures. They recognize that living things are organized into different levels: cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities which interact with nonliving things in ecosystems.
Grade 8	Learners have investigated the effects of some factors on the motion of an object based on the Laws of Motion. They can differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy such as temperature difference and the type (solid, liquid, or gas) of the medium. Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other members of the solar system. Learners explain the behavior of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products are made up of these particles and are absorbed by the body in the form of ions. Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have dealt deeper into the process of digestion studied in the lower grades giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect and conserve economically important species used for food.
Grade 9	After learning about the digestive system, learners have expanded their knowledge to a deeper understanding of the respiratory and circulatory systems to promote overall health. They are familiar with some technologies that introduce desired traits in economically important plants and animals. Learners explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from such rearrangements. Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen only at certain times of the year. Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.
Grade 11	To be finalized by the designated TWG for Grades 11 and 12
Grade 12	To be finalized by the designated TWG for Grades 11 and 12

PROPOSED Sequence of Domain/Strands per Quarter

Grade 7	Grade 8	Grade 9
Matter	Force, Motion & Energy	Living Things and Their Environment
Living Things and Their Environment	Earth & Space	Matter
Force, Motion & Energy	Matter	Earth & Space
Earth & Space	Living Things and Their Environment	Force, Motion & Energy

(Source : Republic of the Philippines, Department of Education, Meralco Avenue, Pasig City, K to 12 Curriculum Guide Science - version April 25, 2013)

1.2 Teaching Plan or Lesson Plan

Mariano Marcos State University

College of Teacher Education

Laoag City

A Detailed Lesson Plan

In

Integrated Science

(Grade 8)

Topic : Food Pyramid (Ecological Pyramid)

Prepared by :

Eka Puspita Rahayu

Student Teacher, Indonesia

Submitted to : Prof. Alegria Josephine S. Quitola

Teacher Training Instructor

Date of submission : February 1, 2019

Date of teaching : February 6, 2019

Time of teaching : 7.30 – 8.30 am
A Detailed Lesson Plan in Grade 8
Integrated Science

Food Pyramid

I. Learning Objectives:

            At the end of the lesson, the students should be able to:

A.    Define food pyramid.

B.     Enumerate the three types of food pyramid.

C.     Construct the three types of food pyramid and describe the flow of energy though on ecosystem.

II. Subject Matter:

1. Topic: Food pyramid
2. Materials :

·      Laptop

·      Projector

·      Blackboard and Chalk

·      Power point presentation

·      Scissors and tape

·      Marker

·      3D food pyramid

·      Activity sheet

3. Concepts :

·           Food pyramid : a diagram that depicts the energy flow in an ecosystem.

·           Energy pyramid : compares energy used by producers and other organisms on trophic level.

·           Biomass pyramid : measure of the total dry mass of organisms in a given area.

·           Numbers pyramid : shows the numbers of individual organisms at each trophic level in an ecosystem.

4. References:

DepEd K-12 Science 8 Learners Manual Unit 4 Module 2, pp.280-284

III. Learning Tasks/ Methodelogy

TEACHER’S ACTIVITY A. Preliminary Activities Good Morning Class! How are you today? Before we start our lesson, please arrange your chairs and pick up those pieces of papers on your sides. Very good class. Ok class, for today, I will be your teacher. This is our first meeting. So, let me introduce my self. My name is Eka Puspita Rahayu, you can call me Ma’am Eka. I’m from Indonesia, one of the SEA Teacher participants, students exchange. Nice to meet you all. Before we start our lesson, we pray first. Can someone lead the pray. Okay class, who is absent today? Very Good! B. Review Ok class, last week Teacher Charie talk about food chain and food web. Can anyone tell something about that? Very good, class! C. Presentation Before we start our lesson, I will show you the video and please take your note. What is the video all about? Correct. So, today we will discuss about food pyramid. D. Discussion Based from the name “food pyramid”, any idea what is a food pyramid? Excellent, Cha. So, food pyramid is a model or diagram that depicts the energy flow in an ecosystem. The other name of food pyramid is ecological pyramid. Instead of representating trophic levels in a food web, an ecological pyramid can be used. Does this pyramid represent a food chain or food web, Jane? Very good, Jane. What do the big numbers represent, Quebral? Yes, good. The trophic levels. Have them identify the type of organisms at each level. What does the kcal mean, Liza? Very good. So, in the food pyramid, there are three types of food pyramid such as pyramid of energy, pyramid of biomass and pyramid of number. Class, have you seen cars? So, let us have cars to be the example, what do cars need in order to work? Anyone? Great. So, just as the cars and other vehicles need fuel to work, all living  things need energy to operate. Do you agree? For cars, this energy comes in the form of gasoline, but we’re humans. Do you have any idea on where we get energy? Yes, Owen? Exactly, the food we eat comes from animals and plants, which also need to grow. Animals get their energy from other animals and plants. Did you understands, class? So, the first one is pyramid of energy. Pyramid of energy show the relative amount of energy available at each trophic level of a food chain or food web. In the pyramid of energy, we have the primary producer, the example is plants and that plants get their energy from the sun, and then the primary producers will transfer the energy for primary consumers, secondary consumers, third level consumers and so on. And the energy lost as heat or used in metabolism. After that, all of organisms will breakdown by the help of decomposers and be recycled nutrients. What happens to the energy as you go up? How much energy is available for the next level? What %? Yes, Good The rule of thumbs is 10% (although it is an average across levels and chains) No trophic level can contain more energy than the level below. Formula : 10000 x 0.10 = 1000 kcal Next is pyramid of biomass. Any idea about pyramid of biomass? Very good. A pyramid of biomass illustrates the relative amount of living organic matter available at each trophic level. So, I have a picture that shows a pyramid of biomass, this is a producers like plants, their have 1000 kg, and then the plants will transfer the biomass to the next organisms like deer and rabbit, so their will receive 100 kg and then the fox will receive 10 kg and the last is lion will receive 1 kg The last is pyramid of numbers, any idea? Great. A pyramid of numbers shows the relative number of individual organisms at each trophic level in an ecosystem So, what is the different types of food pyramid? Anyone can tell something about the diagrams? Excellent. Is it clear, class? Now, I will divide you into 4 groups by counting, so plese start from the right side. Now, please sit with your group I prepared the 3D food pyramid, so you must do with your group and write the organisms with a color marker. I will give you 15 minutes. Times up please compile it to me You are all very good class every group did it well. E. Post Discussion Now, anyone who can share what we learn for today? Very good,Marvelous. Ok class, you did a good job. F.   Evaluation Ok class, we’ll be having a short quiz, I will give you the worksheet, this to see how much your learn. Please do it in 10 minutes Time is over, please pass your paper.

STUDENTS’ ACTIVITY Good Morning, Ma’am! We are fine, Ma’am Yes ma’am Nice to meet you too, Ma’am Yes, Ma’am. None, Ma’am (April raises her hand) Food chain : traces the sequence of how an organisms obtains it’s energy Food web : describes the feeding relationship of organisms in an ecosystem Yes, Ma’am! I think ma’am our lesson for today is all about food pyramid. (Cha raises his hand) I think ma’am, food pyramid is a model that shows how energy flow through ecosystem. Yes, Ma’am! A chain as there is only one eating path. The trophic levels, Ma’am. It stands for kilocalories, a measurement of energy Yes, Ma’am Fuel, Ma’am   Yes,Ma’am Food, Ma’am Yes, Ma’am It gets less and less; lost in heat energy or used metabolism The rule of thumbs is 10%, Ma’am Measure of the total dry mass of organisms in given area Shows the numbers of individual organisms at each trophic level, Ma’am Pyramid of numbers shows the number of individual organisms Pyramid of biomass is measure of the total dry mass of organisms in a given area. Pyramid of Energy is compares energy used by producers and other organisms on trophic level Yes, Ma’am. (Marvelous raises his hand)   Yes, Ma’am. We have learn about food pyramid is a pyramid that depicts the energy flow in an ecosystem. And three types of pyramid are energy pyramid, biomass pyramid, and number pyramid. Yes, Ma’am Yes, Ma’am Yes, Ma’am

EVALUATION

Name: _____________________________________                      Score:_____________
Grade and Section:__________________________

Direction.

Find the words that are associated with the food pyramid.

FOOD PYRAMID

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·        Food

·        Pyramid

·        Energy

·        Biomass

·        Number

·        Producers

·        Consumers

·        Humans

·        Trophic level

·        Ecological

ASSIGNMENT

Name: _________________________________         Score: ________________
Grade & Section: ____________________________

What can you infer from the biomass pyramids below?

|1. How much biomass of rabbit can 5000 kg of plant support?

2. How much biomass of snake can the rabbits support?

3. How much biomass of hawk can the snake support?

What can you infer from the energy pyramids below? 

There are 2,500 kcal available for the trophic level.

4. There are _______ kcal available for the 2^nd trophic level.
5. There are _______ kcal available for the 3^rd trophic level.
6. There are _______ kcal available for the 4^th trophic level.

7-10. Draw your own pyramid of number that composed of four trophic levels. (4 points)

1.3 Others

  The teacher always prepared their lesson plan very well. Before they will do the practice teaching, they must compile their lesson plan to Ma’am Quitola, the TTI (Teacher Training Instructor) of Biology Major for checked their lesson plan. If the lesson plan already checked, their must make a instructional material and the materials indicated in the student activity.