Okay, now we meet in my real teaching week.
And my lesson plan is like..
In this week, from February 5, 2018 till end Theerapong and I start teaching in Masipit Elementary School. I am so nervous because this is my first time to teaching. And observed by the professional teacher in there. I bought science materials. That is very great for beginner like me.. The teachers very patient to thought me, they are never angry if I have a mistaken. I really love them.. And from there, i knows about how to make Philippines lesson plan. That is like in Indonesia, if we want to make the lesson plan, we should based on curriculum guide also.
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| My picture when I'm teaching |
And the curriculum in Philippines is like
Curriculum
K
to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK
Science
education aims to develop scientific literacy among learners that will prepare
them to be informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that may have
social, health, or environmental impacts.
The science
curriculum recognizes the place of science and technology in everyday human
affairs. It integrates science and
technology in the social, economic, personal and ethical aspects of life. The
science curriculum promotes a strong link between science and technology,
including indigenous technology, thus preserving our country’s cultural
heritage.
The K to 12 science curriculum will provide learners with a
repertoire of competencies important in the world of work and in a
knowledge-based society. It envisions the development of scientifically,
technologically, and environmentally literate and productive members of society
who are 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, sciencetechnology-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 brain-based
learning.
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 learners’ 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 learners’ 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 in spiral progression, thus paving the way to a deeper understanding of
core concepts. The integration across science topics and other disciplines will
lead to a meaningful understanding of concepts and its application to real-life
situations.
The Conceptual
Framework of Science Education
Developing and
Demonstrating Scientific Attitudes and Values
Brain-based
learning
Scientific,
Technological and Environmental Literacy
CORE LEARNING
AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
The learners demonstrate understanding of basic science concepts and
application of science-inquiry skills. They exhibit scientific attitudes and
values to solve problems critically, innovate beneficial products, protect the
environment and conserve resources, enhance the integrity and wellness of
people, make informed decisions, and engage in discussions of relevant issues
that involve science, technology, and environment.
KEY STAGE
STANDARDS: (STANDARDS FOR SCIENCE
LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
K–3 4–6 7–10
11-12
At the end of
Grade 3, the learners should have acquired healthful habits and have developed
curiosity about self and their environment using basic process skills of
observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learners
value science as an important tool in helping them continue to explore their
natural and physical environment. This should also include developing
scientific knowledge or concepts.
At the end of
Grade 6, the learners should have developed the essential skills of scientific
inquiry – designing simple investigations, using appropriate procedure,
materials and tools to gather evidence, observing patterns, determining
relationships, drawing conclusions based on evidence, and communicating ideas in
varied ways to make meaning of the observations and/or changes that occur in
the environment. The content and skills learned will be applied to maintain
good health, ensure the protection and improvement of the environment, and
practice safety measures.
At the end of
Grade 10, the learners should have developed scientific, technological, and
environmental literacy and can make that would lead to 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 learners in other
parts of the Philippines or even from other countries using appropriate
technology.
The learners
should demonstrate an understanding of science concepts and apply science
inquiry skills in addressing real-world problems through scientific
investigations.
At the end of
Grade 12, the learners 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, with consideration forthe needs of their community and the country — to
pursue either employment, entrepreneurship, or higher education.
GRADE/LEVEL
Grade-Level Standards
Kindergarten
The learners
will demonstrate an emerging understanding of the parts of their body and their
general functions; plants, animals and varied materials in their environment
and their observable characteristics; general weather conditions and how these
influence what they wear; and other things in their environment. Understanding
of their bodies and what is around them is acquired through exploration,
questioning, and careful observation as they infer patterns, similarities, and
differences that will allow them to make sound conclusions.
Grade 1
At the end of
Grade 1, learners will use their senses to locate and describe the external
parts of their body; to identify,
external parts of animals and plants; to tell the shape, color, texture, taste,
and size of things around them; to describe similarities and differences given
two objects; to differentiate sounds produced by animals, vehicles cars, and
musical instruments; to illustrate how things move; to, describe the weather
and what to do in different situations; to use appropriate terms or vocabulary
to describe these features; to collect, sort, count, draw, take things apart,
or make something out of the things; to practice healthy habits (e.g., washing
hands properly, choosing nutritious food) and safety measures (e.g., helping to
clean or pack away toys, asking questions and giving simple answers/
descriptions to probing questions).
Grade 2
At the end of
Grade 2, learners will use their senses to explore and describe the functions
of their senses, compare two or more
objects and using two or more properties , sort things in different ways and
give a reason for doing so, describe the
kind of weather or certain events in the home or school and express how these
are affecting them, do simple measurements of length, tell why some things
around them are important , decide if what they do is safe or dangerous; give
suggestions on how to prevent accidents at home, practice electricity, water,
and paper conservation, help take care of pets or of plants , and tell short stories about what they do,
what they have seen, or what they feel.
Grade 3
At the end of
Grade 3, learners can describe the functions of the different parts of the body
and things that make up their surroundings --- rocks and soil, plants and
animals, the Sun, Moon and stars. They can also classify these things as solid,
liquid or gas. They can describe how objects move and what makes them move.
They can also identify sources and describe uses of light, heat, sound, and
electricity. Learners can describe
changes in the conditions of their surroundings. These would lead learners to
become more curious about their surroundings, appreciate nature, and practice
health and safety measures.
Grade 4
At the end of
Grade 4, learners can investigate changes in some observable properties of
materials when mixed with other materials or when force is applied on them.
They can identify materials that do not decay and use this knowledge to help
minimize waste at home, school, and in the community. Learners can describe the functions of the
different internal parts of the body in order to practice ways to maintain good
health. They can classify plants and animals according to where they live and
observe interactions among living things and their environment. They can infer
that plants and animals have traits that help them survive in their
environment. Learners can investigate the effects of push or pull on the size,
shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants
and infer the importance of water in daily activities. They learned about what
makes up weather and apply their knowledge of weather conditions in making
decisions for the day. They can infer the importance of the Sun to life on
Earth.
GRADE/LEVEL
Grade-Level Standards
Grade 5
At the end of
Grade 5, learners can decide whether materials are safe and useful by
investigating about some of their properties. They can infer that new materials
may form when there are changes in properties due to certain conditions. Learners have developed healthful and
hygienic practices related to the reproductive system after describing changes
that accompany puberty. They can compare different modes of reproduction among
plant and animal groups and conduct an investigation on pollination. They have
become aware of the importance of estuaries and intertidal zones and help in
their preservation. Learners can
describe the movement of objects in terms of distance and time travelled.
Learners recognize that different materials react differently with heat, light,
and sound. They can relate these abilities of materials to their specific uses.
Learners can describe the changes that earth materials undergo. They can make
emergency plans with their families in preparation for typhoons. They can
observe patterns in the natural events by observing the appearance of the
Moon.
Grade 6
At the end of
Grade 6, learners recognize that when mixed together, materials may not form
new ones thus these materials may be recovered using different separation
techniques. They can prepare useful mixtures such as food, drinks and herbal
medicines. Learners understand how the different organ systems of the human body
work together. They can classify plants based on reproductive structures, and
animals based on the presence or lack of backbone. They can design and conduct
an investigation on plant propagation. They can describe larger ecosystems such
as rainforests, coral reefs, and mangrove swamps. Learners can infer that
friction and gravity affect how people and objects move. They have found out
that heat, light, sound, electricity, and motion studied earlier are forms of
energy and these undergo transformation. Learners can describe what happens
during earthquakes and volcanic eruptions and demonstrate what to do when they
occur. They can infer that the weather follows a pattern in the course of a
year. They have learned about the solar system, with emphasis on the motions of
the Earth as prerequisite to the study of seasons in another grade level.
Actually I have video when I'm teaching, but I that's can't uploaded. So, I just give my picture when I'm teaching.
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| The students very enthusiastic with the materials |
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| When I'm explain about materials |
Teaching
plan (related to my major)
I –
Objectives
Differentiate
weather from climate
Identify weather
and climate that prevails in the country
S6es-IVc-3.1
II –
Weather and Climate
A. Materials: weather report from T.V, radio or news paper
B. References: Into the Future 6 pp.
219 PELC 4.1, CG 6
C. Process Skills: Observing, comparing
D. Concept; Weather is the
condition of the sky that changes from time to time and from day to day
while climate is the average of all weather condition that prevail in particular
area for a long period of time.
III
– Learning Activities
A. Preparatory Activities:
1.
Weather news report:
2.
Trivia: What is the rainiest area in the world
which experiences 11770 mm of rain every year?
Answer: Tutunend, Columbia in south America.
3.
Review: What are the precautionary measures we do
during and after the volcanic eruption?
4.
Motivation: When do we wear our jackets and
umbrella?
What can you say about
the weather today?
B. Presentation:
Show
the pictures of rainy and sunny day or chart of “Kinds of Weather”. Tell some thing about the picture.
C.Activity Proper:
Group the class into 2. Set the standard on how to do the activity. Group reporting
will follow after the activity.
Group I and 2 – Use the weather report .
Metro Manila will be cloudy in the
afternoon and evening it rains. Southern Luzon, Visayas and Mindanao will be
cloudy with scattered rain showers and thunder storms.
Tide
High – 8:35 AM / 10:93 PM
Low – 4:32 / 12;07 AM
Temperature Range:
24.4 C – 32.0 C
Humidity:
90% - 65%
Sunrise – 5:25 AM
Sunset – 6:20 PM
Guided Question:
- What are the factors of the atmosphere
that are considered in the report?
- Are these conditions the same from day
to day?
Group 3-4 – (act out the
situation or telephone conversation)
Gem: hello Crise! I’m glad you called up.
How’s your life there in Canada?
Crisel: Oh, its too cold here, now! How
about you?
Gem: Well, as usual! It’s too hot here in
Cagayan…..My parents are planning for one month vacation in Baguio.
Crisel: Really? You can enjoy the cold
climate there!
Guided Question:
·
What are the two girls talking
about?
·
What places are mentioned in
the conversation?
·
Describe the climate of the
places.
·
What month do you think is it?
·
What is climate?
Group reporting will follow after the
group activity.
C. Generalization:
Weather is the condition of the sky that
changes from time to time and from day
to day while climate is the average of all weather condition that prevail in particular
area for a long period of time.
D.
Application:
Ask the following questions:
- During summer season what kind of
clothing should you wear?
- How would you adapt yourself to cold/
rainy season?
III
– Evaluation:
Directions: Choose the letter of the correct answer:
1. How does weather differ from climate?
a. weather changes from time to time
b. weather last over a long period of time
while weather changes from time to time.
c. weather constantly changes anytime while
climate does from time to time.
d. weather last longer than a climate over
at a specific seasons.
2. You noticed that the atmosphere is
generally cloudy and rain clouds are forming in the sky, what will you bring
with you to school?
I – umbrella and raincoat III – slippers and shoes
II – bag and jacket IV –
sweater and jacket
a. I
and II b. I and
III c. II and III d. I, II and IV
3. Which of the following greatly affect
the weather condition?
a. the position of a place above sea level
b. the position of a place from the equator
c. the bodies of water surrounding the
place
d. the presence of sunlight
4. The sun shines brightly, no signs of bad
weather, no clouds present in the sky. It is a sign of;
a. bad weather
b. climate is good
c. fine weather
d. stormy season
5. Which of the following define climate?
a. It describes the dry and wet seasons of
a place.
b. It is the average weather condition in
a place over a long period of time
c. It is the day-to-day weather changes in
a particular place for a long time
d. It is a description of the four seasons
for each year.
Prepared by:
FADHILA CHAIRUN NISA
Student Teacher
NOTED:
DONALYN F. NAVARRO
Cooperating Teacher
ROWENA F. MANIBO
Principal II
I'm really got the great experience in there :)
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