Final draft of science tg q3 earth and space explorations

2010 Secondary Education CurriculumIntegrated Science

Quarter 3 : Earth, Its Neighbors and Their Explorations

Topic: Earth and Space Explorations

Time Frame: 25 days

Stage 1Content Standard: The learner demonstrates understanding of advocating the use of breakthroughs / discoveries and technologies resulting from earth and space explorations.

Performance Standard: Learners, working in groups, advocate the use of technologies and recent discoveries/ breakthroughs resulting from earth and space explorations for the benefit of society.

Essential Understanding(s):Earth and space explorations lead to breakthroughs/ discoveries and develop technologies, the use of which should be advocated for the benefit of society.

Essential Question(s):To what extent are earth and space explorations useful? Explain.

Learners will know: Space-based Observations of the Earth (historical

development, types and uses of satellites such as exploration of mineral deposits, weather events, topography, etc )

Explorations of Earth’s Waters (earth as the water planet, freshwater resources, ocean systems and ocean environments)

Earth-based and space-based observations of space (historical development of astronomy -ancient to modern; technologies or tools used to explore space -telescopes, spacecrafts, orbiters, landers, probes and flyby; space flights and challenges encountered by astronauts/ cosmonauts; explorations within the Solar System; explorations beyond the Solar System)

Recent Discoveries or Breakthroughs in Space (Latest information/ discoveries about space; latest theories developed on space/ universe; benefits of the society from spin-offs of technologies used in

Learners will be able to:• make qualitative and quantitative observations • predict and hypothesize• identify cause and effect relationships• use science laboratory apparatus/ equipment• estimate• classify and interpret data• make inferences• communicate results based on empirical data• identifying scientific fact from an opinion or superstitious

belief


earth and space explorations)

Stage 2Product or Performance Task:Conduct of an activity clearly advocating the use of technologies and recent discoveries or breakthroughs resulting from earth and space explorations for the benefit of society.

Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:

EXPLANATION

Describing in one’s own words the significance of advances in earth and space explorations.

Criteriaa. Thorough b. Clear c. Justifiable

INTERPRETATION

Evaluating the advances made through earth and space explorations.

Criteriaa. Meaningful b. Illustrative

APPLICATION

Using practically the information gained from space-based observations of the earth.

Evidence at the level of performancePerformance assessment of an advocacy activity based on the following criteria:

1. Clear advocacy on the use of technologies and recent discoveries and breakthroughs resulting from earth and space explorations

2. Beneficial to society


Criteria a. Appropriate b. Practical c. Efficient d. Effective

PERSPECTIVE

Inferring on the risks and cost effectiveness of efforts done in earth and space explorations.

Criteriaa. Insightful b. Credible c. Reflective of critical thinking

EMPATHY

Role playing how astronauts/ cosmonauts might feel about adjusting to problems in earth and space explorations.

a. Perceptive b. Receptive c. Responsive

SELF-KNOWLEDGE

Being aware on how information from earth and space explorations help one become more objective and appreciative of the wonders of nature.


Criteriaa. Reflective b. Responsive

Stage 3Teaching/Learning Sequence:

EXPLORE

Learners shall:

undergo an assessment of their understanding of earth’s water, solar system and beyond the solar system. (Teacher’s Note/s or TN: Assessment to use include either paper and pencil test, use of checklist, use of graphic organizer, etc.. Teachers shall take note of learners prior knowledge and misconceptions, if any);

be introduced to the topic earth and space explorations and its subtopics such as space-based observations of Earth, Earth’s waters, space-based observations beyond the Earth, and recent discoveries and breakthroughs in space explorations (TN: Strategies to use include either film showing of a documentary film on space exploration or a science fiction film - Apollo 13, Under Siege 2, etc.; picture analysis, etc);

be informed that they need to demonstrate understanding of earth and space explorations;

be oriented on related and varied resources and materials to be used in understanding earth and space explorations (see resources and equipment/materials needed);

be given time to formulate questions on earth and space explorations and cluster these to initially find out what is/are interesting for them;

be given time to formulate other questions leading to Essential Question focusing on evaluating earth and space

As part of initial activities, learners shall be given an overview of earth and space explorations , what they are expected to learn and how their learning shall be assessed. In this stage, diagnosis of their understanding of earth science and astronomy gained from elementary science shall form part of the prerequisites.


explorations based on their usefulness or non-usefulness (TN: Strategies to use include either KWL, Focus Group Discussion, brainstorming, think-pair &square, diads, round robin, etc.);

generate as many tentative ideas (TI) to the Essential Question (EQ) as possible to show what they already know about the usefulness or non-usefulness of earth and space explorations (TN: Strategies to use include either brainstorming, Focus Group Discussion, graphic organizer, concept mapping, etc. At this point, the teacher shall be careful not to reject learners’ opinion but shall encourage them to give their ideas without being judged as right or wrong. Each tentative idea (TI) shall be published on the board);

be grouped accordingly to choose some of the identified prior knowledge/ prior knowledge and tentative ideas (TI). (TN: Whatever each group of learners selected, the group shall be asked to challenge or explore the validity of these prior knowledge or tentative ideas during the Firm Up Stage);

be oriented that they need to show their understanding of earth and space explorations by conducting in groups those activities advocating the use of technologies and recent discoveries or breakthroughs resulting from earth and space explorations fro the benefit of society; and

be informed that these advocacy activities shall be based on the following criteria: (a) clear advocacy on the use of technologies and recent discoveries and breakthroughs resulting from earth and space explorations, and (b) beneficial to society. (TN: Brainstorming may be used to discuss how these criteria shall be used. Learners need to be clarified on the details on how their product or performance shall be assessed. Such details of criteria may be revised based on agreements reached).

FIRM UP

Space-based Observations of the Earth

Varied learning experiences shall be introduced to help learners disprove misconceptions, examine/ assess prior knowledge and begin to discover the validity of tentative ideas (TI) to the EQ; make their understanding of earth and space explorations real; equip them with skills and knowledge for them to be successful throughout the topic; and undergo differentiated instruction to address their unique strengths and needs. This involves acquiring scientific knowledge which is about accessing information, i.e., what information is needed, where information can be located and how information can be gathered focusing on earth and space explorations.


Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation, learners shall:

review in groups the existing literature and materials on the historical development of space-based observations of the Earth (TN: Activities may include either library search, internet search, viewing of available video clips and documentary films in vcd and dvd formats);

work in groups to show analysis on how satellites (landsats, seasats, comsats, spy satellites, etc), remote sensing, Geographic Information System, and International Space Station are used in observing the earth (monitoring of the oceans, or the Earth System (such as global climate change, acid rain, deforestation, depletion of world fisheries, effect of gravity on people,etc). (TN: Activities include photo essay, power point presentations, graphic organizer, concept map, etc);

work in groups to show how the principles of physics (the laws of motion, law of universal gravitation, law of conservation of energy, etc) explain movement of satellites. (TN: Learners need to recall the concepts in the 2nd Quarter. Strategies to be used may either be presentation of the constructed model of satellites, simulation, photo essay, etc);

work in groups to show how raw materials are selected in the design and construction of satellites and other objects used in observing the earth (TN: Learners need to recall the properties and change in properties of materials in the previous Quarters);

synthesize how space-based observations are used to study the earth (TN: Strategies may either be done using concept mapping, power point presentation, interpretative dance, role play, collage making, poem writing, song composition, exhibits, photo essay, singing a song composition with accompaniment of musical instrument, story telling, pantomime, etc); and

use practically the information gained from space-based observations of the Earth (information on weather, typhoon, flood, tsunami, etc; FU: Application); and

revisit prior knowledge, misconceptions and/or TI on space-based observations of the earth, if any. (TN: The teacher may ask each group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities conducted and analyses made.)

Advanced learners may do the following additional activities:


use available equipment, maps (topographic maps, relief maps, etc) and globes to infer how study of Earth is done;

make individual inferences on the valuable contribution(s) of Agila 2, the Philippine satellite; and obtain additional data in regard to earth observations (either through an actual visit / field trip or visit to official website of

PAGASA and other institutions of similar nature).

Explorations of Earth’s Waters


work in triads to show principles of physics and properties of materials explain movements of earth’s waters (spring, water in artesian wells, aquafiers, hot springs like geysers and steams, rivers/lakes and oceans), and the occurrence of tsunami, tides, flash floods, twister, and other water-related disturbances or phenomena;

work in groups to show how certain human activities such as transportation, recreation (surfing, water rafting, water skiing, ice skating, etc), aquaculture, farming (irrigation), wastewater treatment (sewage system and septic system), and energy production are made possible using water resources. (TN: Learners should include concepts of force, motion, energy, matter and others in the discussion.);

work in pairs to show how technology allow oceanographers/scientists to do deep-sea explorations such as exploring deep sea-vents, exploring the ocean and climate, exploring ocean nutrients, etc;

synthesize how explorations of Earth’s waters contribute to greater knowledge of the planet earth;

revisit prior knowledge, misconceptions and/or TI on explorations of Earth’s waters, if any. (TN: The teacher may ask each group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities conducted and analyses made.)

Advanced learners may do the activity below:


Make a library research/ internet search on how Earth’s waters support life and contain natural resources.

Earth-based and space-based Observations of Space

Using the chosen prior knowledge, misconceptions, and/or tentative ideas (TI) to the EQ as starting/focal points of investigation, learners shall:

listen to the “music of the spheres” to appreciate the movements of planets (TN: Teacher need to show either a video clip, simulation or film segment indicating the movements of planets)

work in pair to discuss information on the development of astronomy (ancient to modern) focusing on technologies and tools used to explore space such as old and modern telescopes, computers, spacecrafts, orbiters, landers, probes, flyby: their types and uses. (TN: May be done through brainstorming, focus group discussion, concept map/s, picture analysis, photo essay, etc);

work in triad to show how the principles of physics explain these technologies and tools used in the space explorations.

work in group to make a library research or internet search using multiple media sources and develop a creative presentation on the explorations within and outside the Solar System (heavenly body/bodies observed, technologies used, data gathered and observed phenomena);

work in groups to synthesize how earth-based and space-based observations are done as means of exploring space (TN: Strategy to be used may either be use of concept map, advance organizer, jingle, power point presentation, interpretative dance, role play, etc) ;

role play how astronauts/cosmonauts might feel about adjusting to problems in space explorations (FU: Explanation);

infer on the risks and cost effectiveness of efforts done in space explorations (FU: Perspective); and

revisit prior knowledge, misconceptions and/or TI on earth-based and space-based observations of space, if any. (TN: The teacher may ask each group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these


respectively in the light of the activities conducted and analyses made.)

Advanced learners may do the following additional activities:

create a simple representation or creative presentation of the timeline in regard to historical development of astronomy;

undergo an actual visit to Science Centrum or Planetarium;

undergo star gazing activity/ies to analyze a star/constellation map;

view 1 or 2 science fiction movies/ tv series (star trek, Apollo 13, Undersiege, etc) related to space explorations and critique how the principles of physics are violated or supported; and

conduct a debate on “heliocentricity versus geocentricity” considering the laws of motion, alignment of planets, and other aspects related to earth and space explorations.

Recent Discoveries and Breakthroughs in Earth and Space Explorations


explore individually certain issues on earth and space explorations experiments done to determine the possibility of living in the space or other planets, efforts on the search of extra terrestrial, etc;

communicate latest information about earth and space explorations (new heavenly bodies discovered, new theories developed related to the earth, solar system and the universe, latest efforts done and future plans/projects, etc;

work in group to show how principles of physics, properties and changes in the properties of matter explain of the spin-offs of technologies developed in earth and space explorations.

work in pair to show how these spin-offs of technologies benefit the society such as those related to telecommunications, weather forecasting, preservation of natural resource, building and home protection, body protection, school and medical applications (TN: Strategies may include either concept map, advance organizer, jingle, power point presentation, interpretative dance, etc);and


revisit prior knowledge, misconceptions and/or TI on recent discoveries and breakthroughs in space explorations, if any. (TN: The teacher may ask each group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities conducted and analyses made.)

DEEPEN

At the level of understanding, the learner shall:

describe in one’s own words the significance of advances in earth and space explorations which may be done in visual, written or oral form through varied presentations (FU: Explanation);

evaluate data gathered from earth and space explorations (FU: Interpretation); and

be aware on how the information from earth and space explorations help one becomes more objective and appreciative of wonders of nature (Self-knowledge).

To draw out the Essential Understanding, learners shall:

contemplate on the Essential Question To what extent are earth and space explorations useful? Explain

reexamine their revised tentative idea (TI);

justify the TI based on the understanding (s) gained.

Given enough time, learners may do the following additional activities:

Here, learners shall be engaged in understanding scientific knowledge which includes the processing and making meanings out of the information. Learners need to reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self-evaluation; and undergo in-depth investigation of earth and space explorations using multiple sources of information and various modalities of manifesting learning.


generate more questions on earth and space explorations and keep a record of their answers;

investigate on and/or compile local superstitious beliefs and or trivia related to earth and space explorations;

make a model or a representation of a phenomenon/concept/theory related to earth and space explorations;

validate data on earth and space explorations based on the recent information from reliable websites (PAGASA website, NASA websites and reading materials);

conduct an interview with experts (oceanographer, meteorologist, astronomer, professors, etc) to understand further those areas in earth and space explorations not covered in the classroom and to clarify difficult concepts;

organize exhibit/ symposium to showcase advances made in science through earth and space explorations; and

evaluate their future career and occupational prospect(s) of science fields by attending related career orientation program(s) inside and outside school premises.

TRANSFER ++

Learners shall:

conduct an activity clearly advocating the use of technologies and recent discoveries or breakthroughs resulting from earth and space explorations for the benefit of society;

prepare a document report on the information obtained; and

evaluate their product/ performance.

Teacher’s Note: Learners shall do this data gathering since day 1.

There is a need to encourage learners to organize their learning experiences so that they can move from teacher-guided and concrete activities to independent applications where they may create or produce new knowledge in science. This is to challenge learners to transfer their learning in new settings and use this creatively to generate new ideas or view things differently. Learners shall summarize how advances made in earth and space explorations are useful to mankind.


Resources (Web sites, Software, etc.)

http://www.deped.gov.ph/iSchool Web Board/Science Web Board http://www.deped.gov.ph/skoool.ph http;//www.deped.gov.ph/e-turo http//.www.deped.gov.ph/BSE/iDEP http//www.pjoedu.wordpress/Philippine Studies/FREE TEXTBOOKS http://www.teacherplanet.com http://www.pil.ph http://www.alcod.com/ICT Model School Network http://www.APEC Cyber Academy.com http://www.global classroom.net http://www,think.com NASA website PAGASA website

Materials/Equipment Needed:

Star map, constellation globe

Telescope

Computer(s)

Models

Miniatures

Downloadable music (music of the spheres, Fly me to the moon, across the universe, O maliwanag na buwan, etc)

Illustrations

http://www.global/

http://www.APEC/

http://www.alcod.com/ICT

http://www.pil.ph/

http://www/deped.gov.ph/skoool.ph

http://www.deped.gov.ph/iSchool


Pictures

Videos, video clips, documentary films, science fiction movies, CONSTEL tapes

Available books on astronomy/space science, oceanography

Documents

Final draft of science tg q3 earth and space explorations