1. Role-play the situation: you intend to bring your class to a field trip. Play your role

as teacher in the three distinct stages: 1) advance planning, 2) taking the trip and

3) follow up activities

1) Announce to class that we have an upcoming fieldtrip. I let them prepare their

payments. Together with the principal, we make final arrangements about the

details of the trip: time, schedule, transportation arrangements, finances,

foods, safe working area / roads, equipment, and permission slips from

parents. I will discuss the objective of the trip, guidelines what to observe,

prepare the questions for evaluation, and other materials for the field trip.

Prepare also some emergency/medicine kit and communication device in case

of emergency.

2) I will distribute route map of places to be observed. When we arrive at the

destination, check head counts/groupings, observe time schedule.

3) I will follow up their observation and observe those who participate and don’t

participate. Ask the evaluating questions that I prepared.

2. In your small group, plan for a field trip. Come up with a written plan. Exchange

plan with another small group and evaluate each other’s plan. Write your plan

here.

Aquarium Field Trip

Students act like scientists to observe marine life while focusing on habitat,

survival, and defense mechanisms.

OBJECTIVES

Students will observe marine animals and note the habitats and physical traits.

Students will identify traits used for survival and defense.

Students will understand the purpose for these survival and defense traits.

Preliminary Planning

Tell students the purpose and structure of the trip so they know what to expect.

Conduct a lesson prior to the trip to allow students to assess prior knowledge of

the location and learn a bit of background. This might include reviewing

vocabulary, discussing students’ prior knowledge about marine life, or modeling

how to observe exhibits.

MATERIALS • Create an observation worksheet (Includes Exhibit Name, Name of Organism, Description of Defense/Survival Mechanism, Possible Predators, Description of Marine Habitat, Comments.) • K-W-L Chart of Survival Mechanisms. (Tracks what a student knows (K), wants

to know (W), and has learned (L) about a topic, can be used before, during, and after research) • Worksheet for Drawings. • Pencil and clipboard.

During field trip

Imagine you are the new kid in school. What would you do in order to make new friends and be successful in school? (Answers might include wearing certain clothes to fit in, find a cool kid to hang around with, stand up for yourself, join a club, or ask questions). Explain that these are survival methods, and all living

animals develop these methods to survive. Step 1: Explain to students that we will be observing marine animals in their habitats to discover what survival and defense mechanisms are used and why. Step 2: Create a K-W-L chart to assess prior knowledge. Have students list examples of survival and defense mechanisms of marine animals they already

know in the “Know” column. Ask students to include why these animals have certain survival mechanisms. If they don’t know, write the question in the “Want to Know” column. Step 3: Distribute the Observation Worksheet. Explain that students will observe 5-10 marine animals. On their observation sheet, they will note the exhibit name,

the animal, and describe the defense mechanisms. They will describe the habitat and infer the purpose of these defense systems, and draw a picture of their animal. **You may want to assign students 5 animals to observe or allow them to choose before they visit the aquarium.

Step 4: With younger students, you may need to model how to observe exhibits in the aquarium. Look carefully and slowly at all parts of the exhibit - animals, plants, rocks, sand. Notice the colors, textures, and amount of organisms in the exhibit, as well as what they are doing. Read the informational signs around the

exhibit. Ask questions and make hypotheses. Focus on one animal and take descriptive notes. Distribute the Worksheet for Drawings. Step 5: Allow students to move around the aquarium, observing and making notes and drawings.

Step 6: After viewing the exhibits, ask students to share their findings. What survival mechanisms did they learn about? Add these to the “Learn” column of the K-W-L chart. Step 7: Discuss the following questions

-Why do animals have defense mechanisms? -How are an animal's defense mechanisms related to the animal’s habitat? -How are an animal's defense mechanisms related to possible predators? -Compare and contrast two animals’ defense mechanisms. What do you notice?

-Which survival mechanisms do you think are most effective? Why?

3. Go back to the questions asked during the post-field trip activities. These are

questions meant to evaluate the field trip. What questions would you add?

Were the experiences appropriate?

Will the field trip maximize the learning of the learner?

Do you think that the field trip should be involved in other aspect of

environmental education in schools?

4. Which objectives in the K to 12 Curriculum Guide are best attained by way of field

trips?

Appreciates and care for humanity, the world and environment

Contributes to the development of a progressive, just, and humane society

Has essential knowledge, skills, values, and attitudes to continuously

develop him/her to the fullest

Engages in critical thinking and creative problem solving

5. There are so many details given above regarding preparing and planning for field

trips. You may not be able to see the trees because of the forest. Can you reduce

the details on preparing and planning for field trips by the use of a flow chart?

6. Go over relevant virtual field trips offered by various Internet sites. Evaluate

them. Can they take place of actual field trips?

Virtual field trips are inexpensive often free and are less time-consuming than

a real trip. But researching which virtual field trips are best can prove labor-

intensive, and many resources are out-of-date. It can’t replace also actual field

trips because virtual field trips can’t use all our senses. Actual field trip makes

us emotionally, physically and mentally active throughout the trip. Our

learning actively process.

Research the event,cost, date, and location of the field trip.

Submit a proposal and budget to your club or approving body for approval

Complete the required paper work.

1. Activity sheet

2. Non-instructional trip request.

3. Purchase order request

Complete a travel agreement form & give to your students before you leave

1. How do you counteract one disadvantage of TV, film, and video – development of

passivity in the classroom?

To counteract one disadvantage of TV, film, and video – development of

passivity in the classroom, I will make some activities about the topic/lesson

that uses TV, film, and video to engage them actively like giving some

reflection.

2. Go over your K to 12 Curriculum Guide. Find out which lessons can be taught with

the TV.

CONTENT CONTENT STANDARDS

PERFORMANCE STANDARDS

LEARNING COMPETENCY

3. Biodiversity and Evolution 3.1 Causes of Species Extinction 3.1.1 natural

3.1.2 anthropogenic

how changes in the environment may affect species extinction

make a multimedia presentation of a timeline of extinction of representative

microorganisms, plants, and animals

relate species extinction to the failure of populations of organisms to

adapt to abrupt changes in the environment; and

3. “If Muhammad cannot go to the mountain, bring the mountain to Mohammad. “

Come up with an analogy to show the power of TV to bring reality to the home or

to the school. E.g. “If the class cannot go to the sea, bring the sea to the class.”

“If the class cannot go to the zoo, bring the zoo to the class”

1. Pictures, slides, handouts, videos, mock ups, models computer projections

and computer presentation are visual but are they visual symbols?

Pictures, slides, handouts, videos, mock ups, models computer projections

and computer presentation are not visual symbols because they are the

representation of a real thing or they describe the real thing.

2. Summarize this lesson by means of a diagram.

3. Construct a ten-item true-false test on map-reading. Provide the key to

correction.

VISUAL SYMBOLS

DRAWINGS CARTOONSSTRIP

DRAWINGSDIAGRAMS

AFFINITY DIAGRAMS

TREE DIAGRAMS

FISHBONE DIAGRAM

CHARTS

TIME CHART

TREE OR STREAM CHART

FLOW CHART

ORGANIZATIONAL CHART

COMPARISON AND CONTRAST

CHART

PARETO CHART

GANNT CHART

GRAPHS

PIE OR CIRCLE GRAPH

BAR GRAPH

PICTORIAL GRAPH

GRAPHIC ORGANIZERS

MAPS

PHYSICAL MAP

RELIEF MAP

COMMERCIAL OR ECONOMIC

MAP

POLITICAL MAP

TRUE OR FALSE. Write T if the sentence is true and write F if it is false.

1) Lines of longitude are parallel to each other.

2) A line of latitude is referred to as a parallel.

3) Lines of longitude are parallel to the equator.

4) A line of longitude is also called a meredian.

5) Lines of latitude bisect the earth.

6) Places at low latitudes usually have warm climates.

7) Latitude is measured from the equator.

8) The longitude of a place gives a rough indication of its climate.

9) The highest latitudes are around the poles.

10) On a globe all lines of latitude meet at the poles.

Answer key.

1. F

2. T

3. F

4. T

5. F

6. T

7. T

8. F

9. T

10. F

1. Do simulation. One of you will lecture based on the K to 12 Curriculum Guide.

Fully use the chalkboard. Violate all the guidelines given here. Share the effects of

all your violations on class participation, discipline and learning afterwards.

The class participation of learners is poor. By using chalkboard, they will

puzzle about microscope and other laboratory apparatus that must be

learn to use by the students. There learning process would be passive.

They are only depending on what their teacher teach them about their

lesson, not beyond of it.

2. Three volunteers simulate a brief lecture by using the OHP. Observe them very

well then evaluate their use of the OHP.

They demonstrate first how the proper usage of OHP.

They use whiteboard marker to add details or to make points on the slide

during projection.

Uses a pointer or marker on the slide to direct attention to a detail.

3. Prepare notes on transparencies for at least 3 lessons in the K to 12 Curriculum

Guide. Use the progressive disclosure technique.

CONTENT CONTENT STANDARDS

PERFORMANCE STANDARDS

LEARNING COMPETENCY

Eclipses

The learner…

understanding of the occurrence of eclipses.

The learner…

whether or not beliefs and practices about eclipses have

scientific basis.

The learner…

how solar and lunar eclipses occur.

and reports data on the beliefs and practices of the community in relation to

eclipses.

Elements and

Compounds

The learner…

demonstrates understanding of classifying substances as

The learner…

appropriate materials available in the community

recognizes that

substances are classified into elements and compounds.

elements or compounds and distinguishes between metals and nonmetals

for specific purposes.

compounds consist of specific elements

information about

common elements such as names, symbols and whether it is a metal or nonmetal from a Periodic

Table

Metals and

Nonmetals

The learner…

demonstrates understanding of classifying substances as

elements or compounds and distinguishes between metals and nonmetals

The learner…

appropriate materials available in the community for specific

purposes.

demonstrates

the different properties of metals and nonmetals such as

luster, malleability, ductility, and conductivity.

elements considered as

metals and those that are nonmetals.

TRANSPARENCIES USING PROGRESSIVE DISCLOSURE TECHNIQUE

Small Group Work

1. In your Health lesson, you want your students to get to know more about

diabetes – what it is all about, its causes, remedies, cure and, prevention,

number of Filipinos afflicted by diabetes, government programs meant to

address the problem on the rise of diabetic cases. You also want your

students to give their proposals on how to help solve the problem on

diabetes. This is a topic most appropriate for a project-based multimedia

learning strategy.

Students gather information resources to learn about diabetes.

What is diabetes? Diabetes is a disease in which the body is unable to properly use and store

glucose (a form of sugar). Glucose backs up in the bloodstream — causing one’s blood glucose (sometimes referred to as blood sugar) to rise too

high. There are two major types of diabetes. In type 1 (formerly called juvenile-

onset or insulin-dependent) diabetes, the body completely stops producing any insulin, a hormone that enables the body to use glucose found in foods for energy. People with type 1 diabetes must take daily insulin injections to survive. This form of diabetes usually develops in

children or young adults, but can occur at any age. Type 2 (formerly called adult-onset or non-insulin-dependent) diabetes results when the body doesn’t produce enough insulin and/or is unable to use insulin properly (insulin resistance). This form of diabetes usually occurs in people who are over 40, overweight, and have a family history of diabetes, although today it is increasingly occurring in younger people, particularly adolescents. What cause diabetes?

Insufficient production of insulin (either absolutely or relative to the

body's needs), production of defective insulin (which is uncommon), or the

inability of cells to use insulin properly and efficiently leads to

hyperglycemia and diabetes. This latter condition affects mostly the cells

of muscle and fat tissues, and results in a condition known as insulin

resistance. This is the primary problem in type 2 diabetes. The absolute

lack of insulin, usually secondary to a destructive process affecting the

insulin-producing beta cells in the pancreas, is the main disorder in type 1

diabetes. In type 2 diabetes, there also is a steady decline of beta cells that

adds to the process of elevated blood sugars. Essentially, if someone is

resistant to insulin, the body can, to some degree, increase production of

insulin and overcome the level of resistance. After time, if production

decreases and insulin cannot be released as vigorously, hyperglycemia

develops.

How is diabetes treated? There are certain things that everyone who has diabetes, whether type 1

or type 2, needs to do to be healthy. They need to have a meal (eating) plan. They need to pay attention to how much physical activity they

engage in, because physical activity can help the body use insulin better so it can convert glucose into energy for cells. Everyone with type 1 diabetes, and some people with type 2 diabetes, also need to take insulin injections. Some people with type 2 diabetes take pills called "oral agents" which help their bodies produce more insulin and/or use the insulin it is producing better. Some people with type 2 diabetes can

manage their disease without medication by appropriate meal planning and adequate physical activity.

Everyone who has diabetes should be seen at least once every six months by a diabetes specialist (an endocrinologist or a diabetologist). He or she should also be seen periodically by other members of a diabetes treatment team, including a diabetes nurse educator, and a dietitian who

will help develop a meal plan for the individual. Ideally, one should also see an exercise physiologist for help in developing a physical activity plan, and, perhaps, a social worker, psychologist or other mental health professional for help with the stresses and challenges of living with a chronic disease. Everyone who has diabetes should have regular eye exams (once a year) by an ophthalmologist to make sure that any eye problems associated with diabetes are caught early and treated before

they become serious. Also, people with diabetes need to learn how to monitor their blood

glucose. Daily testing will help determine how well their meal plan, activity plan, and medication are working to keep blood glucose levels in a normal range. Numbers of Filipino afflicted with diabetes

In the Philippines, 4.1% of Filipinos have diabetes mellitus. In the present populations of the Filipinos, approximately 2.5% million of them have diabetes excluding the undiagnosed one. Can diabetes be prevented?

Maybe someday. Type 2 diabetes is the most common type of diabetes, yet we still do not understand it completely. Recent research does suggest,

however, that there are some things one can do to prevent this form of diabetes. Studies show that lifestyle changes can prevent or delay the onset of type 2 diabetes in those adults who are at high risk of getting the disease. Modest weight loss (5-10% of body weight) and modest physical activity (30 minutes a day) are recommended goals.

Government programs meant to address the problem on the rise of diabetic cases

DOH, The Philippine Center for Diabetes Education Foundation, Inc. (The Diabetes Center)

Student present this information above using Power point presentation and

researching it on the internet to obtain this information.

Steps: Research, design, plan and produce multimedia product using one of the

following topics.

a. EDUCATIONAL TECHNOLOGY basic computer terminologies. b. Software tools

integration (sample software tools & classroom uses.

2. Get hold of the competencies taught in the elementary/secondary level of K

to 12 Basic Education Curriculum. Choose a competency that can be taught by

the use of a project-bases multimedia strategy. Discuss how you will teach it

by way of this strategy. Keep yourselves focus on the lesson objective/s.

CONTENT CONTENT STANDARDS

PERFORMANCE STANDARDS

LEARNING COMPETENCIES

Ecosystems

basic needs of plants,

animals and humans

list down activities

which they can perform at home, in school, or in their neighborho

od to keep the environment clean

identify the basic needs of

humans, plants and animals such as air, food, water, and shelter;

explain how living things depend on the environment to meet their basic needs; and

Recognize that there is a need to protect and conserve the environment.

I will discuss this topic using this strategy:

Research, design, plan and produce multimedia product.

1. Do a multimedia presentation of project-based multimedia learning to a group of

Education students enrolled in Principles of Teaching or to a group of teachers for

faculty development for them to know what project-based multimedia learning

is, it’s main features, advantages and disadvantages, and a concrete example to

illustrate it.

Project-based multimedia learning is most of all anchored on the core

curriculum. This means that project-based multimedia learning addresses

the basic knowledge and skills all students are expected to acquire as laid

down in the minimum competencies of the basic education curriculum.

When using project-based multimedia learning, teachers face additional

assessment challenges because multimedia products by themselves do not

represents a full picture of student learning. In multimedia projects,

students do not learn by using multimedia produced by others; they learn

by creating it themselves. Project-based multimedia learning is value

added to your teaching. It is a powerful motivation. Avoid the tendency to

lose track of your lesson objectives because the technology aspect has

gotten the limelight. Project-based multimedia learning does not only

involve use of multimedia for learning. The students end up with a

multimedia product to show what they learned. So they are not only

learners of academic content, they are at the same time authors of

multimedia product at the end of the learning process. The goals and

objectives of a project are based on the core curriculum as laid down in

the curricular standards and are made crystal clear to students at the

beginning of the project.

2. At the conclusion of the project, evaluate the process you went through then

discuss lessons learned.

At the foundation of any unit of this type is a clear set of learning goals drawn from whatever curriculum or set of standards is in use. We use the term core to emphasize that project-based multimedia learning should address the basic knowledge and skills all students are expected to acquire.

Project-based multimedia learning strives to be real. It seeks to connect

students’ work with the wider world in which students live.

1. Come up with a metaphor or a simile on the following roles of an EMC.

Explain your metaphor or simile in a sentence or two.

An EMC is a helping aide. An EMC is PCSO Charity. (An organization

or institution that helps the needy or poor with their hospitalization,

medicines, food and other primary needs of people who have

nothing.)

2. Use any of the bands of experience (instructional materials) EXCEPT

WORDS or VERBAL SYMBOLS IN Dale’s Cone of Experience to present/

illustrate the services rendered by an EMC.

Presenting the EMC basic services by demonstrating it one by one