TEACHER’S GUIDE FOR OHSP ONLINE MODULE GRADE 7 (SUBJECT)
Writer: Richard B. Inting SECTION 1. GENERAL INSTRUCTIONAL DESIGN
QUARTER: FIRST
UNIT TOPIC(S): MATTER : Diversity of Materials in the Environment
MODULE MAP:
STAGE I: ESTABLISHING DESIRED LEARNING OUTCOMES
CONTENT STANDARD: Demonstrate understanding of diversity of materials and their benefits to industry, health
and environment. Demonstrate understanding of classifying substances as elements and compounds,
distinguishing between metals and nonmetals, and grouping elements as highly reactive metals,
less reactive metals, highly nonreactive nonmetals and nonreactive gases.
PERFORMANCE STANDARD: Prepare different concentrations of simple mixtures that offer some practical use and in
the most efficient way without sacrificing its quality.
(A) LEARNING COMPETENCIES:
Substances vs. Mixtures
A. Recognize that a substance has a unique set of properties. B. Investigate the properties of mixtures of varying concentrations.
Elements and Compound
A. Recognize that substances are classified into elements and compounds. B. Recognize that compounds consist of specific elements in a definite
composition (e.g., H2O and H2O2; different compounds of C, H, O).
Metals and Nonmetals A. Demonstrate the different properties of metals and nonmetals (e.g., luster,
malleability, ductility, conductivity). B. Recognize the elements considered as metals and those that are nonmetals.
(M) ENDURING UNDERSTANDING: Students will understand that…
Understanding of the diversity of materials on earth is valuable when used for making
informed decisions and managing its effects on activities related to health, in industries and
environment in the most efficient way without sacrificing its quality.
ESSENTIAL QUESTION:
Why does matter have different forms and properties? How can your understanding of
the changes in properties of matter become beneficial? (T) TRANSFER GOAL: Students on their own will be able to…
In your Barangay, you observe that malnourished cases have been increasing due to
unknown causes. As the SK chairman, together with health barangay nutritionist, was asked to
make a feeding program for the barangay officials. The program would be used to facilitate
possible answers on the issue of malnourished children. The program includes preparation of
mixture of different known concentrations in most efficient way without sacrificing its quality to
sustain quality life. Your program contains identifying the causes of malnourishment,
formulating an output of the study by presenting the findings/data results and recommending
precautionary and health measures. The program will be evaluated according to its content,
practicality, organization, delivery and use of visual aids. NOTES: The Unit Map. This unit covers the topic on matter. The module map shows that matter will
cover the following sub-topics, namely: substances and mixtures, elements and compounds and
metals and non metals. The diversity of matter shall cover the following properties of mixtures,
classification of substances into elements and compounds, and determine the different properties
of metals, metalloids, and non-metals. This learning unit is different from other units because its
scope is limited in defining matter and classifying different kinds of matter. It also aims to guide
in determining the changes that matter undergoes and identifying its characteristics. It will also
support how nature of matter significant in making our lives better in general. This topic does not
tackle discussion on particulate nature of matter, atomic structure and periodic table of elements
since they were covered in grade 8. Discussions for formation of new materials through
chemical bonding, The Variety of Carbon Compound, Mole Concept, Gas Laws, Biomolecules,
and Chemical Reactions will be covered in grades 9 and 10.
2. The Content Standard and Enduring Understanding. As indicated by the content standard,
the goal for this unit topic is for students to demonstrate understanding of diversity of materials
and their benefits to industry, health and environment and demonstrate understanding of
classifying substances as elements and compounds, distinguishing between metals and
nonmetals, and grouping elements as highly reactive metals, less reactive metals, highly
nonreactive nonmetals and nonreactive gases.
In this unit, teachers provide understanding that everything that surrounds and interacts
with us every day is composed of matter. This idea will give students the chance to generate
understandings on the properties of substances, mixtures, elements, compound, metals and
nonmetals. In understanding the classification of matter, teachers should have the students utilize
the environment as one of the useful ways of organizing matter because it is a storehouse of
variety of materials whose properties can be explored by looking for patterns through
observation. Teachers must provide understanding to students on diversity of materials which is
beneficial to humans, to the environment, and to the industries. When students recognize, and
value the importance of diversity of materials in the environment, it will enhance their learning,
expand their knowledge and give opportunities to correct their ideas.
This aspect of the unit topic is important to understand because some common problems students
in this topic involve the diversity of matter. Certain studies and research such as done by:
A. Erdal Tatar http://www.academicjournals.org/err/PDF/Pdf%202011/Feb/Tatar.pdf point
out that for this topic some students’ misconceptions are as follows: misconceptions
about the shape of solids, liquids and gases, and particles of solids cannot move.
B. In Journal of Baltic Science Education, Vol. 6, No. 1, 2007. This research on mixtures
shows misconceptions. There were four basic ideas that some students found difficult to
grasp and that gave rise to many misconceptions or alternative conceptions.
1. Students failed to grasp the idea that mixtures are not pure substances. Instead,
they think that mixtures are pure substances.
2. Some students think that compounds cannot be separated in any way or others
think that they only can be separated by the process of electrolysis.
3. Students were that a mixture or a chemical compound is the combination of two
elements, not more.
4. Some students have an idea that although the properties of the components in a
compound are retained, the properties of a mixture differ from its components.
http://www.yarbis.yildiz.edu.tr/web/userPubFiles/bcostu_115cacbe36ee800f72a1d237e83
9d2ec.pdf
C. Common mistake and misconception of metals and nonmetals: Forgetting the boundaries
between metals, metalloids, non metals and noble gases and how to distinguish between
them in the laboratory. http://www.search-document.com/pdf/1/3/misconceptions-about-
metals-and-nonmetals.html
The problem may be observed in the classroom or in student works when students are asked to
make inferences about properties of matter. The shape of solids do not change, there is no space
between the particles of solids, since gases are not affected by gravity they do not fall down like
the solids and liquids, the size of the particles of solids is bigger than the particles of liquids,
and the particles of liquids are bigger than the ones of gases.
Since science is always changing, and that we learn new ideas every day. It has now been
proven that there are five states or phases of matter. Four states of matter are observable in
everyday life: solid, liquid, gas, and plasma. An additional state of matter is possible but does not
naturally occur in our environment: Bose Einstein Condensate (known as super fluid).
Plasma is an ionized gas, like gases have an indefinite shape and an indefinite volume. It
is very good conductor of electricity and is affected by magnetic fields. It is the rarest phase of
matter on Earth although it is the most common in the universe. They can be natural (lightning
and the Sun) or man-made (fluorescent light tubes).
Bose-Einstein Condensates are superconductors and super fluids. These are materials that
are cooled till they almost reach absolute zero. Superconductors are materials that have no
resistance to the flow of electricity, such as superconducting metals, alloys and compounds.
They are extremely cooled they can repel a magnetic field. Super fluids are liquid gas, as
water would be frozen by then, that have strange behaviors. Two specific examples of BECs
that have been created are the 2,000 rubidium atoms that were super cooled and behaved as
one atom for 10 seconds (a potential superconductor) and super cooled liquid helium which
loses all viscosity at below 2.2 Kelvin as a result it became super fluid. At this state, individual
atoms lose their individual identities and behave as one entity.
Thus, the learning problem may be remedied and addressed if students see that the diversity of
matter on earth is valuable when used for making informed decisions and managing its effects on
activities related to health, in industries and environment in the most efficient way without
sacrificing its quality.
It is necessary to learn the concepts on diversity of materials in the environment because it
affects life and environment---how molecules behave in certain substances and how these
behaviors can change and influence the particle nature of matter. It is essential to understand the
physical characteristics of these atoms and molecules in plasma and Bose-Einstein Condensate
because plasma can be efficient sources of energy or radiation and can be used for future
applications in electrical, electronics, nuclear reactions, and optical lasers. This is especially
useful to modern human existence because of its impact on industries. Even though Bose-
Einstein Condensate is yet to be tested for practical applications, its potentials and theories could
be used for laser-type applications, for super exact measurements and in making electronic chips.
3. The Essential Question and Learning Competencies. In order for students to construct this
underlying meaning, students will answer the EQ: Why does matter have different forms and
properties? How can your understanding of the changes in properties of matter become
beneficial? With an open-ended EQ, students will search for the answer in different ways and
develop the understanding and acquire the related competencies. 4. The Performance Standard and the Transfer Goal. Another important goal as indicated by
the performance standard is for students to on their own, in your Barangay, you observe that
malnourished cases have been increasing due to unknown causes. As the SK chairman,
together with health barangay nutritionist, was asked to make a feeding program for the
barangay officials. The program would be used to facilitate possible answers on the issue of
malnourished children. The program includes preparation of mixture of different known
concentrations in most efficient way without sacrificing its quality to sustain quality life. Your
program contains identifying the causes of malnourishment, formulating an output of the
study by presenting the findings/data results and recommending precautionary and health
measures. The program will be evaluated according to its content, practicality, organization,
delivery and use of visual aids. If students are able to demonstrate this, then students are able
to transfer their learning to real life situations. Examples of situations in real life where
students will apply the competencies and demonstrate the understanding are the following:
proper utilization design of products of various products in household, technology, and
industries; and wise and responsible use of materials to ensure wellness of one’s health and
the environment.
STAGE II: OBTAINING EVIDENCES OF UNDERSTANDING THROUGH VARIED ASSESSMENTS
A. UNIT ASSESSMENT MAP:
TYPE KNOWLEDGE
AND PROCESS/
SKILLS
(ACQUISITION)
UNDERSTANDING
(MEANING
MAKING)
TRANSFER
PRE-
ASSESSMENT/
DIAGNOSTIC
Pre-Test(NG)
Interpretation,
Explanation,
Application
FORMATIVE
ASSESSMENT
Classifying Matter
Activity
(NG)
Interpretation,
Explanation
KWHL Chart (NG)
Interpretation,
Explanation
Physical and
Chemical Changes
(NG)
Laboratory
Interpretation,
Explanation
CHECK – UP
TEST(NG)
Interpretation,
Explanation
Application
Mixtures vs. Pure
Substances
Activity:
Netsurfing (NG)
Video(NG)
Interpretation.
Create your own
Cola (NG)
Interpretation,
Explanation
Web-page reading:
Elements and
Compounds
(NG)
Interpretation,
Explanation
Venn diagram (NG)
Interpretation,
Explanation
Activity:
formulate a
Segregation Plan or
Recycling Plan
(G)
Interpretation,
application
Explanation
Research
Self-Knowledge
(NG)
Photo Gallery: Elements
in the Human
Body(NG)
Video clips
Interpretation,
Explanation,
Hands-on Activity:
Elements,
Compounds, or
Mixtures
(NG)
Interpretation,
Explanation
Poem Analysis (NG)
Interpretation,
application
Explanation
KWHL Chart
(NG)
Interpretation,
application
Explanation
ACTIVITY: Pursuit of the
properties of Metals and
Nonmetals
(NG)
Interpretation,
application
Explanation
SUMMATIVE
ASSESSMENT
video to know more about
different metal, nonmetal
and Semi-metal
(NG)
Interpretation,
application
Explanation
SUMMATIVE
ASSESSMENT
Quiz: Elements,
Compounds &
Mixtures(G)
Role play (G)
Rubrics for role play(G).
Documentary video clips
Interpretation,
Application
Rubrics on
Performance task (G)
Interpretation,
Application
Empathy
Post Test (G)
Interpretation,
Explanation
Application
PERFORMANCE
TASK
Interpretation,
Application
Perspective
SELF-
ASSESSMENT
Synthesis Journal (NG)
Interpretation,
Application Perspective
Reflection: Self-
Assessment (NG)
Self-Knowledge
NG – Not Grade
G – Graded
Six Facets of Understanding: Explanation, Interpretation, Application, Empathy, Perspective,
Self-Knowledge
B. TABLE OF SPECIFICATION:
LESSON
CONTENT
(ACQUISITION)
KNOWLEDGE/
PROCESS
SKILLS
(40%)
(MEANING-
MAKING}
UNDERSTANDING
(30%)
TRANSFER
(30%)
NO.
OF
ITEMS
Pure Substances
and Mixtures
6, 9 1, 4, 16, 18, 6
Elements and
Compounds
3, 5, 10, 15 8, 20 , 2, 12, 8
Metals and Non-
metals
7, 11, 14, 17 13, 19 6
SUB-TOTAL SUB-TOTAL NO. SUB- TOTAL
NO. OF ITEMS: OF ITEMS: TOTAL NO.
OF ITEMS:
NO. OF
ITEMS
(100%)
8 6 6 20
C. PRE-ASSESSMENT MATRIX:
CODE Levels of
Assessment
What will I
assess?
MC ITEM CORRECT
ANSWER AND
EXPLANATION
A Knowledge
(15%)
LC: 1. A heterogeneous
mixture differs from a
solution because
A. a heterogeneous
mixture is always solid.
B. a heterogeneous mixture
consists of solids and
liquids.
C. the different
components can be
easily identified in a
heterogeneous mixture.
D. a heterogeneous
mixture can be
separated by physical
means (changes),
whereas a solution can
only be separated by
chemical means
(changes).
C] Heterogeneous
mixtures are
multi-phase
mixtures. The
components are
distinguishable
while
homogeneous
mixture (solution)
all parts of the
mixture have the
same properties
throughout after
stirring.
2. Which of the following
best describes a gas?
A) The molecules are
closely spaced but have
no long-range order.
B) The material has a fixed
volume and a fixed
shape.
C) The material has a fixed
volume but has no
definite shape.
D) The molecules are
moving quickly and are
D] Gases assume
the shape of the
container, occupy
every space
available.
widely spaced.
3. Which of the following
contains three elements?
A) Argon, Magnesium,
Phosphorus
B) Brass, Phosphorus,
Potassium
C) Chlorine. Air, Nitrogen
D) Petrol, Alcohol, water
A] Elements are
the building
blocks and
simplest form of
matter that cannot
be broken down
by chemical
means.
A Process/Skills
(25%)
LC: 4. Renz is investigating
the properties of several
substances. He prepared a
beaker containing
substances J, K, and L and
filtered the contents
through a funnel into a
flask. What term best
describes substances J, K,
and L inside the beaker
before Renz poured them
through the filter paper?
A mixture
B solution
C compound
D pure substance
A] Mixture is a
combination of
two or more
substances. It can
be created and
then separated by
physical means
into pure
components
without changing
the identities of
the components.
Mixtures can
either be a
homogeneous or
heterogeneous do
not have constant
composition.
5. Which of the following
statements is true of a
compound?
A) Its constituents can be
separated by physical
methods.
B) Its constituents are
present in fixed
proportions.
C) Its properties are
similar to those of its
constituents.
D) It contains two or more
elements.
D] Compound is a
combination of
two or more types
of elements bond
to one another.
And it can be
broken down into
their components
by chemical
means.
6. When green copper (II)
carbonate is heated, a black
solid X and a colorless gas
A] The products
of the reaction, it
yielded to
Y are formed which of the
following describe X and
Y?
X Y
A) Element Compound
B) Compound Element
C) Compound Mixture
D) Compound Compound
substances X and
Y. The substance
X is a black
nonmetal
substance which
an elements and
substance Y is a
colorless gas, it’s
a molecule. A
molecule is a
smallest particle
of a compound.
7. Which one of the
following sets contains an
element, a mixture and a
compound?
A) Air, pure water,
sodium chloride
B) Copper, air, copper (II)
sulfate
C) Magnesium, lead,
sulfate
D) Pure water, sulfate,
magnesium
B] Copper is an
element, air is a
mixture, and
copper (II) sulfate
is a compound.
8. Which of the following
boxes represents a
compound?
A)
B)
C)
D)
C] molecules of a
compound
A – Molecules of
an element
B – Atoms of an
element
D – Mixture of an
elements and
compound
M Understanding
(30%)
ENDURING UNDERSTANDING
9. Which of the following
observations most strongly
C] Valence
electrons are
suggest that a solid element
X is a non-metal?
A) X reacts vigorously
with chlorine.
B) X is a conductor of
electricity.
C) X has more than one
valence.
D) X forms an acidic oxide
group number for
representative
elements.
Valence electrons
are responsible
for the combining
capacity of an
element in order
to stabilize
themselves.
Elements with
three or less
electrons in their
outer energy level
are classified as
metals. Elements
with five or more
electrons in the
outer energy level
are classified as
nonmetals.
10. What are metalloids?
A) elements found in
asteroids
B) elements that are larger
than nonmetals
C) elements that have
properties different than
either the metals or the
nonmetals
D) elements that have some
properties like metals
and some like
nonmetals
D] The metalloids
or semi-metals,
these are elements
exhibit some
properties of both
metals and
nonmetals.
11. Which of the following
describes a nonmetal?
A) good conductor of heat
B) ductile
C) malleable
D) poor conductor of
electricity
D] Nonmetals are
located at the
right portion of
the ladder-like
line in the
periodic table. It
has a
characteristic of
poor conductor of
heat and
electricity.
12. Which of the following
elements should exhibit
some metallic properties
and some nonmetallic
properties?
A) Zn
B) Ga
C) Si
D) C
C] Silicon is
classified as a
metalloid
element. It has
properties of both
metals and
nonmetals.
MISCONCEPTIONS
13. The chemical element
that is most abundant in
the human body is
A) nitrogen.
B) iron.
C) carbon.
D) oxygen.
D] most of the
human body is
made up of water.
Therefore, most
of a human
body's mass is
oxygen. Carbon,
the basic unit for
organic
molecules, comes
in second.
14. Which statement is
NOT true of nonmetals?
A) They have
characteristics of both
metals and nonmetals.
B) Many are gases at room
temperature.
C) They have low
conductivity.
D) There are fewer
nonmetals than metals.
A] Nonmetals are
brittle, not
malleable or
ductile, poor
conductors of
both heat and
electricity, and
tend to gain
electrons in
chemical
reactions. Some
nonmetals are
liquids.
T Product/
Performance
(30%)
GRASPS
15. Most metals in nature
are found combined with
other elements. These
compounds containing
metals are called
A. alloys.
B. heavy metals.
C. minerals.
D. metallurgists.
C] Minerals,
which are made
up of elements,
are the building
blocks of rocks.
Most metals
come from
minerals. A
mineral is a
naturally
occurring,
inorganic, solid
element or
compound with a
definite crystal
form and a well-
defined chemical
composition.
16. When
magnesium(Mg)
metal is burned in the
presence of oxygen (O2 ),
magnesium oxide (MgO)
is produced. The properties
of magnesium oxide are
different than the
individual properties of
magnesium and oxygen
because magnesium oxide
is
A) a solution.
B) a mixture.
C) a compound.
D) an element.
C] it contains two
different elements
magnesium and
oxygen that are
chemically
combined to form
a new substance
which has
different
properties to both
of the elements.
17.Which class of elements
best conducts electricity?
A) metals
B) nonmetals
C) semimetals
D) noble (inert) gases
A] Metals are
good at
conducting both
heat and
electricity.
18. Which of the following
can be beaten into thin
sheets?
A. Zinc
B. Phosphorus
C. Sulfur
D. Oxygen
A] Zinc is
lustrous metal. It
is brittle at
ordinary
temperatures but
malleable at 100
to 150oC.It is a
good conductor of
electricity
19. Read the following
statements carefully and
select the correct
statements about the
physical and chemical
properties of metals-
I. All metals are ductile
Answer D]
Physical
properties are
hard, malleable,
ductile, shiny,
dense and good
conductor of heat.
II. Generally metals are
ductile
III. Metals which are more
reactive than hydrogen
react with acids to
release hydrogen gas.
IV. All metals react with
acids to release
hydrogen gas.
The correct statement of
the above are:
A. 1 and IV
B. I and III
C. II and III
D. II and IV
Chemical
properties
indicate the
ability of a
substance to react
with other
substance or to
transform from
one substance to
another. All
metals will react
with acids to form
a salt and
hydrogen gas
(H2).
20. Correct the statement
by substituting the x and y
with correct option. X can’t
be drawn into wires
because it is not Y in
nature.
X Y
A Coal Ductile
B Copper Malleable
C Aluminum Ductile
D Coal Malleable
A] Coal is a
sedimentary rock
composed of
carbon, sulfur,
hydrogen, oxygen
and nitrogen.
Coal is nonmetal;
Ductile is a
physical property
of metal.
D. POST-ASSESSMENT MATRIX:
CODE Levels of
Assessment
What will
I assess?
MC ITEM CORRECT
ANSWER AND
EXPLANATION
A Knowledge
(15%)
LC: 1. Which of the following
statements is true?
A. Elements are the only
kind of matter that can
be properly classified
as pure substances.
B. Only pure matter is
classified as a
B] Pure matter
are sometimes
classified as
elements and
compounds like
hydrogen, oxygen
etc. for elements.
In some instances
substance, which
includes only elements
and compounds.
C. All mixtures can easily
be identified as impure,
since the components
are always easily
recognizable.
D. All solutions consist of
a solid dissolved in a
liquid
pure matter can
be considered as
compounds like
pure water (H2O)
it has always a
chemical
composition of 2
hydrogen and 1
oxygen.
2. Why is tap water or salt
water classified as a
mixture, even though it is
clear and colorless?
A. If you hold it very close
to your eyes, you can
see the different
particles moving
around inside the water.
B. Any kind of matter that
contains more than one
element is a mixture.
C. It contains at least two
different substances or
particles, and can be
separated by physical
means.
D. The particles all
combine in such a way
that the only way they
can be separated is by a
chemical reaction.
C] Most
substances found
in nature are
classified as
mixture of
elements and
compounds like
salt water it is a
mixture of salt
dissolved in
water. Tap water
is mixed with
some minerals.
Certain
Impurities in tap
water or salt
water can be
separated by
physical means.
3. Substances composed of
two or more atoms are:
A. elements.
B. compounds.
C. pure substance
D. mixtures.
B] Substances
composed of two
or more atoms of
different elements
that are
chemically
combined to one
another is known
as compounds. A
mixture is
composed of
substances or
different materials
in such a way no
chemical reaction
happens. A
mixture can be
broken down or
separated into its
original
components.
A Process/Skills
(25%)
LC: 4. Which of the following
is the best statement about
molecules?
A. Compounds are made
of molecules, which
consist of two atoms
joined together.
B. All matter is made of
molecules, which
consist of identical
atoms joined together.
C. Molecules cannot be
split apart.
D. Molecules are particles
of compounds, and
consist of two or more
atoms joined together.
D] Molecules are
the building
block of a
compound like a
molecule of water
composed of 2
hydrogen atoms
and 1oxygen gas
that are
chemically
combined. But a
molecule is NOT
always a
compound like a
molecule of
hydrogen atoms,
a molecule of
nitrogen atoms.
They are
molecules but not
compounds
because they still
have the
characteristics of
their respective
elements.
5. Which substance in the
following list is a
compound?
A. salt
B. carbon
C. coffee
D. pain
A] Salt is a
compound that is
made of sodium
and chlorine to
form sodium
chloride.
6. Each night you measure
your height just before
D] Pituitary gland
is located in the
going to bed. When you
arise each morning, you
measure your height again
and consistently find that
you are 1 inch taller than
you were the night before
but only as tall as you were
24 hours ago! Is what
happens to your body in
this instance best described
as a physical change or a
chemical change?
A. physical change
because water expands
as it freezes
B. chemical change
because it involves
changes in your bone
structure
C. physical change
because it readily
reverses
D. chemical change
because it involves
your body
brain which is
responsible for
the secretion of a
hormone known
as human growth
hormone (HGH).
This gland is
liable to triggers
chemical to be
produced by the
body.
7. Which of the following
lists consists only of
metals?
A. aluminum, cobalt,
mercury, sodium, zinc
B. chromium, copper,
silver, sulfur, tin
C. carbon, gold, iron, lead,
mercury
D. carbon, iodine,
phosphorus, sulfur,
tellurium
A] all the
elements have
metallic
properties
8. Which of the following
lists of properties is
characteristic of metals?
A. Shiny, malleable, do
not conduct heat and
electricity.
B. Shiny, malleable,
conduct heat but not
D] Metals have
the ability to be
deformed without
breaking, shiny,
malleable,
ductile, and good
conductor of
electricity and
electricity.
C. Shiny, brittle, conduct
heat and electricity.
D. Shiny, malleable,
conduct heat and
electricity.
heat.
M Understanding
(30%)
ENDURING
UNDERSTANDI
NG:
9. Just a few years ago,
nearly all paint contained a
lead compound. Today,
very few household paints
contain lead. Based on
class discussions, which of
the following is probably
the reason for the change?
A. Lead has become a rare
metal, and too expensive
to put in paint.
B. The extra process to
remove lead from paint
saves money.
C. It has been found that
lead, as a heavy metal, is
dangerous to our health.
D. Paint without lead is
easier to use and lasts
longer.
C] Lead is
dangerous when
it is accidentally
inhaled or
ingested. It can
cause permanent
damage to the
heath of human
being.
10. When homemade ice
Cream is made, salt is
added to the ice that
surrounds the ice cream
chamber. Which property
of salt is important when
making ice cream?
A. Salt conducts electricity
in water.
B. Salt dissolves in water.
C. Salt lowers the freezing
point of water.
D. Salt adds flavor to the
ice cream mixture.
C] Adding salt to
the ice that
surrounds the ice
cream would
lower the freezing
point of water
thus allows the
cream partially
freeze.
11. A metal spoon was left
in a pot of boiling soup.
The cook burned a finger
by touching the spoon.
Why did the finger get
A] Metals are
good conductor of
heat and
electricity.
burned?
A. The metal spoon
conducted heat to the
cook’s hand.
B. The metal spoon
conducted electricity to
the cook’s hand.
C. The metal spoon
chemically reacted with
the cook’s hand.
D. The metal spoon
insulated the cook’s
hand.
12. The mixture which
cannot be separated by
mechanical means is
A. sand and gravel
B. salt and brown sugar
crystals
C. coffee grounds and tea
leaves
D. brown sugar crystals
and water
D] A sugar
solution is a
homogeneous
mixture. It has
uniform
composition of
substances and it
has no visible
boundary of
separation
between sugar
and water
particles.
MISCONCEPT
ION
13. Based on their location
in the figure above, oxygen
and selenium have
A. the same number of
neutrons.
B. the same conductivity.
C. similar properties.
D. the same number of
electron orbital.
C] Oxygen
family or also
called the
Chalcogens,
consists of the
elements oxygen,
sulfur, selenium,
tellurium and
polonium. It has
six electrons each
in their outermost
shell. It possesses
nonmetallic
properties.
14. On bags of fertilizers,
there are usually three
numbers, such as 20-10-
10, that represent the
A] Fertilizer is a
substance added
to soil to improve
plants' growth
proportions of the three
primary elements that
plants need as nutrients.
What are these three
primary elements, in the
same order as the numbers
on the bag?
A. nitrogen, phosphorus,
and potassium
B. nitrogen, potassium,
and sodium
C. carbon, oxygen,
hydrogen
D. hydrogen, oxygen,
carbon
and yield.
Fertilizer is
composed mainly
of nitrogen,
phosphorous, and
potassium
compounds. It
can significantly
improve the
quality and
quantity of the
food.
T Product/
Performance
(30%)
GRASPS
15. The manager of a
textile factory said it is too
expensive to treat liquid
wastes so he suggested
digging a hole near the
factory where the wastes
can be stored. Is this
environmentally safe?
A. YES! The liquid will
pass through the
layers of the soil and
becomes clean.
B. YES! The liquid will
become less
hazardous with time.
C. NO! The liquid wastes
will combine to the
groundwater.
D. NO! The liquid can be
recycled.
C] It is not health
because liquid
wastes will
contaminate the
groundwater with
bacteria.
16. Phoenix, an unnamed
spacecraft went to Mars to
determine if life exits here.
What one test do you think
was performed in order to
get the answer?
A. Test for presence of
atmosphere
B. Test for presence of
carbon dioxide
D] In 2008,
Phoenix landed in
the northern
plains to search
for water and
confirm the
existence of
water-ice in the
Martian
subsurface.
C. Test for presence of
oxygen
D. Test for presence of
water
17. Sugar is soluble in
water. What will most
likely happen to its
molecules once they had
dissolved?
A. The molecules will
spread throughout the
liquid.
B. The molecules will sink
to the bottom.
C. The molecules will no
longer exist.
D. The molecules will
float on top
A] Sugar when
added to a glass
of water will be
diffused/dissolved
completely in the
water.
18. Different samples of a
given material (A) were
collected from different
sources. All samples were
found to have the same 4:1
mass ratio of copper-to-
oxygen. What kind of
materials is A?
A. A is an element.
B. A is a compound
C. A is a colloid.
D. A. is a mixture.
B] A compound is
a substance in
which atoms of
different elements
are chemically
held to one
another.
19. Margarine is a mixture
of compounds. Each
compound has the general
formula
CxHyOz where x, y, and z
can be a variety of
numbers. Which is the
same for all sample of
margarine?
A. The elements present
B. Softening temperature
C. Solidification
temperature
A] The x, y, and z
subscripts refer to
the amount of
atoms of that
element in the
formula.
Subscripts are
used to indicate
the ratio of atoms
of each kind of
element present.
D. The percentage
composition of the
compounds
20. You are an expert
nutritionist. You were
tasked by the barangay
officials to present a plan
for a feeding program. The
program would be used to
facilitate possible answers
on the issue of
malnourished children.
The program includes
preparation of mixture of
different known
concentrations in most
efficient way without
sacrificing its quality to
sustain quality life. How
will you present your
scheme in a comprehensive
way?
A. vocabulary, use of
scientific terms, visual
aids
B. organization, props,
time limit,
collaboration
C. mechanics, use of
references, speaking
voice
D. organization, content,
visuals,
evidence/source
D] To write good
technical reports
and to prevent the
most currently
occurring
mistakes. The
technical report
presents the
results of an
investigation in
an easily
understandable
and fully
traceable way.
The report should
be comprehensive
and self-sufficient
to the extent of
practicality.
E. PERFORMANCE TASK:
Scenario: - In your Barangay, you observe that malnourished cases have been increasing due to
unknown causes. As the SK chairman, together with health barangay nutritionist, was asked to
make a feeding program for the barangay officials. The program would be used to facilitate
possible answers on the issue of malnourished children. The program includes preparation of
mixture of different known concentrations in most efficient way without sacrificing its quality to
sustain quality life. Your program contains identifying the causes of malnourishment,
formulating an output of the study by presenting the findings/data results and recommending
precautionary and health measures. The program will be evaluated according to its content,
practicality, organization, delivery and use of visual aids.
Outline:
Goal –Make a feeding program for the barangay officials.
Role -As the SK chairman, together with health barangay nutritionist, was asked to make a
feeding program for the barangay officials.
Audience - Barangay officials and malnourished children.
Situation - Facilitate possible answers on the issue of malnourished children. The program
includes preparation of mixture of different known concentrations in most efficient way
without sacrificing its quality to sustain quality life.
Product or Performance – To identify the causes of malnourishment, formulating an output of
the study by presenting the findings/data results and recommending precautionary and
health measures.
Standards - The program will be evaluated according to its content, practicality, organization,
delivery and use of visual aids.
F. RUBRIC:
CRITERIA Outstanding
4
Satisfactory
3
Developing
2
Beginning
1 STUDENT
RATING
TEACHER
RATING
Content Demonstrates
full
knowledge
(more than
required)
with
explanations
and
elaboration.
Demonstrate
knowledge
of required
content
Demonstrate
partial
knowledge of
required
content and is
able to
answer only
basic
questions.
Does not
have grasped
of
information
and cannot
answer
questions
about subject.
Practicality Materials list
is reasonable
and creative
given
resources.
Materials
list is
reasonable
given
resources.
Materials list
is not
reasonable
given
resources.
Materials list
is not
reasonable.
Organization Information
in logical,
interesting
Information
in logical
sequence
Difficult to
follow the
presentation
No sequence
and evidence
of
sequence
which
audience can
follow.
which
audience
can follow.
because the
sequence is
not well
organized.
information.
Delivery Speaks clear
and correct,
precise
pronunciation
of terms.
Speaks clear
and
pronounces
words
correctly.
Shows
incorrect
pronunciation
of terms and
has difficulty
projecting
one’s voice.
Speaks
mumbles,
Incorrect
pronunciation
of terms and
unable to
project one’s
voice.
Use of
Visual Aids
and
Technology
Visuals Aids
and
Technology
are evident to
reinforce
screen text
and
presentation.
Visuals
Aids and
Technology
related to
text and
presentation.
Visuals aids
and
technology
rarely
support text
and
presentation.
No visuals
aids and
technology
used to
support the
presentation.
NOTES:
1. The Unit Assessment Map. The lesson assessment map provides an overview of all the
assessments done in the lesson. In general, students are assessed according to the four
components of the new grading system (Knowledge, Process or Skills, Understanding and
Transfer). In turn, these four areas reflect the three goals of assessing for understanding namely,
Acquisition, Meaning Making and Transfer or simply known as A-M-T.
2. The Pre and Post Assessment Matrix and Table of Specification. The assessment matrices
code items according to A-M-T. The distribution of these items in the table of specification
follows the distribution of percentages for the areas of the grading system. Hence, 40% of the
test items are coded A (since Knowledge is 15% and Process Skills is 25%), 30% of the items
are coded M, and another 30% for T. This coding is the backbone of the OHSP assessment
system. The OHSP system tracks students’ performance in A-M-T. Teachers can always retrieve
in real time the results of students’ test in these areas. Results are given in both tabulated and
graph forms.
The diagnostic or pre-test assessment matrix determines students’ prior knowledge on diversity
of matter. These are seen in test items no. 1-12. The pre-test also measures students’
misconceptions on 13-14. These are done through test items no.9-14. Note though that the OHSP
system randomizes the sequence of the test items and the options in each item. To find out how
students individually scored in the tests, go to and click on OHSP system Student List. Next,
select Student name. View student’s Performance Record. Then scroll down to desired topic and
click on date of completion. View student’s Test Score per item and the item’s code (A-M-T).
To access all students’ scores in the Post-Assessment as a group per subject area, do the
following:
1. Click Post Assessment (20 Question)
2. Select subject Area
3. Select desired quarter and lesson and double click on it.
4. View the graphs and scores of all students.
The post-test assessment matrix evaluates the changes in students’ misconceptions as seen in test
items no, 13-14. Hence, when reviewing test scores, it is important to see how students
particularly score in these items as well as the other items related to understanding (test item nos.
1-12). Student performance in these items will indicate the kind of intervention that needs to be
done.
The OHSP system also shows to the teacher the items where most of the students score well or
poor in. Teachers can also trace the corresponding activity in the lesson where the content of the
test item is discussed. Teachers can then check on student performance in those activities and
determine how their answer prepared them for the corresponding test item.
3. Interventions Based on Test Scores. If students are not able to do well in A-coded items,
teachers may consider doing the following interventions
1. Ask students open these web pages to further establish their understanding on the
differences between substances: elements, compounds, and mixtures and enhance the
lesson on the classification scheme of matter.
http://www.chemteam.info/Matter/ElementsAndCompounds.html. This site will explore
the understanding of the classification Scheme of Matter.
http://fitz6.wordpress.com/2012/03/19/elements-compounds-and-mixtures/. This site
features different interactive sites for compounds, elements, and mixtures.
http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/atoms_element
s/activity/. This is an interactive website which can help observe how atoms and
elements differ in metals and non-metals.
http://education.jlab.org/elementhangman/prob81.html. This is an interactive site game
for elements.
http://www.angelfire.com/ego/mr.f/SubjectLinks/science/substances/substances.html
This website covers a pure substance is made up of only one material and has set
properties.
2. Assign more web page readings about diversity of matter.
3. Ask students to take more online quiz as practice.
If students are not able to do well in M-coded items, teachers may consider doing the following
interventions:
Teacher may ask the students to view this web page:
http://www.middleschoolscience.com/notebook-5-2011-2012.htm click elements, compounds,
and mixture, PPT activity. This site will enhance your understand about matter can be classified
into elements, compounds, and mixture.
If students are not able to do well in T-coded items, teachers may consider doing the following
interventions:
1. Ask students to do extension activity like research on human-induced changes in the
physical environment .Click this website:
http://abed.sd79.bc.ca/acip/grade7/socials7_Lessons/human_impacts/human_impacts7.ht
ml it can evaluate the impact of human induced changes on communities.
2. Ask the students to formulate, classify, determine and identify the characteristics of
matter by performing laboratory activities. They will learn how nature of matter is
significant in making our lives better. Click
http://teacher.scholastic.com/dirt/matter/index.htm . This site features the personal guide
to hands-on science exploration, investigate and check their result against prediction. It is
an opportunity to gain valuable experience in learning inquiry-based science because
each new challenge helps reinforce basic science concepts. After reading and performing
the activity the students will compare their ideas in their notebook those ideas found in
the website.
3. Ask the students to open these web pages
http://renaldisorders.blogspot.com/2008/11/essential-ions-of-our-body-for.html and
http://www.traceminerals.com/research/ions2 which discuss ions that are essential to our
health and ask them to search for the foods which could be source of these important
ions. Click this website the significance of ions in the body and the environment
http://www.traceminerals.com/trace-minerals/why-you-need-ionic-minerals
4. Verifying Student Test Scores. Teachers may also verify student scores in A-coded items by
asking students to do or answer the following in a live chat or face-to-face setting:
Teacher may ask students to explain how diversity of materials significant to humans and
to the environment.
Teachers may also verify student scores in M-coded items by asking students to do the following
in a live chat or face-to-face setting:
Ask student to explain why diversity of matter is significant to living organisms? And
why the changes in properties of matter to real life situation are beneficial?
Teachers may also verify student scores in T-coded items by asking students to do the following
in a live chat or face-to-face setting:
Based on the concepts learned from this module, ask the students to make a Segregation
Plan or Recycling Plan that will help address the litter problem that might be used to help reduce
waste in their community.
5. Map of Conceptual Change. Another important indicator of student growth in thinking is the
unit’s map of conceptual change. For this unit, the chosen map is KWHL The students are asked
to answer this map at different points in the lesson, namely: Explore, and Deepen. The students’
cognitive growth is qualitatively assessed by comparing the students’ prior knowledge and new
knowledge. In the unit’s map for conceptual change, the students show their prior knowledge by
answering: What you know, What you want to know, How will you find out during Explore and
Deepen. The students articulate their new knowledge by filling up: What I have learned during
Deepen. The other parts of the map namely KWL are answered during Firm up. These parts
indicate transitional processes between prior and new knowledge development. Teachers are
encouraged to every now and then retrieve and monitor students’ answers in this map. Student
answers in this map provide clear data for teachers in terms of their cognitive development.
6. Formative Assessments. In order to assure student success in the summative assessments, the
listed formative assessments check on the following performances as indicators of student
mastery and readiness: Classifying Matter Activity, KWHL Chart, Laboratory activity: Physical
and Chemical Changes, CHECK – UP TEST, Mixtures vs. Pure Substances Activity, Create
your own Cola Activity, Web-page reading: Elements and Compounds, Venn diagram, Activity:
Segregation Plan or Recycling Plan, Research, Photo Gallery: Elements in the Human Body,
Hands-on Activity: Elements, Compounds, or Mixtures, Poem Analysis, and ACTIVITY: Pursuit
of the properties of Metals and Nonmetals.
7. Student’s Answers to Recurring Essential Question. Another way of doing formative
assessment is to retrieve and examine how students answer the Essential Question. The unit’s EQ
is/are the following: Why does matter have different forms and properties? How can your
understanding of the changes in properties of matter become beneficial? The student is asked to
answer the EQ in these different parts, namely:
Explore: Activity nos. 1.1, 2.1, 2.2, 2.12, and 3.1
Firm Up: Activity nos. 1.3, 2.3, 2.5, 2.6, 3.3, 3.3, and 3.4,
Deepen: Activity nos. 1.5, 2.10, 2.11 and 3.5
Transfer: Activity nos. 1.4, 1.7, 2.13, and (Performance Task)
Teachers are encouraged to compare the students’ final answers to the EQ with the desired EU.
If the student’s answers are far or different from the EU, the teacher may check on the way
students are doing in the activities and determine the appropriate intervention.
8. The Performance Task and Rubric. With regards to the performance task, this is designed
according to the transfer goal in Part 1. The standards in the performance task are reflected in the
first column of the rubric. These rubric criteria are also aligned with the performance standard
because it is to articulate what students are to learn and the quality of student performance that is
acceptable. Focusing attention on performance standards allows teachers to provide students with
more usable and timely feedback and it is also an assessment scoring guide that describes student
work at different levels of performance. The rubric criteria related to understanding is reasonable
and creative given resources, demonstrates full knowledge (more than required) with
explanations and elaboration, and information in logical, interesting sequence which students can
follow. With these criteria, students are evaluated on their Content and Practicality,
Organization, Delivery, and Use of visual Aids. The rubric criteria related to the competencies or
skills are Content and Practicality. With these criteria, students are evaluated on Organization,
Delivery, and Use of Visual Aids.
Students achieve the performance standard when they or their work scores Satisfactory for each
criterion in the rubric. Students whose works exceed the satisfactory criteria score Outstanding.
Note the additions in the descriptor which indicate extra work on the part of the students.
Students whose works have errors score either as Developing or Beginning. Note the parts of the
descriptors which indicate deficiencies.
The submission of the performance task has to be done face to face because the students need to
give an oral presentation of their work. In the event that the performance task has to be done in
school, the following will have to be done on purpose, content and organization.
STAGE III: CONDUCTING THE LEARNING PLAN
UNIT ACTIVITIES MAP:
ACTIVITIES FOR
ACQUIRING
KNOWLEDGE
AND SKILLS
ACTIVITIES FOR
MAKING MEANING
AND DEVELOPING
UNDERSTANDING
ACTIVITIES LEADING
TO TRANSFER
EXPLORE
Pre Test(I)
Classifying Matter Activity (I)
KWHL Chart
Anticipation Reaction
Guide(I)
Peer Assessment
Web-page reading(I) Safety precautions to be
followed when conducting
Lab. activity. (I)
Hands-on Activity(G)
Web-page reading(I) Interactive simulation(I)
FIRM UP
Quiz (I) video/ webpage(G) Laboratory Activity: (G)
Quiz(I) Interactive simulation(I)
Photo Gallery(I)
Word Game(I)
Quiz (I) Laboratory Activity Self-Knowledge (I)
KWHL Chart (I)
DEEPEN
Netsurfing (I) Venn diagram (I)
KWHL Chart (I)
Reflection (I)
Worksheet(I) Poem Analysis(I)
Quiz (I) Laboratory ACTIVITY(G)
TRANSFER
Quiz(I) Activity: Create your own
Cola(G)
Quiz(I) Net Surfing(I) Activity:
Segregation Plan or
Recycling Plan (G)
Post test (I) Synthesis Journal (I) Do the Performance Task (I)
Letter in parentheses after every activity indicates the following modes: I for individual work or
G for group work and WC for whole class. Resource material used for the activity is indicated in
italics.
UNIT ASSESSMENT-ACTIVITIES MATRIX:
CODE Levels of Assessment
What will I assess? MC
ITEM
CORRECT
ANSWER AND
EXPLANATION
RELATED
ACTIVITIES
A Knowledge
(15%)
LC: Recognize that
a substance has a
unique set of
properties
1.1 Classifying
Matter Activity
2.7 “How Stuff
Works” about
Elements,
Compounds, and
Mixtures
2.12 Net Surfing
Recognize that
substances are
classified into
elements and
compounds.
2.1 Picture
Analysis: elements
and compounds
2.3 Web-page
reading: Elements
and Compounds
2.8 Word Game:
Elements and
Compounds
2.9 Hands-on
Activity: Elements,
Compounds, or
Mixtures
2.10 Worksheet I:
Poem Analysis
2.11
Worksheet
II: Elements,
Compounds
& Mixtures
A Process/
Skills
(25%)
LC: Investigate the
properties of
mixtures of varying
concentrations.
1.5 Activity Pure
Substance or
Mixture
1.6 Video: diversity
of matter according
to pure substances
and mixtures
2.4 Elements,
Compounds and
Mixtures
Recognize that
compounds consist
of specific elements
in a definite
composition (e.g.,
H2O and H2O2;
different compounds
of C, H, O).
1.3 Physical and
Chemical Changes
2.2 Activity:
Elements and
Compounds
2.5 Photo Gallery:
Elements in the
Human Body
2.6 Web page
reading: Human
Biology - Food and
Digestion
Recognize the
elements considered
as metals and those
that are nonmetals.
3.1 Metal or
Nonmetal Activity
3.2 Open and read
this web page on
metals and
nonmetals
3.3 Web page
reading: Periodic
Table Study Guide
M Understanding
(30%) ENDURING
UNDERSTANDING
Demonstrate the
different properties
of metals and
nonmetals (e.g.,
luster, malleability,
ductility,
conductivity).
3.3 Metal vs Non-
Metal laboratory
3.4 Open this web
video to know more
about different
metal, nonmetal
and Semi-metal
3.5 ACTIVITY:
Pursuit of the
properties of Metals
and Nonmetals
MISCONCEPTION
T Product/
Performance
(30%)
GRASPS
Prepare different
concentrations of
simple mixtures that
offer some practical
use and in the most
efficient way
without sacrificing
its quality.
1.4 Mixtures
vs. Pure
Substances
1.7 Webpage
activity: Create
your own Cola
2.13 Activity:
Segregation Plan or
Recycling Plan
PERFORMANCE
TASK
SCAFFOLD FOR TRANSFER:
LEVEL 1
DIRECTED PROMPT
1. Inform the students
the skills they are
expected to
LEVEL 2
OPEN PROMPT
1. Provide students
another task similar
to that given in Level
LEVEL 3
GUIDED
TRANSFER 1. Provide a real
world situation
LEVEL 4
INDEPENDENT
TRANSFER 1. Provide a real
world situation
demonstrate.
2. Provide step-by-step
instruction on how to
do the skills and check
their work.
3. Provide this task
during Firm Up or
Interaction stage.
1.
2. Instead of giving a
step-by-step
instruction, prompt
the students to do the
steps on their own. If
different procedures
are given, ask
students to choose
which procedure they
would use. Students
may also be asked to
vary the steps they
learned.
3. Provide this task
during Firm Up or
Interaction stage.
where the skills
taught in Levels 1-
2 are applied.
2. Instead of
directing the
students step-by-
step to use the skills
they learned in
previous levels, ask
students to look
back on the skills
they learned and
determine which of
these they would
use to meet the
requirements of the
given task.
3. Provide this task
during Deepen or
Interaction stage.
similar to Level 3
where the skills taught
in Levels 1-2 are
applied.
2. Purposely refrain
from suggesting to
students to use the
skills they learned in
Levels 1-2. Have
students on their own
figure out which of the
skills they learned in
previous levels they
would use to meet the
standards in the given
task.
3. Provide task during
Transfer or
Integration stage.
TASK:
Students will be guided
to distinguish the
difference between
mixture and pure
substance which will
increase their
understanding on
diversity of matter.
Students then will
categorize the
designation and reason
for each substance.
Students will perform
the activity in firm up
TASK:
Students will
investigate the
concept of mixture
and concentration by
creating their own
unique formula for a
cola beverage.
TASK:
In your school, you
observe the waste
issue. As a student
leader, you are
asked to make a
report about the
cause and effect of
litter in the campus.
The report will be
used for awareness
of the school
administrators,
Teachers, Parents,
and Non-Teaching
Staff for a
segregation plan
(SP) or recycling
plan (RP) that will
help address the
problem on litter
that might be used
to help reduce
waste in their
TASK:
In your Barangay, you
observe that
malnourished cases
have been increasing
due to unknown
causes. As the SK
chairman, together
with health barangay
nutritionist, you were
asked to make a
feeding program for
the Barangay . The
program would be
used to facilitate
possible answers on
the issue of
malnourished
children. The program
includes preparation
of mixture of different
known concentrations
in most efficient way
without sacrificing its
community. The
plan will be graded
according to its
purpose, content
and organization.
quality to sustain
quality life. Your
program contains
identifying the causes
of malnourishment,
formulating an output
of the study by
presenting the
findings/data results
and recommending
precautionary and
health measures. The
program will be
evaluated according to
its content,
practicality,
organization, delivery
and use of visual aids.
NOTES:
1. The Unit Activities Map and Assessment-Activities Matrix. The unit activities map shows
the different activities done in the lesson. The activities are designed to address the different
A-M-T learning goals. Acquisition activities in particular are also matched according to the
required and added competencies. The A activities involve defining the particulate nature of
matter and describing the different state. During M activities, students analyze the behavior
of matter. In T activities, students create a menu plan and design a multimedia presentation of
the applications of elements ions, and compounds in one’s health.
The Assessment-Activities Matrix also shows the activities which implement the established
and added competencies. This Matrix helps the teacher evaluate the readiness of a student to
answer a particular test item by looking at the student’s performance in a particular activity
related to the assessment. If the student does not do well in a set of test items, the teacher may
go back to the activity linked to the test item and see if the student was already having
difficulty.
The Scaffold for Transfer. The T activities are also sequenced according to a certain
progression as indicated in the scaffold for transfer. The scaffold consists of four levels starting
with direct prompting and on to independent transfer. In the scaffold, students focus on the skill
of critical think based on substances which increase their understanding on diversity of matter.
Students develop mastery of this skill by first in direct prompt. Students will be guided to
distinguish the difference between mixture and pure substance which will increase their
understanding on diversity of matter and students will categorize the designation and reason for
each substance. This activity is done in Firm up. Then in the open prompt, students during Firm
up and Deepen will investigate the concept of mixture and concentration by creating their own
unique formula for a cola beverage. Next in the guided transfer done during Deepen students will
be asked to make a report about the cause and effect of litter in the campus. The report will be
used for awareness of the school administrators, Teachers, Parents, and Non-Teaching Staff for a
segregation plan or recycling plan that will help address the problem on litter that might be used
to help reduce waste in their community. The plan will be graded according to its purpose,
content and organization. Students are again asked to do a task similar in the final level but this
time in the independent level, students are evaluated according to their ability to on their own to
formulate a feeding program for the barangay. The program would be used to facilitate possible
answers on the issue of malnourished children. The program includes preparation of mixture of
different known concentrations in most efficient way without sacrificing its quality to sustain
quality life. Your program contains identifying the causes of malnourishment, formulating an
output of the study by presenting the findings/data results and recommending precautionary and
health measures. The program will be evaluated according to its content, practicality,
organization, delivery and use of visual aids.
SECTION 2. STRATEGIES FOR BLENDED LEARNING:
INDEX OF STUDENT’S ONLINE TASKS:
STUDENT’S ONLINE
TASK
EFDT AMT ACTIVITY
NO.
DESCRIPTION
1. Answering Process
Questions based on a
given Website’s content
or interactivity
E A 1.1 Discussion on
classification of
matter
E
A 1.2 Answer the
boxes: Pulling out
the prior
knowledge of the
students
E A 2.1 Picture Analysis
E A 2.2 Exploring matter
into the categories
of element, and
compound
F M 2.4 Interactive
simulation
F M 2.5 Photo Gallery:
Elements in the
Human Body
F M 2.6 Human Biology -
Food and Digestion
F M 2.7 properties and
characteristics of
elements,
compounds and
mixture
E A 3.1 Metal or Nonmetal
Activity
2. Answering mini-check-
up quizzes and receiving
feedback
F M 1.3 Perform the activity
in this file and then
answer the process
questions. Check for
Understanding
D M 1.5 Perform the activity
on Pure Substance
or Mixture
D M 1.6 Video : Interactive
teaching
F M 2.3 Elements and
Compounds
CHECK – UP TEST
T M 2.14 CHECK – UP TEST
F M 3.4 Video to know more
about different
metal, nonmetal and
Semi-metal
3. Developing Product
Using Web-based
Application 2.0
(state Web 2.0 application)
4. Posting in Discussion
Forum any of the
following:
a. one’s ideas
b. one’s questions
c. one’s reflections
d. one’s suggestions or
request
F
F
M
M
3.2
3.3
Web page on metals
and nonmetals
Webpage reading:
Periodic Table
Study Guide
e. one’s summary
5. Responding to Other
Students in Discussion
Forum by posting any of the
following:
a. one’s comments
b. one’s questions
c. one’s reflections
d. one’s suggestions or
request
e. one’s summary
D M 3.5 ACTIVITY: Pursuit
of the properties of
Metals and
Nonmetals
Reflection
6. Chatting with Teacher on
any of the following:
a. feedback on answers
to process questions
b. performance in
assigned tasks
c. content that needs
clarification
d. instructions in tasks
that need clarification
e. a live event
F
F
M
M
3.3
3.4
Metal vs Non-Metal
laboratory Activity
Video to know more
about different
metal, nonmetal and
Semi-metal
7. Chatting with Teacher and
other Students on any of
the following:
a. a. feedback on
answers to process
questions
b. performance in
assigned tasks
c. content that needs
clarification
d. instructions in tasks
that need clarification
e. a live event
f. discussion of a topic
in the form of a
debate, panel
discussion, interview
or role playing
8. Uploading and
Submitting Individual File
on any of the following:
a. answers to activity
questions
b. presentations or
reports
c. conversion of Web
information to
another form (e.g.
outline, flow chart,
table, graphic
organizer, concept
map, drawing)
d. map of conceptual
change
e. intervention task
given by teacher
f. enrichment task
F
T
F
D
D
T
T
M
T
M
M
M
M
T
1.4
1.7
2.8
2.10
2.11
2.13
3.6
Properties of Matter
Create your own
Cola
Word Game:
Elements and
Compounds
Poem Analysis
Worksheet :
Elements,
Compounds &
Mixtures
Segregation Plan
PERFORMANCE
TASK
9. Uploading and
Submitting Group File on
any of the following:
a. answer to activity
questions
b. b. presentations or
reports
c. conversion of
information from
Website or online
resource to another
form (e.g. outline,
flow chart, table,
graphic organizer,
concept map,
drawing)
d. map of conceptual
change
e. intervention task
given by teacher
f. enrichment task
D
D
F
F
T
M
M
M
M
M
1.2
1.6
2.3
2.9
2.12
KWHL Chart
Venn diagram
KWL chart
Hands-on Activity:
Elements,
Compounds, or
Mixtures
Net Surfing
10. Sending by clicking on
page email icon questions
to teacher on any of the
following:
a. lesson discussion
b. activity instructions
and interactivity
c. system navigation
11. Producing an E-portfolio
by selecting best works
done in a unit
INDEX OF WEB 2.0 APPLICATIONS
STAGE AND
LEARNING GOAL
(EFDT/A-M-T)
WEB 2.0 APPLICATION
AND ITS URL
ACTIVITY
NO.
STUDENT
TASK
(F/ A) http://www.what2learn.com/g
ames/play/4931/
2.8 Guessing a given
word
(F/M ) http://mint.ua.edu/games/che
mical-mixup/
2.8
Game design to
help student’s
improve their
basic chemistry
skills
NOTES:
Web 2.0 is a term used to designate next-generation Websites which feature interactive
applications, particularly in the production of creative or original works. As indicated in the
above table, learners will be working with varied Web 2.0 applications.
For Acquisition, the student will be working with the following applications and producing a
specific work:
The students will acquire knowledge about the concepts on elements and working with a
word-game to guess a given word of an element. It is a name guessing game to develop
their critical thinking on elements and compounds. This is an interactive educational
game that would be of great way in enhancing knowledge about elements, compounds
and mixtures.
For Meaning Making, the student will be working with the following applications and producing
a specific work:
Students will identify, understand, and develop the basic chemistry skills. And make an
opportunity to learn and engage the properties and classifications of matter to real life
situations.