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Sci q1a balanceofnature

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Sci q1a balanceofnature Sci q1a balanceofnature Presentation Transcript

  • 2010 Secondary Education Curriculum Integrative BiologyQuarter: 1A Topic: Time Frame: Balance of Nature 25 days Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of Balance of Nature to Manifestation of understanding of balance of nature through activeconserve local biodiversity. involvement in community-initiated resource management activities to conserve local biodiversityEssential Understanding(s): Essential Question(s):Understanding of the balance of nature contributes to conservationof local biodiversity through active involvement in community-initiated Why is there a need to understand balance of nature?resource management activities.Learners will know: Learners will be able to: I. Changes in Ecosystem A. Ecological succession • predict changes in a biotic community after a period of time. B. Ecological backlashes • discuss the different threats and pressures facing Philippine II. Philippine Biodiversity biodiversity at both species and ecosystems level. III. Biodiversity Conservation Initiatives • explain the importance of individual and collective actions for biodiversity conservation. IV. Philippine Biodiversity Laws • analyze the different environmental laws and their impact on biodiversity conservation.
  • 2010 Secondary Education Curriculum Integrative Biology Stage 2Product or Performance Task: Evidence at the Level of Understanding Evidence at the Level of PerformanceManifestation of understanding of balance of Explanation Performance assessment of activenature through active involvement in involvement in community-initiated resourcecommunity-initiated resource management Show how understanding of interrelationships management activities based on the followingactivities to conserve local biodiversity among living things contribute to balance of criteria: nature. 1. Active Involvement; Criteria: • Teamwork (members work together; each member performs a specific task) a. Thorough (explaining clearly that interrelationships among living things • Communication (members communicate contribute to balance of nature); thought processes and strategies by asking questions, discussing ideas, offering b .Clear (expressing with clarity the scientific constructive criticisms, and summarizing thought in oral or written form); discoveries as a result of the group’s involvement in community-initiated resource c. Justifiable (providing depth and breadth of management activities.) scientific reasoning) 2. Manifestation of understanding of INTERPRETATION balance of nature; Evaluate how understanding of balance of 3. Conservation of local biodiversity nature through community-initiated activities benefits local biodiversity. Criteria: a. Meaningful ( giving importance of balance of nature using one’s immediate context); b. Illustrative (discussing clearly how balance of nature are valuable in conserving local biodiversity);
  • 2010 Secondary Education Curriculum Integrative BiologyAPPLICATIONPropose plan of action on how balance ofnature can be achieved in local setting.Criteria:a. Appropriate (proposing ways on how planof action can be utilized to achieved balanceof nature);b. Practical (suggesting how this plan ofaction can be done easily);c. Efficient (expounding how the plan of actionwill employ the productive use of time andresources);d. Effective (achieving the desired result inusing plan of action to achieve balance ofnature).PERSPECTIVEAnalyze the best strategy or approach inachieving balance of nature done at thecommunity level.Criteria:a. Insightful (developing one’s view afterconsidering the best approach in achievingbalance of nature);b. Credible ( citing authoritative sources ofinformation while arguing or defending one’s
  • 2010 Secondary Education Curriculum Integrative Biologyviews);c. Reflective of critical thinking (combiningresearch, knowledge of historical context, andbalanced judgment to choose the beststrategy or approach based on objectivity anddiscretion to disregard personal biases/prejudices).EMPATHYAssume the role of an SK member who willinitiate community activities in relation tobalance of nature.Criteria:a. Perceptive (recognizing the task ofinitiating community management activitiesthat contribute to balance of nature);b. Receptive (accepting the task readily/willingly);c. Sensitive/ Responsive (exhibiting the taskof initiating community managementactivities).SELF-KNOWLEDGERealize one’s contribution to promote andsustain balance of nature.Criteria:a. Reflective (becoming aware of one’scontribution to community-initiated
  • 2010 Secondary Education Curriculum Integrative Biologymanagement activities to promote balance ofnature);b. Responsive (reacting positively as a resultof redirecting/ changing one’s thought orview.).
  • 2010 Secondary Education Curriculum Integrative Biology Stage 3Teaching/Learning Sequence:EXPLORE As part of initial activities, learners shall be given an overview of the balance of nature, what they are expected to learn and how their learning will be assessed. In this stage, diagnosis of their basic knowledge of balance of nature shall form part of the prerequisites.Learners shall: 1. be given a diagnosis to determine what they learned from Yr. 1 (those related to Q4) and their prior knowledge on the balance of nature (Suggestion: Prepare an advance organizer reflecting the importance of understanding balance of nature. Ask learners to reflect on the organizer and write their insights.) 2. be oriented on related and varied resources and materials to be used in understanding the balance of nature (see resources and equipment/materials needed) 3. be introduced to the topic balance of nature and its subtopics such as changes in ecosystem, Philippine biodiversity, biodiversity conservation initiatives and Philippine biodiversity laws (Suggested Strategy: Use Music Video presentation of Karaniwang Tao by Joey Ayala which can be downloaded from You tube. Encourage learners to give their reactions about the presentation before introducing the topic and subtopics.) 4. be given time to formulate questions on balance of nature and cluster these to initially find out what is/are interesting for them 5. be given time to formulate other questions leading to the Essential Question focusing on the value of balance of nature (Suggested Strategies: KWL, Focus Group Discussion, brainstorming, think-pair & square, dyads, round robin, etc.) 6. generate as many tentative ideas (TI) related to the Essential Question (EQ) as possible to show what they already know about balance of nature (Suggested Strategies: Brainstorming, Focus Group Discussion, graphic organizer, concept mapping, etc. At this point, the teacher
  • 2010 Secondary Education Curriculum Integrative Biology 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 written on the board) 7. be grouped accordingly to choose some of the identified prior knowledge, misconceptions and tentative ideas (TI) (Suggestion: Whatever each group of learners selected, the group shall be asked to challenge or explore the validity of these prior knowledge, misconceptions or tentative ideas during the Firm Up Stage) 8. be oriented that they need to show their understanding of balance of nature by active involvement in community-initiated resource management activities to conserve local biodiversity 9. be informed that this active involvement in community-initiated resource management activities shall be based on the following criteria: (a) active Involvement, (b) manifestation of understanding of balance of nature (c) conservation of the local biodiversity (Suggestion: 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.)FIRMUP Varied learning experiences shall be introduced to help learners disprove alternative conceptions, examine/assess prior knowledge, and begin to discover the validity of tentative ideas (TI) in answering the EQ; make their understanding of balance of nature thorough; equip them with skills and knowledge to understand balance of nature; 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 balance of nature.Learner shall: I. Changes in Ecosystem A. Ecological Succession 10. observe a micro ecosystem which shows ecological succession
  • 2010 Secondary Education Curriculum Integrative Biology (Main Idea: Changes in environmental conditions through time results in the death of those organisms and are replaced with other organisms that are adapted to those conditions.) (Suggested Strategies: learning stations, think-pair and square, think-pair and share, PWA, 4As, etc) (Suggested Activities: 1. Students will prepare hay infusion or observe undisturbed areas in the school campus or in their community to infer how ecological succession takes place. 2. Fast learners can predict how a climax community develops over a period of time; refer to attached suggested BON activity 1.) 11. compare ecological succession in a rural area and/or an urban area 12. infer how disruption on ecological succession affects the way of life of people in rural and urban communities. (Main Idea: Rural and urban planning affects ecological succession. The degree of effects depends on advocacy efforts in sustaining the restoration of natural systems and promotion of a healthy ecology.) (Suggested Strategies: group discussion, forum, panel interview, use of resource person, etc) (Suggested Activities: 1. Ask learners to secure the developmental plan from their municipal/city/ provincial office. Let them brainstorm on the changes in areas concerned over time. Classify these areas into rural and urban. Describe the commonalities and differences of ecological succession in rural and urban areas. 2. The class may invite a city/municipal/ provincial planner or a person in-charge in urban/rural planning to give a lecture. Encourage learners to ask/reflect on what and how changes occur in the areas considered. Let them brainstorm on the ecological succession as it takes place in rural and urban areas.) (Suggested Activity: For nos. 10 -12, refer to attached suggested activity BON 2.)B. Ecological Backlash 13. describe ecological backlash (Main Idea: Everything on Earth is somehow connected to everything else. What one does affects another, directly or indirectly.) (Suggested Activities: Engaged learners to any of the following: listening and interpreting lyrics of an environmental song, poem recital, reading of a story, viewing of a video clip or video footage in regard to ecological backlash. Ask them to cite how organisms are affected. Guide learners to draw the concept on ecological backlash and describe it.)
  • 2010 Secondary Education Curriculum Integrative Biology(Suggested Environmental Songs: Noong Unang Panahon by Kuh Ledesma, Masdan Mo Ang Kapaligiran by Asin, Anak Ng Pasig bySmokey Mountain , etc.)14. illustrate local incidents of ecological backlashes (Suggested Strategy: Use of creative expression through arts, etc) (Suggested activities: Poster-making, collage, scrapbook, video presentation, photodocumentation, etc.; refer to suggested activities BON 3 & 4)II. Philippine Biodiversity15. introduced to the concept of biodiversity (Main Idea: Biodiversity refers to the variety and extent of differences among living things. It includes all millions of microorganisms, specially plants and animals – from genes and species to the ecosystems that they live in and the valuable functions they perform. It has three levels namely – genetic diversity, species diversity and ecosystems diversity. Biodiversity has economic, ecological, social and cultural values. Hence, there is a need to conserve it) (Suggested Strategies: structured learning exercises, modified lectures, workshop, reflection, etc.) (Suggested Activities: introduce the concept of biodiversity using learners own definitions and descriptions. Show a picture of a body of water, forest or grassland. This would allow the teacher to gauge the learners’ initial level of understanding of the meaning of biodiversity [refer to suggested activity BON 5]. Sum up the answers given by the learners and inform them that the next activities will be all about “biodiversity”, or after summing the answers, conduct a review of the principles of ecology and use the fifth ecological principle (all life forms are important) as introduction. Encourage learners to reflect on the importance of studying biodiversity and the need for conserving biodiversity. Refer to attached suggested activities BON 5 and BON 6.)16. describe the status of biodiversity in one’s locality (MAIN IDEA: The Philippines is a biodiverse-rich country and one of the richest countries in the world in terms of biodiversity. The country today plays host to several habitats and ecosystems that support a wide variety of species.) (Suggested Strategies: FGD/ Group interview, Actual Observation, Use of checklist/ questionnaire, picture analysis, comparative analysis, etc)
  • 2010 Secondary Education Curriculum Integrative Biology (Suggested Activities: Ask learners to gather data on the status of biodiversity in their own locality [if possible for the last 5 years. Let them compare their status of biodiversity today and five years ago. For advanced learners, encourage them to make predictions five years after. They may also compare the data across localities. Refer to attached suggested BON activity 7)17. discuss the different threats and pressures facing Philippine biodiversity at both species and ecosystems level (Main Idea: Despite the mega diversity status of the Philippines in terms of biodiversity, it is also considered a mega-diversity hotspot because of the rapid loss of biodiversity occurring in the country today.) (Suggested Strategies: concept mapping, problem analysis, brainstorming, round robin, etc) (Suggested Activity: Divide the class into 6 groups. Assign the groups to focus on certain task – groups 1&2 [identifying the threats and pressures affecting biodiversity both at the national and local levels]; groups 3&4 [determining the causes of these threats and pressures]; and groups 5&6 [discussing the socio-economic implications of these threats to biodiversity]. To better appreciate the activities, ask the groups to present their outputs to the whole class. The teacher may summarize the highlight of these outputs, those that illustrate biodiversity loss, then use this as an introduction to the next topic. Refer to attached suggested BON activity 8)III. Biodiversity Conservation Initiatives18. discuss the different strategies and approaches of biodiversity conservation (Main Idea: As humans become increasingly aware of the importance and benefits of biodiversity and their direct connection to human lives, increasing efforts have been made to mitigate its rapid loss. These efforts result to different levels of biodiversity conservation initiatives such as individual, community, national [government and NGO], and international levels.) (Suggested Strategies: Panel discussion, forum, concept mapping, workshop, reflection, use of resource person, gap analysis, use of internet, brainstorming, use of video footages, use research papers, etc) (Suggested Activities: Using any of the strategies mentioned, learners will be asked to identify different conservation initiatives and discuss their importance. Learners may conduct gap analysis and recommended other possible initiatives worthy of exploration. Refer to attached suggested BON activity 9.)19. affirm their involvement in conservation work by allowing them to share their personal/individual efforts in conservation work (Suggested Strategies: reflection, concept mapping, etc)
  • 2010 Secondary Education Curriculum Integrative Biology (Suggested Activities: Provide a short recap of the previous lesson outputs by highlighting the students’ reasons for their involvement in conservation work. Explain that after acquiring the necessary foundations on environment and biodiversity conservation, ask learners how they will now transform concepts into action. Ask them to summarize their insights/learning gained from understanding the need to conserve biodiversity. Introduce the next topic by telling the students that there are several ways to help conserve biodiversity.) IV. Philippine Biodiversity Laws 20. analyze the existing environmental laws that support biodiversity conservation (Main Idea: With the increasing awareness on environmental issues, especially during the late 90’s, many laws were passed to protect and support environmental conservation initiatives. Philippine biodiversity laws include – RA 7586, RA 855O, RA 9147, RA 8371, RA 9072 other specific laws. On the other hand, international conventions were held focusing on biodiversity issues and these are – CBD, CMS, CITES, WHC and others.) (Suggested Strategies: Panel discussion, forum, concept mapping, workshop, reflection, use of resource person, gap analysis, use of internet and other multimedia sources, brainstorming, etc) (Suggested Activities: 1. Ask learners to give examples of environmental laws they are familiar with. Invite learners to share their thoughts and analysis. Summarize the answers of the learners and link them to the topic on Environmental Laws. Encourage them to acquire information on environmental laws [local, national and international] which they are familiar and not familiar to them. Let them evaluate the relevance and adequacy of the existing environmental laws; refer to attached suggested activity BON 10. 2. Invite resource persons from DENR to give a talk and share their agency’s efforts on conserving Philippine biodiversity.)DEEPEN 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 study of the balance of nature using multiple sources of information and various modalities of manifesting learning.
  • 2010 Secondary Education Curriculum Integrative BiologyLearners shall: 21. provide an analysis on the richness of biodiversity, threats and opportunities depending on one’s immediate ecosystem (Main Idea: The Philippines has nine [9] major ecosystems and these are – forest ecosystem, marginal ecosystem, agricultural ecosystem, urban ecosystem, freshwater ecosystem, mangrove ecosystem, seagrass ecosystem, coral reef ecosystem and soft-bottom ecosystem.) (Suggested Strategies: dyad, think-pair and share, etc.) (Suggested Activities: Group learners by twos. Have each group identify the ecosystem present their individual community. Encourage them to collect information. Let them tabulate data in regard to richness of biodiversity, threats and opportunities. Guide them to plan determine ways on overcoming these threats and seizing said opportunities.) 22. evaluate their future career and occupational prospect(s) of science fields by attending related career orientation program(s) inside and outside the school premisesAt the level of understanding, learner shall: 23. show how understanding of the interrelationships among living things contribute to balance of nature (EXPLANATION) 24. evaluate how understanding of balance of nature through community-initiated activities benefits local biodiversity (INTERPRETATION) 25. propose plan of action on how balance of nature can be achieved on local setting (APPLICATION) 26. analyze the best strategy or approach in achieving balance of nature done at the community (PERSPECTIVE) 27. assume the role of an SK member who will initiate community activities in relation to balance of nature (EMPATHY) 28. realize one’s contribution to promote and sustain balance of nature (SELF-KNOWLEDGE)To draw out the essential understanding, learners shall: 29. contemplate on the essential question “Why is there a need to understand balance of nature?” 30. reexamine their revised TI; and
  • 2010 Secondary Education Curriculum Integrative Biology 31. justify their previous answers based on the understanding(s) gainedTRANSFER 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 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, view things differently and reengineer processes. Learners shall be involved in designing, constructing, planning, producing new knowledge and/or inventing products which can contribute to the protection of the environment and sustainable use of resources.Learners shall: 32. propose plan of action that would contribute to balance of nature (Suggested Activities: Give a recap of the process the learners underwent and the outputs that were produced. Explain the importance of each output and how this would lead to the achievement of their vision. Instruct the learners to use pre-planning matrix as guide for the recap. This plan is a tangible output [Action Plan, etc - school-based and community-based ] demonstrating active involvement in community-initiated resource management activities made on actions learners need to take to maintain balance of nature and conserve biodiversity; refer to attached suggested BON activity 11 & 12; ask learners to present their output highlighting the issues and recommendations of their groups. This should be followed by an open forum.) 33. organize a meeting with community officials and present the proposed action plan for community-initiated resource management activities (Suggestion: Based on the outcome of the meeting, necessary adjustments of schedule should be finalized.) 34. implement and participate in the community-initiated resource management activities 35. document manifestation of active involvement in community-initiated resource management activities to conserve local biodiversity in terms of: - Active involvement - Manifestation of understanding of balance of nature - Conservation of a local biodiversity
  • 2010 Secondary Education Curriculum Integrative Biology 36. elicit commitment from the participants to become advocates of biodiversity conservation (Suggested Activity: Give each learner a leaf –shaped cartolina. Ask them to write their pledge of commitment to conserve biodiversity. Have them read their individual pledge. Encourage the group to summarize the individual pledges and make one pledge for the entire class. Have the whole class recite the collective pledge. Refer to suggested BON activity 13.)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.alcob.com/ICT Model School Network • http://www.APEC Cyber Academy.com • http://www.globalclassroom.net • http://www.think.comOther References: • Dispezio, M. (1996) Science Insights Exploring Living Things. Addison-Wesley Publishing Company • Philippine Biodiversity Conservation – A Trainer’s Manual • Joaquin, C. et al. Functional Biology – Modular BiologyMaterials/Equipment Needed:Manila paperMarking pensColored papersCutoutsGlasswaresComputerComputer presentationsLCD ProjectorEducational film