Lesson plan integration of climate change

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Lesson plan integration of climate change

  1. 1. Republic of the Philippines Department of Education Region V (Bicol) Division of Albay Legazpi City Lesson Plan # 16 English 6 (With Integration of Climate Change Adaptation) I. Objectives: A. Ask and answer questions about oneself and others using comic strips B. State the importance of joining campaigns for environmental protection II. Subject Matter: A. Skill: Asking and answering questions about oneself /others using comic strips B. Selection: Comic strip-Joining Campaigns by cbberialc C. References: BEC PELC VI S.3, page 23 -Article about climate change distributed by CIRCA -Abangan,A., & Bayas, L. (2007). Embrace Power Through Language, (pp. 30-33), Metro Manila: St. Martin De Porres Publications D. Materials: comic strips, VCD- Colors of the Wind E. Integration: Campaigns for environmental protection III. Procedure: A. Motivation: Let pupils view a VCD- Colors of the Wind. -Does the song tell something about nature? -What ideas about nature does it give? Write your ideas around the word nature. -What environmental issue does it present? -Have you ever joined campaigns for environmental protection? -What is the campaign about? B. Presentation: Read the comic strips. Find out what the campaign is about. NATURE Joe, have you heard about the campaign on climate change adaptation? No, I haven’t. What is climate change? Will it affect us?
  2. 2. Climate change is a change in the statistical distribution of weather over periods of time that range from decades to millions of years. It will have adverse impacts on many sectors that will affect the natural resources and human as well. Really? What are the causes of the rapid change of climate? Burning of fossil fuels, deforestation and a lot of human activities contribute to these changes. What will the effect of these be? These changes would affect many things important to human life and all life around us including natural ecosystems, agriculture, human health, hydropower, water resources, and a lot more. If that is true, then we must join the campaign. When will it be, Rose? I’d better inform my friends. You’re right Joe. It will be on Saturday. I’ll see you and your friends on that day. Sure, thanks for the information. C. Comprehension Check: -What is the campaign about? -When will it be? -Will Joe join the campaign? Why? Why not?
  3. 3. What are the causes of the rapid change of climate? What will the effect of these be? When will it be, Rose? Climate change is a change in the statistical distribution of weather over periods of times that range from decades to millions of years. These changes would affect many things important to human life and all life around us including natural ecosystems, agriculture, human health, hydropower, water resources, and a lot more. Burning of fossil fuels, deforestation and a lot of human activities contribute to these changes. It will be on Saturday. -Do you think Joe was able to convince his friends to join the campaign, too? Explain the possibilities. -If you were Joe, would you join this kind of campaign? Why? Why not? -What benefits will it give you? -Why do we need to be aware of climate change adaptation? -Knowing the causes and effects of climate change, what can a pupil like you do to adapt to these changes? - Is it necessary for us to support and join campaigns for environmental protection? Why? Why not? - Play background music with theme about environment.(optional) *Extender: Complete the chart below. Preservation of Mother Nature is everybody’s job. D. Skill Focus: -Read the comic strips again. -What questions were asked by Joe? -What were the answers to each question? START DOING CONTINUE DOING STOP DOING What is climate change? Will it affect us?
  4. 4. -If you were Joe what other questions would you ask Rose? (Pupils answer will vary) -What would be appropriate responses to these questions? (Pupils answer will vary) E. Analysis Questions: -How do you call the cartoon with a dialogue? -Where are the children’s questions and answers printed? -What kind of questions is asked in the comic strip? -How are the questions answered? -Do the questions and answers in the comic strip tell a story? F. Generalization/Abstraction: -What is a comic strip? -What kind of questions are asked and how are the answers stated using comic strips? - How are the ideas presented in a comic strip? G. Application: A. Using the comic strip below, supply the answers to the questions about oneself/others. Remember These: A comic strip is a cartoon that tells a story and consists of boxes or panels. A comic strip uses balloons where the character words are printed. Ideas in a comic strip are presented by using: 1. Thinking balloon 2. Speech balloon (depending on the speaker’s feeling) Information questions and Yes-No questions are often used in a comic strip. In answering questions about oneself/others using comic strip, complete and short answers can be used. Hey, what are you doing? Why are you in a hurry?
  5. 5. B. Divide class into five groups. Give each group a copy of the comic strip. Then fill in the balloons with questions and answers about oneself/ others. IV. Evaluation: Fill in the comic strip’s balloons with questions and answers about oneself/others. The questions and answers are given in the boxes. V. Agreement: Cut a comic strip from a news paper. Paste pieces of white paper over the balloons. Then write your own questions and answers in the balloons. Be sure that what you write tells a story of some kind. QUESTIONS ANSWERS When will you give your donation? Right now. What will you donate? Clothes. Can we donate something to the flood victims? Of course. Very good, girls!
  6. 6. Republic of the Philippines Department of Education Region V (Bicol) Division of Albay Legazpi City Lesson Plan #17 English 6 (With Integration of Climate Change Adaptation) I. Objectives: A. Identify the structure of a simple sentence B. Realize that the observance of proper conservation of energy mitigates climate change II. Subject Matter: A. Skill: Identifying the structure of a simple sentence. B. Selection: Clean energy revolution: Be a Part of it! C. References: BEC PELC VI S 6.1, p. 24 -Abangan, A., & Bayas, L. (2007). Embrace Power through Language ,(pp. 71-73), Metro Manila: St. Martin De Porres Publications. -Microsoft ® Encarta ® 2008. -http://www.greenpeace.org/seasia/en/asia-energy- revolution/climate-change/philippines-climate-impacts D. Materials: cards-word hunting game, LCD projector-Slide show presentation, rolled strips of paper E. Integration: Energy Conservation: Be a part of it! III. Procedure: A. Motivation: Word Hunting Game: Encircle the words that will answer the question. What are the sources of energy? D C N B N L B E H U O R A I J F C A P M O I M L G A R M K O E R Q E A S L A A T H S S T R S B T S U W I N D O C W V Y Q R E D X Z B H A G P -Which of the sources of energy are safe for the environment? - Which is a harmful one? B. Presentation: -Read the information about Clean energy revolution and find out which of the different sources of energy are safe for the environment. (Information is presented through a slide show presentation)
  7. 7. Clean energy revolution: Be a part of it! A clean energy revolution is the solution to climate change. It will pave the way for cleaner energy and a safe environment for everyone. Our comfortable lives are the result of a stable climate which has allowed us to thrive and evolve through time. Along the way, the industrial, technological, and information revolutions have enriched our world. They tapped energy sources, provided food and water, and created impressive technology. However, our progress has come at an expensive price. We cause climate change by burning fossil fuels, clearing land, and logging forests. We pollute our environment and harm our health. We need a clean energy revolution! We need to take action to protect our health, our future, and the well-being of our planet. Climate change will pose significant stress and challenges in the Asian region. Asia has more than 60% of the world's population. Natural resources therefore are already under stress and the resilience of many Asian countries to climate change is poor. Several countries are socio-economically dependent on natural resources such as water, forests, grassland, and fisheries. The only way that we can stop the worst effects of climate change in Asia is by using less energy and by making sure that the energy that we do need comes from clean, renewable sources. Renewable energy has the potential to meet our energy needs many times over. At present, we get less than 1% of our electricity from the wind, ocean, and sun. Solar energy systems convert the energy from sunlight into electricity. Solar energy can be used to power homes and commercial buildings just like conventional electricity from the grid. It is a commercially proven and viable renewable energy technology. Beautiful, low-impact and non-polluting, wind energy is already a success story in many countries. Wind turbine farms supply electricity to millions of people. Biomass is any kind of organic matter produced by plants and animals. Biomass energy systems convert this matter to fuel for energy. Hydroelectric energy is water energy. Moving water contains an enormous store of natural energy, whether the water is part of a running river or waves on the ocean. The generation of hydroelectric power does not produce greenhouse emissions. It's a renewable energy resource because water is constantly replenished through the earth's hydrological cycle. Geothermal power generation causes virtually no pollution or greenhouse gas emissions. It's also quiet, and extremely reliable. Geothermal power plants produce electricity about 90 percent of the time, compared to 65-75 percent for fossil fuel power plants. The best investment for our planet's future is clean renewable energy, such as solar and wind, combined with technologies that vastly improve energy efficiency. Source:http://www.greenpeace.org/seasia/en/asia-energy-revolution/climate-change/philippines-climate-impacts
  8. 8. C. Comprehension Check: - What are the different sources of energy that are safe for the environment? - Why are these sources of energy safe? - What campaign on the use of energy was established? - Why is there a need for a clean energy revolution? - Would you support this kind of campaign? Why? Why not? - How do these sources of energy help man’s activities? - Should we conserve energy? How? *Why must we conserve energy? *Extender: Make a slogan focusing on energy conservation. D. Skill Focus: - Read the sentences taken from the information you’ve read and identify the structure of the sentence. 1. Solar energy system converts the energy from sunlight into electricity. 2. People join and support the campaign for clean energy revolution. 3. Solar, water and wind energy produce electricity. 4. Burning fossil fuels and logging forests pollute our environment and harm our health. E. Analysis Questions: - What part of the sentence is written in bold? - What are these words? - What part of the sentence is underlined? - What are these words? - What is the subject in the first sentence? How many is the subject? What kind of subject is it? - What is the predicate in the first sentence? How many is the predicate? What kind of predicate is it? Simple Subject Simple Predicate Solar energy system Converts -If the sentence has one subject and one predicate, what is its structure? -What is the subject in the second sentence? How many subjects does this sentence have? What kind of subject is it? -What is the predicate in the second sentence? How many predicate does this sentence have? -What kind of predicate is it? Simple Subject Compound Predicate People join and support -If the sentence has one subject and more than one predicate, what is its structure? -Name the subject in sentence three. How many subjects does sentence three have? -What do you call them? -What is the predicate in the third sentence? How many is the predicate? -What kind of predicate is it?
  9. 9. Compound Subject Simple Predicate Solar, water, wind Produce -If the sentence has more than one subject and only one predicate, what is its structure? -What is the subject in the last sentence? How many is the subject? What kind of subject is it? -What is the predicate in this sentence? How many is the predicate? What kind of predicate is it? Compound Subject Compound Predicate Burning and logging pollute and harm -If the sentence has more than one subject and more than one predicate, what is its structure? F. Generalization/Abstraction: -What are the different structures of a simple sentence? Date: Topic: G. Application: A. Read the information about nuclear energy. Group the underlined sentences according to structure. Nuclear energy: Not a solution to climate change Atoms give off energy. This energy is called nuclear power. Homes and businesses get electricity from nuclear power plants. The nuclear industry claims and states that nuclear energy is a clean alternative to fossil fuels. It is not. Nuclear power did not suddenly become safe and clean. It is just as radioactive and dangerous as it always was. Despite claims of the uranium and nuclear industries, nuclear power is not a solution to climate change. Nuclear power is risky at every stage of development. It is not a clean or safe industry. Transporting and storing radioactive waste damage and impair the environment. Creating nuclear power is expensive. Its bi-products can cause cancer. A simple sentence expresses a single independent thought or idea. It may contain one subject (simple subject) and, one predicate (simple predicate); two or more subjects (compound subject) and one predicate (simple predicate); one subject (simple subject) and two or more predicates (compound predicate); and two or more subjects (compound subject) and two or more predicates (compound predicate). SENTENCES STRUCTURES 1. The principal entered the room. Simple subject and simple predicate 2. The principal and the visitors entered the room Compound subject and simple predicate 3. The principal entered the room and greeted the children. Simple subject and compound predicate 4. The principal and the visitors entered the room and greeted the children. Compound subject and compound predicate
  10. 10. STRUCTURE SENTENCES B. Game: Take a pick! Mechanics: Rolled strips of papers about environmental issues are placed inside a box. Pupils will draw or pick one of the rolled strips and give sentence using the structures learned. IV. Evaluation: Identify the structure of the sentences presented. Write your answer on a sheet of paper. 1. The scouts support the clean and green project of the local government. 2. Bridgette and Rose join the campaign on “Alay tanim Kinabukasan Sagipin.” 3. Teachers and parents attended a conference on Climate Change Adaptation and Mitigation. 4. CIRCA and other NGOs plan and implement projects on environmental protection. 5. My best friend Tess talks on zero waste management program and stresses the importance of recycling. V. Agreement: Paste picture showing preservation of endangered species. Write 5 sentences about it using the structures learned. Soil erosion La Niña El Niño Super typhoons Deforestation Air Pollution
  11. 11. Republic of the Philippines Department of Education Region V (Bicol) Division of Albay Legazpi City Lesson Plan #18 English 6 (With Integration of Climate Change Adaptation) I. Objectives: A. Use verb that agrees with singular indefinite pronoun B. State preventive measures to eradicate or at least lessen pollution II. Subject Matter: A. Skill: Using verb that agrees with singular indefinite pronoun B. Movie: Climate Change-Philippines C. References: BEC PELC S 7.1 page 24 -www. Ask climate change.com (You Tube) -Abangan,A., & Bayas, L. (2007) Embrace Power Through Language 6,( pp. 88-91), Metro Manila: St. Martin De Porres Publications. -Galapon, A. & Relente, C. (1999).English for All Times- Language 6.( pp.136-139.),Quezon City: JTW Corporation. D. Materials: documentary film on climate change in the Philippines; LCD Projector; picture E. Integration: Preventive measures to eradicate or at least lessen pollution III. Procedure: A. Pre- Viewing Activity: 1. Motivation: - What does the picture below show? - Why do you think mother earth isn’t happy? 2. Motive Question: -What activities of man cause mother earth to frown? B. Viewing: (4 min. viewing of a documentary film on climate change in the Philippines) C. Post Viewing Activities: 1. Comprehension Check: -What activities of man caused mother earth to frown? -What does the documentary film tell?
  12. 12. -Based from the documentary film, why does Manila live in a dangerous climate? -What is the main source of electricity in the Philippines? -How does this source of energy cause global warming? -What other activities of man contribute to global warming causing this climate change? -What are the possible effects of climate change? -Should people be blamed for the possible effects of global warming on mother earth? Why? -What alternatives were introduced by Greenpeace SEASIA? -Are you in favor of these advocacies of Greenpeace? Why? Why not? *Knowing that human activities contribute much to global warming, what preventive measures should be done? -Enumerate ways of how we can preserve our natural resources. *Make a poster about preservation of our natural resources. 2. Skill Focus: Read the following sentences. 1. Someone mentions that the county’s source of electricity contributes to greenhouse effects. 2. Everybody knows the dreadful effects of climate change. 3. Somebody explains that human activities like burning of wastes contribute to global warming. 4. Each agrees that human activities caused global warming. 5. Something is to be done before it’s too late. -What is the subject in each sentence? -To whom does the subject in each sentence refer to? -Do these pronouns refer to a specific person, place, or thing? -What do we call these pronouns that do not refer to specific person, place, or thing? -Do the indefinite pronouns used in each sentence refer to one or more than one? -If these indefinite pronouns refer to one, what kind of verb was used? -Focus on the verbs that follow after the indefinite pronoun. Singular Indefinite Pronoun Verb Everyone Believes Someone Mentions Everybody Knows Somebody Explains Each Agrees Something Is -What kind of verbs does the singular indefinite pronoun take? -Why did we use the s form of the verb in each sentence? 3. Generalization/Abstraction: -What kind of verb is used when the subject of a sentence is a singular indefinite pronoun? REMEMBER THESE: An indefinite pronoun does not refer to a specific person, place, or thing. An indefinite pronoun is either singular (each, everyone, much, everybody, everything, either, someone, something, somewhere, another, anyone, anybody, anything, anywhere, any, more, no one, nobody, nothing, nowhere, one) or plural (both, few, many, several, others, all, more, most, some, such, enough). A singular indefinite pronoun takes a singular verb and uses the antecedent his or her. A plural indefinite pronoun takes a plural verb and uses the antecedent their. Source: Embrace Power Through Language
  13. 13. 4. Application: A. Provide the pupils a paragraph. Underline the indefinite pronoun used in the paragraph. B. Paired Activity- Box the verb that agrees with the singular indefinite pronoun. 1. Somebody (keep, keeps) on telling about the importance of segregation of waste materials. 2. Nobody (observe, observes) proper wastes management. 3. Each (invite, invites) a speaker who will discuss on climate change adaptation. 4. Everybody (has, have) role in preserving our natural resources. 5. No one (support, supports) the plan to build a nuclear power plant. 6. Someone (expose, exposes) the harmful effects of nuclear power plant. 7. Something (is, are) to be done to eradicate pollution. 8. Either Governor Joey Salceda or the CIRCA Management (encourage, encourages) Albayanos to support the Albay in Action on Climate Change or A2C2 program. 9. Everything (has, have) been made for the campaign on climate change adaptation. 10. Someone (prepare, prepares) his or her report on the effects of global warming. C. Use a verb that agrees with the singular indefinite pronoun in answering the questions that follow. 1. Who cares about what happens to our environment? 2. How many have seen the documentary film SIGNOS? 3. What bothers you after watching that film? 4. What will be left with us if we continue to destroy our resources? 5. Who is responsible for the continuous destruction of the animals’ habitat? IV. Evaluation: Use the correct form of the verb inside the parenthesis that best completes each sentence. 1. Everybody (feel, feels) excited joining the campaign on climate change adaptation. A Short Story There was an important job to be done and everybody was sure that somebody would do it. Anybody would have done it but nobody did it. Somebody got angry about that because it was everybody’s job. Everybody thought anybody would do it but nobody realized that everybody wouldn’t do it. It ended that everybody blamed somebody when nobody did what anybody could have done. Source: English For All Times VI
  14. 14. 2. Everything (has, have) been set for the exciting activity. 3. Nobody (was, were) prevented from joining it. 4. Somebody (propose, proposes) to reset the scheduled date for this campaign. 5. Something (is, are) to be considered before it will be postponed. V. Agreement: Imagine that you are writing an advertisement for your favorite program on caring for environment. Write five sentences telling people why they should watch that program. Use indefinite pronouns in your sentences.
  15. 15. Republic of the Philippines Department of Education Region V (Bicol) Division of Albay Legazpi City Lesson Plan #19 English 6 (With Integration of Climate Change Adaptation) I. Objectives: A. Use simple sentences to convey information B. Realize that preservation of our tourist spots is everybody’s job II. Subject Matter: A. Skill: Using simple sentences to convey information B. Selection: News report C. References: BEC PELC VI S 6.1, p. 24 -Abangan, A. & Bayas, L. (2007).Embrace Power Through Language 6, (p. 73), Metro Manila: St. Martin De Porres Publications. -Angeles, E. (2002).Growing in English Language 6, ( pp. 173-174). Quezon City: FNB Educational, INC. D. Materials: Tape recorder, recorded report on the different scenic spots in the country, pictures of scenic spots in the Philippines E. Integration: Preservation of our tourists’ spots III. Procedure: A. Motivation: -How familiar are you with the tourist spots in our country? -How many of these have you visited? -Match the picture of our scenic spots with its location. A B a. Banawe b. Albay c. Lanao d. Palawan e. Bohol ills
  16. 16. -Why are these places considered as scenic or tourists spots? B. Presentation: Listen to a report about the different tourists spots in our country and find out why tourists often visit these places. “As a young Filipino, I am proud of the numerous tourist spots in our country,” exclaimed Francis David, one of the Ten Outstanding Young Leaders in our country. In Luzon alone, tourists love the Banawe Rice Terraces, Baguio City, Taal Lake and Volcano, Mayon Volcano and Tiwi Hot Spring. The Underground River of Palawan is never missed by them. Either of the beaches of Boracay or Puerto Galera seems a paradise to foreigners. But definitely, they don’t miss seeing Maria Cristina Falls, and the Chocolate Hills of Bohol. There are more tourist spots to watch. How many of these places generate income for the government? Many of these, if not all. But, how many of them are well-kept? How many continue attracting visitors? I’m sorry to note that a number of them are neglected and abused. Man’s activities greatly affect these natural resources. The continuous logging and burning of wastes and alike brought harm to these tourists attraction. If we continue to destroy these God-given gifts it may come to worst. Global warming and its harmful effects might ruin these scenic spots. I, therefore, call the attention of the Department of Tourism. This department should pay attention to the maintenance of these places. We might lose the tourists and the income for their upkeep. And these besides, these natural scenic spots surely put the Philippines in the eyes of the world. C. Comprehension Check: - Why do tourists often visit these places? - What are the tourists spots mentioned in the report? - How do these scenic spots help our country? the government? the people residing near these places? - Based on the report, what happened to these tourist spots? - What does the report say about neglected and abused spots? - What causes the destruction of these God-given gifts? - If man continues to practice these acts, what might come to worst? - What was the call of Francis David? - What must government agencies do for these neglected spots? - Why is it necessary to maintain and develop these spots? - Therefore is it just the government’s task to maintain these spots? *Extender: (optional) Make an advertisement promoting Mayon Volcano as one of the tourist spots in the Philippines.
  17. 17. D. Skill Focus: Read the information taken from the report. Identify if these information express a complete thought or idea. 1. Tourists love the Banawe Rice Terraces. 2. Beaches of Boracay and Puerto Galera seem a paradise to foreigners. 3. These natural scenic spots surely put the Philippines in the eyes of the world. 4. Man’s activities greatly affect these God-given gifts. 5. Global warming and its harmful effects might ruin these natural resources. E. Analysis Questions: -Does this information give you a complete thought or idea? Why? -What do you call this group of words that give a complete idea? -What do the sentences express? - How many ideas are presented in each sentence? -What do you call this sentence that expresses a single independent thought or idea? -What is a simple sentence? F. Generalization: -When do we use simple sentences? G. Application: A. Study the picture shown. Use simple sentences to tell something about it. Garbage People today create a lot of waste from all the products they use. Much of this garbage is dumped in landfills, as shown here, or burned. Sometimes these methods pollute the surrounding air, soil, and water. Microsoft ® Encarta ® 2008. © 1993-2007 Microsoft Corporation. All rights reserved. B. Use simple sentences to discuss the harmful effects of water pollution. Water Pollution
  18. 18. C. Debate: Group the class into two. Brainstorm on the pros and cons of the continuous increase in population. Use simple sentences in conveying information. IV. Evaluation: Study the picture presented. Put a check on the information given that uses simple sentences. 1. Burning of garbage contributes to greenhouse effects. People pollute the air so they get sick. 2. Farmers use chemicals to kill insects but these harm the environment. Many farmers use chemicals called pesticides to kill insects. 3. The pollution of rivers, streams, and oceans has become a serious problem. Water pollution is a serious problem and it must be stopped before it’s too late. 4. Oil spills destroy huge amounts of marine life. Workers wash away oil on an island shoreline and they prevent it from spreading over the ocean. 5. Air pollution causes the Earth’s slowly rising temperature and it endangers our lives. Global warming refers to the Earth’s slowly rising temperature. V. Agreement: Interview a family member regarding environmental issues. Write his/her response on a sheet of paper using simple sentences.
  19. 19. Republic of the Philippines Department of Education Region V (Bicol) Division of Albay Legazpi City Lesson Plan # 20 English 6 (With Integration of Climate Change Adaptation) I. OBJECTIVES: A. Use tag questions in asking for information B. Practice ways of caring for our environment II. SUBJECT MATTER: A. Skill: Using tag questions in asking for information B. Selection: Global Warming-Slide Show presentation/ pictures C. References: BEC PELC 3.2, p. 23 -Abadilla, C. ,(1998). Developing Reading Power 6, ( p. 96). Manila: Saint Mary’s Publishing Corporation D. Materials: LCD Projector, laptop, pictures E. Integration: Global warming a major problem III. PROCEDURE: A. Motivation: Unscramble the letters to form words pertaining to the pictures shown. -What do the pictures tell? -How do these activities shown in the pictures affect mother earth? IRA NOLLUTIOP INURBGN OALC TERESFDOTAION BALGOL WARINMG
  20. 20. -Should people be alarmed with the rapid increase of temperatures in many places? Why? Why not? B. Presentation: -Study the information presented. Find out what global warming is and its effect. (slide show presentation on Global Warming information taken from DRP Textbook page 96.) C. Comprehension Check: -What is global warming? -What causes global warming? -What are the effects of global warming? -How do trees help in reducing greenhouse gases in the atmosphere? -What common practices in your locality contribute to the greenhouse effect? -What have you realized about these human activities that affect our environment? *What changes in our lifestyle must be done to solve the issue of global warming? *Extender: -Make an editorial cartoon showing the effects of global warming. D. Skill Focus: Read the sentences presented. A 1. We get energy from the sun in the form of heat, don’t we? 2. The greenhouse gases come from many sources, don’t they? 3. Global warming occurs when the average temperatures in many places on earth rise, doesn’t it? 4. Many parts of the earth will dry up forming deserts, won’t they? B 1. It is not bound to happen, is it? 2. The extra heat should not bounce from the earth into space, should it? 3. You have not experienced the greenhouse effect, have you? 4. Trees do not reduce the amount of greenhouse gases in the atmosphere, do they? E. Analysis Questions: - What are the possible answers to these questions? - Is this another way of asking a yes-no question? - What are the parts of these questions? - Focus on sentences in group A. How were the statements stated? - If the statement is affirmative, what question tag follows it? - Focus on the sentences in group B. How were the statements stated? - What word is used to show that the statement is negative?
  21. 21. - If the statement is negative, what question tag follows it? -What punctuation mark is used to separate the statement part from the question part? -What are the two ways of expressing a tag question? F. Generalization/Abstraction: -What is another way of asking yes-no questions? -What are the two ways of expressing a tag question? G. Application: A. Use tag questions in asking for information about the picture Air pollution Air pollution is a serious problem in many parts of the world. Smokestacks pump pollution into the air harming the environment and making it harder to breath. 1. Air pollution is a serious problem,_______? 2. Smoke from factories is harmful to our health, ____? 3. People are aware of the effects of air pollution, ____? 4. Some factories do not obey laws on environmental protection, _____? 5. Laws about environmental protection are often violated, _____? B. Q and A (Paired Activity) -Interview your classmate about the activities in your barangay that support environmental protection -Use tag questions in asking for information. Example: Tangod Ko Linig Ko is a project in your barangay, isn’t it? REMEMBER THESE: Another way of asking a yes-no question is by adding a tag question at the end of a statement. A tag question is formed by adding a short question to a statement. A tag question can be stated in two ways. If the statement is affirmative, the tag question is negative, if the statement is negative, the tag question is affirmative. A comma always follows the statement.
  22. 22. C. Complete the comic strips by asking tag questions. IV. Evaluation: Complete the dialogue using tag questions found inside the box. Mark will not use it for his project, will he? You have straws at home, haven’t you? You had a project in Science before, hadn’t you? It is not a project in your Science class, is it? Mark is very creative, isn’t he? Attila: What are you doing Athena? Athena: I’m going to recycle these scrap materials I’ve found in the stockroom. Attila: _______________________________________? Athena: Yes, it is our project in our Science class.________________? Attila: Yes, we had that project too. Athena: I will also use straws for this project. _____________________? Attila: Yes, we have at home. My friend Mark is asking for a few of it too. Athena: ___________________________? Attila: No, he won’t. He’ll make something out of it. Athena: ______________? He’ll make a nice one out of those straws. Attila: Yes, he is. Recycling those scrap materials should be done to lessen pollution, right Athena? Athena: That’s right Attila. We must recycle those plastics, cans and wrappers that we have at home. I’ll better go now so I can start with my project. Gov. Joey Salceda has a project about Climate Change Adaptation, has not he? ___________________? Yes he did. ____________________? Yes it is. You would like to have pamphlets about climate change adaptation, ____? Yes, he has. Yes, Albayanos support his project. He pioneered this project,_____? Yes, I am aware of his project Albay in Action on Climate Change. It is coined A2C2, ______ ? Thanks but I have one. Rose gave it to me when we joined the campaign on climate change adaptation last week.
  23. 23. V. Agreement: Write 5 tag questions about the picture shown.
  24. 24. Republic of the Philippines Department of Education Region V (Bicol) Division of Albay Legazpi City Lesson Plan # 21 English VI (With Integration of Climate Change Adaptation) I. Objectives: A. Make judgments as to the truth or falsity of statements B. Realize that plants are useful to man and environment II. Subject Matter: A. Skill: Making judgments as to the truth or falsity of statements B. Selection: Plants C. Reference: English For You and Me 6, Reading, p. 63 D. Materials: drill charts, task cards, manila paper, marking pens III. Procedure: A. Pre – Reading: 1. Unlocking of Difficulties: Unlock the following words through context clues. a. chlorophyll b. perennial c. photosynthesis d. organism 2. Motivation: Sing the song: 3. Motive Question: -What does the song tell us? -How important are plants to other living things? B. During Reading: Read the selection silently. PHOTOSYNTESIS (To the Tune of London Bridge Is Falling Down) Plants can make their own food Through photosynthesis Sunlight, carbon dioxide, water ,and nutrients These are the raw materials for photosynthesis By-product is oxygen, because of the sunlight End-product is glucose, simple sugar.
  25. 25. C. Post – Reading: 1. Engagement Activity: -How important are plants to other living things? -What makes plants important to people? -During the process of photosynthesis, what by-product of plants is useful to living things? -What do you think will happen if plants will be gone? Why? -As a concerned citizen, how can you be of help to make our world a greener one? 2. Literary Extenders: Group the pupils and give each group a task card. Group 1 – Make a poster on how to save our trees. Group 2 – Make a role play on what will happen if there will be less number of trees and plants around us. Group 3 – Make a slogan on how to save our trees. Group 4 – Compose a song/jingle on how to save our trees. 3. Skill Development: Read each sentence and answer with true or false. Write your answers in your notebook: 1. Most plants are useful to all living things. 2. Most plants have five parts: roots, stems, leaves, fruits, and flowers. 3. The leaves of the plants maintain their greenish color through the heat of the sun. 4. Stems hold the leaves and flowers. 5. The stems of plants are soft and green all throughout. 6. Roots store food for the plants. 7. The leaves make food for the plants. 8. Photosynthesis is a German word. 9. People use some plants for their food. 10. Plants produce oxygen. -Which of these statements are true? False? -What are you bases for saying that the statement is true? False? -When do we say that a statement is real or truth? -When do we say that it is a fallacy? 4. Generalization: -How do you make a judgment?
  26. 26. 5. Across the Curriculum: Present the trivia about the oldest tree in the world. Considered to be the oldest tree in the world is the Norway spruce or Picea abies which is 9,550 years old. It was named Old Tjikko. The tree stands 5 meters (16 ft) tall and is located on Fulu Mountain of Dalarna province in Sweden. For thousands of years, the tree appeared in a stunted shrub formation due to the harsh extremes of the environment in which it lives. During the warming of the last century, the tree has sprouted into a regular tree formation. IV. Evaluation: Identify if the sentence states truth or fallacy. Write T for true and F for false. ________1. Excessive logging cannot harm our nature. ________2. Planting on the slope of mountain may cause soil erosion. ________3. Recycling materials is harmful to our mother nature. ________4. The trees can prevent flooding. ________5. Reducing, reusing, and recycling materials can save our environment. V. Assignment: Research about the greenhouse effect and write five true sentences about it.

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