The document is a lesson plan about volcanoes for a Grade 9 science class in the Philippines. It includes the following key points:
1) The objectives are to differentiate between active and inactive volcanoes, enumerate the types of volcanoes and discuss what happens during eruptions, and demonstrate awareness of safety precautions for volcanic eruptions.
2) Students will participate in activities to describe and classify volcanoes as active or inactive. The types of volcanoes - composite, cinder cone, and shield - are also explained.
3) A video presentation shows the eruption of Mount Mayon in 2013. Students will discuss how to prepare for and respond to volcanic eruptions, as well as their positive
This document outlines a lesson plan for a science class on volcanic eruptions. The objectives are to explain what happens during volcanic eruptions and describe the different types. The lesson will discuss the classifications of volcanoes, types of eruptions, and volcanic cones found in the Philippines. Activities include games to review concepts, presentations, examples, discussions, questions, and assessments. The goal is for students to understand volcanic eruptions and their importance.
This lesson plan discusses how geothermal power plants generate electrical energy from heat energy. The objectives are to explain the relationship between heat, work and efficiency, and how power plants generate and transmit electrical energy using heat transfer and energy transformation. The lesson will explain how heat energy from the Earth's core is transferred to electrical energy in geothermal power plants. Students will analyze a diagram of a geothermal power plant and explain the process of how heat energy is converted to mechanical then electrical energy.
1. The document outlines objectives and procedures for a lesson on climate change for grade 9 students. It includes identifying the main factor for the increase in global temperature, interpreting the relationship between carbon dioxide and temperature, and appreciating the importance of caring for the environment.
2. The main factor for the increase in global temperature is the collection of carbon dioxide and other air pollutants in the atmosphere which absorb sunlight and solar radiation that would otherwise escape into space, trapping heat and causing the planet to get hotter.
3. When the carbon dioxide concentration increases, temperature increases; when it decreases, temperature decreases.
The document describes the 7E model for science lesson planning - Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend. Each stage has a purpose: Elicit draws on prior knowledge, Engage stimulates thinking, Explore allows investigation, Explain introduces concepts, Elaborate applies knowledge, Evaluate assesses understanding, and Extend transfers learning. Suggested teacher and student activities are provided for each stage to support an inquiry-based approach to teaching science concepts and process skills.
This document contains a daily lesson log for a Grade 4 science teacher. The log outlines the objectives, content, learning resources, and procedures for lessons taught between June 5-24, 2017 on topics including: materials that absorb water; materials that float and sink; materials that undergo decay; diseases from decaying materials; and proper waste disposal. Key activities included experiments to classify materials, presentations of results, and group work. The log tracks student performance and reflects on teaching strategies and areas for improvement.
This document is the second part of the Grade 7 Science Learner's Material published by the Department of Education of the Philippines. It contains 6 units on topics of energy in motion, waves, sound, light, heat, electricity, the Philippine environment, solar energy and the atmosphere, and seasons and eclipses. Each unit includes multiple student activities to explain and explore the concepts covered in that unit through hands-on learning experiences. The material is intended for use by students and teachers in learning and teaching the Grade 7 science curriculum in Philippine schools.
The document is a lesson plan for teaching 7th grade science about Earth's atmosphere. It outlines the objectives of identifying and describing the 5 layers of the atmosphere, explaining how the layers are divided, discussing the composition of the atmosphere, and relating the importance of the atmosphere to humans. The lesson plan details preliminary activities, a motivation activity, presentation of new material through group work and discussions, and a concluding valuation section.
This document is a daily lesson log for a 4th grade science class. It outlines the objectives, content, procedures, and assessments for lessons taught throughout a week. The lessons cover the following topics:
- Bones and muscles, their functions, common injuries, and first aid treatments.
- Major organs of the body like the brain, heart, lungs, and their functions.
- Taking care of internal organs and practicing proper health habits.
- Body parts that allow animals to adapt to land or water.
The teacher uses various activities, discussions, videos, and assessments to help students understand and master the concepts. Reflection sections address student learning outcomes and ways to improve instruction.
This document outlines a lesson plan for a science class on volcanic eruptions. The objectives are to explain what happens during volcanic eruptions and describe the different types. The lesson will discuss the classifications of volcanoes, types of eruptions, and volcanic cones found in the Philippines. Activities include games to review concepts, presentations, examples, discussions, questions, and assessments. The goal is for students to understand volcanic eruptions and their importance.
This lesson plan discusses how geothermal power plants generate electrical energy from heat energy. The objectives are to explain the relationship between heat, work and efficiency, and how power plants generate and transmit electrical energy using heat transfer and energy transformation. The lesson will explain how heat energy from the Earth's core is transferred to electrical energy in geothermal power plants. Students will analyze a diagram of a geothermal power plant and explain the process of how heat energy is converted to mechanical then electrical energy.
1. The document outlines objectives and procedures for a lesson on climate change for grade 9 students. It includes identifying the main factor for the increase in global temperature, interpreting the relationship between carbon dioxide and temperature, and appreciating the importance of caring for the environment.
2. The main factor for the increase in global temperature is the collection of carbon dioxide and other air pollutants in the atmosphere which absorb sunlight and solar radiation that would otherwise escape into space, trapping heat and causing the planet to get hotter.
3. When the carbon dioxide concentration increases, temperature increases; when it decreases, temperature decreases.
The document describes the 7E model for science lesson planning - Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend. Each stage has a purpose: Elicit draws on prior knowledge, Engage stimulates thinking, Explore allows investigation, Explain introduces concepts, Elaborate applies knowledge, Evaluate assesses understanding, and Extend transfers learning. Suggested teacher and student activities are provided for each stage to support an inquiry-based approach to teaching science concepts and process skills.
This document contains a daily lesson log for a Grade 4 science teacher. The log outlines the objectives, content, learning resources, and procedures for lessons taught between June 5-24, 2017 on topics including: materials that absorb water; materials that float and sink; materials that undergo decay; diseases from decaying materials; and proper waste disposal. Key activities included experiments to classify materials, presentations of results, and group work. The log tracks student performance and reflects on teaching strategies and areas for improvement.
This document is the second part of the Grade 7 Science Learner's Material published by the Department of Education of the Philippines. It contains 6 units on topics of energy in motion, waves, sound, light, heat, electricity, the Philippine environment, solar energy and the atmosphere, and seasons and eclipses. Each unit includes multiple student activities to explain and explore the concepts covered in that unit through hands-on learning experiences. The material is intended for use by students and teachers in learning and teaching the Grade 7 science curriculum in Philippine schools.
The document is a lesson plan for teaching 7th grade science about Earth's atmosphere. It outlines the objectives of identifying and describing the 5 layers of the atmosphere, explaining how the layers are divided, discussing the composition of the atmosphere, and relating the importance of the atmosphere to humans. The lesson plan details preliminary activities, a motivation activity, presentation of new material through group work and discussions, and a concluding valuation section.
This document is a daily lesson log for a 4th grade science class. It outlines the objectives, content, procedures, and assessments for lessons taught throughout a week. The lessons cover the following topics:
- Bones and muscles, their functions, common injuries, and first aid treatments.
- Major organs of the body like the brain, heart, lungs, and their functions.
- Taking care of internal organs and practicing proper health habits.
- Body parts that allow animals to adapt to land or water.
The teacher uses various activities, discussions, videos, and assessments to help students understand and master the concepts. Reflection sections address student learning outcomes and ways to improve instruction.
This lesson plan discusses 10 sources of energy: solar, wind, geothermal, hydrogen, tidal, wave, hydroelectric, biomass, nuclear, and fossil fuels. The objectives are for students to justify their choice of most reliable energy source and explain the importance of conserving energy. Students will group according to their preferred energy source, debate the efficiency and convenience of different options, and research pros and cons of the 10 sources in an assignment. While each source has benefits, all have flaws, so a balanced approach using multiple sources is needed.
This document provides a daily learning plan for a 9th grade science class on chemical bonding. The lesson plan outlines objectives to explain ionic and covalent bonds, illustrate ionic and covalent compound formation, and recognize the importance of bonding. A variety of active learning activities are included, such as games, group work, demonstrations, and discussions to reinforce concepts. Formative assessment involves students presenting on bonding topics and peer evaluation. The teacher evaluates learning outcomes and identifies students needing remediation.
This lesson plan aims to teach 7th grade students about renewable and non-renewable resources. Students will differentiate between the two types of resources, draw icons representing them, and understand their importance. Through group activities identifying ingredients in products and their natural sources, students create charts comparing renewable and non-renewable resources. A summary defines renewable resources as able to regenerate and non-renewable as finite, and has students apply their understanding by drawing resource icons and taking a short evaluation.
sample learning material in science grade 10Mylene Neviar
This document provides an overview of the Earth's interior structure based on seismic wave evidence. It discusses how seismic waves like P-waves and S-waves travel through different layers, revealing details about the composition and state of those layers. The existence of an S-wave shadow zone indicated the inner core is solid, while P-wave refraction showed bending consistent with a liquid outer core. Later discoveries of an inner core within the outer liquid core helped establish the current model of a solid inner core within a liquid outer core surrounded by the mantle and crust.
The document contains a table of specifications outlining the contents, instructional objectives, and knowledge and comprehension levels for a Science and Health class on soil, water, and conservation. It also includes a test on these topics with multiple choice questions addressing the different types of soil, layers of the earth, uses of soil and water, and the importance of conservation.
This lesson plan summarizes a Grade 10 Science lesson on plate tectonics and plate boundaries. The lesson objectives are for students to differentiate the three types of plate boundaries, describe the distribution of volcanoes and earthquakes, determine the scientific basis for dividing plates, and understand the importance of identifying earthquake-prone areas. The lesson contains activities where students analyze maps of earthquakes and volcanoes to identify plate boundaries and classify them as divergent, convergent or transform.
This document is a learner's material for Grade 7 Science in the Philippines. It covers 6 units: Energy in Motion, Waves Around You, Sound, Light, Heat, and Electricity. It also includes 4 units on Earth and Space. The material provides activities, exercises, and lessons to teach students about motion, energy, waves, electricity, the human body, and Earth's environment and systems. It was published by the Philippine Department of Education to educate seventh grade science students.
This document discusses describing motion in science. It defines key concepts like position, distance travelled, and displacement. Position is described using points of reference and diagrams with coordinate systems. Distance travelled refers to the total length of an object's path, while displacement is the straight-line distance between initial and final positions. Graphs of position over time and displacement over time can also be used to describe motion. The document provides examples to illustrate the differences between distance and displacement.
This document outlines a science lesson plan for an 8th grade class on biodiversity. The objectives are to define biodiversity, actively participate in class activities, and understand the importance of biodiversity in daily life. The lesson will include reviewing the alphabet game definition, watching two video presentations on biodiversity, and splitting students into groups to demonstrate their understanding through a song, role play, drawing or poem. Formative assessment includes a true/false quiz and an assignment communicating with others about local species names. The teacher reflects on students' progress and identifies strategies for improvement.
Detailed Lesson plan Sample Digestive ProcessRose Bambico
The document provides details of a lesson plan about the digestive system taught at Philippine Normal University. It includes objectives, preliminaries like an icebreaker game, lesson proper discussing each part of the digestive system and their functions, an assessment quiz, and enrichment activities as homework. The lesson aims to teach students the parts and processes of digestion, locate organs in the digestive system, and understand the importance of the system.
The document outlines a lesson plan about volcanoes that includes the following:
- Learning objectives about understanding volcanic eruptions and developing an emergency preparedness plan.
- A review of volcano parts and eruptions from a prior lesson.
- A presentation of new concepts about volcanoes through examples, videos, and an experiment demonstrating how volcanoes erupt.
- Discussion of volcanic benefits, safety precautions, and the role of PHILVOLCS in monitoring volcanic activity.
- Assessment of student understanding through labeling volcano parts, identifying safe practices, and unscrambling vocabulary terms.
This document provides instructions for locating the epicenter of an earthquake using triangulation from seismic station data. The procedure involves using the time difference between P and S wave arrivals at three stations to calculate the distance from each station to the epicenter. Circles are drawn on a map using these distances to find the point where all three intersect, which identifies the epicenter. Determining the epicenter is important for understanding the earthquake's location and effects.
The document outlines a lesson plan for teaching 6th grade students about separating mixtures. It includes standards, learning objectives, materials, and procedures. The lesson will teach students the four main techniques for separating mixtures - chromatography, distillation, evaporation, and filtration. Students will learn the definition and process of each technique and do an activity to practice identifying the different separation methods. The goal is for students to understand how to separate desired materials from common mixtures.
The document outlines a science lesson plan about distance and displacement. It includes objectives to describe an object's motion, illustrate routes, and show the importance of direction relative to a reference point. Students will analyze pictures, solve math problems, and play games to learn about scalar and vector quantities, and the differences between distance, displacement, speed, and direction. The lesson integrates other subjects and uses various teaching strategies like group work and reflection to help students apply the concepts to their daily lives.
This daily lesson plan outlines a science class that will teach 10th grade students about nucleic acids. The lesson will begin with an activity to review carbohydrates and an introductory puzzle. Students will then work in groups to differentiate between DNA and RNA using pictures and descriptions. They will discuss the structures, sugars, bases, and functions of DNA and RNA. An nucleic acid song will be used to generalize learning. The lesson will conclude with a multiple choice assessment and an assignment on lipids and proteins. The teacher will reflect on student understanding and require additional activities as needed.
DLL-(daily lesson log) second week science grade 10Virgilio Paragele
This document outlines the objectives, content, activities, and evaluation for four classroom sessions on plate tectonics and earthquake epicenters. The sessions aim to teach students about the relationship between volcanoes, earthquake epicenters, and mountain ranges. Students will learn about plate tectonics and how to use triangulation to locate an earthquake epicenter on a map. Assessment methods include a pre-assessment quiz, board work, and activities having students apply triangulation to find epicenters. The final day will include a reflection on what understanding of plate tectonics reveals.
The lesson plan summarizes the key points about teaching a lesson on the nervous system. The objectives are for students to explain how the nervous system works, distinguish its parts and functions, illustrate the peripheral and central nervous systems, and appreciate taking care of the nervous system. The lesson contains activities like group work at stations to learn about the nervous system and illustrating stimulus-response scenarios. The lesson aims to help students understand the important role of the nervous system in the body.
The document outlines a 7th grade science lesson plan about the digestive system. The lesson objectives are to identify the parts and functions of the digestive system, understand the importance of each organ in processing food, and trace the correct pathway of food inside the digestive system. The lesson includes activities like a puzzle game about nutrient deficiency diseases and matching organs to their functions. It evaluates students through a matching quiz and illustrating the food pathway. The teacher reflects on which teaching strategies worked well and areas needing improvement.
This document contains a weekly lesson log and plan for a Grade 7 Junior High School science class. The lessons focus on motion in one dimension, including distance, displacement, speed, velocity, and acceleration. The plan outlines daily objectives, content, learning resources, tasks, and assessments. It includes eliciting prior knowledge from students, demonstrations, group activities with guidance questions, explanations, discussions and evaluations such as tests. The teacher reflects on student performance and ways to improve lessons.
This document provides information about a Disaster Readiness and Risk Reduction module for senior high school students in the Philippines. It includes an introduction to the module's purpose and objectives, as well as outlines of its two lessons on basic response procedures and key concepts of DRRR. Tables of contents, copyright information, and descriptions of the development team are also presented.
The document discusses engaging students in hands-on science learning. It notes that many teachers have limited science backgrounds and calls for students to actively do science rather than just hear or see demonstrations. The proposed lesson plans to divide students into groups where half will consume food and drink before exercise, which the other half will record on video, allowing students to directly interact with and observe the effects of different variables on the body.
This lesson plan discusses 10 sources of energy: solar, wind, geothermal, hydrogen, tidal, wave, hydroelectric, biomass, nuclear, and fossil fuels. The objectives are for students to justify their choice of most reliable energy source and explain the importance of conserving energy. Students will group according to their preferred energy source, debate the efficiency and convenience of different options, and research pros and cons of the 10 sources in an assignment. While each source has benefits, all have flaws, so a balanced approach using multiple sources is needed.
This document provides a daily learning plan for a 9th grade science class on chemical bonding. The lesson plan outlines objectives to explain ionic and covalent bonds, illustrate ionic and covalent compound formation, and recognize the importance of bonding. A variety of active learning activities are included, such as games, group work, demonstrations, and discussions to reinforce concepts. Formative assessment involves students presenting on bonding topics and peer evaluation. The teacher evaluates learning outcomes and identifies students needing remediation.
This lesson plan aims to teach 7th grade students about renewable and non-renewable resources. Students will differentiate between the two types of resources, draw icons representing them, and understand their importance. Through group activities identifying ingredients in products and their natural sources, students create charts comparing renewable and non-renewable resources. A summary defines renewable resources as able to regenerate and non-renewable as finite, and has students apply their understanding by drawing resource icons and taking a short evaluation.
sample learning material in science grade 10Mylene Neviar
This document provides an overview of the Earth's interior structure based on seismic wave evidence. It discusses how seismic waves like P-waves and S-waves travel through different layers, revealing details about the composition and state of those layers. The existence of an S-wave shadow zone indicated the inner core is solid, while P-wave refraction showed bending consistent with a liquid outer core. Later discoveries of an inner core within the outer liquid core helped establish the current model of a solid inner core within a liquid outer core surrounded by the mantle and crust.
The document contains a table of specifications outlining the contents, instructional objectives, and knowledge and comprehension levels for a Science and Health class on soil, water, and conservation. It also includes a test on these topics with multiple choice questions addressing the different types of soil, layers of the earth, uses of soil and water, and the importance of conservation.
This lesson plan summarizes a Grade 10 Science lesson on plate tectonics and plate boundaries. The lesson objectives are for students to differentiate the three types of plate boundaries, describe the distribution of volcanoes and earthquakes, determine the scientific basis for dividing plates, and understand the importance of identifying earthquake-prone areas. The lesson contains activities where students analyze maps of earthquakes and volcanoes to identify plate boundaries and classify them as divergent, convergent or transform.
This document is a learner's material for Grade 7 Science in the Philippines. It covers 6 units: Energy in Motion, Waves Around You, Sound, Light, Heat, and Electricity. It also includes 4 units on Earth and Space. The material provides activities, exercises, and lessons to teach students about motion, energy, waves, electricity, the human body, and Earth's environment and systems. It was published by the Philippine Department of Education to educate seventh grade science students.
This document discusses describing motion in science. It defines key concepts like position, distance travelled, and displacement. Position is described using points of reference and diagrams with coordinate systems. Distance travelled refers to the total length of an object's path, while displacement is the straight-line distance between initial and final positions. Graphs of position over time and displacement over time can also be used to describe motion. The document provides examples to illustrate the differences between distance and displacement.
This document outlines a science lesson plan for an 8th grade class on biodiversity. The objectives are to define biodiversity, actively participate in class activities, and understand the importance of biodiversity in daily life. The lesson will include reviewing the alphabet game definition, watching two video presentations on biodiversity, and splitting students into groups to demonstrate their understanding through a song, role play, drawing or poem. Formative assessment includes a true/false quiz and an assignment communicating with others about local species names. The teacher reflects on students' progress and identifies strategies for improvement.
Detailed Lesson plan Sample Digestive ProcessRose Bambico
The document provides details of a lesson plan about the digestive system taught at Philippine Normal University. It includes objectives, preliminaries like an icebreaker game, lesson proper discussing each part of the digestive system and their functions, an assessment quiz, and enrichment activities as homework. The lesson aims to teach students the parts and processes of digestion, locate organs in the digestive system, and understand the importance of the system.
The document outlines a lesson plan about volcanoes that includes the following:
- Learning objectives about understanding volcanic eruptions and developing an emergency preparedness plan.
- A review of volcano parts and eruptions from a prior lesson.
- A presentation of new concepts about volcanoes through examples, videos, and an experiment demonstrating how volcanoes erupt.
- Discussion of volcanic benefits, safety precautions, and the role of PHILVOLCS in monitoring volcanic activity.
- Assessment of student understanding through labeling volcano parts, identifying safe practices, and unscrambling vocabulary terms.
This document provides instructions for locating the epicenter of an earthquake using triangulation from seismic station data. The procedure involves using the time difference between P and S wave arrivals at three stations to calculate the distance from each station to the epicenter. Circles are drawn on a map using these distances to find the point where all three intersect, which identifies the epicenter. Determining the epicenter is important for understanding the earthquake's location and effects.
The document outlines a lesson plan for teaching 6th grade students about separating mixtures. It includes standards, learning objectives, materials, and procedures. The lesson will teach students the four main techniques for separating mixtures - chromatography, distillation, evaporation, and filtration. Students will learn the definition and process of each technique and do an activity to practice identifying the different separation methods. The goal is for students to understand how to separate desired materials from common mixtures.
The document outlines a science lesson plan about distance and displacement. It includes objectives to describe an object's motion, illustrate routes, and show the importance of direction relative to a reference point. Students will analyze pictures, solve math problems, and play games to learn about scalar and vector quantities, and the differences between distance, displacement, speed, and direction. The lesson integrates other subjects and uses various teaching strategies like group work and reflection to help students apply the concepts to their daily lives.
This daily lesson plan outlines a science class that will teach 10th grade students about nucleic acids. The lesson will begin with an activity to review carbohydrates and an introductory puzzle. Students will then work in groups to differentiate between DNA and RNA using pictures and descriptions. They will discuss the structures, sugars, bases, and functions of DNA and RNA. An nucleic acid song will be used to generalize learning. The lesson will conclude with a multiple choice assessment and an assignment on lipids and proteins. The teacher will reflect on student understanding and require additional activities as needed.
DLL-(daily lesson log) second week science grade 10Virgilio Paragele
This document outlines the objectives, content, activities, and evaluation for four classroom sessions on plate tectonics and earthquake epicenters. The sessions aim to teach students about the relationship between volcanoes, earthquake epicenters, and mountain ranges. Students will learn about plate tectonics and how to use triangulation to locate an earthquake epicenter on a map. Assessment methods include a pre-assessment quiz, board work, and activities having students apply triangulation to find epicenters. The final day will include a reflection on what understanding of plate tectonics reveals.
The lesson plan summarizes the key points about teaching a lesson on the nervous system. The objectives are for students to explain how the nervous system works, distinguish its parts and functions, illustrate the peripheral and central nervous systems, and appreciate taking care of the nervous system. The lesson contains activities like group work at stations to learn about the nervous system and illustrating stimulus-response scenarios. The lesson aims to help students understand the important role of the nervous system in the body.
The document outlines a 7th grade science lesson plan about the digestive system. The lesson objectives are to identify the parts and functions of the digestive system, understand the importance of each organ in processing food, and trace the correct pathway of food inside the digestive system. The lesson includes activities like a puzzle game about nutrient deficiency diseases and matching organs to their functions. It evaluates students through a matching quiz and illustrating the food pathway. The teacher reflects on which teaching strategies worked well and areas needing improvement.
This document contains a weekly lesson log and plan for a Grade 7 Junior High School science class. The lessons focus on motion in one dimension, including distance, displacement, speed, velocity, and acceleration. The plan outlines daily objectives, content, learning resources, tasks, and assessments. It includes eliciting prior knowledge from students, demonstrations, group activities with guidance questions, explanations, discussions and evaluations such as tests. The teacher reflects on student performance and ways to improve lessons.
This document provides information about a Disaster Readiness and Risk Reduction module for senior high school students in the Philippines. It includes an introduction to the module's purpose and objectives, as well as outlines of its two lessons on basic response procedures and key concepts of DRRR. Tables of contents, copyright information, and descriptions of the development team are also presented.
The document discusses engaging students in hands-on science learning. It notes that many teachers have limited science backgrounds and calls for students to actively do science rather than just hear or see demonstrations. The proposed lesson plans to divide students into groups where half will consume food and drink before exercise, which the other half will record on video, allowing students to directly interact with and observe the effects of different variables on the body.
5 - I felt very prepared with the content and activities planned. The students seemed highly engaged throughout as evidenced by their thoughtful questions and contributions during discussion. The digital advertisements they created showed great creativity and understanding of the core concepts. No changes needed - it was a very successful lesson!
This document discusses understanding culture, society, and politics. It begins with a prayer and includes a review questions asking the reader to identify whether statements are true or false. It also includes directions to analyze pictures and process questions to understand the topic and pictures. The document covers defining key concepts like climate change, differentiating it from global warming, and identifying causes and effects. It includes a graphic organizer to fill in causes and effects of climate change. It discusses activities for students to advocate for solutions to climate change impacts.
Here are the hypothetical records of an earthquake from three
seismic stations:
Station A - P-wave arrival time: 12:00:05
S-wave arrival time: 12:00:15
Station B - P-wave arrival time: 12:00:10
S-wave arrival time: 12:00:20
Station C - P-wave arrival time: 12:00:12
S-wave arrival time: 12:00:18
Procedure:
1. Using the given data, determine the distance of the earthquake from each
station.
2. Mark the location of each station on the Philippine map.
3. Using a compass, draw circles around each station with radii equal to the
The document is an introduction to a science textbook on plate tectonics. It discusses how plate tectonics can explain the presence of geologic features like volcanoes and mountains in the Philippines. The module aims to teach students about plate boundaries and how the movement of Earth's lithosphere leads to geologic changes. Students will learn to relate the locations of volcanoes, earthquakes, and mountains based on their understanding of plate tectonics.
The document provides an overview of disaster preparedness at Gen. Emilio Aguinaldo Integrated School High School. It discusses establishing capacities to anticipate, cope with, and recover from disasters. Key aspects of preparedness include acquiring equipment for response, training emergency teams, assessing facilities, and posting warning signs. The plan also outlines roles for teachers before, during, and after events like fire or earthquakes to keep students safe and conduct evacuations and head counts. It emphasizes being prepared rather than starting response efforts too late.
This document provides guidance for an activity to teach students about identifying classroom hazards that could lead to disasters. It involves having students individually list potential hazards in the classroom, then discuss them in groups to create a classroom hazard map. The map should color code hazards and safe areas, and note possible disaster impacts. Groups will then present their maps and provide feedback on others. The goal is for students to understand the difference between hazards and disasters, and identify actions to prevent classroom disasters.
This lesson plan is for a 7th grade science class about global warming. The objectives are for students to describe global warming, explain climate change, identify causes and consequences of global warming, and suggest ways to lower their environmental impact. The lesson will begin with routine activities like prayer, greetings, and an energizer. Then the teacher will check attendance and review classroom management strategies. The presentation on global warming will include recalling prior knowledge, motivating students, and lessons on the topic. Students will apply what they learn and generalize takeaways. Their values on the environment will be discussed. Finally, students will be evaluated and given an assignment.
It is a dangerous thing. How we can manage disaster. In India there is so much Disaster. It helps us to Disaster Management. It is Important to take care.
This document provides a lesson plan for teaching students about typhoons. The objectives are to explain how typhoons develop and are affected by landforms and bodies of water, understand why the Philippines is prone to typhoons, locate the Philippine Area of Responsibility (PAR), classify different tropical cyclones, and identify precautionary measures during typhoons. The lesson plan outlines preliminary activities, a video to engage students, an individual activity to plot the PAR on a map, explanations of key concepts, and a group activity to demonstrate precautionary measures through song, role play and infographics. Students will be evaluated based on their demonstration of understanding of typhoon impacts and precautionary measures.
This document outlines the curriculum plan for Science VI covering four quarters of instruction. The plan details the learning competencies, activities, and assessments for each unit. The first quarter covers topics in Matter including mixtures, separation techniques, and the benefits of separating mixtures. The second quarter covers living things and their environment, including human body systems, classification of animals and plants, and ecosystems. The third quarter focuses on force, motion, energy, and simple machines. Finally, the fourth quarter addresses forces that affect changes on Earth's surface like earthquakes and volcanic eruptions as well as weather patterns in the Philippines.
This PhD research proposes using a multi-user virtual environment (MUVE) to provide an e-learning path on disaster management of natural disasters. The MUVE will allow students to learn in an immersive, socially interactive virtual world. A virtual island in OpenSim will be created where students can take on roles and pass tests by solving problems related to disaster management. The goal is to test if an immersive MUVE learning path on disasters like earthquakes and volcanic eruptions can improve the quality of training, increase student motivation and participation, and enhance learning compared to non-immersive education.
The learning plan outlines an activity for students to learn about solar eclipses. It defines the learning outcomes as understanding the types of solar eclipses and capturing examples through animation. Students will work in groups to explore a solar eclipse animation, take screenshots of examples of total, partial, and annual eclipses, and present their findings in a PowerPoint presentation submitted through Google Classroom. The activity aims to help students differentiate between the three eclipse types.
This document outlines mandatory unannounced earthquake and fire drills that all public schools in the Philippines must conduct. As the Philippines is prone to natural disasters due to its location in the Pacific Ring of Fire, these drills are intended to familiarize students and staff with escape routes and proper actions during emergencies. The drills must be conducted every first and third week of each month, led by school heads and disaster coordinators. Schools in high-risk areas must also create specific plans for responding to major earthquakes. Private schools are encouraged to adopt similar policies.
The document provides a daily lesson log for an 11th grade class on Disaster Risk Reduction and Resilience (DRRR). The objectives are for students to distinguish hazards from natural phenomena, explain how hazards cause disasters, and identify elements at risk. The lesson involves reviewing concepts like vulnerability, conducting hazard mapping of the school, and discussing short-term meteorological hazards and safety measures. Students present their hazard maps and assessments of vulnerabilities. The teacher reflects on students' understanding and how to improve learning.
This document is a daily lesson log from a science teacher at Nueva Era National High School. It outlines the objectives, content, procedures, and evaluation for a lesson on volcanoes. The objectives are for students to demonstrate an understanding of volcanoes found in the Philippines, describe different types of volcanoes, and differentiate between active and inactive volcanoes. The content includes characteristics of volcanoes, types of volcanoes according to cone shape, and the difference between active and inactive volcanoes. Procedures include video presentations, picture analysis, and group work. Students are evaluated on their ability to describe volcano characteristics, identify volcano types, and differentiate between active and inactive volcanoes.
This document is a daily lesson log for a Science class in Nueva Era National High School. It details the objectives, content, procedures, and assessment for a lesson on volcanoes. The objectives are for students to understand different volcano types and differentiate between active and inactive volcanoes. The lesson procedures include presenting videos and pictures on volcanoes, and having student groups complete guided activities to characterize volcanoes, identify types, and distinguish active from inactive types. Formative assessments evaluate students' abilities to describe volcano characteristics, identify types, and differentiate active and inactive volcanoes. The log also includes sections for teacher reflection on lesson effectiveness.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
ESR spectroscopy in liquid food and beverages.pptxPRIYANKA PATEL
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...Advanced-Concepts-Team
Presentation in the Science Coffee of the Advanced Concepts Team of the European Space Agency on the 07.06.2024.
Speaker: Diego Blas (IFAE/ICREA)
Title: Gravitational wave detection with orbital motion of Moon and artificial
Abstract:
In this talk I will describe some recent ideas to find gravitational waves from supermassive black holes or of primordial origin by studying their secular effect on the orbital motion of the Moon or satellites that are laser ranged.
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
PPT on Direct Seeded Rice presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
Immersive Learning That Works: Research Grounding and Paths Forward
Science 9 Lesson Plan
1. RepublicofthePhilippines
DepartmentofEducation
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
MALIXI INTEGRATED SCHOOL
_____________________________________________________________________________________________________
P-2, Malixi,Tagbina,Surigao del Sur,8308 ...where LOVEforlearningbeginsandmake
0933-857-8778 adifference inaCHANGING world!
500582@deped.gov.ph
LESSON PLAN IN SCIENCE 9
Integrated in English, Math, Aral. Pan. & Health
Date of Teaching: March 11, 2021
Content Standard: The learners demonstrate understanding of volcanoes found in the Philippines.
MELC: Describe the different types of volcanoes (S9ES-IIIa-27)
I. OBJECTIVES:
At the end of the lesson students are expected to:
a. Differentiate active volcanoes from inactive volcanoes;
b. Enumerate the types of volcanoes and discuss what happens when volcano erupt;
c. Value and demonstrate awareness of safety precautions before, during and after a volcanic eruption;
II. SUBJECT MATTER:
Topic:VOLCANOES
References:Science 9Learner’sMaterial pages163-168,
https://www.youtube.com/watch?v=SZcxkwe5Fow,
https://www.youtube.com/watch?v=9wXxC0TaXNQ&t=8s
Materials:charts,pictures,metacards,manilapaper,printedtext,felttippen,
Projector,laptop (Indicator3-ICT)
Strategy:IndividualandGroupDiscussion
Time Allotment:1Hour
III. PROCEDURE:
Teacher’s Activity Student’s Activity
A. PRELIMINARY ACTIVITIES
Prayer
Greetings
Checkingof Attendance
Who are absentstoday?
Energizer
B. DEVELOPMENTAL ACTIVITY
A videopresentation
2. RepublicofthePhilippines
DepartmentofEducation
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
MALIXI INTEGRATED SCHOOL
_____________________________________________________________________________________________________
P-2, Malixi,Tagbina,Surigao del Sur,8308 ...where LOVEforlearningbeginsandmake
0933-857-8778 adifference inaCHANGING world!
500582@deped.gov.ph
1. Motivation.
Thistime we will be havinganactivityentitled“Describe
Me”. Basedon the pictures,give five (5) descriptionsof a
volcanousinga conceptmap.One representativeinevery
groupwill presenttheiranswers. Youwill be giventhree(3)
minutestodo the task. (Indicator 3- ICT)
Figure 1. Mayon Volcano
Figure 2. Mt. Anilao
What comesinyour mindif yousee a volcano?
How doyou describe avolcano?
A volcanoisa cone-shaped,alandform,amountainformedand
has a hole openingcalledcrater.
Since youwere inelementary,youhave heardaboutvolcanoes.
But do youknowwhata volcanois?
The studentswill do the activity.
The studentwill answerthe questions.
3. RepublicofthePhilippines
DepartmentofEducation
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
MALIXI INTEGRATED SCHOOL
_____________________________________________________________________________________________________
P-2, Malixi,Tagbina,Surigao del Sur,8308 ...where LOVEforlearningbeginsandmake
0933-857-8778 adifference inaCHANGING world!
500582@deped.gov.ph
A volcano isan openinginthe earth’scrust throughwhichlava,
volcanicash,and gasesescape.
As we go deeperwithourtopicfortoday, we will discoverthe
classificationsandtypesof volcanoes. Foryoutobe guidedaltogether
readour lessonobjectives.
2. LessonProper.
UNLOCKING OFDIFFICULTIES: (Indicator 1 – English)
Active – involvingactionorparticipation
Inactive – notinvolvedinthe activities
Composite –made up of differentelements
Shield –one that protectsor defend
Cinder– a fragmentof ash
Magma – hot liquidbelowthe surface of the earth
Lava – meltedrockfromvolcano
A. ACTIVITY
Inour firstactivity,youhave describedwhatavolcanois.The next
thingto do isto classifythem.Doyouhave an ideahow theyare
classified?Let’sfindoutinournextactivity entitled “ClassifyMe”.
Group yourselvesintothree andclassifythe pictureswhetheritis an
active volcanoor inactive volcano. Youwill be giventhirty(30) seconds
to answerthe activity.
OBJECTIVES:
a. Differentiate active
volcanoesfrominactive
volcanoes;
b. Enumerate the typesof
volcanoesanddiscuss
whathappenswhen
volcanoerupt;
c. Value anddemonstrate
awarenessof safety
precautionsbefore,
duringand aftera
volcaniceruption
throughvideo
presentation.
The studentswill answerthe activity
within30 seconds.
4. RepublicofthePhilippines
DepartmentofEducation
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
MALIXI INTEGRATED SCHOOL
_____________________________________________________________________________________________________
P-2, Malixi,Tagbina,Surigao del Sur,8308 ...where LOVEforlearningbeginsandmake
0933-857-8778 adifference inaCHANGING world!
500582@deped.gov.ph
Fig.1. Mt. Mayon Fig. 2. Mt. Bagacay
Fig.3. Mt. Taal Fig. 3. Mt. Bulusan
Fig.5. Mt. Anilao Fig.6. Mt. Cocoro
The teacherwill checkthe answerineverygroup.
Howwill youclassifyvolcanoes?
In yourownwords,howwill youdifferentiate active volcanofrom
inactive volcano?
An active volcano has a recordof eruption600 yearsto 10, 000
yearsago and it eruptsregularly.Inactive volcanohasno recordsof
eruptionandhasnot eruptedforthe lastten yearsago and ithas a
tendencytoeruptinthe future.
The studentswill give theirpossible
answers.
5. RepublicofthePhilippines
DepartmentofEducation
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
MALIXI INTEGRATED SCHOOL
_____________________________________________________________________________________________________
P-2, Malixi,Tagbina,Surigao del Sur,8308 ...where LOVEforlearningbeginsandmake
0933-857-8778 adifference inaCHANGING world!
500582@deped.gov.ph
There are alsotypesof volcanoes accordingtostructure namely:
(Indicator 3 – ICT)
a. Composite volcanoes –are some of the most dangerous
volcanoesonearth.
b. Cindercone volcano – the simplestandmostcommontype of
volcano. Ithas a wide flattopwithwide crater.
c. Shieldvolcanoes –are namedfortheirshape.The flattened
dome has gentle slopesthatresemble the shape of acurved
shield.
B. ANALYSIS
What are examplesof anactive volcano?
What are examplesof inactive volcano?
Can youname some of the volcanoesinthe Philippines?
How are you goingto differentiate composite volcanoes,cindercone
volcanoesandshieldvolcanoes?
The studentswill give theirpossible
answers.
6. RepublicofthePhilippines
DepartmentofEducation
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
MALIXI INTEGRATED SCHOOL
_____________________________________________________________________________________________________
P-2, Malixi,Tagbina,Surigao del Sur,8308 ...where LOVEforlearningbeginsandmake
0933-857-8778 adifference inaCHANGING world!
500582@deped.gov.ph
C. ABSTRACTION
Volcanoisa rupture inthe crust of planetarymassobjectsuchas earth,
that allowshotlava,volcanicashand gasesto escape froma magma
chamberbelowthe surface.
Why dopeople still prefertolive nearinthe volcanoevenitis
dangerous?
Eventhoughvolcanoesare dangerous,people still choose toleave near
the volcanobecause of itsminerals,geothermal energy,fertile soil and
tourism. (Indicator1 – Aral. Pan.)
Which isthe most dangerous,anearthquake?ora volcaniceruption?
The teacherwill showa videoonthe eruptionof Mt. Mayon lastMay 7,
2013. (Indicator3-ICT)
How didyoufindthe videopresentation?
What happenswhen volcanoerupts?
Are you prepared fora volcaniceruption?
D. APPLICATION.
Title:What is Right!
Direction:Group1 will list 5stepsto dobefore volcanic
eruption,group2 will list 5stepsto do aftervolcaniceruption,
and groupthree will listsome of the positiveandnegative
effectsof volcaniceruption.Choose one (1) representativeto
presentandexplainthe answers.Youwill be given 3minutesto
do the activity. (Indicator1 – Math)
Rubricsof the presentation:
Organizationof Ideas - 15 points
Presentation - 15 points
Group Cooperation - 10 points
_______________
The studentswill give theirpossible
answers.
The studentswill give theirpossible
answers.
The studentswill performthe tasks.
The studentswill give theirpossible
answers.
The studentswill dothe task
7. RepublicofthePhilippines
DepartmentofEducation
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
MALIXI INTEGRATED SCHOOL
_____________________________________________________________________________________________________
P-2, Malixi,Tagbina,Surigao del Sur,8308 ...where LOVEforlearningbeginsandmake
0933-857-8778 adifference inaCHANGING world!
500582@deped.gov.ph
TOTAL 40 points
How to prepare fora volcaniceruption? (Indicator2)
1. Each one shouldbe aware of the dangersof volcanic
eruptionandbe preparedtoface whatevercircumstancesthe
eruptionmaybring.
2. Prepare all necessarythingstobringonce evacuationis
needed.
3. Followsome dangerzones.
4. Prepare maskor anythingtocoveryour nose andmouth
5. Knowhow to contact yourfamilyincase that yourfamily
may nottogetherinan area.
6. Avoidlow-lyingplaces
7. Seekcoverincase of ashfalls.
8. Stay inthe evacuationcenteruntil furtherinstruction.
9. Listento a radio or television
10. Don’tpanic andbe calm.
Volcaniceruptionshappenwithearlywarningsunlike earthquake
that are sudden. The earlysignlike frequentearthquakebefore
volcanoeruptwill give ustime toprepare andseekfora safe place .
We needtoprepare all necessarythingstobringonce evacuation
isneededsuchusfood,water,lightsourcesandbatteriesthatare very
useful.
Whyit isimportantwearmask duringvolcaniceruption? (Indicator
1 – Health)
It isimportanttowear maskto protectour bodyfrom inhaling
unwantedsmokesthatcancause harmto our respiratorysystem
specificallyourlungs.We have totake care of our healthforusto
survive suchcalamity.
IV. EVALUATION:
8. RepublicofthePhilippines
DepartmentofEducation
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
MALIXI INTEGRATED SCHOOL
_____________________________________________________________________________________________________
P-2, Malixi,Tagbina,Surigao del Sur,8308 ...where LOVEforlearningbeginsandmake
0933-857-8778 adifference inaCHANGING world!
500582@deped.gov.ph
Direction:Readthe questionscarefullyandencircle the letterof the
correct answer.
1. It is an openinginthe earth’scrustthroughwhichlava,
volcanicash,and gasesescape.
a. Volcano c. lava
b. Magma d. magma chamber
2. It has a record of eruptionfor600 yearsto 10, 000 yearsago.
a. Active volcano c. extinctvolcano
b. Inactive volcano d. stratovolcano
3. The followingare examplesof anactive volcanoexcept
a. Mt. Cocoro c. Mt. Apo
b. Mt. Mayon d. Mt. Taal
4. Whichof the followingisnotrecommendedtodobefore
volcaniceruption?
a. Stay inyour residence eventhoughthatthe local authorities
toldyouto vacate inyour area.
b. Prepare all necessarythingstobringonce evacuationis
needed.
c. Avoidall low-lyingplacesbecause lavaflowsandmudflow are
more likelytopass.
d. Seekcoverincase of ash fallsandrock falls.
5. Whichof the followingisnotrecommendedaftervolcanic
eruption?
a. Immediatelygobackto yourresidence area
b. Watch, listentoradioor checkthe internetoftenforofficial
news
c. Make sure that yourhouse isstill safe tooccupy
d. Use maskswhile cleaningashesandotherdebris
V. Assignment.
Suppose youare a volcanologistinacertaincommunitywhere
an active volcanoispresent.Howare you goingto create awareness
amongthe residentsaboutvolcanichazardsbefore,during,andafter
volcaniceruption.Yourvideoshouldbe 3-5minuteslongandtobe
submittedonmygmail account: angie.rebucas@deped.gov.ph.
REFLECTION:
9. RepublicofthePhilippines
DepartmentofEducation
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
MALIXI INTEGRATED SCHOOL
_____________________________________________________________________________________________________
P-2, Malixi,Tagbina,Surigao del Sur,8308 ...where LOVEforlearningbeginsandmake
0933-857-8778 adifference inaCHANGING world!
500582@deped.gov.ph
No.of learnerswithinmasterylevel:_______________________
No.of learnersneedingreinforcementandremediation:_______
Didthe remedial lessonwork?______________
No.of learnerswhohave caughtup _________
No.of learnerswhocontinue torequire remediation__________
Whichof my teachingstrategiesworkwell?
_____________________________________________________
Why didthiswork?
_____________________________________________________
What difficulties did I encounter which my principal or supervisor
can help me solve?
__________________________________________
What innovations or localized materials did I use/discover which I
wish to share with other teachers?
________________________________________________________
Preparedby:
ANGIEO. REBUCAS
TeacherI
Checkedandobservedby:
MYRNALYNV. EVANGELIO
ESP II / School Head
10. RepublicofthePhilippines
DepartmentofEducation
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
MALIXI INTEGRATED SCHOOL
_____________________________________________________________________________________________________
P-2, Malixi,Tagbina,Surigao del Sur,8308 ...where LOVEforlearningbeginsandmake
0933-857-8778 adifference inaCHANGING world!
500582@deped.gov.ph