BENGUET STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION DEPARTMENT OF ELEMENTARY EDUCATION

Methods, Strategies, Techniques, Approaches Prof Ed 20(Principles of Teaching 1)

SUBMITTED TO: MRS. DESIREE F. BOTENGAN Course Facilitator

SUBMITTED BY:
Jasmin Packit Student

August 12, 2011

Methods/ Strategies Approaches Individualized Teaching Strategies 1.independent study

Definition

Procedure

Advantages

Disadvantages

Is a teaching strategy where in students undertake own investigation of an area of interest. They gain insights on how to learn on their own

2. Interest Learning Centers

The setting up of interest learning centers requires the allotment of space where students can investigate read or observe organisms and other instructional materials in order to answer a problem or simply gather information about some objects.

3. Problem solving

It is a strategy consists of a step by step methodology of finding a solution or answer to a problem. It starts with a clear definition of a problem, followed by the formulation of hypothesis.

A. Be sure the students understood clearly the directions and limit of the study. b. Before undertaking on the project be sure to check the availability of materials needed. c. Discuss what a sufficient time for the kind of study is. d. Check progress regularly and provide assistance where needed. c. Prior to the activity, discuss how the project will be evaluated. a. Involve the students in planning and selecting the materials that should be available in the center. b. Include familiar objects and easy to manipulate equipment and devices. c. A resource person may be invited to provide assistance in some extended investigations a. numbers of exercises, specially in collecting and recording of data before a clear interpretation may surface. b. Orderliness and careful step by step procedure must

A. Enhances the development of self learned skills and processes. b. Students will assume responsibility for their own learning. c. Motivation is high since they can select an area of special interest. d. Can work at their own place and time.

a. Deficiency in process skills may bring about incomplete results. b. Flexible schedules may not always be possible

a. Provides truly individualized learning b. the flexible schedule will allow them to devote more time they can afford. c. students will become more responsible for their own learning regimen.

a. a student might stay long in one center and less time for other needed activities. b. preparation of the material would need so much time and expenses. c. for those, who are not motivated, this strategy may not approve successful.

a. students get actively involved in the activity, hence gain rich experience and insight on how to go about solving a problem situation. b. learning becomes permanent.

a. it is a time consuming b. focus on the problem may. Arouse negative reactions c. best employed with more mature individuals d. evaluation of results may be difficult.

4. Journal writing

Defined as a daily record or diary. It is the act of writing or recording of what transpire during a learning episode.

5. projects

Is a way where in students are tasked to present in concrete form the results of a study conducted or a principle learned.

be stressed otherwise repetitions or mistake may occur. c. sufficient resources must be provided. d. monitoring and guidance must be provided during the activity to be sure of the right direction to take. a. it must be assured that the content of the students journal will be kept confidential. b. provide sufficient practice in recording own account of what has happened. How they felt and what they achieved during the day. c. praise well-written journals and assist those that need improvements. d. Journals must be read regularly to follow up progress or to determine radical changes. a. practice the students in preparing visual illustrations before undertaking any constructions. b. checked the design of the project for the improvements before execution. C. encourage the use of inexpensive and locally available materials. d. consider the ability of the students and its interest. e. write construction is going on minimal supervision is recommended.

c. conclusions are independently develops critical mindedness and creativity in trying own procedure in testing a tentative hypothesis.

a. it is a useful tool to develop the skill in reflecting on their own experiences. b. it reveals significant information about their attitudes, habits of work and study and ultimately their learning style. c. secure as venue for monitoring ones progress in learning assigned tasks. d. it bring back happy memories while learning together in class.

a. fear of being evaluated publicly will be a deterrent to free expression of their ideas and feelings. Some children may be shy to volunteer their own ideas regarding the learning activity.

a. it test the children s creativity and resourcefulness in preparing their own version or innovation with the use of appropriate materials. b. it develops at a young age initiative and industry, this enabling children to be productive. c. they learn how to prepare a design and execute to completion.

a. some projects may be time consuming b. they will need training in planning a design and executing some. c. it may incur expenses that they cannot afford at the time.

6. collections

A strategy where in students are motivated to collect materials with instructional or aesthetic value.

7. SPECIAL REPORTS

A student who is assigned a special report is required to search for preselected information in connection with the lesson. The search may take the form of reading printed materials about the topic or conducting actual observations in the environment. The final task is to organize and summarize the information collected into special reports.

a. tip them in collecting organism or materials that exist in a wide variety of forms. b. assist them in identifying all the materials and make sure they know where and how to obtain them c. guide them in some preservation techniques. d. instill the habit of orderliness, neatness, ad care in keeping collections and other instructional and beautiful objects a. train the students in writing essays or similar reports and check as to clarity and logical sequence. b. emphasize the importance of determining the credibility of the source before including it in the write up. c. prepare questions that can serve guide in the right direction.

a. it develops the skill in classifying, organizing and presenting the materials according to set of criteria. b. guides the teachers. In choosing the instructional materials they may use in presenting lessons on variations among organisms. c. a good way in determining intense interest among the young d. a collection can convey a message if presented and organized in a logical manner. a. the search for facts and information is so focused and the one assigned is ready for the responsibility. b. being a special task, the promise of a fair evaluation and corresponding reward. Is expected. c. feeling of pride and strong motivation is developed. d. the presentation of a special report. Put to test the students ability to organize ideas logically and clearly

a. it could be time consuming b. the collection may not last long due to lack of knowledge in preserving. C preparing a big number of material could be messy.

a. the problem in classifying and organizing facts and ideas may be met by less capable ones. b. the availability of a variety. Of educational materials in the area may be limited.

8. Discovery

A teaching strategy whose objective is to enable the students to learn through self discovery. They are led to find answers or solutions to a

a. make sure that all books and other instructional materials are available. b. defining the problem clearly and planning the mode

a. learning is lasting since the student actively. Discovers the information. b. students learn to record data and analyze them for

a. left to unguided discovery. The search may be futile for the less capable ones this may arouse feelings of frustration and negative

problem by themselves.

9. Reading

10. student Research

Requires the students to find information from the printed educational materials. This activity would necessarily lead them to look for an appropriate reading material or publication which may contain the a. strategy where in a student may be tasked to undertake an activity w/c requires setting up a situation. Requires gathering of information said information and finally drawing conclusions

of attracting it should be assigned to one with a scientific attitude and possesses the necessary skills c. provide training in collecting and recording data, analyzing same and arriving at a conclusion a. remind or told the reader to be equipped with dictionary to understand new and difficult terms. b. make sure that the needed reading materials are available at a time needed. a. make sure that the needed equipment is appropriate and available. b. provide practice in employing the processes such as organizing analyzing and evaluating. c. determine the students competence and interest before assigning a research activity. d. recognizing relevant and useful data enable a researcher to formulate reliable decisions and generalizations

possible clues and leads. c. it develops critical thinking either inductive or deductive. d. develops the skills and attitudes of a researcher in the higher cognitive domain

reactions by some students lack initiative in undertaking a tasks unless properly guided. c. it may lead to trial and error unless properly guided

a. reading to a conductive atmosphere can lead to a better understanding. b. enhanced the skill in analyzing information in prints.

a. It may prove difficult difficult for a student with limited vocabulary b. it would need time w/c may not be met by someone c. the reading material may not be available in the area. a. research in a laboratory set up would need to no. of tools and. b. It is a time consuming.

a. students learn how to gather relevant data and analyze the same in order to arrive at own conclusion b. personalizes instruction c. wise decision making is enhanced. d. commend who has successfully completed a research activity. Such would add to his confidence and motivation to undertake similar investigations

Teaching with Media 1.Audio recordings Audio recordings include tapes, record and compact disc. Audio media are use by teachers. In connection with a. Preview the material b. prepare an outline of important points that will be presented a. improves listening skills b. easy to operate c. safe way of storing information a. extended use may bore students. b. costly compared to actual oral presentations.

speech rehearsals, drama musical presentation and radio and television broadcasting

c. motivate students to listen carefully for some important details. d. end with question, discussions and other forms of evaluation. a. make sure the projector is available when needed B. organizes the transparencies according to the proper sequence. c. use a pointer to point out important details. d. turn the projector off when changing transparencies a) Prepare a preliminary sketch of what is to be including in it the materials to be needed. b) Discuss the finished products and how they will be used.

d. can be used for vigor small groups. e. best used to improve speech skills f. lessen distraction when used with headphones. a. enables the teacher to maintain eye contact while the transparency is on. b. transparencies are

2. Over Head Transparencies

By using an overhead projector a transparency can show pictures diagrams and sketches at a time when needed in a discussion step by step instruction, enumeration or any sequenced illustrations can easily be presented through Is usually a stationary of a wall or it can be movable. The surface is made of cork or soft wall boards for easy attachment of display items. its content maybe pictures, newspaper clippings real objects or drawing.

3. Bulletin Boards

a) can present a preview of the lesson to be presented as a way of motivating the students. b) the attractive display can be added to a drab room atmosphere. c) a display can allow a number of students to browse over it s content at the same time.

a) A good one needs time to plan and execute, if hurried the display may fail in conveying the message desired.

4. Chalkboard

This includes not only those with flat and wide surfaces but also the portable types which can be move or even serve as dividers. It is a convenient writing area where illustrations can instantly be drawn even during a discussion.

a) Make sure that the chalkboard and the erasers are cleaned and maintained. b) Plan ahead what you are going to write on the board. c) stand such a way that you don t block the view of the students when writing d) avoid talking to the board while writing, never use hand for erasing and clean the board for the next user.

a) it is easily available. b) inexpensive and easy to install c) it is convenient to use both for formally prepared lessons or for spontaneous reason d) the attention of the class can be easily held and focused.

a) lessons or writing on the chalkboard are only for a day use, hence temporary and cannot be saved. b) chalk dust makes the area messy c) writing makes one him his back to the audience. d) teachers hand writing and spelling deficiency can cause disruption from the lesson.

5. CHARTS

Maybe in the form of maps graphs, photographs and cut outs. They may be prepared graphic devices or posters

a) can be used and over again. b) moved easily from one place to another. c) colored charts are more attractive.

6. Video Tapes Films

Films come in the form of 8mm and 16 m type, video tape they can be purchased or rented.

a) purchase / rent the film b) preview the film to become thoroughly acquainted with its content. c) take down notes for the terms, facts and other details that will be needed in the discussion. d) Before showing the film discuss the objectives of the films and provide tips on what to observe.

a) action provided easily motivate the children. b) movement or sequence can be shown clearly. c) adaptable for large or small groups. d) Require very little reading skills.

a) choosing films with the exact content desired maybe a problem b) projection equipment might be expensive for some schools. c) Mechanical and operational problems may arise with the projection equipment

7. MODELS

Are scaled replicas of real objects. When the real things cannot be used due to its size either too large or too small, replicas are used.

a) emphasize the size of the real object while being used b) use also moving objects for it catches attention and interest easily c) Encourage students to construct simple models with parts in correct proportion.

a) provides motivation and enhances learning. b) oversized objects can be reduced in size and can be studied in the classroom. c) some models can be kept for display for a long time depending on the material used

a) purchased of models can be costly. b) if made models are built as to scale. It is time consuming

8. PICTURES

Photographs or pictures clipped from newspapers and magazines are also used.

a) organized the collection of pictures similar to a filing system. b) pictures should be easily seen, attractive and accurate. c) show them to the students d) motivate them to make their own collection from newspapers or magazine clippings for future reference

a) appropriate pictures that fit the objectives are easy to obtain. b) fire often free in the form of clippings. c) they are more effective than oral or written statements. d) they are reusable.

a) choosing the right picture could be a problem some other teachers. b) handling of pictures need so much care.

9. ROCKS

Strategy using textbook and all kinds of books. They contain, information, pictures and graphics.

a) cultivate the love for books among children at an easily age. b) assist them in understanding some facts. Cited especially the new figures. c) refers to new or revised adoption of books

a) books are all well written and they present accurate facts and details b) reusable c) students can control their own pace of learning by using books at a convenient time.

a) Books on special content can be expensive for some. b) The search for information can be limited to only one or two readers. c) Some students are not readers

DEVELOPING HIGHER ORDER THINKINGSKILLS A. Inferential thinking 1) Formulating Inferences

Defined as an idea which is based on observation . to infer means to reduce

a) plan a lessonr that require students to observe many thing b) after recording observations let them formulate inferences c) train them in forming their own observation. The observation must be specific to the situation being

a) enables one to improve his/her reasoning ability b) eliminates the trenchancy to guess c) the attitude to suspend judgment before sufficient observations are obtained is developed.

observed

Methods, Strategies, Approaches Direct Instruction

Characteristics Definition

Guidelines in use

Procedure

Advantages

Disadvantages

1.The strategy is teacher-directed. 2. The emphasis is on the teaching of skill. Each step must be mastered, hence the students gain how rather what . It is termed procedural knowledge. 3.Taught in a step-bystep fashion, it ensures the learning of the entire procedure with no step missed. 4. Lesson objective include easily observed behaviors that can be measured accurately. If the lesson is to develop skill in performing five steps of a particular experiment, such skill can be observed and

1. The students must be given ample time for patience. 2. They must be included in the planning stage since this technique is highly task-oriented and aimed at mastery of every step. 3. Describe the testing situation and specify the level of performance expected. 4. Design own strategy in teaching each skill which will eventually contribute to the learning of the entire skill. 5. Assign practice for short periods of time, then continue learning by imitating others.

1. Explain rationale and objectives of the lesson. Inform the students about the entire procedure and how long the lessons will it take. 2. Provide motivation and draw commitments from them. 3. Conduct the demonstration. Much of the learning will be achieved by observing others rather than by trial-and-error. 4. Assign practice for short period time. Continue practice to the point of over earning for complete mastery. 5.Providr feedback, videotaping of performance, tests or written comments.

1.The teacher can easily give the activity to the student. 2.The student follows a procedural process.

-Higher thinking is not totally required.

measured. Deductive Method -Deductive begins with a generalization and subsequently all examples and specific situations to be given are supportive of this generalization. -To facilitate the explanation of relatively difficult and abstract process to the students. 1.Introduction. 2.Statement of a generality or a general idea. 3.Explanation of the general idea. 4.Illustration. 5.Evaluation. 1..Coverge of a wider scope of subject matter- Because our instruction is direct by stating at once rule or the principle at the beginning of the class, we cover more subject matter over a period of time. 2.No bother on the part of the teacher to lead learners to the formulation of the generalization or rule. Inductive Method -The process of arriving at a given generalization. 1.Make the teachinglearning process. 2.To develop the higher levels of thinking among the learners. 3.To treat every topic in a more in-depth manner. 1.Preparation. 2.Presentation. 3.Comparison and Abstraction. 4.Generalization. 5.Application. 1.The learners are more engaged in the teaching-learning process. With our facilitating skills, the learners formulate the generalization or rule. 2.Learning becomes more interesting at the outset because we begin with what they know. 3. It helps the 1. It is not supportive of the principle that learning is an active process. There is less involvement on the part of the learners. The earners do not take part in the generation of generalization. 2. Lesson appears uninteresting at first.

1. It requires more time and so less subject matter will be covered. We need much time to lead our students to the formulation of generalization. 2. It demands experts facilitating skills on the part of the teacher.

development of our learners higherorder-thinking-skills. Demonstration Method 1.It is more efficient that verbal description. 2.It tends to substantiate ideas through concrete or tri-dimensional presentation. 3.It is the opposite of learning by mere verbalization . 4.It highly emphasize the psychomotor of learning. 1. The demonstrator/s must be well-selected. They must be skilled in operating modern equipment and proficient in under taking scientific investigations. 2.When planning the activities make sure that the materials are easily available. Likewise get prepared with possible substitution. 3. The place must be quit in order to sustain the observers attention and interest during the activity. 4. Allow some questions which bothered them during the demonstration. 5.The conclusion or summary must be cooperatively undertaken by the 1.Purposing. 2.Panning. 3.Demontration proper. 4.Executing. 5.Evaluation. 1.It follows a systematic procedure, hence students will be able to learn from a welltried procedure since the demonstrators are selected and adjudged to be skilled. 2.The use of expensive equipment and machines will be maximized. 3. Possible wastage of time, effort and resources will be avoided since the demonstration is supposed to be wellplanned in advance. 4.It will not result to trial-and-error learning as what happens with unplanned learning activities. 5. The findings are -It has the possibility that the students will be bored.

whole class. 6. Assess learning by way of a short test, an oral evaluation or a performance of one of the step.

reliable and accurate since the procedure has been tried before. 6. The value of confidence is developed. 1.Arrange for an ideal room setting. 2. Choose tools and equipment that can easily be manipulated. 3.The questions/problems to be answered should originate from them, followed by the formulation of hypothesis. 4.The procedure should likewise be planned by them. 5.A t the completion of the activity, require an evaluation of the steps undertaken as to its effectiveness and the clarity of the results. -The students are actively engage in learning activities. 2.The students learn from their own experience. -The students might be disappointed in failing.

Inquiry Approach

1.Investigate processes as inferring, measuring, predicting, classifying, analyzing, and experimenting, formulating conclusions and generalization are employed. 2. The procedure in gathering information is not prescribed by the teachers. 3.The children are highly motivated to search, hence active participation is the best indicator of inquisitiveness. 4.The answers arrived at the genuine products of their own efforts. Then they experience thrill of

1.The inquiry session should proceed from the very factual to thought-provoking question-that is from the what questions to the how and the why questions. 2.The teacher should select phenomena he understands well. 3.The teacher should vary his questionasking pattern. 3.Utalize questions that provide certain degree of conceptual conflict.

discovery . 5. Focused questions before, during and after are critical ingredients that provide direction and sustain action.

Problem Solving Method

-A technique that requires a learner to work actively in a solution of a difficulty or an desirable situation.

1. Provide sufficient training in defining and stating the problem in a clear and concise manner. 2. Make sure that the problem to be solved fits the age, interest and skills of the students. 3. Group students and allow each one to share in the tasks to be performed. 4. Guide them at every step by asking leading questions in case of snags. 5. Get ready with substitutions for materials which may

1.Sensing and defining the problem. 2.Formulating hypothesis 3.Testing the likely hypothesis. 4.Analysis, interpretation and evaluation of evidence. 5.Formulating conclusion.

1. This approach is most effective in developing skill in employing the science processes. 2.Scientific method can be used in other non-science subject. 3.The students active involvement resulting in meaningful experiences. 4. Problem-solving develops higher level of thinking. 5. A keen sense of responsibility, originality and resourceful are developed.

-Only the scientific method will be used.

not be available. 6. The emphasis is on the procedure and the processes employed rather than on the products. 7. The development of skills and attitudes takes priority over knowledge. Project Method -A teaching method that requires the students to present in concrete from the results of information gathered about a concept, principle or innovation. 1.Assign the project to a student who is capable and interested. 2.The student must be clear about the objectives of the project including the criteria that must be used in evaluating the finished project. 3.The design of the project must be carefully checked before the students starts. 4.The materials must be carefully selected as to suitability and durability to avoid 1.Present to the students the lesson. 2.Give students activity as their project. 3.Give recognition and rewards to the students.

6. The students become appreciative and grateful for the achievement of scientist. 7. The students learn to accept the opinions and evidence shared by others. 1.It is a teaching strategy that emphasizes learning by doing . 2.Constructing projects develops the student s manipulative skill. 3.The planned design of the project tests the students originality in choosing the materials to be used. 4.It can be employed among students who are weak in oral communications. -Students can ask favor to others that will make their project. 2.The teacher are not sure if the students are the one who made the project.

wastage. 5.There should be minimal supervision as soon as the construction is going on. Metacognitive Approach -An approach that goes beyond cognition. It is an approach that makes our student think about their thinking. 1.Teaching is not considered as merely transmitting knowledge and information such as facts, concepts and principles but rather as providing students with relevant experiences from which they can construct their own meaning. 2.The teacher s role is to facilitate learning by providing opportunities for a stimulating dialogues so that meanings could evolve and be -It uses the ability to think. 1.Select an activity. 2.Students work on it. 3.Make a feedback from the students. 1.Encourage students to take their own initiative in undertaking a learning activity. A strong sense of responsibility for their own learning is developed. It develops self-directed learning. 2.Respect and accept the students own ideas. Allow group discussion and free expressions of their own views. Their selfconfidence is enhanced. 3.Ask the students to recall past 1.Teacher will facilitate learning 2.Provide the learning materials. 1.Participation with understanding enables them to live through . 2.Lessons are activity-centers in order for them to experience. a learning episode. -Students are noisy in doing the activity. -Student go higherthinking. -No hands-on activity.

Constructivist Approach

constructed. 3.The instructional materials include learning activities and events rather than fixed documents that almost always are learned unquestioned and simply recalled. Reflective Teaching 1.An ethnic caring. 2.A constructivist approach. 3.Tactful problem solving.

experiences, analyze and see a connection with the new learning event. The constructivist allows reconstruction and revision of previous learning.

1.Allocate sufficient time for reflection. 2.Shedule a short briefing activity so as to recapture the experience and think about it, 3.The teacher serves as the facilitator and guide in developing the skill in analyzing a past learning experience. 4.Encourage the students to recount the experience of others, thereby strengthening the insights gain. 5. Attend to feelings especially the positive

1.Self-analysis. 2.Writting journal. 3.Keeping an portfolio (for documentation). 4.Observation of students responses. 5.Ask question at the end of the lesson.

1.Students will be motivated to do the activity. 2.Students can learn from their experience.

-Only the student will do the activity without any confirmation.

and pleasant ones. Cooperative Learning Approach 1 .Reward systems are group-oriented rather than individualoriented. 2 .Students work in teams to tackle academic task. 3. The interactions within the group is controlled by the members themselves. 4. Teams are made up of mixed abilities high, average and low achievers. 5. Each individual learner is accountable for his/her learning. 6. The group reflects on and evaluates the group process they underwent. Peer tutoring/Peer Teaching 1.The tutees received individualized instruction. 2.The tutees receive more instruction. 3.Rapport between 1.Care in selecting the tutors to assist the rest must be strictly exercised. 2.The teacher must go around and observe 1.Explain well the lesson to the student. 2.Prepare an activity to the student. 1. Make sure that the students exhibit the necessary social skills to work cooperatively in group situations. 2. Encourage students to assume responsibility for individual and group learning by offering rewards for achievement. 3. Make sure each group understands the goals, procedures, tasks and methods of evaluation. 1. Arrange the furniture so that groups of student can sit facing each other during sessions. 2. Provide adequate learning tools so as not to make other wait at a time are needed. 1.Interdependent relationship is strengthen and reinforce when group cooperation is rewarded. 2.Group work develop friendliness, willingness to assist and the more worthwhile value of caring and sharing. 3.Cooperation learning groups exhibit less competitive behavior compared to wholeclass teaching classrooms. 4.The group gain skills of cooperation and collaboration through experience. 1.The spirit of cooperation, camaraderie and reciprocity are highlighted. 2.The tutors stand to -Students will depend to the tutors. 1.Students depend on the group mates. 2.Teachers are not sure if the students made it by group.

tutor and tutee may be readily established considering that they belong more or less to the same age of group. 4.The teacher is free at the same time to do other classroom chores while the members are being handled by tutors. 5.Thiskind of arrangement reduces a large class into smaller working groups. 6.Disciplined problems are lessened.

how the members of the groups are interacting with one another. 3.Tap students who posses leadership qualities in addition to being knowledgeable and older. 4.Explain well the benefits of this form of arrangement in order to avoid possible resentment since both tutor and tutees are classmate. 5.The tutor must confer with the teacher regarding the nature and extent of assistance they are expected to provide.

gain more since teaching is an excellent learning situation.

Partner Learning

-A student chooses partner from among his/her classmate.

1.To prevent your students from socializing about unrelated topics, give them specific amount of time and a specific prompt for discussion.

1. The student select partner. 2. Let them both do the activity. 3. Present their work.

-Two heads is better than one.

-If the partner will not contribute to the activity.

2.Give your student less time than you think they actually need. You may add more seconds if necessary. It is better to let the minutes drag on with your students getting of task. Brainstorming Technique -A technique that calls an activity in which a deliberate attempt is made to think and speak out freely creatively about possible approaches and solutions to a given problem. 1.The technique is problem-centered. 2.All possible solutions are exhausted. 3.It is highly a creative undertaking. 4.It recognizes the importance of each participant. 1.Capture your students attention. 2.Connect their prior knowledge with the new information that you will present. 3.Show the relevance of your lesson to their lives and experience. 1.Set an activity. 2.Ask them what they know about the given lesson or activity. 3.Perform the given activity. 4.Evaluate them on what they have learned from the lesson. 1.Makes the student alive and interested. 2.Develop their critical thinking. 1.The students will be tired for their next lesson. 1.Pre-brainstorming. 2.Brainstorming proper. 3.Post-brainstorming. -Use of higher thinking. -It is not hands-on activity.

Opening Activities

-Serves as the starters to motivate the student to participate and to set the tone of the day. -Serves as the launching pad for the day s lesson.

Developmental Activities

-Activities that develops the student.

-Select an interesting topic. -Let the students do the activity by their own.

-Group the students for better output. -Let the students go and research to the library.

-The output of the activity has different ideas.

-Some students will not participate to the activity.

Concluding Activities

-Activities that serves as an ending part.

1.Select an ending activity. 2.Students work on the activity. 3.Have feedback from students.

1.Show the students the lesson. 2.Give them activity. 3.Have a feedback from them.

1.Participation of the students is enhanced. 2.The students learn

-Students would not be able to grasp your point because of lack of time.

Methods, Strategies, Approaches Direct Instruction

Characteristics Definition

Guidelines in use

Procedure

Advantages

Disadvantages

1.The strategy is teacherdirected. 2. The emphasis is on the teaching of skill. Each step must be mastered, hence the students gain how rather what . It is termed procedural knowledge. 3.Taught in a step-by-step fashion, it ensures the learning of the entire procedure with no step

1. The students must be given ample time for patience. 2. They must be included in the planning stage since this technique is highly taskoriented and aimed at mastery of every step. 3. Describe the testing situation and specify the level of performance expected. 4. Design own strategy in teaching each skill which will

1. Explain rationale and objectives of the lesson. Inform the students about the entire procedure and how long the lessons will it take. 2. Provide motivation and draw commitments from them. 3. Conduct the demonstration. Much of the learning will be achieved by observing others rather than by trial-and-error. 4. Assign practice for short period time. Continue practice to the

1.The teacher can easily give the activity to the student. 2.The student follows a procedural process.

-Higher thinking is not totally required.

missed. 4. Lesson objective include easily observed behaviors that can be measured accurately. If the lesson is to develop skill in performing five steps of a particular experiment, such skill can be observed and measured. Deductive Method -Deductive begins with a generalization and subsequently all examples and specific situations to be given are supportive of this generalization.

eventually contribute to the learning of the entire skill. 5. Assign practice for short periods of time, then continue learning by imitating others.

point of over earning for complete mastery. 5.Providr feedback, videotaping of performance, tests or written comments.

-To facilitate the explanation of relatively difficult and abstract process to the students.

1.Introduction. 2.Statement of a generality or a general idea. 3.Explanation of the general idea. 4.Illustration. 5.Evaluation.

1..Coverge of a wider scope of subject matter- Because our instruction is direct by stating at once rule or the principle at the beginning of the class, we cover more subject matter over a period of time. 2.No bother on the part of the teacher to lead learners to the formulation of the generalization or rule.

1. It is not supportive of the principle that learning is an active process. There is less involvement on the part of the learners. The earners do not take part in the generation of generalization. 2. Lesson appears uninteresting at first.

Inductive Method

-The process of arriving at a given generalization.

1.Make the teaching-learning process. 2.To develop the higher levels of thinking among the learners. 3.To treat every topic in a more in-depth manner.

1.Preparation. 2.Presentation. 3.Comparison and Abstraction. 4.Generalization. 5.Application.

1.The learners are more engaged in the teachinglearning process. With our facilitating skills, the learners formulate the generalization or rule.

1. It requires more time and so less subject matter will be covered. We need much time to lead our students to the formulation of generalization.

2.Learning becomes more 2. It demands experts interesting at the outset facilitating skills on the part because we begin with what of the teacher.

they know. 3. It helps the development of our learners higherorder-thinking-skills. Demonstration Method 1.It is more efficient that verbal description. 2.It tends to substantiate ideas through concrete or tridimensional presentation. 3.It is the opposite of learning by mere verbalization . 4.It highly emphasize the psychomotor of learning. 1. The demonstrator/s must be well-selected. They must be skilled in operating modern equipment and proficient in under taking scientific investigations. 1.Purposing. 2.Panning. 3.Demontration proper. 4.Executing. 1.It follows a systematic procedure, hence students will be able to learn from a well-tried procedure since the demonstrators are selected and adjudged to be skilled. 2.The use of expensive equipment and machines will be maximized. 3. Possible wastage of time, effort and resources will be avoided since the demonstration is supposed to be well-planned in advance. 4.It will not result to trialand-error learning as what happens with unplanned learning activities. 5. The findings are reliable and accurate since the procedure has been tried before. 6. The value of confidence is -It has the possibility that the students will be bored.

2.When planning the activities 5.Evaluation. make sure that the materials are easily available. Likewise get prepared with possible substitution. 3. The place must be quit in order to sustain the observers attention and interest during the activity. 4. Allow some questions which bothered them during the demonstration. 5.The conclusion or summary must be cooperatively undertaken by the whole class. 6. Assess learning by way of a short test, an oral evaluation or a performance of one of

the step. Inquiry Approach 1.Investigate processes as inferring, measuring, predicting, classifying, analyzing, and experimenting, formulating conclusions and generalization are employed. 2. The procedure in gathering information is not prescribed by the teachers. 3.The children are highly motivated to search, hence active participation is the best indicator of inquisitiveness. 4.The answers arrived at the genuine products of their own efforts. Then they experience thrill of discovery . 5. Focused questions before, during and after are critical ingredients that provide direction and sustain action. 1.The inquiry session should proceed from the very factual to thought-provoking question-that is from the what questions to the how and the why questions. 2.The teacher should select phenomena he understands well. 3.The teacher should vary his question-asking pattern. 3.Utalize questions that provide certain degree of conceptual conflict. 1.Arrange for an ideal room setting. 2. Choose tools and equipment that can easily be manipulated. 3.The questions/problems to be answered should originate from them, followed by the formulation of hypothesis. 4.The procedure should likewise be planned by them. 5.A t the completion of the activity, require an evaluation of the steps undertaken as to its effectiveness and the clarity of the results.

developed. -The students are actively engage in learning activities. 2.The students learn from their own experience. -The students might be disappointed in failing.

Problem Solving Method

-A technique that requires a learner to work actively in a solution of a difficulty or an

1. Provide sufficient training in defining and stating the problem in a clear and concise

1.Sensing and defining the problem. 2.Formulating hypothesis

1. This approach is most effective in developing skill in employing the science

-Only the scientific method will be used.

desirable situation.

manner. 2. Make sure that the problem to be solved fits the age, interest and skills of the students. 3. Group students and allow each one to share in the tasks to be performed. 4. Guide them at every step by asking leading questions in case of snags. 5. Get ready with substitutions for materials which may not be available. 6. The emphasis is on the procedure and the processes employed rather than on the products. 7. The development of skills and attitudes takes priority over knowledge.

3.Testing the likely hypothesis. 4.Analysis, interpretation and evaluation of evidence. 5.Formulating conclusion.

processes. 2.Scientific method can be used in other non-science subject. 3.The students active involvement resulting in meaningful experiences. 4. Problem-solving develops higher level of thinking. 5. A keen sense of responsibility, originality and resourceful are developed. 6. The students become appreciative and grateful for the achievement of scientist. 7. The students learn to accept the opinions and evidence shared by others.

Project Method

-A teaching method that requires the students to present in concrete from the results of information gathered about a concept, principle or innovation.

1.Assign the project to a student who is capable and interested. 2.The student must be clear about the objectives of the project including the criteria that must be used in evaluating the finished

1.Present to the students the lesson. 2.Give students activity as their project. 3.Give recognition and rewards to the students.

1.It is a teaching strategy that emphasizes learning by doing . 2.Constructing projects develops the student s manipulative skill. 3.The planned design of the project tests the students

-Students can ask favor to others that will make their project. 2.The teacher are not sure if the students are the one who made the project.

project. 3.The design of the project must be carefully checked before the students starts. 4.The materials must be carefully selected as to suitability and durability to avoid wastage. 5.There should be minimal supervision as soon as the construction is going on. Metacognitive Approach -An approach that goes beyond cognition. It is an approach that makes our student think about their thinking. 1.Teaching is not considered as merely transmitting knowledge and information such as facts, concepts and principles but rather as providing students with relevant experiences from which they can construct their own meaning. 2.The teacher s role is to facilitate learning by providing opportunities for a stimulating dialogues so that meanings could evolve and -It uses the ability to think. 1.Select an activity. 2.Students work on it. 3.Make a feedback from the students. 1.Encourage students to take their own initiative in undertaking a learning activity. A strong sense of responsibility for their own learning is developed. It develops self-directed learning. 2.Respect and accept the students own ideas. Allow group discussion and free expressions of their own views. Their self-confidence is enhanced. 1.Teacher will facilitate learning 2.Provide the learning materials.

originality in choosing the materials to be used. 4.It can be employed among students who are weak in oral communications.

-Student go higher-thinking.

-No hands-on activity.

Constructivist Approach

1.Participation with understanding enables them to live through . 2.Lessons are activitycenters in order for them to experience. a learning episode.

-Students are noisy in doing the activity.

be constructed. 3.The instructional materials include learning activities and events rather than fixed documents that almost always are learned unquestioned and simply recalled. Reflective Teaching 1.An ethnic caring. 2.A constructivist approach. 3.Tactful problem solving.

3.Ask the students to recall past experiences, analyze and see a connection with the new learning event. The constructivist allows reconstruction and revision of previous learning.

1.Allocate sufficient time for reflection. 2.Shedule a short briefing activity so as to recapture the experience and think about it, 3.The teacher serves as the facilitator and guide in developing the skill in analyzing a past learning experience. 4.Encourage the students to recount the experience of others, thereby strengthening the insights gain. 5. Attend to feelings especially the positive and pleasant ones.

1.Self-analysis. 2.Writting journal. 3.Keeping an portfolio (for documentation). 4.Observation of students responses. 5.Ask question at the end of the lesson.

1.Students will be motivated to do the activity. 2.Students can learn from their experience.

-Only the student will do the activity without any confirmation.

Cooperative Learning Approach

1 .Reward systems are grouporiented rather than individual-oriented. 2 .Students work in teams to tackle academic task. 3. The interactions within the group is controlled by the members themselves. 4. Teams are made up of mixed abilities high, average and low achievers. 5. Each individual learner is accountable for his/her learning. 6. The group reflects on and evaluates the group process they underwent.

1. Make sure that the students exhibit the necessary social skills to work cooperatively in group situations. 2. Encourage students to assume responsibility for individual and group learning by offering rewards for achievement. 3. Makr sure each group understands the goals, procedures, tasks and methods of evaluation.

1. Arrange the furniture so that groups of student can sit facing each other during sessions. 2. Provide adequate learning tools so as not to make other wait at a time are needed.

1.Interdependent relationship is strengthen and reinforce when group cooperation is rewarded. 2.Group work develop friendliness, willingness to assist and the more worthwhile value of caring and sharing. 3.Cooperation learning groups exhibit less competitive behavior compared to whole-class teaching classrooms. 4.The group gain skills of cooperation and collaboration through experience.

1.Students depend on the group mates. 2.Teachers are not sure if the students made it by group.

Peer tutoring/Peer Teaching

1.The tutees received individualized instruction. 2.The tutees receive more instruction. 3.Rapport between tutor and tutee may be readily established considering that they belong more or less to the same age of group. 4.The teacher is free at the same time to do other classroom chores while the

1.Care in selecting the tutors to assist the rest must be strictly exercised. 2.The teacher must go around and observe how the members of the groups are interacting with one another. 3.Tap students who posses leadership qualities in addition to being knowledgeable and older. 4.Explain well the benefits of

1.Explain well the lesson to the student. 2.Prepare an activity to the student.

1.The spirit of cooperation, camaraderie and reciprocity are high-lighted. 2.The tutors stand to gain more since teaching is an excellent learning situation.

-Students will depend to the tutors.

members are being handled by tutors. 5.Thiskind of arrangement reduces a large class into smaller working groups. 6.Disciplined problems are lessened.

this form of arrangement in order to avoid possible resentment since both tutor and tutees are classmate. 5.The tutor must confer with the teacher regarding the nature and extent of assistance they are expected to provide.

Partner Learning

-A student chooses partner from among his/her classmate.

1.To prevent your students 1. The student select partner. from socializing about 2. Let them both do the activity. unrelated topics, give them specific amount of time and a 3. Present their work. specific prompt for discussion. 2.Give your student less time than you think they actually need. You may add more seconds if necessary. It is better to let the minutes drag on with your students getting of task.

-Two heads is better than one.

-If the partner will not contribute to the activity.

Brainstorming Technique

-A technique that calls an activity in which a deliberate attempt is made to think and speak out freely creatively about possible approaches and solutions to a given problem.

1.The technique is problemcentered. 2.All possible solutions are exhausted. 3.It is highly a creative undertaking. 4.It recognizes the

1.Pre-brainstorming. 2.Brainstorming proper. 3.Post-brainstorming.

-Use of higher thinking.

-It is not hands-on activity.

importance of each participant. Opening Activities -Serves as the starters to motivate the student to participate and to set the tone of the day. -Serves as the launching pad for the day s lesson. 1.Capture your students attention. 2.Connect their prior knowledge with the new information that you will present. 3.Show the relevance of your lesson to their lives and experience. Developmental Activities -Activities that develops the student. -Select an interesting topic. -Let the students do the activity by their own. 1.Set an activity. 2.Ask them what they know about the given lesson or activity. 3.Perform the given activity. 4.Evaluate them on what they have learned from the lesson. 1.Makes the student alive and interested. 2.Develop their critical thinking. 1.The students will be tired for their next lesson.

-Group the students for better output. -Let the students go and research to the library. 1.Show the students the lesson. 2.Give them activity. 3.Have a feedback from them.

-The output of the activity has different ideas.

-Some students will not participate to the activity.

Concluding Activities

-Activities that serves as an ending part.

1.Select an ending activity. 2.Students work on the activity. 3.Have feedback from students.

1.Participation of the students is enhanced. 2.The students learn

-Students would not be able to grasp your point because of lack of time.

Methods/Strategies Approaches

Definition

Steps Procedure After the discussion, students are asked to express what they understand on the lesson taken.

Advantages

Dis Advantages

1. Active Learning

It is a strategy that allows the student to react and share his knowledge about the lesson.

Improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking

Some students dont want to engage themselves on such activities.

2. Clicker Use in Class

This strategy enables instructor to collect and summarizes answer of multiple choices Are instructional approaches in which students work together in small groups to accomplish a common learning goal.

The teacher will give examinations

3. Critical Thinking

4. Discussion Strategies -

Engaging students in discussion deepens their learning and motivation by propelling them to develop their own views and hear their own voices. A good environment for interaction is the first step in encouraging students to talk.

A. Provide a topic for the learners that will catch their interest. B. Let them conduct their research. C. Appoint everybody to explain and discuss what they gained on the researched they made.

A. Motivate students to engage in lessons discussion. B. It is a one way approach to encourage students to talk.

A. Some students have difficulties in speaking in public. B. Others might not participate on the discussion.

5. Experiential Learning

Is an approach to education that focuses on "learning by doing," on the participant's subjective experience. The role of the educator is to design "direct experiences" that include preparatory and reflective exercises.

A. After teaching to the students what are the procedures in baking, allow them to engage in baking process. B. Let them apply what they have learned. C. Assist them during application. D. Evaluate them after the process , asked them what they have learned on their observation.

Student learns easily when they experienced the task. New discoveries might be discovered.

Unexpected happenings might occur during the activity. Some students hate to participate when it comes to application.

6. Games/Experiments/Simulations

Games, experiments and simulations can be rich learning environments for students

A. Enhance the students social, and physical aspect. B. Enable the to solve real world problems C. Enjoy themselves while doing so.

A. Accident might occur. B. Create nuisance . C. Need proper instruction to control the students.

A Detailed Lesson Plan in English (First Year Secondary) I. Objectives At the end of the lesson, the students will be able to: 1. Identify statements that show cause and effect relationship. 2. Read a poem correctly and clearly with expressions. 3. Appreciate reading poems. 4. Decode words with augh (o) sounds Subject Matter Cause and Effect Relationship Reference/s: Fun in English Reading Textbook pages 94-101 Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags Values: Develop a genuine love for reading, love for family Procedure A. Learning Activities Teacher s Activity Good Morning Class... Let us pray first... (Checking of Attendance) ...say present... Student s Activity Good Morning Sir! (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name)

II.

III.

Please pick up the pieces of paper (Students pick up the pieces of paper) under your chair So how was your weekend? That s good! Have you enjoyed your weekend bonding with your family? That s good to know. For this morning, our discussion will be in relation to a family. Are you familiar

It was great sir! Of course sir! It was a lot of fun!

Yes sir! We love purple-colored dinosaur!

with Barney s I Love You Song? Okay that s good, so are you ready to sing and have fun today?

Yes

Warm Up Let us sing Barney s I Love You Song. (Students Sing) I love you, you love me and we re a happy family, With a great big hug and a kiss from me to you, Hope you say you love me too. Okay now class, What can you say about the song? Does it tell us something important that we have already forgotten to do nowadays? How could you say so John?

Sir, even though the song is very short, but I guess it s full of emotions. Because sir I noticed that the song has a lot to do with our love for our family, that the real meaning of family is all about loving each other, and nowadays kissing and hugging our parents or family members are not being practiced anymore.

That was a very good explanation John, you know what class the song simply tells us something that we should always consider for us to keep our family or

relationship with others intact, sometimes showing affection/love towards a person makes him feel that he is appreciated and there will be feeling of belongings and love. What else have you noticed which made you conclude that the song is all about love? Because sir, there are so many descriptive words in the song, the most obvious one is I LOVE YOU.

Everybody had just sung very well, it s now time to improve your pronunciation more...

Pronunciation Drill ...read the following words: Words with augh= //

B. Lesson Proper Presentation Show pictures of a Mother (a) and a Cake (b) Motivation What do you see in pictures A and B?

Sir, Picture A is a picture of a Mother and Picture B is a picture of a Cake. On her last birthday.

When was the last time you gave a gift to your mother?

Why do you think there is a cake? What do you think is the celebration? Aside from giving material gifts, how else do you show your love for your mother? Discussion Let us read a poem and let us find out how the children showed their love for their mother. Who Loves Mother Best? Oh happy birthday, Mama dear. Sang Ben, Liz and Bess with cheer We love you much, we love you true. They kissed their mother, hugged her too. Then quickly Ben skipped out to play And went with playmates all the day. Then rushed home in time to see His sister Liz aglow with glee.

It is mother s birthday.

By kissing and hugging her.

For Liz held up an ice cream cone, Enjoying it, she sat alone. Ben grabbed the cone, and slipped away, So Liz cried out, For that you ll pay! Like cats and dogs the two did struggle Each making sure to win the battle. They tried to push and then to pull, While Mama almost lost her cool. But little Bess with Mom she stayed,

She set the table, drinks she laid. And helped to serve Mom s friends and guests Now tell me, who loves Mother best?

After reading the poem, let us now answer these questions: Why did Bess, Ben, and Liz kiss and hug their Mother? Why was Liz aglow with glee? Because it is their Mother s Birthday.

Liz was aglow a glee because she was eating a cone of ice cream. Liz cried out because Ben grabbed the cone then slipped away.

What made Liz cry out, For that you ll pay?

Why did Mother almost lost her cool? Who among the three children loved their Mother best? How did he/she show it? What is the best way to show your love for your parents? Explain. Analysis (Show picture of a girl eating an ice cream) What do you see on the picture? What happened to Liz when she was eating a cone of ice cream?

Because Ben and Liz struggled. Bess, because she helped mother to serve the guests. The best way to show my love for my parents is by...

A girl is eating a cone of ice cream. Liz was happy (aglow with glee)

Liz was aglow with glee, answers what happens to Liz when she eats a cone of ice cream. This is called the effect. Look again at the picture, What do you notice on Liz s face? Why was Liz aglow with glee? Because she was eating a cone of ice cream, answers why Liz was aglow with glee. This is called the cause. And that s what we call the Cause-and-effect relationship.

Liz was happy (aglow with glee) Because she was eating a cone of ice cream.

Generalization A cause and effect relationship describes something that happens and why it happens. What happens is called the effect; and why it happens is called the cause. The cause is usually introduced by the connective because. Application (Pantomime) Each group will act out the following situations from the poem. Group1: But little Bess with Mom she stayed, She set the table, drinks she laid.

Naught Taught Daughter

And helped to serve Mother s friends and Guests. Now tell me, who loves Mother best?

Caught Naughty

Group2: For Liz held up an ice cream cone, Enjoying it, she sat alone. Ben grabbed the cone and slipped away, So Liz cried out, For that you ll pay! Group3: Oh happy birthday, Mama dear. Sang Ben and Liz and Bess with cheer We love you much, we love you true. They kissed their mother, hugged her too. Group4: Like cats and dogs the two did struggle Each making sure to win the battle. They tried to push and then to pull, While Mama almost her cool. IV. Evaluation Read the following sentences. Write C before the sentence for the cause and write E for the part that is the effect. 1. _____ because it is her birthday. 2. _____ Ben, Liz and Bess kissed and hugged their mother. 3. _____ Liz cried out. 4. _____ Because Ben grabbed the cone of ice cream and slipped away. 5. _____ Mama almost lost her cool. Assignment Identifying CAUSE-AND-EFFECT RELATIONSHIP. Read the short fable. Underline the CAUSE and Encircle the EFFECT. A fox said to a crow with a piece of cheese between its beak, If you can sing as prettily as

V.

you sit, then you are the prettiest singer. The fox thought that once the crow starts to sing, the cheese would drop from her beak. But the crow carefully removed the cheese from the claws on one foot and said, they say you are sly, but you cannot fool me . Not giving up, the fox continued to praise the crow. I wish I could hear you tell about your talents but I have to go look for food because I m hungry .

A Detailed Lesson Plan in Mathematics (First Year Secondary) I. Objectives At the end of the lesson, the students will be able to: A. To recognize Euclidean transformations. B. To recognize reflections, translations, and rotations. C. To prove theorems related to transformations. D. To solve problems involving transformations. E. To apply transformations to real-world situations. F. To create designs using transformations. II. Subject Matter Geometry (Transformations) Reference: Geometry for High school Textbook Materials: sheets of paper, protractor, and tan gram puzzles. Values: creativity, determination, patience III. Procedure A. Learning Activities

Teacher s Activity

Student s Activity

Good Morning Class... Let us pray first...

Good Morning Sir! (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name) (Students pick up the pieces of paper)

(Checking of Attendance) ...say present... Please pick up the pieces of paper Under your chair. Presentation Activity - Folding of Paper The teacher will give an activity that involves the folding of paper and tracing of shapes. Discussion From the activity, the teacher will point out that geometry is not only the study of figures but is also the study of the movement of figures.

(Students follow the instruction of the teacher)

Is the original figure congruent to the other figures? How does the second image compare to the original figure? Input

(Students listen attentively)

Definitions:
y y y y y y

Transformations Reflection Rotation Translation Dilation Rigid Motion Theorems: Theorem 18-1 Theorem 18-2 Theorem 18-3 Theorem 18-4 Discussion The above definitions and theorems will be discussed and proved. The teacher will ask the student to give examples of transformations. D. Activity Tan gram Puzzle The students will form six groups. Each group is going to make images of animals using tan gram puzzle and they will identify the kind of transformation depicted or made after doing the activity.

(Conduct a solving on the board)

y y y y y

(Students raise their hands and define the terms)

(Students listen attentively)

(Students perform)

IV.

Evaluation Worksheet

1. Which of the following transformations creates a figure that is similar (but not 2. How can transformations be applied to real-world situations? III. Assignment drawing the student will use transformations to move figures and create designs.

congruent) to the original figure?

A Detailed Lesson Plan in Science Objectives At the end of the lesson, the students will be able to: A. Describe the polarity of a water molecule and explain how that polarity affects the properties of water. B. Explain why water climbs the inside of a thin glass capillary but not a thin plastic capillary. C. Describe a system whereby the components of a water-based substance might be separated and discuss how this separation occurs. D. Explain why oil and water don't mix. E. Predict whether a substance, based on its hydrophilic and/or hydrophobic properties, will dissolve into water or oil. Subject Matter The Properties of Water

I.

II.

Reference: Science and Technology 1 by Scott Materials: paper strips, detergent, wax paper, coins, glue, cooking oil, red food coloring, cups of water, 10 ml grad cylinders, 50 ml grad. Cylinders, beaker, glass slides, stirring rods, medicine droppers, scissors Values: Creativity, Patience, Following Instructions Procedure A. Learning Activities Teacher s Activity Student s Activity Good Morning Class... Let us pray first... Good Morning Sir! (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name) (Students pick up the pieces of paper) Please pick up the pieces of paper under your chair

(Checking of Attendance) ...say present...

Have you ever wondered what s behind water? not bodies of water, but the water itself, the liquid, Everything in this world are made by God with their special functions... Now let us discover what s so special about water. Presentation
Effects of Detergent To Do 1. With your finger, spread one small drop of detergent on the

surface of a dry penny. Predict 2. How many drops do you think this penny will hold after being smeared with detergent, more, less, or the same as before? Why?

(Students perform the activity)

3. Specifically, how many drops do you think it will hold?

Table 2. Prediction of Number of Drops of Water on a Penny with Detergent

person #1 person #2 person #3 person #4 Average

Discussion

Water covers about three fourths of the surface of the earth? It is ubiquitous. It is also one of the simplest yet most important molecules in living systems. It makes up from 50 to 95 percent of the weight of living organisms. The cytoplasm of a cell is a water-based solution that contains a variety of ions, salts, and molecules which make life 'happen.' Water is literally involved in every facet of life. Figure 2. Polarity of Water Molecule

(Students listen attentively)

The simplicity of the water molecule belies the complexity of its properties. Based on its small size and light weight, one can predict how it should behave, yet it remains liquid at a much higher temperatures than expected. It also boilsand freezes at much too high, or low, of a temperature for a molecule of its size. Many of these unexpected properties of water are due to the fact that water molecules are attracted to each other like small magnets (cohesion). This attraction results in turn from the structure of the water molecule and the characteristics of the

atoms it contains. Each molecule of water is made up of two atoms of hydrogen connected to one atom of oxygen, as shown below. This is summarized in the familiar formula, H2O. Figure 3. Hydrogen Bonding in Water

Atoms are most stable when they have a particular configuration of their outer shells, a concept which will be discussed in future labs. These configurations explain why hydrogen in water will take on a partial positive charge and why oxygen will take on a partial negative charge. These partial charges cause water molecules to 'stick' to each other like magnets. The 'stickiness' in this particular case is due to 'hydrogen bonding'. In this case, hydrogen bonding involves the attraction between the positively charged hydrogen atom of one water molecule and the negatively charged

oxygen atom of another water molecule. As no electrons are actually shared however, hydrogen bonds are much weaker than covalent bonds they easily break and easily form again.

Application (Activity)

1. Water moves to the tops of tall trees due to capillary action combined with

root pressure and evaporation from the stomata (openings) in the leaves. Water will also climb up paper, and often the migrating water will carry other molecules along with it. The distance traveled by these other molecules will vary with their mass and charge. 2. How fast do you think water would climb a strip of absorbent paper about one-half inch wide? about one inch per ____________________ (time) 3. Obtain a 50 ml graduated cylinder, and tear off a strip of chromatography paper

that is just long enough to hang over the side of the cylinder (inside) and reach to the bottom.
Figure 6. 50 ml Graduated Cylinder with Chromatography Paper & Ink

4. Run the paper strip along the edge of a scissors to take the curl out of it. 5. Place a single small drop of ink from a black vis-a-vis pen on the paper, about one inch from the bottom, and let it dry completely.
Figure 7. Ink on Chromatography Paper

6. Put 10 ml of water into the graduated cylinder and place the strip of paper in the cylinder so that the bottom end is immersed in water and the drop of ink is just above the surface of the water. Fold the paper over the top side.
Figure 8. Close-up of Ink

7. Note the starting time below. 8. Watch and note the time at 5 minute intervals. When the water climbs to the top of the paper, remove the paper from the water, and let it dry.
Table 3. Time of Water Climbing

Time (minutes) 0 5 10 15 20 25 30 How did the ink change? Glue the paper onto the page here, and label each color on the strip.

Distance (inches)

III.

Evaluation 1. Predict what will happen if you add a few drops of a water-soluble dye solution to each of the above graduated cylinders containing water and oil. Will the dye mix with the water, the oil, or both? 2. Add a few drops of dye to each cylinder. Use a glass stirring rod to penetrate the interface between each layer, giving the dye access to both water and oil. How does the dye behave in each cylinder? Does it diffuse into the oil? Into the water? Assignment Why is liquid very important not just to humans but to all the living things in the world? Write on 1 whole sheet of paper.

IV.

BANGHAY-ARALIN SA PAGTUTURO NG FILIPINO I GRAMATIKA AT PAGBASA

MGA INAASAHANG BUNGA ( SA BAWAT ARAW) A. Nabibigyang-hinuha ang kahulugang maaaring ipinahihiwatig ng pamagat B. Natutukoy ang mahahalagang impormasyong nakapaloob sa teksto C. Naipaliliwanag ang mga kaisipang nakapaloob sa binasa D. Nakikilala ang relasyon ng sumulat sa mambabasa sa tulong ng mga tiyak na bahagi E. Natutukoy ang mga salitang ginagamit sa pagbubuo ng pangungusap III. PAKSA / MGA KASANAYAN / KAGAMITAN Paksa : Ekonomiya at Kabuhayan Pamagat: Industriya at Pangangalakal : Mga Suliraning Nakaaapekto sa Kalakalan ng Pilipinas Uri ng Teksto : Informativ Kagamitan : Mga larawan Gamit ng Wika : Pagbibigay ng impormasyon, pagpapaliwanag Instruktura ng Wika : Mga ginagamit na panaguri sa pagbubu ng pangungusap Halagang Pangkatauhan :Pagpapabuti t pagpapaunlad ng mga local na produkto II. PROSESO NG PAGKATUTO Unang Araw A.

Panimulang Gawain Pagpapakita ng iba t ibang larawan ng kalakalan Pagtalakay: a. Tungkol saan ang larawan? b. Anong kaisipan ang maaaring isinasaad ng larawan? c. Bakit ganoong kaisipan ang inyong nabuo? B. Pagganyak C. Paglalahad Pagpapabasa sa pamagat ng tekstong ipababasa at paghihinuha sa kahulugang maaaring ipinahihiwatig nito. D. Pangkatang Gawain ( Tingnan sa: Gawain Para sa Paksang-Aralin

) Pangkat 1 Ipabigay ang kahulugan ng pamagat ng tekstong lunsaran at nais ipahiwatig nito. Industriya at Pangangalakal Pangkat 2 - Cycle Map Panuto: Ipaliwanag ang bawat yugtong napapaloob sa cycle map. Pangkat 3 Pagbubuo sa Tsart Pangkat 4 - Data Retrieval Chart E.

Pagpapabasa sa tekstong lunsaran Basahin ang tekstong lunsaran: Industriya at Pangangalakal ( Tingnan sa Gawain Para sa Paksang-Aralin ) Page 1 Cont. Lesson Plan 2 Ikalawa at Ikatlong Araw A. Pagtalakay sa Aralin Panimulang Gawain: Piccing Together Ideas Itugma sa larawan ang mga sumusunod na salita. B. Pagganyak: Rank Order - Isaayos ayon sa nais na pagkakasunud-sunod ang mga produktong sa inyong palagay mabiling-mabili. 1. bag 2. damit 3. pabango 4. alahas 5. sapatos C. Pabalikan ang tekstong lunsaran - Ibigay ang pamatnubay na tanong: Paano napauunlad o nalilinang ang isang produkto? - Pagpapakahulugan sa mga salita, parirala o pangungusap na hindi naunawaan batay sa pagkakagamit nito sa teksto. D. Pagpapalalim ng Kaalaman

IV. EBALWASYON - Magbigay ng pagsubok na pangkatang Gawain.

pagminina

tela

lubid

telepono

paggugubat

pagtatanim

paglilingkod sa mamamayan

paglinang sa

likas

Pangkatang Gawain ( makikita sa Gawain Para sa Paksang-Aralin ) Pangkat 1 - Double Bubble Map Pangkat 2 - Circle Map Pangkat 3 - Chart Grid Pangkat 4 - Pagpili ng mga bahaging nagpapahayag ng opinion mula sa teksto. Ikaapat at Ikalimang Araw - Pagpapatuloy sa talakayan sa aralin - Pagsusuri ng teksto batay sa tiyak na katangian at uri nito - Pagbibigay input

Republic of the Philippines BENGUET STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION GENERAL ELEMENTARY future MENTORS SOCIETY La Trinidad, Benguet

Convert time measure from larger to smaller units Learning Objectives 1. Convert time measure from larger unit to smaller unit and vice-versa (days to week, days to years, weeks to years,_ 2. Convert years to decade-decade to century 3. Apply how to convert time measure Learning Context Subject matter: Convert time measure from smaller to larger unit or vice-versa Reference: Mathematics IV Lesson Plan Page 360-364 Mathematics for Everyday Life IV Adoracion M. Acuna Page 198-199 Materials: Calendar, Cartolina strips Value: Cooperation Learning Experiences
Teachers Activity 1.Review What is the a.First month of the year? b.Last month of the year? c.Month when clasess begin? d.Month when we celebrate Pupils Activity

-January -December -June -December

Christmas? e.Month when we celebrate New Year? e.Month when we celebrate Independence Day? 2.Motivation You will be grouped into two. An activity sheet will be given to you containing the following directions.

-January -June

a.Cut the months of the year. Staple them. b.Cut the days of the week. One set only. Staple them. c.Cut the last date of each months. Add them. d.Divide the total number of the days in a year by 12. e.Divide the total number of the number of days in a year by 7?

3.Presentation Ask the following questions 1. Get the months. How many months were your able to cut? 12 months means? 2. How many days are there in a week? 3. How many days are there in one year? 4. How many weeks are there in one month? 5. How many weeks are there in one year? -12 months in one year -7 days -365 days -4 weeks -52 weeks

4.Activities The class will be group into 5 subgroups. Then answer the given task by group. The guidelines in converting-

Group 1 How many hours are there in three days? How many hours are there in 120 minutes? Group 2 How many minutes are there in 4 hours? How many days are there in 4 hours? Group 3 How many months are there in 2 years? How many years are there in 36 months? Group 4 How many days in a year? How many days are there in 2 years? Group 5 How many days are there in 2 weeks? How many weeks are there in 28 days?

5.Discussion -Based from the work of group 1, what did they do to convert hours to days and minute? -Based from the work of group 2, how did they convert minutes to hours and days to hours? -Based from the work of group 3, how did they convert months to years and vice versa? -Based from the work of group 4, how did they convert days to years? -Based from the work of group 5, how did they convert day to weeks and vice versa? 6.Generalezation

How can you convert time measure from larger unit to smaller unit? 7. Application Answer the ff. by 2s in a sheet of paper. 1. Which is longer, 365 days or a year? 2. Which is shorter, 150 days or six months? 3. Is 52 weeks the same as 2 years? 4. Which is longer 4 weeks or 40 days?

-We convert time measure from larger unit to smaller unit or vice versa by using the operations division and multiplication.

-equal -150 days -n0 -40 days

IV. Evaluation Match A from B find the letter that correspond to its number. Write your answer on the space provided. A _____1. 2 weeks _____2. 24 months _____3. 3 years _____4. 2 months _____5. 90 days B a. 4 weeks b. 2 years c. 3 months d. 156 weeks e. 2 years f. 1095 days j. 60 days

V. Assignment Convert the following write it on your notebook. 1. 21days=_____weeks 2. 1 month=_____days 3. 104weeks=_____months 4. 3 years=_____months 5. 35 days=_____weeks