“GUIDING ENGAGED LEARNERS FOR ACTIVE LEARNING” Example of Knowledge Development Chart

DEVELOPMENT STAGE FOCUS PERFORMANCE OBJECTIVE TYPE OF ACTIVITY AND RESOURCE MATERIALS STUDENTS WILL USE Situation analysis with choices provided in an adapted Bubble Mind Map Diagram containing four distractors and one correct option: a. “We will never run out of water because we are near the water shed.” b. “People have a right to water. So no law should limit their access to water.” c. “The watershed supply will come from a never ending spring. There is no cause for alarm.” d. “The watershed supply will dry up sometime due DESCRIPTION OF THE ACTIVITY AND CORRESPONDING INSTRUCTIONS AND QUESTIONS Situation Analysis: Students are asked to read a short account of real state company that plans to put up a gated subdivision near a watershed. Environmentalists who live near the watershed oppose the company’s plans and say that the subdivision will reduce the water supply. Company officials and their consultants disagree. Students are then asked to determine who in the situation has the right view. A diagram is given showing different statements or views with a number of them related to the misconception stated in

PRIOR KNOWLEDGE

Sharing by students of their surface or partially right ideas or misconceptions about the topics or key concepts

Students may initially understand the topic or concept in terms of the following: Water is an infinite resource which is available to everyone at all times.

to overuse.” e. “People can be trusted to control their use of water for as long as they are informed about its supply.”

KNOWLEDGE

• Definition of key terms • Identification of important tools

The students will be able to: Define conservation

Class Discussion

the prior knowledge. Students react to the diagram as given by the following instructions: Look at the given diagram. Check the statement in the diagram which you think has correct view. Be ready to explain your choices. After the students share their choices, the correct answer will not be given. Instead, students will be asked to give their ideas about how to find the right answer. Students’ ideas will be sorted and grouped. Teacher suggests that in order to understand many of the questions, ideas or questions about the definition of key terms will be first covered. Such questions may be like the following: 1. What are some actions of saving that people do in their lives? What terms do people use which means saving?

COMPREHENSION

Differentiation of terms Paraphrasing of technical terms

Differentiate conservation from consumption

Situation Analysis

APPLICATION

Looking at cases or trying or practicing examples of new knowledge which will challenge or deepen students’ prior knowledge

Examine examples of places in need of water conservation to correct idea that water is infinite

Study map in website (http://www.who.int/docstore /water_sanitation_health/globa ssessment/ Global2.3.htm#maps%202.1%an d202.2 where they can see information about different region’s water supply situation

2. When people want to save a natural resource like water, what term do they use? 3. When would you hear or see this term (e.g. conservation)? What are some situations? Lets take a closer look at the term conservation. Let’s read some situations and find out if we can call the actions as water conservation, what is it called? What is the difference between the two? Click on the following links to view the website entitled, “Global Water supply”. Study the map and answer the following questions: 1. Which countries have high water supply? Name three. 2. Which countries have low water supply? Name three. 3. What accounts for the

ANALYSIS

• Explaining the parts of a concept or process and its relationships • Making comparison or contrasts • Determining the consequences or impacts of a particular idea • Determining errors in an idea or process or skill

Show relationships of different factors affecting conservation and harnessing of water resources Explain consequences of and factors involved with conserving and harnessing water resources Locate causes of wasting water resources and determine the effects or consequences

Construction of table using data found in a website or UN reference book. Table is made of the following columns: I-Cause of water wastage II- Effects of water wastage III- Conservation Measure

differences in water supply? How does geography affect supply? How does data from the map support your observations? Click on another link to get this website sponsored by UN Framework Convention on climate change. Look at the data given about water use and conservation practices. Create a table with the following columns and enter the corresponding data: I-Cause of water wastage II- Effects of water wastage III- Conservation Measure When you are done with the table, answer the following questions based on your table: 1. How many kinds of causes affect water wastage? What observations can you make about these causes?

SYNTHESIS

• Making a general statement • Putting together the general rule or explaining the proper process • Showing one’s

Present as a group project a PowerPoint program showing at least three energysaving ways of conserving and harnessing water

Students’ group research (library and Internet) and production of the following: a. concept map to summarize their ideas b. PowerPoint

2. How many kinds of effects relate to water wastage? What observations can you make about these causes? 3. How many kinds of conservation measures are there? What observations can you make about these measures? 4. What relationships can you make between causes and effects of water wastage? 5. What are some situations that may look like conservation but are actually wasteful uses of water? Refer to the table that you just made and answer the following: 1. What general statement can you make about conservation measures? When are they not?

understanding in resources one uses in a project daily life • Drawing a concept map showing one’s understanding of the new knowledge

EVALUATION

• Judging the quality of one’s work and content of one’s ideas in the project with the help of a checklist or rubric.

Critique with a rubric one’s presentation of proposed ways of conserving and harnessing water resources in given situations and suggest

2. How can you verify this generalization you made? What data or evidence can you use to support this? 3. Make a concept map summarizing the ideas you have in your generalization. 4. How can the generalization you made be verified or tested in your community? What concrete action can you do? What specific conservation measure can you do at home? 5. Present your answer in a PowerPoint show and give concrete examples. Self and peer evaluation of one’s When you are done with your work with the help of a rubric. PowerPoint work, evaluate your presentation with the rubric. Rate your work and see how you can improve this before doing a public presentation. Check your work

presentation

changes.

NEW KNOWLEDGE

Demonstration of new knowledge by the students

By the end of the learning unit, the students should be able to understand the topic or concept in terms of the following: Water is a precious resource which must be conserved or harnessed for productive use.

Student’s group presentation and discussion of their own PowerPoint work.

to see that the requirements listed under the Exemplary column are found in your work. When you are ready, submit the rating you made for the rubric together with your work. Present and discuss your work in class.