ST.

FRANCIS XAVIER ACADEMY

LEARNING PLAN IN SCIENCE 7
Prepared by: Theresa Lou O. Palma

QUARTER: 1 TIME FRAME:

STAGE 1

CONTENT STANDARDS: PERFORMANCE STANDARD:

The learners demonstrate an understanding of: The learners shall be able to:
-

MEANING MEAKING: ESSENTIAL QUESTION:

Essential Understanding:
The student will understand that…
-

ACQUISITION OF KNOWLEDGE: ACQUISITION OF SKILLS:

1.

TRANSFER GOAL:
Students on their own…
 STAGE 2
OBTAINING EVIDENCES OF UNDERSTANDING THROUGH VARIED ASSESSMENTS

TRANSFER TASK IN GRASPS FORM RUBRIC CRITERIA

FOR TRANSFER TASK:
Goal 1. Content
2. Use of scientific
data to justify
Role
proposals and
decisions
Audience 3. Conservation and
management
plans
Situation

Product/
Performance

Standard
 A. UNIT ASSESSMENT ACTIVITIES MATRIX

SCAFFOLD FOR TRANSFER

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

DIRECTED PROMPT OPEN PROMPT GUIDEDD TRANSFER INDEPENDENT TRANSFER

Transfer Task

Process Question: TASK:

Then answer the following
questions:
1.
 UNIT ASSESSMENT MAP

TYPE KNOWLEDGE AND PROCESS/ SKILLS UNDERSTANDING TRANSFER

(ACQUISITION) (MEANING MAKING) (OUTPUT)
PRE-ASSESSMENT/ DIAGNOSTIC EXPLORE
Administration of Pre-Test Eliciting Prior Knowledge Through IRF
(NG) sheet
(NG)
FIRM UP
Reading activity and Team Teaching Laboratory Activities
(G) (G)

Internet / Library Exploration or Field Activities

Research (G)
(G)

Learning Stations Revising Prior Knowledge through IRF

(G) Sheet
(NG)

DEEPEN
Listening Team Strategy Case Study Analysis
(G) (G)
Situation Analysis
(G)
Strengthening New Knowledge through
IRF sheet (G)
TRANSFER
Post-Test (G) Journaling: Synthesis Journal Transfer Task
(G) (G)
 UNIT ASSESSMENT MAP

TYPE KNOWLEDGE AND PROCESS/ SKILLS UNDERSTANDING TRANSFER

(ACQUISITION) (MEANING MAKING) (OUTPUT)
FORMATIVE EXPLORE
ASSESSMENT
Administration of Pre-Test Eliciting Prior Knowledge Through IRF sheet
(NG) (NG)
Picture and Situation Analysis
(G)
FIRM UP
Reading Activity and Team Teaching (G) Laboratory Activities
(G)
Learning Stations (G) Panel Discussion
(G)
Revising Prior Knowledge through IRF
(NG)
DEEPEN
Listening Teams Strategy
(G)
Situation Analysis
(G)
Strengthening New Knowledge IRF Sheet
(NG)
TRANSFER
Post-Test Journaling: Synthesis Journal Transfer Task
(G) (G) (G)
 UNIT ASSESSMENT MAP

TYPE KNOWLEDGE AND PROCESS/ SKILLS UNDERSTANDING TRANSFER

(ACQUISITION) (MEANING MAKING) (OUTPUT)
SUMMATIVE ASSESSMENT EXPLORE
Administration of Pre-Test Eliciting Prior Knowledge through IRF Transfer Task
(G) sheet (G)
(NG)

Picture and Situation Analysis

(G)
FIRM UP
Reading Activity and Team Teaching (G) Laboratory Activities (G) Experimental Inquiry

Internet/ Library-Exploration (G) Laboratory Activities (G)

Learning Stations Panel Discussion(G)
(G)
Revising Prior Knowledge through IRF
(G)
DEEPEN
Listening Teams Strategy
(G)
Situation Analysis (G) Transfer Task (G)
Strengthening New Knowledge through
IRF (G)
TRANSFER
Post-Test (G) Journaling: Synthesis Journal (G) Transfer Task (G)
SELF-ASSESSMENT
 B. TABLE OF SPECIFICATION
LESSON CONTENT (ACQUISITION) (MEANING-MAKING) TRANSFER NO.OF ITEMS
KNOWLEDGE/PROCESS/SK UNDERSTANDING (50%)
ILLS (30%)
(20%)

TOTAL 100

CODE LEVEL OF WHAT WILL I
ASSESSMENT ASSESS?
(Learning
Competencies)
A KNOWLEDGE Differentiate biotic from
(15%) abiotic components of
ecosystem.
A PROCESS/SKILLS Predict the effect of changes
(25%) in one population on other
populations in the
ecosystem.
M UNDERSTANDING Enduring Understanding:
(30%) Student will understand
that… the conservation of
the ecosystem depends
upon the ecological
interactions among
C. PRE-ASSESSMENT MATRIX
HOW WILL I ASSESS? HOW WILL I SCORE? RELATED
MC items ACTIVITES
A student measured some abiotic factors present in 1 point for each correct answer Activity 18. Field
an aquarium in the science laboratory. Which data Activity “Explore an
did the student most likely record? Ecosystem”
a. The number of each type of snail.
b. The size and number of each species of fish
c. The temperature and oxygen content of
water
d. The weight and color of each type of
scavenger
“My Food Chain” Rubric Scoring Guide: Activity 23. Internet
Make a list of the food you ate for breakfast, lunch, 3- Prediction is valid; explanation is correct Exploration
and dinner. Trace the probable links in the food and based on the concept involved. Activity 24. My Food
chain that lead up to you eating each food. Chain
Questions to answer: 2- Prediction is valid; explanation however is
1. Which are producers? insufficient.
2. Which use producers as source of food?
3. Which eat another consumer? 1-Prediction is somehow acceptable, but the
4. If the number of persons who eat the same written explanation is incorrect.
kind of food that you ate increases, what will
happen to your food web? Explain and 0-Wrong prediction and explanation.
support your answer.
5. What will happen to your food web if you
will decide to change your feeding habit
from being omnivorous to herbivorous?
Explain and support your answer.
Situation Analysis: Rubric Scoring Guide: Activity 22. Ecological
Situation 1: Relationship
Philippine Eagle Center: 3- Explanation was related to the EU; Activity 23. Internet
generalization is valid and insightful; and Exploration
Process Questions: justification showed proper citation and use Activity 24. My Food
Pretend that you are an ecologist who is one of the of events from the articles. Chain
sponsors of the Philippine Eagle Foundation:
organisms and the 1. Justify why you have to prioritize the eagle 2-Explanation was related to the EU and Activity 25. Video
environment. project-over the homeless human generalization is valid, but he justification Analysis
population. showed weak citation and use of events from Activity 27. Situation
Essential Question: 2. What are the implications of your decision? the articles Analysis
1. How can we 3. How will you decision contribute to the
conserve the conservation of the ecosystem? 1-Explanation was related to EU but no
ecosystem? justification was gives; generalization show
Situation 2: little relationship to the cases given.
Starfish breakout threatens corals in Negros:
0-no explanation and justification were found
Process Questions: in the answer; generalization is invalid or
1. What are the interactions involved in the missing.
above situation?
2. What happened to the balance and harmony
in their interactions? What are its effect and
consequences?
3. What was the solution done by locals
regarding the problem? How would you
assess their solution?
4. What better long term solution can you offer
in order to conserve marine ecosystem?

Situation 3:illegal logging blamed for Cagayan de

Oro Flash Floods

Process Questions:
1. Why was illegal logging blamed for the flash
floods?
2. Could the residents and local government
still reverse the situation? How?
3. How can we conserve the forest ecosystem?

Synthesis:
1. Look at your answer to the essential
question in the above table. What does all
the answer have in common?
2. Are all factors the same?
How do the answers differ?
 3. Complete the following statement and
support your answer with examples from
the above situations.

The conservation of the ecosystem…

Supporting reasons and examples:

T PRODUCT/ Transfer Goal: The Environmental Impact Statement (EIS) system Rubric: Activity 18. Field
PERFORMANCE Students will own their refers to the comprehensive process of assessing 1. Content Activity Explore an
(30%) own.. the significance of the effect of the project or 2. Use of scientific data to justify proposals Ecosystem
Conduct a collaborative undertaking on the physical, biological and socio- and decisions Activity 33.
action to preserve the economic environment and designing appropriate 3. Conservation and management plans Environmental Impact
ecosystem in the locality. measures as well as environmental quality Assessment
enhancing alternatives.
A certain corporation plans to start a housing
project in a grassland community. Pursuant to the
EIS System, the said corporation is currently
applying for an Environmental Compliance
Certificate (ECC) so that they can proceed with their
project and undertaking.

Your team of environmental assessor composed of

chemist, a biologist, and an engineer, is tasked to
help the company to achieve ECC. The executives
are interested to know the potential impacts of their
housing project to the grass land community and
more importantly they want to hear possible ways
and measures by which they can minimize
(mitigate) the negative impacts. Each member will
prepare a report of his assessment and proposal,
and present it to the business executives. These will
then put together to come up with the final report
that will be submitted for the ECC application. The
report is expected to be comprehensive, based on
accurate scientific data, and proposing
environmental friendly measures that are practical
and realistic.

MONDAY
Activity 1. IRF chart
Activity 5. The Levels of
Biological Organization
Case Study
Activity 10. More Observations
on Plant and Animal Cells
Activity 14. Human Diseases
Caused by Bacteria
Continuation of Scaffold for
Transfer Level 3
Activity 21. Situation Analysis
Activity 26. IRF chart
Activity 30. Internet or Library
Exploration
Scaffold for Transfer Level 3
Activity: EIA
Scaffold for Transfer Level 4:
Transfer Task
CALENDAR OF ACTIVITIES
TUESDAY
Pre-test
Activity 2. Picture analysis
Scaffold for Transfer level 2
Laboratory Activity:
Activity 7. Comparing Animal and Plant Cell
(using edible materials)
Situation Analysis
Activity 11. Representing the
Interrelationship of Organ System
Activity 15. Identifying Fungi
Activity 17. Picture Analysis
Activity 22. Ecological Relationship
Activity 27. Situation Analysis
Activity 31. IRF chart
Continuation of Scaffold for Transfer Level 3
Activity; EIA
Completion of Transfer Task
WEDNESDAY THURSDAY FRIDAY
MAPEH Activity3. Activity 4.
Scaffold for Transfer Level 1 Continuation Scaffold for
Transfer Level 1
MAPEH Continuation of Scaffold for Transfer Internet/Library Exploration
Level 2 Activity 6. Identify Parts of
animal and Plant Cell
MAPEH Laboratory Activity: Laboratory Activity:
Activity 8: Identifying the parts of a Activity 9: Examining Structure
Compound Microscope of Animal and Plant Cell
MAPEH Experimental Inquiry: Activity 13. Nitrogen-fixing
Activity 12. Culturing Microorganisms Bacteria
Situation Analysis: Scaffold for Transfer Level 3
MAPEH Activity 16. Viral diseases that affect
People
MAPEH Activity 18. Field Activity” Explore an Activity 19. Picture Analysis
Ecosystem” Activity 20. Laboratory
MAPEH Activity 23. Internet exploration Activity 25. Video analysis
Activity 24. My Food Chain
MAPEH Activity 28. Experimental Inquiry Activity 29. Picture Analysis
MAPEH Activity 32. Write a reaction Paper Activity 33. Ecological Impact
Assessment (EIA)
MAPEH Continuation of Scaffold for Transfer Completion of Scaffold for
Level 3 Activity; EIA transfer 3
MAPEH Completion of Transfer Task Completion of Transfer Task
 RUBRIC ON ASSESSMENT OF INTERVIEW/ROLE-PLAY

Criteria Description Score

Content Background OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
Information 4 3 2 1
Provides exhaustive and reliableProvides comprehensive and Provides background Provides incomplete information
background information about accurate background information about the area; about the area; many
the area; information provided is
information about the area; some information are not information are not relevant to
clearly relevant to the objective
information provided is relevant to the objective of the objective of the study.
of the study. relevant to the objective of the study.
the study.
Use of Scientific Data Convincingly discusses, based on Adequately discusses, based Discusses, the potential Superficial discussion of the
to Justify Proposal rich and elaborate scientific on accurate scientific data, the environmental impact of the potential, environmental impact
and Decisions data, the potential potential environmental corporation’s activities and of the corporation’s activities
environmental impact of the impact of the corporation’s undertakings but with and undertakings, and with very
corporation’s activities and activities and undertakings minimal use and reference to few or almost no reference to
undertakings expresses expresses information clearly scientific data; some scientific data; many important
information clearly and and concisely making the information clearly making information not expressed
concisely making the proposal proposal reasonable and the proposal unconvincing in clearly making the proposal
reasonable and highly convincing. certain parts. unconvincingly.
convincing.
Conservation and Proposed management and Proposed management and Proposed management and Proposed management and
Management Plan conservation plans reflect in- conservation plans reflect conservation plans reflect conservation plans reflect lack of
depth understanding of the clear understanding of the some flawed and incomplete understanding of the
relationship and process relationship and process understanding of the relationship and process
happening within the chosen happening within the chosen relationship and process happening within the chosen
ecosystem. Management plan ecosystem. Management plan happening within the chosen ecosystem. Management plan
promote original, practical, and promote realistic, practical, ecosystem. Management are unrealistic and impractical.
innovative techniques. and innovative techniques plans are innovative but not
very realistic and practical.

TOTAL