KHRISTINE KHATE O.

MENDEZ

SAQ 5-1. What basis did you use to divide your students into groups? What is your assurance
that they were grouped heterogeneously?
Answer:
Grouping sounds so easy. Some teachers firmly believe that a teacher must mix the
groups so that students of all levels are represented in each group (heterogeneous grouping of
students), while others believe that a teacher must organize the students by ability levels
(homogeneous grouping of students).
Because of this epiphany, it made me realize that I wasn’t grouping students for
increased learning. I was using grouping mainly as a discipline management tool, by their ability
and to increase student engagement. I make sure that the smart students and the struggling
students were equally divided in the groups, I was actually making sure that all of the student
participate to the groups.
Using heterogeneous group I can assure that there is leadership structures formed, and
students who had never actively participated in groups before all of a sudden demonstrated
skills and creativity that I never knew they had. Working closely with others can help land small
kernels of knowledge that may further their understanding and progress. Better still, there’s a
chance they’ll know how to best communicate with a struggling student, especially if they’re
friends, and could find ways to convey information in a way they’ll understand. In any case, such
groups are a great opportunity for talented students to develop their soft skills, like
interdependence and leadership.

SAQ 5-2. How did your students select their leader? What do you think was their basis for the
choice of their leader?
Answer:
My students select their leader who they know that he/she possess certain good
characteristics as well as skills or abilities. They want a leader who has a goal or focus to the
group activity to able to convince or influence others to follow. Usually they want a leader as a
broad-minded and fair-minded in order for them to have a well-communication and cooperate
effectively. Most importantly, they choose a leader whom they trust enough and can inspire
them to coordinate in group activity.

SAQ 5-3. How did this activity show that there is a need for proper coordination among
members of the group?
Answer:
The leader should integrate their activities in a well- coordinated way in order for them to
maintain harmony among members’ efforts towards the accomplishment of common goals of
the group. The leader tries to maintain a good bond and shared values in order to work more
palatable and successful in group activity.

SAQ 5-4. When you performed this activity, what values did you observe were being developed
among your students?
Answer:
The values that I observe were being developed was having a purposeful relationship
that they gaining acceptance towards others. I witness also the value of cooperation and
initiative in group activity. They developed also integrity where they possess the academic
honesty and responsibility towards in group activity.

SAQ 5-5. Did you observe the need for more preparations on the part of the students? What
other factors did you notice motivated your students to study more?
Answer:
Yes. I always monitor my students to what I should need to prepare more in teaching
whenever I see some lacking in my lesson inside the classroom. One way to encourage my
students and to teach them responsibility is to get them involved in the classroom. Make my
students work in groups and assign each task or activity. Giving my students a sense of
ownership allows them to feel accomplished and encourages active participation in class. And
also setting expectations and making reasonable demands encourages them to participate and
work with a goal in mind. I should teach them through games and discussions instead of
lectures, encourage them to debate and enrich the subject matter with visual aids, like colorful
charts, diagrams and videos or movie that effectively illustrates a topic or theme.
Then I draw connections of my lesson to real life situations. It is important to
demonstrate how the subject relates to them. Showing them that a subject is used every day by
“real” people gives it new importance. They may never be excited about science but if they see
how it applies to them, they may be motivated to learn attentively.

Assignment (For Games)

1. Now try this game using the nervous system. Prepare 40 different terms from this topic.

Divide these 40 terms in 8 sets, each set consisting of give terms.

Perform the game using the procedure that was suggested. Why it is necessary that you should
give the assigned terms at least 2 days before the game?
Answer:
It is necessary that you should give the assigned terms two days ahead before the game
because it is more effective if they are given on the second day, the chance to interact and
coordinate with each other for at least one class period in order for them to prepare and more
likely to be able to focus upon the game. Being prepared can reduce fear and help the students
to connect emotionally towards the game.

SAQ 4-6. What could be some other topics that can be used for role playing? Why do you think
they could best be taught using the role playing technique?
Answer:
By using role-play in scenarios that teach science, students get a real feel for what it is like to be
in the real situation. It develop skills important inside and outside of science which the kind of
skills needed to make learned information useful in real-world and they will have an opportunity
to reflect on that role playing.

Assignment (For Simulations)

1. What other TV games could also be modified to suit your classroom needs? Suggest at least
one and give procedures that maybe followed.

1. Deped Comons - DepEd Commons is a platform built on the concept of our Grado Network
where resources and learning materials are being shared, discovered, reviewed and made
alive. The DepEd Commons is an online platform for public school teachers to support distance
learning modalities. It was designed as a direct solution to give access to online review
materials and Open Educational Resources (OER) during class suspensions and other similar
circumstances. It aims to foster the spirit of healthy competition among students in a friendly quiz
game that exposes them to different fields of Science.

 Open an Internet browser and on the address bar, type in the DepEd Commons URL:
commons.deped.gov.ph then press Enter.
 Select your school type (Private or Public). Then input either your School ID or School
Name on the space just below your selected school type.
 Kindly check the correct spelling and location of the school. It is advisable that you
search the complete name of the school to avoid mistakes.
 Click the button if you are a Student or a Teacher. Input your Full Name and Email
Address.
2. Play and Learn Science – play with shadows, control the weather, roll and slide objects down
a ramp, choose the best materials for an umbrella – all while building science inquiry skills and
learning core science concepts. The TV games encourage students to see science in their
world. They are intentionally designed to serve as catalysts for real-world locations and
experiences. The related hands-on activities and parent notes prompt families to try at home
and provide tips for engaging in conversations.
KEY FEATURES

 15 engaging games covering core topics in Earth Science, Physical Science and Life
Science.
 Parent section with tips for parent–child engagement and activities for extending the
learning into the real world.
PROCEDURE

 Keep rolling! Roll different objects down ramps and over different materials to learn
about the physics of moving objects and the forces that push and pull them.
 Play with sun and the shadows. Learn how light and objects interact at different
times of the day.
 How does weather work? Play with different weather controls to understand
temperature and how it affects living things.
To use PLAY AND LEARN SCIENCE, first tap Parents to read tips about how to explore the
activities with your student and "ways to learn more in the real world." Swipe right or left to view
all activity categories -- ramp and roll, gear up, shadow play, or weather control -- and then tap
on an activity. For example, tap "Read the Temperature" and listen to the verbal instructions to
tap on one of three different thermometers to see how it works. The narrator of the game
explains the basic concept of how to read a thermometer. There's also a sticker page where
students can make a scene by placing stickers and drawing objects.