VMC ASIAN COLLEGE FOUNDATION, INC.

28 National Highway, Tacurong City, Sultan Kudarat

Tel No. 064-200-6466/ Fax No. 064-477-0354
officialvmcacfi@gmail.com

FIELD STUDY 1
Second Semester

Name:__________________________________
Year & Section:_________________________
Instructress: Ms. Diana Grace P. Domingo
 Introduction
Field Study 1 is the first in a series of six sequential studies in the Bachelor of Early
Childhood Education, Bachelor of Elementary Education, Bachelor of Secondary
Education Programs (BECE, BEED, and BSED) offered by the Teacher Education
Institutions (TEIs). Field study 1 is linked with a professional education subject. It is the
prerogative of the TEI to match with an appropriate subject such as Child and
Adolescent Development, Principles of Teaching, or Facilitating Learning.
The focus of Field Study 1 is the observation of the learners, school structure, and the
community. But since we are facing a pandemic we created this module to be an
alternative to Field Study 1.
 Table of Contents
Chapter 1
Creating Smart Objectives
What is Smart Objectives
Smart Objectives Worksheet
Chapter 2
Types of Lesson plan
Detailed Lesson Plan
Semi-Detailed Lesson Plan
Understanding by Design (UbD) Lesson Plan
4a’s Lesson Plan
5e’s Lesson Plan
7e’s Lesson Plan
Chapter 3
Creating Exam
Rubrics
Table of Specification (T.O.S)
Sample Exam with T.O.S and Rubrics
Chapter 1: Creating SMART!
Activity:
Write SMART objectives as many as you can.
Write it at the back portion of this page.
Analysis:
How does SMART help to achieve a specific goal/ objective?
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What is SMART objectives?

SMART is an acronym that use to guide the development of measurable goals It stands
for: S-pecic, M-easurable, A-ttainable, R-eliable,T-ime-Oriented.

Each objective should be:

Specific

Specific answers the questions "what is to be done?" "How will you know it is done?"
and describes the results (end product) of the work to be done. The description
is written in such a way that anyone reading the objective will most likely interpret it the
same way. To ensure that an objective is specific is to make sure that the way it is
described is observable. Observable means that somebody can see or hear (physically
observe) someone doing something.

Example

What:

Research, design and implement a departmental orientation program

How will you know when it is done:

Includes mission, vision, and strategic priorities

Includes key policies Includes folder of pertinent information

Includes some media presentation, i.e., PowerPoint, video, etc.

Measurable w/Measurement

Measurable w/Measurement answers the question "how will you know it meets
expectations?" and defines the objective using assessable terms (quantity, quality,
frequency, costs, deadlines, etc.). It refers to the extent to which something can be
evaluated against some standard.  An objective with a quantity measurement uses
terms of amount, percentages, etc. A frequency measurement could be daily, weekly, 1
in 3. An objective with a quality measurement would describe a requirement in terms of
accuracy, format, within university guidelines.

Example

Quantity or Quality or Frequency:

Information provided needs to be up-to-date (within a week of dated information) and

95% error free

Achievable

Achievable answers the questions "can the person do it?"

 "Can the measurable objective be achieved by the person?"

 "Does he/she have the experience, knowledge or capability of fulfilling the
expectation?"

 It also answers the question "Can it be done giving the time frame, opportunity and
resources?" These items should be included in the SMART objective if they will be a
factor in the achievement. 

Example

Skills, Knowledge & Ability:

Proficiency in MS PowerPoint, knowledge of University and department, knowledge of

key departmental stakeholders, experience in attending orientation, ability to research
and find up-to date information

Resources needed:

Include all key stakeholders in review process; no additional budget available; software
needed is available

Relevant
Relevant answers to the questions, "should it be done?",  "why?" and "what will be the
impact?"  Is the objective aligned with the S/C/D's implementation plan and the
university's strategic plan?

Example:

Related WSU Strategic Priority:

In support of WSU Strategic priority to 3.3 create a culture committed to service,

enhancing service through improved efficiency and 3.3.1 Streamline business practices.

Supported Department & Supervisor Objective:

The dean is looking for new employees to be up and running quicker and be able to
provide accurate departmental information to customers as soon as they are working
with customers.

Why:

This objective was chosen to ensure new employees are knowledgeable about the
university and the department, feel welcome and comfortable in their new working
environment, committed to the department mission and able to fully contribute sooner
than typically happens (3-6 months)

Time-oriented

Time-oriented answers the question, "when will it be done?"  It refers to the fact that an
objective has endpoints and checkpoints built into it.  Sometimes a task may only have
an endpoint or due date. Sometimes that endpoint or due date is the actual end of the
task, or sometimes the endpoint of one task is the start point of another. Sometimes a
task has several milestones or checkpoints to help you or others assess how well
something is going before it is finished so that corrections or modifications can be made
as needed to make sure the end result meets expectations.  Other times, an employee's
style is such that the due dates or milestones are there to create a sense of urgency
that helps them to get something finished.

Example When:

The final program outline will be done by August 1st and the program will be
implemented by October 1, 2010.

As you start to write your objectives, completing the worksheet below will be beneficial
in helping you build objectives that are S.M.A.R.T.  Also listed below is a sample
completed worksheet for your convenience.
Application:
S.M.A.R.T. Objectives Worksheet

This sheet is a guide to help you build S.M.A.R.T. objectives.

If you answer the following questions, by the end of the worksheet, you will have built an
effective S.M.A.R.T. objective to use in your performance planning.
Specific
Complete the answers to the following questions…
What will you achieve?
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How will you know when it is done? (How will you know it when you see it?)
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Measurable w/Measurement
Complete the answers to the following questions…
If applicable, what are the quantity expectations?
______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________
If applicable, what are the quality expectations?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
If applicable, what are the frequency expectations?
______________________________________________________________________
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If applicable, what are the cost expectations?
______________________________________________________________________
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Achievable
Complete the answers to the following questions…
What are the knowledge, skills, abilities and experience needed to achieve the
objective?
______________________________________________________________________
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Are there available resources to achieve the objective? If so, what are they?
______________________________________________________________________
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______________________________________________________________________
Are there any time factor or environmental constraints that need to be considered? If so,
what are they?
Relevant
Complete the answers to the following questions…
Which University’s strategic priority does it relate to?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Which department or supervisor objective does it support?
______________________________________________________________________
______________________________________________________________________
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Why are you doing this?
______________________________________________________________________
______________________________________________________________________
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Time-oriented
Complete the answer to the following question…
When does it need to be completed?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Chapter II. Types of Lesson Planning

Activity
What are the five importance of a lesson plan? Paste your reference if you get it from
the internet.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What are the characteristic of a good lesson plan? Paste your reference if you get it
from the internet.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Analysis
How does lesson plan help the teacher to achieve the goals/ objectives.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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There are many different types of lesson plans including: daily lesson plans,
weekly lesson plans, unit lesson plans, topic or subject lesson plans,
eLearning lesson plans.

1. Detailed Lesson Plan

- Detailed Lesson Plan (DLP) is a teacher's “roadmap” for a lesson. It
contains a detailed description of the steps a teacher will take to teach a
particular topic.
Example of a Detailed Lesson Plan:
Objectives

At the end of the lesson the students should be able to:

1. Classify sentences according to their uses.

2. Construct declarative, interrogative, imperative, and exclamatory sentences.
3. Read sentences correctly and clearly with expressions.
4. Show teamwork and cooperation through participating in a group activity.
2. Semi-Detailed Lesson Plan
3. Understanding by Design (UbD)
Contents

Topic References Materials

Different Types of Grammar and Composition Visual Aids, Charts, Flash
Sentence According to 4 by Prentice Hall Cards, Pictures, Name
Structure Tags
Proficiency in English 8 by
Simeon Tabunda

Procedure

A. Learning Activities
Teachers Activity Students Activity
“Good Morning Class...” “Good Morning Ma’am!”
“Let us pray first...” (One Student will lead the Prayer)
(Checking of Attendance) (Students will tell who’s absent for the
day)
“So how’s your day? Is it good so far?” “It was great Ma’am!”
“That’s good to know. So, are you to “Yes Ma’am!”
discuss our new topic today?’
“Okay that’s good, so let’s begin this with “Yes Ma’am!”
 a group activity! Are you ready?

Motivation

Group Activity

The students will be divided in to four; each group will be given pieces of paper with
words written on them. They will be asked to arrange the words in order to make a
sentence.

They will come up with the following sentences:

1. Philippines is rich in natural resources.

2. When did you go visit the white island?
3. Please give the certificate.
4. I can’t believe it! We won!
Teachers Activity Students Activity
Presentation (Students will give their answers)

“Very nice! I am very pleased you were

able to finish the task given to you. Now
let’s discuss your answers. Anybody who
can tell me what he/she notices with the
following sentences?”
Discussion (Student will volunteer to read the first
sentence: “A declarative sentence states
“Very good observation! Now, let me a fact or opinion and ends with a period.)
introduce you the four types of sentences.
Would someone read this sentence for
me?”
“Thanks. Now, let’s take a look at the (Student answers: Ma’am, because it
sentence that group 1 came up with. This gives an idea and it states a fact. It also
one is a declarative sentence. Could you ends with a period)
tell me the reason why it’s classified as
declarative?”
“Very good. Well said. Now, can (Students answer)
somebody give me an example of a
declarative sentence?”
“Nice answers! Now let’s talk about the (Student will volunteer to read the first
second type of sentence. Would sentence: “An interrogative sentence
someone read the definition written on asks a question and ends with a question
the board?” mark.)
“Nice one and could you give me an (The student will give an example.)
example as well?”
“Very good! It’s easy to understand, right? “Yes, Ma’am!”
Remember that an interrogative sentence
ends with a question mark. The sentence
that group 2 came up with is an example
of it! Did you get it?”
I also want to remind you that you have to “Yes, Ma’am!”
read an interrogative sentence well. You
have to sound like you’re really asking a
question. Don’t just read it as if it’s a
declarative sentence so you won’t be
misunderstood when someone listens to
you.”
“That is wonderful! So let’s proceed to the “An imperative sentence expresses a
next type of sentence which is the request or gives a command or direction.
imperative sentence. Read the definition, It also and ends with a period or
____________.” exclamation mark.”
“Thanks. Now, let’s check the sentence (A student volunteers and answers:
that group 3 came up with. It ends with a Ma’am, it’s because the sentence do not
period but that doesn’t mean it’s a state a fact an
declarative sentence. Can somebody
explain the class why?”
“You got it! Perfect! Now, I want you class (students volunteer to give their answers)
to give me an example of an imperative
sentence that gives an order or direction.”
“Oh! Well done! So, what about an (students volunteer to give their answers)
imperative sentence that expresses a
request?”
“Oh! I could see that you got a little (Student reads: “An exclamatory
confused with the imperative sentence sentence conveys emotion and ends with
but I am glad you were able to get its an exclamation mark.”)
function. Nice try for those who gave their
answers! Now let’s discuss the last type
of sentence. Exclamatory sentence. Read
the definition, ___________.”
“Thanks. That’s good. Now, I know you’ll (students volunteer to give their answers)
find it very easy to understand its
function. Can somebody give me an
example?”
“Well done, class! Do you have any (students says no)/(students asks
questions? Any clarifications?” questions)
Analysis
“Nice. I am pleased with your (students answer)
participation. Now let’s have a short
activity before you take the quiz.”
“Using the pictures shown on the board, I (students answer)
want you to form different types of
sentences according to function.”
Picture 1 (students answers:

1. Declarative: Daniel Padilla is an actor.

2. Interrogative: Is he famous?
3. Imperative: Could you please give me
his phone number?
4. Exclamatory: OMG! It’s I saw Daniel
Padilla!)
Picture 2 (student answers:

1. Declarative: They are asking for

directions.
2. Interrogative: Are they lost?
3. Imperative: Would you please tell us
how to get there?
4. Exclamatory: Help! We are lost!)
Picture 3 (student answers:

1. Declarative: The team won the contest.

2. Interrogative: Did they win the contest?
3. Imperative: Let’s clap our hands for the
winning team!
4. Exclamatory: Hurray! We won!)
Picture 4 (student answers:

1. Declarative: She reach the mountain

top.
2. Interrogative: Did she hike alone?
3. Imperative: Please take me to the
mountain top.
4. Exclamatory: At last! I reached the
top!)
Generalization
“Now, class, let’s remember that (students answer)
sentences have four functions. They can
be declarative, interrogative, imperative
or exclamatory. Can you again tell me the
differences of the four?”

“And let us also remember the right

punctuations to use when forming a
sentence.”
Application

Group Activity: Make a short presentation

 depicting different situations. Make sure
to use all types of sentences.
Group 1: You and your friends are in a
concert.
Group 2: You are lost when you meet a
group of friends having fun on the road.
Group 3: A famous actress visited your
village.
Group 4: Your teacher informed you
about your failing marks.
Evaluation

Directions: Read each sentence carefully

and identify their function. Write DC if it is
declarative, INC if it is interrogative, IMC
if it is imperative and EC if it is
Exclamatory.
1. Samar Island is known for its
beautiful caves and water falls.
2. Did the organization approve her
proposal?
3. Isn’t her voice magnificent!
4. It’s a baby boy!
5. Call the insurance agent, please.
6. Watch out for that car!
7. What harm did the delay cause?
8. Most people do enjoy taking risks.
9. Is there anything else that I can get
you?
10. Keep off the grass.
Assignment

Write a short narrative about your most

unforgettable experience. Use at least 4
declarative, 4 imperative, 4 exclamatory
and 4 interrogative sentences.

2. Semi-Detailed Lesson Plan

Semi-detailed lesson plans are less intricate than detailed but they still focus on what you
want to cover for that subject on that day. They act as a general game plan for what will go on
in the lesson.

Example:
Objectives:
At the end of the lesson the student will be able to:
a. Discuss the course description, goals and objectives of each
language subject clearly
b. Value the importance of language Subject
c. Demonstrate the expected learning for each grade/year level
Subject Matter
Course Descriptions of Language Subject Areas and Goals of Language Teaching
Materials
Pentel pen
Cartolina Paper
Hanger Stand
Principles of Teaching 2 p.5-15
35 copies of Language Subject Description, Goals, and Objectives Hand-outs
Procedure
Preparation
Greet the students and ask them to sit properly.

Motivation
Make the students imagine that language doesn’t exist. English as well as Filipino is not
existing. Ask them how they feel
Lesson Proper
Course Description is defined as the Birds-eye-view of the language subject that will be
teaching. It gives some Brief information about the particular subject .
Goals and expectation are the expected learning outcomes at the end of each grade or
year.
There are four language subject area that each student must take namely English for
Elementary, English for Secondary, Filipino Elementarya, and Filipino Secondary. The
course description goals and objectives for each subject area are lifted from the Basic
Education Curriculum (B.E.C). The Course Description of English for Elementary is
concerned in developing the competencies of the students in listening, speaking,
reading and writing. Filipino Elementarya has the same course description with English
Elementary but the only difference is Filipino language is used to develop their
speaking, listening, reading and writing. The course description for English Secondary is
to develop students to be a good English language communicator, as English is the
International Lingua Franca. For Filipino Sekondari, it aims to teaches the students how
to use Filipino language properly, and to use Filipino language to other subject.
Activity
Let the students read the hand-outs and ask them to explain the Goals/ Objectives of
each grade or year level per subject area.
Generalization
It is very important for every students to learn these language subject areas so that we
can communicate to each other very well. Learning Filipino language helps us
communicate with our countrymen and can build a good nation. Learning English
Language make us intentionally competitive and become more successful.
Evaluation
1. Get a ¼ sheet of yellow paper and answer each question.
2. It is the Birds Eye View of each language subject area.
3. The B.E.C. stands for
3.Understanding by Design (UbD)
The Understanding by Design framework (UbD framework) offers a planning process
and structure to guide curriculum, assessment, and instruction.

Example:

Understanding by Design (UbD) Unit Plan

Title: Unit and Competency Subject/Course: Your Subject Area
Topic: Topic of Lesson Grade: Designers: Your Name

Stage 1 – Desired Results (PLAN)

Established Goals: (What do students need to learn and be able to do?)

Essential or Common Core Standards

Understandings: Essential Question/Big Idea:

Students will understand that…
What question(s) will guide inquiry and
What understandings are desired about point toward the big ideas and transfer
the big ideas of this unit? goals of the unit?

Students will know…. Students will be able to….

What will students know and be able to do

by the end of the unit? (List the few most
important discrete knowledge and skill
goals that are separate from the transfer
goals.)
 Be sure to include both language and content objectives.

Stage 2 – Assessment Evidence (STUDY)

Performance Task (How will we know if they learned it?)

Summary in GRASPS form
Here is where you will develop a scenario for the activity/project.
This section is for you to develop a guide for the students on what to do.

Goal(s):
(Scenario for Assignment/Project)
Role:
(Student’s role)
Audience:
(Who will see this information? It can be the teacher only.)
Situation:
(How – individually, partners, groups – the goal will be accomplished.)
Performance:
(What will the student do?)
Standards:
(The criteria for success and how it will be assessed.)
Key Criteria: to reflect Performance Tasks: Examples: Rubric, Checklist, etc.

By what criteria will performances and products be judged?

Other Evidence (How will we know if they learned it?)

Summarized (tests, essays, work sample(s), etc.

What other evidence (quizzes, observations. Homework, etc.) will be collected to

determined whether or not Desired Results identified in Stage One have been
achieved?

Stage 3 – Learning Plan (DO)

Learning Activities (How will students learn it?)
Consider the WHERETO elements
These questions are/can be directed as….
What the teacher and/or the student do in regards to the WHERETO.

W
Where are we going? What is expected?
H
How will we hook (Introduce this to) the students?
E
How will we equip students for expected performances?
R
How will you rethink or revise? What are likely or predictable student
misunderstandings and/or performance weaknesses in this unit? What do the
research and teacher experience say we can expect the greatest difficulties to be?
What suggestions can you offer about how to troubleshoot these issues?
E
How will students self-evaluate and reflect on their learning?
T
How will we tailor learning to varied needs, interests, and learning styles?
O
How will we organize the sequence of learning?

Resources
What print and web resource best support the unit? Also provide additional resources
used in planning for activities or during instruction.
Reflection (ACT)
 Were the lessons successful? How do you know? What would you do differently next
time?

Intervention (What will we do if students don’t learn it?)

Enrichment (What will we do if students don’t learn it?)

4.4’as Lesson Plan

They're a written plan of what a teacher will do in order to achieve the goals during the
school day, week, and year. Typically, lesson plans follow a format that identifies goals
and objectives, teaching methods, and assessment.
4a’s stands for; Activity, Analysis, Abstraction, Application.
Lesson Plan in Science

I. Objectives

At the end of the class period, the pupils should be able to:

a.       Identify rocks according to its characteristics,

b.      Classify the rocks collected according to texture, hardness and colour using the key
c.       Participate actively in the class discussion

I.              Subject Matter
A.      Topic: Classifying Rocks Using the Key
B.      Science Ideas: Rocks are classified on the basis of their physical characteristics such
as color, hardness and texture
C.      Scince Process: Classifying and observing
 D.      Value Focus: Coopration
E.       Materials: Rock Samples, Manila paper, marking pen and magnifying lens
F.       Reference PELC-VI-2-2-1; Into the future Science and Health5 pp. 198-199.

II.           Developmental Activities

A. Pre-Activity
 1.    Science Word Drill
Rocks, sand, stones, wheel and axle screw

2.    Motivation
Each group will be giveb  cut-out puzzle. The first to finish will be the winner.
-          What did you form out of this puzzle? Where can you find rocks? How do you rocks
differ from one another?

                B. Activity Proper
                     a. Group Activity
                     b. setting of standards
                     c. distribution of the activity sheets
                     d. publishing and reporting

C. Analysis/Discussion
What is rock?
How did you classify rocks in you activity?
How do rocks differ?
How are they similar
Why rocks do looks different from one another?
Are rocks important? Why?
D.  Abstraction/Generalization
How can rocks be classified?
E. Valuing
 Did everyone participate in the activity?
What trait did you show when you were doing your group work?(cooperation)
Why is cooperation in important in any group work

      F.       Application

                Draw rocks in manila paper, after you finished drawing, make a jingle or poem
nor song about your output.

III.                Evaluation
Direction: Choose the letter of the correct answer and write it in the space provided.
 ______1.The grade five children had a field trip. They collected different kinds of rocks.
They got rocks with different colors. Some rocks were smooth and some rough.. Some
were big, some were small. What does these show about rocks?

         a.       Rocks have different characteristics.

         b.      All rocks have the same color.
         c.       Rocks have the same color
d. Rocks have different fossils in them.
______2.  How can you classify rocks? Through its ____________.
    a.       Texture                                 b. hardness
   c.      Color                                     d. all of the above
______3.  Why physical characteristics of rock can be observed by eyes?
   a.       Texture                                 b. hardness
   c.      Color                                     d. prosperity
______4. In which of the characteristics describe the texture of rocks?
a.       rough                                            b. green
c.       crumble                                          d. smooth

IV.                Assignment
Direction: Search or find the three kinds of  rocks. Write the meaning of three kinds and
give examples. (It can be printed or drawing. 

5. 5e’s Lesson Plan

Teaching and learning progresses through five phases: Engage, Explore, Explain,
Elaborate and Evaluate. The phases of the Primary Connections 5E teaching and
learning model are based on the 5Es instructional model.
The 5 E's is an instructional model based on the constructivist approach to
learning, which says that learners build or construct new ideas on top of their old ideas.
The 5 E's can be used with students of all ages, including adults.
Each of the 5 E's describes a phase of learning, and each phase begins with the letter
"E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and
teachers to experience common activities, to use and build on prior knowledge and
experience, to construct meaning, and to continually assess their understanding of a
concept.

Example

5E
ENGAGE
Activities that capture the
students’ attention, stimulate
their thinking, and help them
access prior knowledge.  _ Collaborative Projects
Students become engaged in
the process of inquiry. The
teacher can ask questions to
find out what students already
know, or think they know,
about the topic and concepts
to be covered. These
questions typically start with
“how” instead of with “why.”
EXPLORE
Enable students to explore
their ideas, singly and in
groups, in classroom or at a
distance. Provides students
time to think, plan, investigate, _ Podcast/Vidcast
and organize collected
information.
EXPLAIN
Students acquire opportunities
to connect their previous
experiences with current
learning and to make
conceptual sense of the main
ideas of the topic being
studied.
ELABORATE
Students apply or extend
previously introduced
concepts and experiences to
new situations. Students apply
their knowledge to real world
Technology
Connection What Success Looks Like
_ Problem-based
Learning (PBL)
component or Online
Simulation
with GoogleApps
_ Concept map creation
_ Create interactive web Teacher creates a problem
sites that others can narrative/engagement
connect and interact scenario, video, or resource
with. that engages students, then
_ Create video/audio helps students develop
explorations of a topic, questions and identify what
responding to questions. and KWHLT.
Students conduct advanced
searches using Boolean
operators (and/or) after
having developed effective
questions/search queries,
blog journaling, curate
content and add comments
_ Video (e.g. Flipboard), video,
_ Blog or Google Sites vidcast/podcast, remixing
another product, create a
_ Data collection (Google Google Hangout or Voxer
Form/Sheet) chat.
_ Digital storytelling Create a media product (e.g.
_ Podcasting/Vidcasting video, podcast), digital story
_ Presentation (Google or plan a web site using
Slides) storyboarding and script-
_ Blog or Google Sites writing to share their learning
_ Collaborative Product and help others understand
Creation it.
_ Forum (Google Students develop a solution
Classroom) to a real problem that
_ Product creation incorporates their knowledge,
_ Virtual field trip communicating that in a
_ Ask an Expert video variety of media formats.
chat
applications.

EVALUATE
Students, with their teachers,
review and assess what they
have learned and how they
have learned it. Students can
be given a summative
assessment to demonstrate
what they know and can do.
 Students’ creations are
_ Video feedback on notated from a perspective of
product real life usability rather than
_ OneNote notebook with teacher satisfaction with a
feedback transitional student product.

6.7e’s Lesson Plan

The 7 Es stand for the following. Elicit, Engage, Explore, Explain, Elaborate, Extend and
Evaluate.

Example:
Topic / Title Acids and Bases
Grade Level Grade 7
Time Allotment 90 minutes
Teacher
Learning Competency
Investigate the properties of acidic and basic mixtures using natural indicators
Objectives
By the end of class, students should be able to:
1. Investigate the properties of acidic and basic mixtures using natural indicators.
2. Give examples of acids and bases that they encounter in their everyday life.
ELICIT (Access prior knowledge). Materials/Assessment Tool
Students are grouped into 4 with names element, compound,
homogeneous and heterogeneous mixtures. The group will
say “kami yun” when the description given by the teacher
refers to them. The description are as follows:
1. has more than one type of atom 4 Group labels (written in
2. separate parts can be seen bondpaper/colorbond)
3. has two or more substances
4. components are physically combined
5. Occupies space and has mass
Students will further answer the following questions briefly:
1. What are some classifications of matter?
2. How is matter classified?
In today’s lesson, we will classify certain groups of matter in a
different way based on their distinctive properties.
ENGAGE (Get the students’ minds focused on the topic (short; question or picture).
Show pictures of different swimming pools. Let students focus
on the swimming pool crowded with a lot of people. Make them Pictures of swimming pool
realize how contaminated that swimming pool is and its effect
to humans when not treated.

For health reasons, swimming pools are regularly treated with

chemicals that are usually called “chlorine” (Calcium
hypochlorite or sodium hypochlorite) as disinfectants. The
effectiveness of these disinfectants depends on how acidic or
basic the water is. Pool owners must therefore measure and, if
necessary, adjust, the acidity of their pool through a pH test
kit.
What do the terms acidic, basic and pH test mean?
EXPLORE (Provide students with a common experience).
Mixtures of turmeric and
To give students the idea on how they will classify substances, rubbing alcohol, baking soda
the teacher will mix the prepared substances to show color and water, and vinegar
changes.
Key Question: Why does a substance give a distinctive color
when mixed with
other substance? 10 Different household
solutions
Students will perform the activity “Acids and Bases in the 3 Plastic teaspoons
Home.” The activity aims to investigate the properties of acidic Plastic egg tray or
and basic mixtures using plant indicator and classify them as 10 party cups made into
acid or base. saucers
Key Questions: 3 Plant indicators freshly
1. What color is the indicator in acidic solution? In prepared
basic solution? Apron
2. Are cleaning products more likely to be acidic or Mask
basic? Rubber gloves
3. Are food products more likely to be acidic or
basic? Laboratory performance
rating sheet

The teacher will assess students’ laboratory activity

performance by group. The teacher should see that the
students follow the procedure and safety precautions in
activity.
EXPLAIN (Teach the concept. Should include interaction between teacher and students).
Each group will present their laboratory report. After the report, Laboratory Performance
the teacher will give inputs on important concepts missed by rating sheet
the students. He will also give feedback on their laboratory
activity group performance.
 ELABORATE (Students apply the information learned in the Explain).
1 cup water in a party cup
The students will perform the activity “What does an antacid Empty party cup
do?” Acids are said to “neutralize” bases, and vice versa. In Antacid tablet
this activity the students will investigate the effect of these Vinegar
substances to each other and define the word neutralize. This Plant indicator
will lead them to answer the question:
How does an antacid work to counteract excess stomach Experiment Design Rating
acid? Sheet
Peer Assessment
EVALUATE (How will you know the students have learned the concept)?
Students are evaluated in each phase of the lesson.
EXTEND (Deepen conceptual understanding through use in new context).
Short-answer response
Part A (individual). Proper Handling of Acids and Bases
1. Read labels of acidic and basic household substances
found in your home.
2. Write briefly your practice of handling these products
safely.

Part B (by group). The Acid Rain

1. Explain the acid rain phenomenon
2. Describe the impact of acid rain on humans and
the environment.
3. Give ways of preventing the adverse effects of
acid rain.

References
DepEd Grade 7 Science Learner’s Material
Chemistry the Physical Setting. Myers. et.al.
https://www.youtube.com/watch?v=fsWXYSw6O_c

Application:
General Instruction: Use Curriculum Map as a basis for Creating your objectives.
Create a detailed lesson plan in the subject use subject integration in preparing it;
 Science
 Math
Create a semi-detailed lesson plan in the subject;
 Filipino
 English
 MTB
 MAPEH( You can choose whether it is Music, Arts, Physical Education or Health)
Create a UbD lesson plan in the subject;
 A.Pan. ( Araling Panlipunan)
 T.L.E (Technology and Livelihood Education)
Create a lesson plan using 4a’s. (choose only one subject)
Create a lesson plan using 5 e’s. (choose only one subject)
Create a lesson plan using 7e’s. (choose only one subject)
Compile all of your lesson plans and pass them to me. Put it in a clean long brown
folder with your name attached to it. Don’t forget to write your name.

Chapter 3: Creating Exam with T.O.S (Table of Specification) and Rubrics.

Activity:
What are the parts of T.O.S? Paste your reference if you get it from the internet
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Research an example of T.O.S and Rubrics. Paste your reference if you get it from the
internet. Paste it below.

Analysis
How important is the T.O.S in creating exam?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
How important is the rubrics in calculating the performance of a child?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
The table of specifications (TOS) is a tool used to ensure that a test or assessment
measures the content and thinking skills that the test intends to measure.
Example of T.O.S

A rubric is a scoring guide used to evaluate performance, a product, or a project. It has three
parts: 1) performance criteria; 2) rating scale; and 3) indicators. For you and your students,
the rubric defines what is expected and what will be assessed.
Example of Rubrics
A rubric is a coherent set of criteria for students' work that includes descriptions of
levels of performance quality on the criteria. The benefit of using rubrics in formative
assessment is that they can be descriptive and not evaluative. Of course, rubrics can be
used to evaluate, but the operating principle is you match the performance to the
description rather than "judge" it. Thus rubrics are as good or bad as the criteria
selected and the descriptions of the levels of performance under each. Effective rubrics
have appropriate criteria and well-written descriptions of performance.

Exam with T.O.S and Rubrics

Name:_____________________________________ Grade:_________
Score: _________
TEST I. Which set of object has same color?
Put a check (√) in the box if they have the same color, if not put (X).

TEST II A. Which object does not have the same shape as the one on the left? Put
a cross (X) on the picture.
TEST II. B Draw a line to the matching shape.

Test III. Draw a circle shape.

 Republic of the Philippines
VMC Asian College Foundation, Inc.
28 National Highway, Tacurong City, Philippines
Basic Education Department – S. Y. 2020-2021
Table of Specification
Subject: MATHEMATICS__ _Grade Level: _______KINDERGARTEN_____ Date:____02-10-21___

Topic Content Levels of Cognitive Allocation total

Item no.
R AP U A E C
10
T- I. COLORS T-II. 1X10 10
-
5
T- II. SHAPES T-I 1X5 5

5
T-III. SHAPES. T- III. 1X5 5

Total Number of Item 20

Legend: R- Remembering AP- Applying U- Understanding A- Analyzing E- Evaluating C- Creating

Prepared by: Checked by: Noted by: Approved by:

Application
Create an exam of K-123 with TOS and Rubrics. Put it in the compilation of your
lesson plans.

Reference:
https://www.teacherph.com/detailed-lesson-plan-english/#:~:text=Detailed
%20Lesson%20Plan%20(DLP)%20is,%2C%20Procedures%2C%20Remarks
%20and%20Reflection.
https://www.google.com/search?
q=rubrics+for+kindergarten+drawing&sxsrf=ALeKk00Cq9NfVJdZ4no3ms5MRfeX
HUsdxw:1612941829106&source=lnms&tbm=isch&sa=X&ved=2ahUKEwj8jJHG5N
7uAhVp72EKHV_qBnwQ_AUoAXoECBIQAw&biw=1354&bih=640#imgrc=9qtXLBEj
1r5nGM
https://gsi.berkeley.edu/gsi-guide-contents/grading-intro/grading-rubrics/rubrics-
examples/
https://www.google.com/search?
q=parts+of+tos&oq=Parts+of+TOS&aqs=chrome.0.0l3j0i10i22i30j0i22i30j0i10i22i3
0j0i22i30j0i10i22i30.4874j0j7&sourceid=chrome&ie=UTF-8
https://www.google.com/search?sxsrf=ALeKk02LpiJDzWxg1lCJ2f1a2_jgs5iWIQ
%3A1612935740428&ei=PHIjYPbKGdLmwQOW0KKYAQ&q=4a
%27s+lesson+plan+definition&oq=4a%27s+lesson+plan+model+
+meaning&gs_lcp=CgZwc3ktYWIQARgBMgUIABDNAjIFCAAQzQIyBQgAEM0CMg
UIABDNAjIFCAAQzQI6BwgjELADECc6BwgAEEcQsAM6BAgjECc6BggAEAgQHjo
FCAAQhgNQjypYxjhg3E5oAXACeACAAYMBiAHfB5IBAzAuOJgBAKABAaoBB2d3
cy13aXrIAQnAAQE&sclient=psy-ab
file:///C:/Users/PC27/Downloads/371878444-ORAL-EXAM.pdf
https://cole2.uconline.edu/courses/333119/pages/using-rubrics-for-formative-
assessment#:~:text=A%20rubric%20is%20a%20coherent,performance%20quality
%20on%20the%20criteria.&text=Effective%20rubrics%20have%20appropriate
%20criteria%20and%20well%2Dwritten%20descriptions%20of%20performance.
https://venngage.com/blog/lesson-plan-examples/

Prepared by: Diana Grace P. Domingo

Instructress