TXTBK + QUALAS

LEARNING ACTIVITY SHEET No. ___2___

Text book-based instruction in English
paired with MELC-Based
Quality Assured Learning Quarter ___2___ Week 2
Activity Sheet (LAS)

Name: _____________________________Grade and Section: ________________________

Teacher: ___________________________Date Submitted: ___________________________

MELC: Explain visual-verbal relationships illustrated in tables, graphs, and information maps found in
expository texts. EN8SS-IIe-1.2
Lesson/Topic: Tables
Reference/Source: Page No._____
https://blog.datawrapper.de/guide-what-to-consider-when-creating-tables/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4208953/#:~:text=Tables%20are%20used%20to%20organize,
How Does an Ecosystem Survive? (sciencing.com)

Objective/s/ Subtask/s:
1. Organize information using graphic organizers (tables) in interpreting expository texts.
Activity No.: 1 Title: Tables Day: ____1____
Key Concept:

Tables are used to organize data that is too detailed or complicated to be described adequately in the
text, allowing the reader to quickly see the results. They can be used to highlight trends or patterns in the
data and to make a manuscript more readable by removing numeric data from the text. Tables can also
be used to synthesize existing literature, explain variables, or present the wording of survey questions.
Although they should be complete, tables must not be too complicated. If necessary, a large table can be
broken up into several smaller ones.

When to use tables?

1. Use tables if you want to enable readers to look up specific information. Readers will be
able to find the data that applies to them – their location, age, income range, etc. – often faster in
a table.
2. Use tables if precise numbers are important. That’s often the case when readers don’t just
want to get informed but want to act on your data. A table then becomes a decision tool – to find
the best interest rate, the best price, the best job, the best business strategy. Precise numbers
matter for such decisions, so consider showing them to the reader.
3. Tables work better than charts if your readers should compare data in two directions. In
most chart types, we need to decide in which direction readers should be able to compare: For
example, is comparing all regions in one month more important than comparing all months for one
region? In a table, you offer both.
4. Tables are great for data we’re used to reading. Consider showing data in a table instead of
visualizing it every time your reader might have a strong idea about the data.
5. Tables are great for showing ranks. Ranks are special numbers: 1 doesn’t mean half as good
as 2, but “somehow better”. Visualizing ranks might support that false reading. Every time you
want to show ranks, tables will likely be the top choice.
Guidelines on Constructing a Table:
1. Ensure that the title clearly describes what the table is about.
2. The column heads should be descriptive and clearly indicate the nature of the data presented.
3. Write the table titles in the past tense and provide information reading what is presented in the
table, but do not present a summary or interpretation of the result.
4. When deciding which results to present, one should pay attention to whether the data are best
presented within the text or as tables.
5. Design each table so that it is understandable on its own, without reference to the text.
6. When presenting large amounts of information, divide the data into clear and appropriate
categories and present them in columns titled accurately and descriptively.
7. Include only results that are relevant to the question(s) posed in the introduction, irrespective of
whether or not the results support the hypothesis(es).
Directions: Organize information found in the given text using tables.

COVID-19 SYMPTOMS

COVID-19 is the disease caused by a new coronavirus called SARS-CoV-2. WHO first learned
of this new virus on 31 December 2019, following a report of a cluster of cases of “viral pneumonia”
in Wuhan, People’s Republic of China.

The most common symptoms of COVID-19 are fever, dry cough, and fatigue. Other symptoms
that are less common and may affect some patients include loss of taste or smell, nasal congestion,
conjunctivitis (also known as red eyes), sore throat, headache, muscle or joint pain, different types of
skin rash, nausea or vomiting, diarrhea, and chills or dizziness.

Symptoms of severe COVID-19 disease include shortness of breath, loss of appetite, confusion,
persistent pain or pressure in the chest, high temperature (above 38ºC).

Other less common symptoms are irritability, confusion, reduced consciousness (sometimes
associated with seizures), anxiety, depression, sleep disorders, more severe and rare neurological
complications such as strokes, brain inflammation, delirium and nerve damage.

People of all ages who experience fever and/or cough associated with difficulty breathing or
shortness of breath, chest pain or pressure, or loss of speech or movement should seek medical
care immediately. If possible, call your health facility first, so you can be directed to the right clinic.

Answer:
Objective/s/ Subtask/s:
1. Recognize the uses of graphic organizers (information maps) in interpreting expository texts.

Topic: Information Maps

Activity No.: ___2___ Title: Information Maps Day: __2 __

Key Concept:

Information maps are diagrams that represent visually the way topics and concepts are related and
organized. They are used to understand and handle complex information, to generate ideas, to plan
and to organize.

Types of Information Maps

1. Spider Diagram
- A spider diagram is a visual brainstorming diagram to help you organize concepts and ideas
logically so that you can see a complete overview of all your information. It uses spatial
organization, color, and images to break down topics.

https://www.lucidchart.com/blog/weaving-ideas-with-spider-diagrams

2. Bubble Map
- The Bubble Map is used for describing using adjectives or phrases. It has a large inside circle
from which lines extend to smaller outside circles or "bubble".
 https://atimannetteoton.files.wordpress.com/2014/03/bubble-diagram-2.png

3. Tree diagrams

Tree Diagrams are a type of graphic organizer that shows how items are related to one
another. The tree's trunk represents the main topic, and the branches represent relevant facts,
factors, influences, traits, people, or outcomes.

Uses of Tree Diagrams:

Tree diagrams can be used to sort items or classify them. A family tree is an example of a tree
diagram. Other examples of trees are cladistic trees (used in biological classification)
and dichotomous keys (used to determine what group a specimen belongs to in biology). Tree
diagrams are also used as visual in statistics to document the outcomes of probabilistic events
(like tossing a coin).

https://i.pinimg.com/originals/31/78/ff/3178fff441c21c9aa77d3110f33f111e.jpg

Directions: Read and analyze the text below. Using the appropriate information map, organize the
information found in the text.

Components of an Ecosystem
Updated April 24, 2018
By Michael O. Smathers

Ecosystems consist of life forms existing in a symbiotic relationship with their environment. Life
forms in ecosystems compete with one another to become the most successful at reproducing and
surviving in a given niche, or environment.

Two main components exist in an ecosystem: abiotic and biotic. The abiotic components of any
ecosystem are the properties of the environment; the biotic components are the life forms that occupy
a given ecosystem.

Abiotic components of an ecosystem consist of the nonorganic aspects of the environment that
determine what life forms can thrive. Examples of abiotic components are temperature, average
humidity, topography and natural disturbances. Temperature varies by latitude; locations near the
equator are warmer than are locations near the poles or the temperate zones. Humidity influences the
amount of water and moisture in the air and soil, which, in turn, affect rainfall. Topography is the layout
of the land in terms of elevation. For example, according to the University of Wisconsin, land located in
the rain shadow of a mountain will receive less precipitation. Natural disturbances include tsunamis,
lightning storms, hurricanes and forest fires.
 The biotic components of an ecosystem are the life forms that inhabit it. The life forms of an
ecosystem aid in the transfer and cycle of energy. They are grouped in terms of the means they use to
get energy. Producers such as plants produce their own energy without consuming other life forms;
plants gain their energy from conducting photosynthesis via sunlight. Consumers exist on the next
level of the food chain. There are three main types of consumers: herbivores, carnivores and
omnivores. Herbivores feed on plants, carnivores get their food by eating other carnivores or
herbivores, and omnivores can digest both plant and animal tissue.

Answer:

Objective/s/ Subtask/s:
1. Transcode the given information from a tree diagram into an expository text.
Topic: Transcode Information from a Tree Diagram into Expository Text

Activity No.: ___3___ Title: Transcode Information from a Tree Diagram Day: 3-4 __
into Expository Text

Key Concept:

transcode (/tranzˈkōd,tran(t)sˈkōd/)

verb
1. convert (language or information) from one form of coded representation to another.
"the Korean letters could not be transcoded phonologically"

Directions: Transcode the given information from a tree diagram into an expository text following the
rubrics below.
 https://i.pinimg.com/564x/ac/ca/07/acca07b1b089137bc3a0403e02242e66.jpg

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1116770&
Answer:
 ANSWER KEY

Day 1
Activity 1
Covid-19 Symptoms
Most Common Severe Less Common
fever shortness of breath irritability
dry cough loss of appetite confusion
fatigue confusion reduced consciousness
persistent pain or anxiety
pressure in the chest depression
high temperature sleep disorders es es es
(above 38ºC) strokes Omnivor Carnivor Herbivor
ces brain inflammation
Disturban phy dity delirium and nerve
ure
damage
Natural Consumers Producers
Typogra Humi Temperat

Day 2
Abiotic Biotic
Activity 2

Components of Ecosystem

Day 3-4
Activity 3

Parts of speech, definition, and some examples should be found in the text. (Answers may vary.)