2021 JHS INSET Template for Modular/Online Learning

Subject Science Grade Level: 8

Unit Topic: _______________ Quarter: ___________

UNIT STANDARDS AND COMPETENCIES DIAGRAM

DONE :
https://docs.google.com/document/d/1BznqVqbFdLbA5t5B_jhZHtaSuLi97xET/e
dit?usp=drivesdk&ouid=104375821276254522864&rtpof=true&sd=true

BREAKOUT ROOM 1: T. Sheila, T. Mac, T. Cristina, T. Rolly, T. Alysa, T. Pam

LEARNING PLAN

EXPLORE

This unit is about the concept of species and the species as being further classified
into a hierarchical taxonomic system and ways to protect and conserve endangered
species.

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 Consider this question: How do human activities affect the biodiversity of life around
your community?

Provide Hook activity

Introduce the EQ

Elicit prior knowledge through a specific map of conceptual change.

LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)
Provide activities and assessment related to acquiring knowledge and process
skills and competencies
Follow-up on EQ
LC1 - Activity 1 -K-W-L CHART
describe the concept Instructions: Click the link below and answer the K-W-L Chart using jamboard in your
of species google browser.

Clickable Links : (https://jamboard.google.com/d/1RlP5q3U8Jezzj4Afeqxy-

iQ6CmMSU_e3NCZLrOCuRCg/edit?usp=sharing )
Screenshot of Online Resource: (to make sure that students are on the right page)

Activity 2 VIDEO CLIP VIEWING (http://www.youtube.com/watch?v=01BsvQsS8J0)

Instructions: Click the link provided. Kindly watch it and answer the process questions
posted in google form.

Clickable Links - PROCESS QUESTION IN GOOGLE FORM

(https://docs.google.com/forms/d/1OF5BOQEZw5HCBjNBHCd5ZPyzIW5GUcbG189eXji
DQ-8/edit?usp=sharing)

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 Screenshot of Online Resource: (to make sure that students are on the right page)

LC2 - Activity 3 - GUESSING GAME - 4 PIC 1 WORD OF SPECIES

Classify organisms Instructions: Click the link provided for the guessing game activity.
found within the
community using the Clickable Links :
hierarchical (https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.canva.com%2Fdesign
taxonomic system. %2FDAEmswmiCgo%2Fshare%2Fpreview%3Ftoken%3DF_u8MV8w8MxC990j-EtNSQ
%26role%3DEDITOR%26utm_content%3DDAEmswmiCgo%26utm_campaign
%3Ddesignshare%26utm_medium%3Dlink%26utm_source%3Dsharebutton%26fbclid
%3DIwAR3SEN3CvU4LhYf_Xs7V9i1pp2FGqGLtI9xVbNtQt63UgDhTSQrJLxKAdfU&h=AT2
bK8t2WMBh6AIoAab_Yd6ULucmkJ5LwgaCnyojQ83m88twlOsWtQP-bZEdAbeiaR-
MqidkTdi6T-olBnhIyGBcvq-bTa6A-Gu-QGk3K4kVkxFfQGGMGsIQe5CeiMeKZeIuCA)
Screenshot of Online Resource: (to make sure that students are on the right page)

Scaffold for TRANSFER 1

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 Activity 4 - TEXT ANALYSIS - SIR ROLLY
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL) - READ, THINK AND WRITE

Screenshot of Online Resource: (to make sure that students are on the right page)

Activity 5 (KNOW-SHOW) -
Instructions: (specific for students to follow even without the teacher) -

Clickable Links : (website URL) - kahoot.com

Screenshot of Online Resource: (to make sure that students are on the right page)

Scaffold for TRANSFER 2

Activity 6 - VIDEO ANALYSIS
https://www.youtube.com/watch?v=6BWoLObDvcY)
(https://www.youtube.com/watch?v=7pzA26imK1Q)
Instructions: Click the link below and answer the process questions given in the google
form.
Clickable Links : (https://docs.google.com/forms/d/e/1FAIpQLSeoaKUK7pqP7Fb-
UfrXnC5rZ_2qDNfV7fo_PcIVbqorXipqqQ/viewform?usp=pp_url)
Screenshot of Online Resource: (to make sure that students are on the right page)

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 Self-assessment:
Instructions:

Interactive Quiz1 - MATCHING TYPE AND IDENTIFICATION (T. Nona)

Instructions:
Link : GOOGLE FORMS
Screenshot:

Interactive Quiz2 - ESSAY

Instructions: Click the link given below and answer the question posted in google
form.
Link :
(https://docs.google.com/forms/d/e/1FAIpQLSccE2uiV9VydWRYS0ZUcnv9DgtddkXmS
4bKhp11c59Gx4kwnw/viewform?usp=pp_url)
Screenshot:

LEARNING DEEPEN (MAKE MEANING)

COMPETENCIES
LC 4: Explain the concept
of species and hierarchical
Have students analyze different texts or problems with C-E-R and close reading
Follow up on EQ and have students develop EU in a Guided Generalization
Activity 1: Guided Question

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 taxonomic system. Instructions: Open the Google Form Link Science 7 (Biodiversity- Day 2)
(https://www.youtube.com/watch?v=EqxvnkTp99o ) and answer the questions based
on our previous activities.
LC 5: Infer how human
activities affect biodiversity
of life around their
community (barangay
level).

LC 6: Generalize that
humans impact on
biodiversity and have a vital
role in the protection and
conservation of the
environment.

T. MAC AND T. ROLLY

GRASPS
Activity 2: Situation Analysis (Video Documentary)
Instructions: Watch the Documentary Video entitled “How Tourism trashed island of
Boracay in the Philippines” (https://www.youtube.com/watch?v=EqxvnkTp99o ) then answer
the processing questions after. Share your answer through an open discussion with
your class.

Processing Questions:
1) How did tourism affect the island of Boracay?
2) Do you think it also affected the local species found in the island? How?
3) How did the people of Boracay face this dilemma? Do you agree with their
actions? Why? Why not?
4) In your own opinion what would be their best course of action? Why?

Activity 3: Case Analysis (CER Open Book)

Name: ______________ Grade ____________ Subject:

____________

DIRECTIONS: Provided below are excerpts of articles on Human Impact on Biodiversity. Read all three and choose
which best describes the effect of human activities to biodiversity and species endangerment.

You are allowed ro refer to your e-modules or available references (e.g. textbooks, reliable online sites). Help
from other people (classmates, parents, guardians, relatives and the like) is PROHIBITED. Observe following
instructions correctly. Check your work for grammatical errors before submitting.

LEARNING COMPETENCY: Infer how human activities affect biodiversity of life around the community.

ARTICLE 1: The human impact on biological diversity. How species adapt to urban challenges sheds light on
evolution and provides clues about conservation

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 ARTICLE 2: The impact of human activities and lifestyles on the interlinked microbiota and health of humans and
of ecosystems

ARTICLE 3: Effects of Biodiversity on Ecosystem Functioning: A Consensus of Current Knowledge

DIRECTIONS: After reading the three articles, decide which best describes the effect of human activities to
biodiversity and species endangerment. Discuss your choice and support your answer by quoting phrases or
statements from the chosen article.

GUIDED GENERALIZATION TABLE

Essential Text 1 Text 2 Text 3

Question
How Answer: Answer: Answer:

Supporting Texts: Supporting Texts: Supporting Texts:

Reason: Reason: Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization:

C-E-R Questions:
1.
2.
3.
4. EQ:
Prompt for Generalization:
1.
2.
3.

ASYCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insertlearning, kami, wizer.me)
Text 1:

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 Link: (Online Application/WEB 2.0 for Text Annotation)

Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 3:
Link: (Online Application/WEB 2.0 for Text Annotation)

Instructions:

Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3:

Map of Conceptual Change (same in Explore but with specific instruction)

Learning Competency TRANSFER

Provide GRASPS Performance Task, scaffolds to accomplish it and rubric
Show again map of conceptual change and ask students to answer next parts
Do values integration in line with school mission/vision and core values.
Provide closure and self-evaluation
of learning.
PERFORMANCE Transfer Goal: The learners on their own and in the long run should be able to
STANDARD: report on the activities that communities engage in to protect and conserve
endangered and economically important species through an information
drive with the use of online symposium, travelogue, and infographics.
report through a
multimedia presentation on
the activities that Performance Task (Differentiated Tas
communities engage in to
protect and conserve
endangered and
1. Differentiated Products
economically important
species. Species endangerment is a prevalent global crisis experienced by increasing number of
countriesin the world and continue to spread on a micro scale leading to endangerment
of endemic (locally found species). With a number of added local species that are being
endangered from the recent 2020 National List of ThreatenedFauna in the Philippines
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 are still increasing. World governments and agencies are actively battling to raise
awareness
and prevention of further endangerment and extinction of fauna. Informative ways of
disseminating information have spread over different platforms but some are inefficient
and impractical. Local projects that promote awareness on the current status of
threatened species helps encourage more people to support the fight against harmful
human activities that endangers our environment. As a member of a team of experts
(environmentalist, botanist, zoologist), vlogger/ documentarist, graphic designer and
Department of Environment and Natural Resources representative you are tasked to
promote awareness of the increasing endangerment of endemic species via an online
symposium (open- letter speech), infographic and travelogue of current situations of
endangered flora and fauna endemic to your place and the best prevention local projects
to solve it. This will be recorded and/ or printed and made available to local government
officials and community members. Your presentation will be evaluated by the reliability
of your sources, impact and quality of presentation, creativity, discipline at work and
execution.

Use of Web 2.0 App for Output

Online Symposium - genial.ly
Travelogue - canva.com
Infographic - kahoot.com

Analytic Rubric:

Self-Assessment:

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 Value Integration:
Critical Thinking & Personal Responsibility

CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI
PROVIDE HOOK ARTICLE READING DISCUSSIONS AND MAKING OF SUBMISSION OF
ACTIVITY ABOUT THE INSTRUCTIONS FOR REFLECTION OUTPUTS
CONCEPT OF THE OUTPUT
SPECIES

WEEK 2
MON TUE WED THU FRI
VIDEO CLIPPING FOLLOW -UP GUESSING GAME -
AND THEN DISCUSSIONS AND 4 PIC 1 WORD AND
ANSWER THE ANSWER THE DISCUSSION
GUIDED GUIDED
QUESTIONS QUESTIONS

WEEK 3
MON TUE WED THU FRI

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 WEEK 4
MON TUE WED THU FRI

BREAKOUT ROOM 2: T. Flor, T. Nona, T. Benjo, T. Dada, T. Eleazar, T. Jacqueline

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCIES: The students should be able to:

1. describe the concepts of species;
2. classify organisms found within the community using hierarchical taxonomic system

KNOW SHOW
Direction: Direction:

Direction: 1.What can you write to show that you know about the
concepts of species?
1. Enumerate the major concepts of species
"I can show what I know about the concepts of
species by…"
3 Major Concepts of Species

a.

b.

c.

2. Make a comparison on the major concepts of
species being enumerated.
3.List down at least 8 organisms found in your
community.
4. Classify all listed organisms found in your
community by using hierarchical taxonomic system
2. How will you compare the major concepts of
Species?
3.What can you write to show that you have found
organisms in your community?
4. How will you classify the listed organisms found in
your community?

FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

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 KNOW-SHOW 1. The learning target or competency is stated.
“Students are able to…”
2. A table with 2 columns is provided with the
left for KNOW and the right for SHOW.
3. Instructions are given to students in each
column on how to answer KNOW and
SHOW. KNOW: Here is what I know about
the competency. (The KNOW column may be
answered or left blank.)
SHOW: I can show what I know about the
competency by…
4. A minimum number of answers under each
column is stated.

2. SELECTED RESPONSE TEST ITEMS: (5 items only including AMT )

LEARNING COMPETENCY (A) TEST ITEM

LC1: describe the concept of species IDENTIFICATION
Direction: Identify what is being described in the following
statement Choose the appropriate word inside the box.

Phylum Family Order

Species Kingdom Genus

1. It is considered as the highest level of classifying organisms.

2. It is a taxonomic rank between Genus and Order.
3. It is a group of similar organisms capable of producing offspring.
4. This level of classification is under Kingdom and above Class.
5. This level of classification is below family and above species.7
LC2: classify organisms found within Matching Type
the community using hierarchical
taxonomic system Direction: Match the organisms in Column A with their
corresponding classification in Column B. Write the letter of the
correct answer on the space provided before each item.

A B

____1. Pig a. Phylum Chordata

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 ____2. Earthworm b. Annelid

____3. mushroom c. Fungi

____4. Dog d. Family Suidae

____5. Turtles e. Canidae

f. Phylum Arthropoda

3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M) The students should be able to classify organisms using the
hierarchical taxonomic system.

INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM: Researchers recently named a new species of cetacean; the Australian humpback
dolphin, Sousa sahulensis. S. sahulensis hadn’t been hiding in a mysterious part of the ocean; rather they are
misclassified. It was determined to be a distinct species based on its skeletal structure, genetics, habitat and
capelike coloration pattern, according to a new study published in the journal Marine Mammal Science.
Humpback dolphins get their name from a hump below their dorsal fin. They are found in the deltas, estuaries
and coastal waters throughout the Indian, Pacific and eastern Atlantic oceans. Physically, what really sets
S. sahulensis apart is its wardrobe. This dolphin has a light-colored belly and looks like a dark gray “cape”
that sweeps across the sides of its body and above the eyes. The new species is named sahulensis after the
creature’s range. It swims above the underwater \Sahul Shelf, part of the Australian continental shelf, which
stretches between Australia and the island of New Guinea. Humpback dolphin throughout their range are
threatened with fisheries interactions, vessel impacts and development in their coastal habitats. Efforts to
protect humpback dolphins and other coastal dolphins and their most important habitats are essential for
the survival of these species.

QUESTION: What made the scientists identify this species of humpback dolphin as another distinct species?

YOUR CLAIM: It was determined to be a distinct species based on its skeletal structure, genetics, habitat and
capelike coloration pattern.

Cite from the article two evidences that support your claim:

EVIDENCE 1:This dolphin has a light-colored belly and looks like a dark gray “cape” that sweeps across the
sides of its body and above the eyes.
EVIDENCE 2: The new species is named sahulensis after the creature’s range. It swims above the underwater

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 \Sahul Shelf, part of the Australian continental shelf, which stretches between Australia and the island of
New Guinea.
Explain how your evidences support your claim.

REASONING: Adult Australian humpback dolphins can reach up to 2.75 meters in length and weigh 260 kg.
Newborn calves are around 1m in length and weigh 14 kg. It is distinguished by pale grey colouration, long
slender beak and low triangular dorsal fin. Gestation period of 10-12 months. It is thought that humpback
dolphins reach maturity between 10-12 years. Humpback dolphins can live for over 40 years. They live close
to the coast within the tropical waters of Australia and Papua New Guinea. They are typically found in small
groups near estuaries, deep channels and rocky reefs.

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE An article or problem is given to the student to read
and analyze.
Question(s) related to the Make Meaning competency
are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each
part may have prompts that a student can use to
begin his or her answer.

4. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: describe the concepts of species

NAME______________ GRADE __________ SUBJECT:

DIRECTIONS: Read the following articles. After reading, decide which article best describes the current state
of the species here in the Philippines. State the article number, provide your evidence and your reason for
choosing the article.

ARTICLE 1: http://birdwatch.ph/2018/09/01/introduction-to-taxonomy/

ARTICLE 2: https://www.britannica.com/place/Philippines/Local-government

ARTICLE 3: https://www.zenrooms.com/blog/post/endangered-species-in-the-philippines/

DIRECTIONS: Read the following articles. After reading, decide which article best describes the current state of the
species here in the Philippines. State the article number, provide your evidence and your reason for choosing that article
ANSWER:
Article no. ______ about the _________________ is the best because…
 
 

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

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 OPEN BOOKS The Make Meaning competency is stated.
Three selections related to the Make Meaning
competency are given to the student to read and
analyze.
Directions ask the student to determine which
selection is the best in line with the Make Meaning-
type of learning competency. Students are also asked
to support answers by citing important parts of the
selection.
Directions also contain permission to the student to
use references and the Internet. Directions also clearly
state persons or materials the student is not allowed to
consult.
The length and readability of the selections are
developmentally appropriate. As much as possible, the
selections are contextualized in the Philippine setting.
6. A table is given for students to discuss their
choice. A prompt on how to begin the answer
may or may not be found.
7. Students have to do C-E-R in their answers.
They make a claim on which is the best. They
have to give Evidence citing texts and Reason to
justify their choice.

BREAKOUT ROOM 3: T. Feb, T. Jayson, T. Vilma, T. Sharon, T. Joan

5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD:The learners should be able to: report thru travelogue, online symposium
and infographics on the activities that communities engage in to protect and conserve endangered and
economically important species.

SITUATION:
Species endangerment is a prevalent global crisis experienced by increasing number of countries
in the world and continue to spread on a micro scale leading to endangerment of endemic (locally found species).
GOAL:
Raise awareness on the impact of anthropogenic (human-caused) activities to biodiversity to promote
conservation projects in a locality/barangay scale thru efficient and effective information dissemination
platform.
ROLE:
Team of researcher/expert (Environmentalist, Botanist, Zoologist)- Online Symposium, Environmental
Vlogger- Travelogue, Graphic Designer- Infographic Poster

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 PRODUCT CHOICES:
Online symposium (open letter speech), travelogue and infographic Poster
AUDIENCE:
Barangay Chairman, SK leader, barangay member
STANDARDS:
Reliability of sources, impact and quality of presentation, creativity, disciple at work,
execution/delivery
GRASPS NARRATIVE:
Species endangerment is a prevalent global crisis experienced by increasing number of countries
in the world and continue to spread on a micro scale leading to endangerment of endemic (locally found species).
With a number of added local species that are being endangered from the recent 2020 National List of Threatened
Fauna in the Philippines are still increasing. World governments and agencies are actively battling to raise awareness
and prevention of further endangerment and extinction of fauna. Informative ways of disseminating information have
spread over different platforms but some are inefficient and impractical.

Local projects that promote awareness on the current status of threatened species helps encourage more people
to support the fight against harmful human activities that endangers our environment. As a member of a team of
experts (environmentalist, botanist, zoologist), vlogger/ documentarist, graphic designer and Department of
Environment and Natural Resources representative you are tasked to promote awareness of the increasing
endangerment of endemic species via an online symposium (open- letter speech), infographic and travelogue of
current situations of endangered flora and fauna endemic to your place and the best prevention local projects to
solve it. This will be recorded and/ or printed and made available to local government officials and community
members.

Your presentation will be evaluated by the reliability of your sources, impact and quality of presentation, creativity,
discipline at work and execution.

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those that are
mentioned. The student will work on the chosen PRODUCT. The PRODUCT is aligned with the
Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric

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 criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 5A-C)

CRITERIA1 4 3 2 1 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

Reliability of Information Information Information Information has

sources clearly relates clearly relates to clearly relates little and nothing
to the topic and the main to the main to do with the
adds new topic.Occasionall topic.Provides main topic. Does
concept and y provides documentation not provide
informations.C documentation. when requested documentation
onsistently for sources
establishes
source
documentation
for ideas
Impact and The The presentation The The presentation
quality of presentation is is convincing and presentation is fails to convince
presentation highly encouraging to weak in or encourage the
effective, the audience. convincing and audience.
convincing and encouraging
encouraging to the audience.
the audience.
Creativity Shows Shows originality Shows lack of Shows no
originality in in the output originality in originality in the
the output done; good effort the output output done;
done;exception is put into done; little very little effort
al effort is put performance/ effort is put is put into
into into performance/
completion of the
performance/ performance/
output. completion of
completion of
completion of the output.
the output.
the output.
Discipline at Developed All of the group Some of the Only few from
work effective members show an group members the group
working effective working show effective members show
relationships. relationship. working
effective
Consistently Usually provides relationships.
relationships.
prepared to useful, thoughtful Sometimes
work, provides ideas within the Rarely provides
provides
useful. and group. useful ,
useful,
thoughtful thoughtful ideas.
Understands most thoughtful
ideas within the Has limited
group roles and ideas within
group. understanding
effectively the group.
and
Consistently performs
Understands underperforms
undersandsall assigned roles.
most group assigned roles.
group roles and
roles and
effectively
1
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 5A-C.
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 performs satisfactorily
assigned roles. performs
assigned roles.

Execution/ Exceeds All of the There is one There are some

elements in the elements in the missing
delivery elements
product are product are element in the
mentioned in the
logically logically output.But the
product that are
presented and presented and rest of the
logically
consistent consistent elements are
presented.
logically
presented.
Total:

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