Activity 3 APPLYING INQUIRY BASED LEARNING

Republic of the Philippines
Romblon State University

Romblon, Philippines
Name: __________________________________________________ Course/Year & Major: __________________________________________________ Date:

____________________
ACTIVITY 3: APPLYING INQUIRY-BASED LEARNING
Subject: SCIENCE
Grade Level: GRADE 8
Unit Topic: EARTH AND SPACE, MATTER, LIVING THINGS AND THEIR ENVIRONMENT
Learning Competencies Type of Inquiry Core Questions Teaching-Learning Activities

1 The learners should be able to… Structured Inquiry  Explain how ingestion, absorption,  Short quiz to measure the
Guided Inquiry assimilation and excretion take away knowledge of the
1. explain ingestion, absorption, happened in the body. learners.
Controlle
assimilation, and excretion;  Differentiate ingestion, absorption,  Essay minimum of 500
S8LT-IVa-13 assimilation and excretion. words.
 How does ingestion, absorption,  Using questionnaire, create
assimilation and excretion helps a group that will formulate
our body. questions about Earthquake
 How did digestive system and its then let the students have
interaction with the circulatory, an activity like an
respiratory, and excretory systems interview.
helps in providing the body with  Illustrate digestive system
nutrients for energy? circulatory, respiratory and
excretory system by group
following the criteria
provided by the teacher.
 Using Canva poster maker,
create an infographics
about ingestion, absorption,
assimilation, and excretion
 Project: Using the available
resources, create a
Technology for Teaching and Learning 2 |1

miniature of digestive
system, circulatory system,
respiratory system and
excretory system provided
with explanation that will
be presented and graded
following the criteria.
 Create acoustic with the

word “ Earthquake”.
 Using Animaker show how
the movement of faults
 How does faults and Earthquake generate earthquakes
related to each other? following the criteria
 What are the factors affecting the provided by the teacher.
The learners should be able to… movement of faults?  Using Posterini, create a
Structured Inquiry  What are the ways to be poster about Earthquake
1. using models or illustrations, considered to avoid such disaster?
2 Guided Inquiry that will awaken the
explain how movements along  Why movement of faults generate
Controlled Inquiry awareness of every people.
faults generate earthquakes; earthquakes and why is there a  Project: Create a sign board
S8ES-IIa-14 fault/fault line? about the Do’s and Don’ts
 How will you identify if your when an earthquake occur
place is near or at fault line? provided with explanation
that will be presented and
graded following the
criteria.
 Art exhibit about the sign
board.
3 The learners should be able to… Structured Inquiry  What are the properties of solid  Short quiz to measure the
Guided Inquiry liquid and gas? take away knowledge of the
1. explain the properties of  How should you distinguish solid learners with the distinction
Controlled Inquiry
solids, liquids, and gases based liquid and gas? of solid, liquid and gas.
on the particle nature of matter;  How does the water behave in the  Essay minimum of 500
words.
 Using Posterini or Canva’s
poster maker, create an
infographics /poster about
the 3 phases of matter. The
presentation of the output
will be graded following
different state of the matter? the criteria provided.
 Is there a significant difference  Illustrate and explain the 3
S8MT-IIIa-b-8 state of matter.
between solid, liquid and gas?
 Project: Using real
example, present the
difference between the 3
state of matters property
provided with written
explanation that will be
presented and graded using
the criteria.
4 Structured Inquiry  How does earthquake generate  Project: Using the

Guided Inquiry tsunamis? available resources, create a
The learners should be able to…
Controlled Inquiry  Why Earthquake generate such miniature how earthquake
Demonstrate how underwater tremendous disaster? generate tsunamis provided
earthquakes generate tsunamis;  What are the preventive measures with explanation that will
S8ES-IIb-16 to avoid such disaster? be presented and graded
 What are the things to be using the criteria.
considered when an Earthquake  Short quiz to measure the
underwater occur? take away knowledge of the
 What are the effect of tsunami to learners on how earthquake
the certain community hit by this generate a tsunamis.
tremendous disaster?  Essay minimum of 500
words how Earthquake and
tsunamis affect every
aspect of the community .
 Exhibit of the miniature.

 Short quiz to measure the

take away knowledge of the
learners on how earthquake
provide information about
earth’s interior..
 Essay minimum of 500
words.
 Using Posterini, create an
infographics /poster about
Earth’s interior and the
 In what way earthquake can presentation of the output
provide information about the will be graded following
Earth interior? the criteria provided.
The learners should be able to…  How will you classify the Earth’s  Illustrate how the
Explain how earthquake waves Structured Inquiry interior? movement /earthquakes can
 Does Earthquake have an impact provide information about
5 provide information about the Guided Inquiry
for the development of new Earth’s interior following
interior of the earth- S8ES-IIc- Controlled Inquiry
information regarding the Earth’s the criteria provided by the
17 interior? teacher.
 Using Canva, create an
infographics about how
earthquake can provide
information about Earth’s
interior.
 Project: Using the available
resources, create a
miniature of the Earth’s
interior provided with
explanation that will be
presented and graded using
the criteria.


Activity 3 APPLYING INQUIRY BASED LEARNING

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Republic of the Philippines

Romblon State University

Name: Course/Year & Major: Date:

ACTIVITY 3: APPLYING INQUIRY-BASED LEARNING

Learning Competencies Type of Inquiry Core Questions Teaching-Learning Activities

Technology for Teaching and Learning 2 |1

 Create acoustic with the

4 Structured Inquiry  How does earthquake generate  Project: Using the

Technology for Teaching and Learning 2 |3

 Short quiz to measure the

Technology for Teaching and Learning 2 |4

Technology for Teaching and Learning 2 |5

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