Republic of the Philippines

PANGASINAN STATE UNIVERSITY

Bayambang Campus
COLLEGE OF TEACHER EDUCATION
Bayambang, Pangasinan

NAME: KRISTINE G. MONDERIN

SUBJECT: SCIENCE 132: THE TEACHING OF SCIENCE
INSTRUCTOR: DR. NELDA J. GARCIA
TOPIC: PHYSICS – SPEED VS. VELOCITY

1.) Enumerate the effective Classroom Management techniques that you can
apply in teaching Science in the Secondary schools.

Here are my seven things to consider for classroom management excellence and these hold true
no matter how are teaching: in person, online, or in a hybrid model.

1. Build trusting relationships with students

This is hands down the most effective classroom management technique. When students trust
their teacher, they make more of an effort to follow the rules. When teachers try to get to know
each student on a more personal basis, they get more out of their teaching experience as well.
Each class should feel more like a family. If you don’t know how to pronounce each student’s
name correctly, use sarcasm regularly, and make students feel bad for asking questions, you need
to change those behaviors first.

2. Make positive phone calls to students’ families

Another important classroom management technique is the positive phone call home. Many
teachers fall into the trap of only calling home when there is an issue to report. While these calls
are necessary and worthwhile, calls for celebration are equally, if not more, important. Every
parent wants to hear positive news about their child, and this reinforcement almost always makes
its way back to the student. Try to make one positive call to a different student’s home every
single day, even if it’s simply to report on a nice comment a child made in class. This means so
much to parents and students and usually translates to positive classroom behavior as well.

3. Celebrate students’ hard work

Show students that you value the work they put into learning. Identify milestones in the work
everyone accomplishes each day. Once a week, choose one particularly hardworking team or
student to share their story. Let the class ask them how they accomplished the work. What a
valuable lesson students learn when they hear peers talking about what hard work means to them.
Students who know their work will be celebrated instead of just their grades will pay more
attention and stay focused.

4. Maintain authority in the classroom throughout the year

You meant it when you started the year, but it’s easy to relax a bit as the year moves along.
When you tell students to stop talking and get back to work, but you don’t follow through, you
are effectively telling them it doesn’t matter that much. This can lead to teachers raising their
voices and saying things they regret. You don’t have to be mean you just have to mean it. So,
make a list of rules that are effective and really matter to you and then share them with your
students. Post them visibly and refer to them often.

5. Make sure that students understand the why and how behind rules
Just because you’ve stated, shared, and posted your classroom rules, doesn’t mean students know
what they mean. Your version of no talking might be different from theirs. Human beings talk
for lots of reasons, so keep appropriate expectations. It might even be okay to joke around a bit if
a student is staying focused on the task at hand. Some teachers find great success with acting out
ways of talking that are effective.

6. Accommodate all the learners in classroom

Make sure every one of students can learn the way you plan to teach. Share your fears and
concerns with the special team. So many classroom management challenges can be averted by
considering and planning for the needs in classroom. Make it a point to share the individual
accommodation with each student affected so they know there’s a plan too. Understanding
procedures and consequences may be just what a student with a behavior problem needs to feel
more in control of their impulses. Remember to design lessons that challenge everyone in the
way they need to be challenged.

7. Be prepared for teaching day

Even if you aren’t required to submit lesson plans, it doesn’t mean you shouldn’t do them.
There’s a lot to manage throughout the day, and not knowing what you are supposed to be
teaching can easily destroy a good day. Develop plans that work for your teaching style,
accommodate all learners, go along with curriculum standards, and pique the curiosity of your
students. It may sound daunting, but the more you do it, the better you’ll get. A well-planned day
can make the difference between tired and flat-out exhausted.
 School Course &
PANGASINAN STATE Section BSE Science III-2
UNIVERSITY- BAYAMBANG

Name Learning Area

Physics- Speed and
Kristine G. Monderin
Velocity

PHASE OF THE
LESSON
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
motion in one dimension
C. Performance The learners should be able to:
Standards conduct a forum on mitigation and disaster risk reduction
E. Learning describe the motion of an object in terms of distance or displacement, speed or
Competencies/ velocity, and acceleration.
Objectives Learning Objectives:
a. Solve problems about speed and velocity.
b. Know the importance of the concept of speed and velocity reducing risk during
disasters and possible accidents.
II. CONTENT
A. Topic: Motion
Speed and Velocity
III. LEARNING RESOURCES
A. References
1. TG Pages 3rd Quarter, Module 1 pp. 176-179
2. LM’s Pages 3rd Quarter, Module 1 pp. 174-175
3. Textbook Science in Today’s World 7 pp. 156-157
Pages
4. Materials
from LR
Portal
B. Other Learning laptop, TV, mobile phone
Sources
IV. PROCEDURE
1. PRELIMINARY ACTIVITIES
A. Review Speed or Velocity?
The students will be task to identify and tell whether the following describes speed or
velocity.
a. It is defined as the rate of change of distance.
b. It is defined as the rate of change of displacement.
c. It is a scalar quantity.
d. It is vector quantity.
e. It is velocity without direction.
f. It is directed speed.
B. Motivation ACTionary or PICtionary?
1. The teacher will call representative from the class, and they will be task to act out or
 draw the word they’ve picked.
2. The class will guess what word was being act out or drawn by their classmate.
WORDS:
- tornado
- typhoon
- earthquake
C. Presentation Picture Analysis:
1. What is/are the similarities among pictures below?
2. Do these pictures describes motion, too? Can tell ways on how fast they move?
3. But, can we prepare for these such situations? Can we also tell how fast we will move if
ever these situations like earthquake occur? (Lead the students in the Earthquake drill that
the school is conducting)

 Word Unlock
Mitigation (noun) is the effort to reduce loss of life and property by lessening the
impact of disasters.
2. Lesson
Proper
A. Activity Group Activity 3
HOW FAST AND READY ARE WE? (15 minutes)
A. (Group 1, 2, 3)
1. Each group will be task to compute for the average speed during last 4 earthquake
drills conducted in the school.
2. Then, complete the table below and present it to the class.
Distance: 81 meters (the
group will use the computed
distance in your group activity
2)
Time Average
Speed
1 10 minutes 0.135 m/s
st
or 0.14 m/s
2 3 minutes 0.45 m/s
nd

3 3 minutes 0.45 m/s

rd

Note: 1 minute = 60 seconds

B. (Group 4 and 5)
1. Each group will be task to compute for the velocity of the situation below. Then,
answer the following question.
In a briefing past 11 am on Sunday, November 17, the Philippine
Atmospheric, Geophysical, and Astronomical Services Administration
(PAGASA) said Hannah is already at Casiguran, Aurora. And is expected to
reach Cagayan Valley at 200 km. north within 8 hours.
a. What is the average velocity of Typhoon Hannah from Casiguran, Aurora to Cagayan
Valley? (8 m/s north)
b. Is this information important for the people in Cagayan Valley to know? Why or why
not?
 RUBRIC:
CRITERIA:
Content /5 Organization /5
Collaboration /5 Presentation /5
3. Closing
Activity
A. Generalization Speed is a measure of how far an object moves in a given time. The speed of an
object does not depend on the direction in which it is travelling. The velocity of an object
is the speed and direction in which it is moving.
B. Application Knowledge on speed and velocity is very helpful on mitigating different situations
in our life such as accidents and natural disasters
Examples:
- Speed limit signs on the streets and highways helps people prevent possible
vehicle accidents.
- knowing how fast and the direction to reach an evacuation or the safest area
during emergency situations or natural disasters helps us to more prepared and
alert.
- knowing and understanding the velocity of a typhoon helps the people and the
community prepare and reduce possible risks during disasters.
C. Evaluation Pen and Paper
Directions: Compute for the average speed and velocity of a typhoon at a particular time,
position and direction.
Time Position Directio Average Velocity
(s) (m) n Speed
2 14 east 7 m/s 7 m/s
east
4 20 northeas 5 m/s 5 m/s
t northeast
6 24 east 4 m/s 4 m/s
east
D. Valuing Cardinal Rule during disasters: “ACT EARLY, ACT FAST, and DON’T PANIC!”
How would apply it in your daily life as student?
E. Assignment On your Physics notebook, write the meaning of the following:
1. acceleration
2. deceleration
V. REMARKS
VI. REFLECTION
a. No. of learners
who earned 80% on the
Formative Assessment.
b. No. of learners
who are required of
additional activities for
remediation.
c. Did the
remedial class work?
No. of learners who have
caught up with the
lesson?
d. No. of learners
who continue to require
remediation.
e. Which of my
teaching strategies
worked well? Why did
this work?

Prepared by: Checked by:

KRISTINE G. MONDERIN PROF. NELDA GARCIA

BSE Science III-2 The Teaching of Science
Teacher