1

The Use of Recyclable Materials in Teaching Biology

Rhea V. Masalunga – Teacher II
Laiya National High School
SY 2018-2019

CONTEXT AND RATIONALE

The 21st-century education requires that learners must be able to make their

own meaning of learning. The 21st-century learners must possess both self-direction

and an ability to collaborate with individuals, groups, and machines (Boholano, 2017;

McCoog, 2008). The ability of learners to perform inside and outside the classroom

affects the over-all quality of education in the Philippines.

Based on the reports of Philippine Basic Education in 2012, the Philippines

obtained a mean percentage score (MPS) of 40.53%. In 2006, the MPS was 44.33%

while in 2005, the MPS was 46.80%. Even in international tests, the country falls

behind the average. The Philippines participated in the 1999 and 2003 Mathematics

and Science tests for Grade 4 and Grade 8. The report of Trends in Mathematics and

Science Study (TIMSS) in 2003 shows that the Philippines’ 8 th-grade students’ skills

and competencies ranked 42nd out of 46 participating countries while the Philippine

4th-grade students placed 23rd out of 25 participating countries (Carballo, 2009).

Cruz (2013) identifies several factors affecting the performance of learners in

Science. Among these factors, the teaching technique is one of those that extremely

affect the way learners perform. Memorization and lecture method are obsolete forms

of delivering instruction. Teaching and learning process in the classroom is too

focused on the content. Learners tend to memorize information and it is delivered

through lecture. One cannot deny the fact that the class size in the country exceeds

the ideal ratio. The result is a lecture delivered in a larger classroom set-up.

Consequently, the ability to think critically and solve problems both inside and outside

the academe becomes less efficient. Hence, it can be deduced that there is a need

for reforms.
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Teachers must strategize in order to facilitate higher order thinking skills.

Collaboration is one of the pedagogical approaches recommended for use by the

Department of Education. It gives emphasis on the importance of individual

differences and how these differences can contribute towards a meaningful learning

of the group. It involves the use of various materials such as papers, illustration

boards, colored papers, and art materials. The use of these materials is usually

expensive. More so, the wastes of these materials contribute to the large volume of

solid waste in the country.

Solid waste remains one of the major problems in the Philippines. The

country continuously generates wastes along with the increase in population,

improvement of living standards, and rapid growth of economy. In fact, the National

Solid Waste Management Commission (NSWMC) reported that the country produced

a total of 40, 087.45 tons of waste in 2016. The biggest contributor to this was the

National Capital Region with a total of 9, 212.92 tons of waste. Region IV-A

CALABARZON followed Metro Manila with a total waste generation of 4, 400.15 tons.

Region 3 was on third position whose waste generation has a total of 3,890.12 tons

per day (SEPO, 2018).

Senzige, et. al. (2014) added that socioeconomic status is a factor for solid

waste generation rates and composition. In addition, there is a positive correlation

between solid waste generation rates and composition. The volume of waste

produced by the regions in the Philippines is associated to the population size,

number of establishments and modernized lifestyle. Metro Manila is actually

inhabited by an estimated population of 12 million people in 2016 (SEPO, 2018).

These factors also determine the kind of solid waste that the places produce.

Solid waste is not limited to wastes that are physically solid. Other solid

wastes are liquid, semi – solid, or contained gaseous materials. According to the data

collected by the Department of Environment and Natural Resources in 2015,

residential wastes (56.7%) are the biggest source of solid waste from 2008 – 2013.
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This is followed by commercial wastes (27.1%); institutional wastes (12.1%), and

industrial wastes (4.1%). Out of the solid wastes, biodegradable wastes comprise the

biggest percentage. This is equal to 52.31%. Recyclable wastes follow with 27.78%.

Recyclable wastes include paper and cardboard, plastics, metals, glass, textile, and

leather and rubber. Residual waste is only 17.98% while special wastes account for

1.93% only.

Materials such as glasses, paper, and plastics are recyclable. Recycling is

one of the 3Rs of environmentalism. It is a way to convert discarded materials into

usable ones. Due to persistent problems on solid wastes, most industries resort to

recycling. Sectors such as academe and local government units are advocates of

recycling. While residential areas produce the biggest amount of waste, academe

plays a vital role in inculcating the importance of recycling to children.

Integrated in the course Earth and Life Science is the effect of human

activities in the natural ecosystem. The course Earth and Life Science is one of the

core subjects for learners who pursue Technical Vocational Livelihood (TVL) track in

Senior High School. This learning area is designed to provide a general background

for the understanding of the Earth on a planetary scale. It presents the history of

Earth through geologic time. It discusses the Earth’s structure and composition, the

processes that occur beneath and on the Earth’s surface, as well as issues,

concerns, and problems pertaining to Earth’s resources. Implementing this course at

the senior high school level is subject to numerous challenge with mastery to deliver

the necessary content and develop skills and attitudes in the learners, being foremost

among these (K to 12 Senior High School Curriculum, 2013).

In order to reduce the amount of wastes in Laiya National High School and to

effectively facilitate activity-based learning, the researcher utilized recyclable

materials for collaborative activities in Earth and Life Science. Through this

innovation, the researcher hopes to achieve mastery of the lesson because learners

learn best when they are able to experience their learning; that is, when learners
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work with recyclable materials and create output from these. It is hoped that the use

of recyclable materials will allow them to collaborate with peers given the time

pressure and showcase their creative skills in creating outputs and learning.

ACTION RESEARCH QUESTIONS

This study aims to determine the effectiveness of using recyclable materials

in activity-based learning in Earth and Life Science. Specifically, it aims to answer the

following questions:

1. How do learners accept the use of recyclable materials for their activities

in Earth and Life Science?

2. What is the advantage of using recyclable materials to the:

a. learner;

b. group where the learner belongs; and

c. environment?

3. What is the effect of using recyclable materials on the learners’

performance tasks in Earth and Life Science?

INNOVATION, INTERVENTION, AND STRATEGY

The use of recyclable materials in creating output in Earth and Life Science

was guided by an activity sheets.

The Activity Sheets

Activity sheets (See Appendix A) were constructed by the researcher. A copy

of activity sheet was distributed to learners prior to the start of the activity. Most of the

time, it is integrated in the Explore stage of the lesson. This stage is where the

learners create their own output based on the video clip, slide presentation or prior

knowledge. Activity sheets are composed of various parts:

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a. Details of the learners. This includes the grade and section, date the

activity is done, a space for the groups’ score, group name and group

members.

b. Subject, activity number and title of activity. The activity is based on the

lesson for the day. A short introduction to the lesson is usually

incorporated to give a bird’s eye view of the day’s lesson.

c. Objectives. Objectives are anchored on the content and performance

standard. These are taken from the curriculum guide of Earth and Life

Science. Objectives also include cognitive, affective and psychomotor

areas.

d. Materials. This is where recyclable materials are indicated. The

researcher does not ask the learners to bring colored materials or

purchase special papers for the group’s output. Used manila papers, used

cartolina, old calendars, reusable bond papers, plastic wrappers, paper

cups, bananacue sticks and water bottles are among the commonly used

recyclable materials by the learners.

After the daily routine such as prayers and greetings, the learners are

given five minutes to roam around the campus to pick up litters. These

litters will be used for their activity. In some cases, learners are allowed to

bring recyclable materials from their home or collect recyclable materials

ahead of time.

e. Time Allotment. The learners are usually given twenty minutes to finish

their activity sheet. In some cases, fifteen minutes are allotted depending

on the need of the activity and capacity of learners.

f. Procedure. It enumerates the step-by-step processes that the learners

must do in order to create the requirement of the lesson.

g. Analysis. It involves higher-order thinking skills questions which are

necessary for learners to create their own learning.

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Rubrics (See Appendix B). Feedback on the learners’ performance is

given using Rubrics. The highest possible score per activity is twenty

points. It is divided into five criteria namely: participation and involvement

(4points); timeliness (4points); creativity which involves the use of

recyclable materials (4points); content (4points); and presentation and

delivery (4points).

ACTION RESEARCH METHODS

The study followed the rigor of mixed approach. Qualitative research gave

emphasis on the experience of learners in using recyclable materials for activity-

based learning in Science. Qualitative research is more focus on individual instances

than general opinions or occurrence. More so, it is largely inductive than deductive

(Mayring, 2014; Williams, 2007; Cropley, 2015). To answer the level of acceptability

of learners in using recyclable materials, a 5-item rating was used. The second

question was answered using narratology. The field of narratology is concerned with

the study and analysis of narrative texts. It sketches the main issues concerning

concepts (Amerian, 2015).

To analyze the effect of using recyclable materials on the learners’ scores,

quantitative research was utilized. Quantitative research deals with numbers, logic,

and an objective stance. Researchers using the quantitative method identify one or a

few variables in their research work and proceed with data collection related to those

variables (Sabarwal & White, 2014). Scores of learners on the performance tasks

were analyzed using mean and composite mean. Mean is the sum of all data entries

divided by the number of entries. It is a value that represents a data set (Watier et.al,

2011).

Participants and/or Other Sources of Data/Information

The Grade 12 learners under the Technical Vocational Livelihood track during

the first semester of school year 2018-2019 served as the participants to the study.
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There were four sections of learners. In all, there were 120 participants in the study.

However, only 116 accomplished the questionnaire.

Scores of learners were recorded in the performance task column of the class

record. Names of learners were concealed for ethical purposes.

Data Gathering Methods

The activity sheets were given to learners. The researcher asked the learners

to use recyclable materials in creating their output. It was done during the first

semester of school year 2018-2019. During the second quarter examination of

learners, questionnaire (See Appendix C) was included in the test paper of learners.

The questionnaire was composed of rating the use of recyclable materials in the

subject and advantages of using recyclable materials to the learner, group and their

environment. Responses were summarized based on themes. Finally, the learners’

scores on Performance Task (See Appendix D) were analyzed and compared to the

proficiency level found in DepEd Order No. 73, s.2012 – Guidelines on the

Assessment and Rating. Interpretation is as follows:

Table 1.
Proficiency Level and Its Interpretation
Proficiency Level Interpretation
Above 90% Advanced
85-89% Proficient
80-84% Approaching proficiency
75-79% Developing
Below 70% Struggling

Proficiency level which is equivalent to 90% and above is interpreted as

advanced. It indicates that students exceed core requirements in terms of

knowledge, skills and core understanding; can transfer them automatically and

flexibly through authentic performance tasks. Proficiency level which is between 85-

89% is interpreted as proficient. It indicates that student develops fundamental

knowledge, skills and core understanding, and learners can transfer them

independently through authentic performance tasks. Proficiency level which is

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between 80-84% is interpreted as approaching proficiency. It indicates that the

student develops fundamental knowledge and core understanding, with little

guidance can transfer understanding through authentic performance task. Proficiency

level which is equivalent to 75-79% is translated as developing. It indicates that a

learner possesses the minimum knowledge and skills but needs help throughout the

performance of an authentic task. Proficiency level which is 70% and below indicates

that a student is struggling with his/her understanding due to a lack of essential

knowledge and skills.

DISCUSSION OF RESULTS AND REFLECTION

After careful analysis of the responses, the following results were obtained.

Figure 1 shows the summary of responses of learners’ level of acceptability in using

recyclable materials for their activities in Earth and Life Science.

104

9 3 0 0
le le le le le
tab tab tab tab tab
p p p p p
ce ce ce ce ce
ac ac Ac Ac Ac
gly ely w
No
t
Hi r at Lo
e
od
M
Figure 1. Learners’ level of acceptability of using recyclable materials.

Based on the graph, 90% of the learners highly accept recyclable materials

for their activities. Eight percent moderately accepts the innovation while the

remaining two percent accepts the innovation.

A similar study was conducted by De Lara in 2019. His study is called OpPa

sa Basura. In the study, he found out that there is no significant difference between

the extent of implementation of OpPa sa Basura Worksheet and the aspect on the
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level of its acceptability. Moreover, the grade level assignment is found to be

predictors of teachers’ knowledge and practice of waste management.

The results showed that use of recyclable materials is acceptable by the

learners. This is highly associated to the advantages of the innovation.

According to the learners, the use of recyclable materials in the subject

allowed them to save money, construct their own learning, and express their ideas

freely. To the group, the strategy helped the members to contribute to the progress of

their task. More so, it helped them come up with better ideas. To the environment,

most of the respondents agreed that the use of recyclable materials minimized the

litters in the campus.

The scores of learners in the performance task were analyzed. Table 1 shows

the summary of performance task scores.

Table 2
Summary of Performance Tasks’ Scores
Scores (%) per Section
No. K Plus 1 K Plus 2 K Plus 3 K Plus 4
1 89.33 94.78 75.71 88.57
2 88 96.52 85.71 87.14
3 88 80 95.71 87.86
4 86.67 80.87 84.29 92.14
5 96 67.83 80 65.71
6 84 84.35 75 90
7 80 93.91 87.14 93.57
8 96 99.13 65.71 87.14
9 82.67 80.87 63.57 62.14
10 77.33 98.26 80.71 90
11 98.67 97.39 77.14 66.43
12 97.33 82.61 81.43 66.43
13 89.33 73.04 87.86 88.57
14 96 99.13 90 87.14
15 77.33 96.52 82.86 90
16 78.67 96.52 58.57 87.86
17 80 94.78 85.71 89.29
18 93.33 100.00 92.14 90.71
19 96 99.13 85.71 89.29
20 56 95.65 85.71 86.43
21 86.67 96.52 84.29 90.71
22 61.33 98.26 85.71 89.29
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23 84 98.26 90.71 76.43

24 97.33 98.26 86.43 90.71
25 69.33 95.65 80.71 89.29
26 69.33 97.39 85.71 92.14
27 88 96.52 85.71 90.71
28 95.65 84.29 72.14
29 96.52 59.29 90.71
30 97.39 88.57 92.86
31 87.86 75.71
32 86.43

From the section of K Plus 1, the highest score is 98.67% while the lowest

score is 56%. In K Plu 2, the highest is 100% while the lowest is 67.83%. In K Plus 3,

the highest is 92.14% while the lowest is 58.57%. Lastly, the highest in K Plus 4 is

93.57% while the lowest is 62.14%. On the other hand, the low scores are associated

to high frequency of absences among learners specifically in K Plus 3.

The average score of each section was computed. The results were

summarized in Table 2.

Table 3.
Average scores and its interpretation.
Section Average Interpretation
K Plus 1 84.691 Proficient
K Plus 2 92.753 Highly Proficient
K Plus 3 81.934 Proficient
K Plus 4 85.111 Highly Proficient
General Average 86.122 Highly Proficient

The section of K Plus has the highest proficiency level on performance task

which is 93%. This is interpreted as Highly Proficient. On the other hand, K Plus 3 got

the lowest proficiency level which is 82%. This means that the class is Proficient. In

all, the four sections got a composite mean of 86% which is interpreted as Highly

Proficient. This score is associated to the effectiveness of using recyclable materials

in the performance tasks of learners. Using recyclable materials requires the

application of critical thinking and problem-solving skills (Bartholomew, et. al, 2005).

ACTION PLAN
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Activities for Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar
SY 2019-2020
Dissemination
of results
Crafting
complete
activity sheets
for first quarter
and second
quarter
Validation by
experts
Submission of
proposed
activity sheets
to DepEd
Sharing of
output through
LAC

REFERENCES

Amerian, M. (2015). Key concepts and basic notes on narratology and narrative.
Research Gate. Retrieved from
https://www.researchgate.net/publication/320172355_Key_concepts_and_ba
sic_notes_on_narratology_and_narrative

Bartholomew, C. et. al (2005). Doing the 4Rs: A Classroom Guide to Teach Reduce,
Reuse, Recycle and Rot. Retrieved from
http://www.stopwaste.org/sites/default/files/Doing-the-4Rs-complete-
english2_0.pdf

Boholano, H. B. (2017). Smart social networking: 21 st century teaching and learning

skills. Cebu Normal University, 7(1). Retrieved from
https://files.eric.ed.gov/fulltext/EJ1149146.pdf

Cropley, A. (2015). Introduction to Qualitative Research Methods. Research Gate.

Retrieved from
https://www.researchgate.net/publication/285471178_Introduction_to_Qualitat
ive_Research_Methods

Cruz, M. (2017). Science ed and a thinking society. Philippine Daily Inquirer.

DepEd Order No.73, s. 2012. Guidelines on the Assessment and Rating.

Department of Environment and Natural Resources (2015). National Solid Waste

Management Status Report (2008 – 2014). Retrieved from
https://nswmc.emb.gov.ph/wp-content/uploads/2016/06/Solid-Wastefinaldraft-
12.29.15.pdf

K to 12 Senior High School Curriculum – Earth and Life Science. December 2013.
 12

Senzige, J. P. et. al. (2018). Factors influencing solid waste generation and
composition in urban areas of Tanzania: The case of Dar-es-Salaam.
American Journal of Environmental Protection. Retrieved from
http://article.sciencepublishinggroup.com/pdf/10.11648.j.ajep.20140304.11.pd
f

SEPO (2017). Philippine Solid Wastes at a Glance. Retrieved from

https://www.senate.gov.ph/publications/SEPO/AAG_Philippine%20Solid
%20Wastes_Nov2017.pdf

Watier, N. N. et. al (2011). What does mean mean? Journal of Statistics

Educationvol. 19 (2). Retrieved from http://jse.amstat.org/v19n2/watier.pdf

APPENDICES
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Group Name:_____________
Members: (alphabetically
arranged, boys first, last name first)
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Appendix A _________________________
Activity Sheets _________________________
_________________________
_________________________
Section: _________________ Score: _____________ _________________________
Date: ___________________ _________________________
Earth and Life Science
Activity No.___
A Recall of Plant and Animal Cell

Introduction
Cell is the basic unit of life. Cell forms tissues. Tissues form organs. Organs
form organ systems. Systems form organisms.
Objectives
At the end of the activity, the learners should be able to:
a. describe a cell;
b. differentiate animal and plant cell; and
c. identify the function of the cell.
Materials
Recyclable materials, glue, scissors
Time Allotment: 20 minutes

Procedure
A. Cell Model
1. Using recyclable materials, create a model of the cell.

Analysis:
a. How will you describe a cell?
b. What is the shape of the cell?
c. What organelles are found inside the cell?

B. Functions
Match the function and description to its organelle
Description and Function Organelle
It is a membrane that encloses the nucleus.
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It is a condensed region where ribosomes are formed.

It is an organelle associated with ribosome, makes secretory and
membrane proteins.
It is a packing organelle that modifies proteins.
It is a hot-dog sandwich like structure responsible for producing
energy.
It is a membrane bound organelle that maintains plant cell shape.
It is a green structure in plant which serves as a site for
photosynthesis.

Plant Cell

Animal Cell
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Group Name:_____________
Members: (alphabetically
arranged, boys first, last name first)
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________

Section: _____________ Score: _____________

Date: ___________________

Earth and Life Science

Activity No.____
How Photosynthetic Organisms Capture Light Energy to Form Sugar Molecules

Introduction
Plant cells can make their own food through the process called photosynthesis.
Plants convert light energy into sugar molecules. Sugar molecules are stored in the
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form of starch. As plants make food, different Group Name:____________

organelles of the cell work together. Chloroplast and Members: (alphabetically
arranged, boys first, last name first)
chlorophyll are two organelles which are unique to _________________________
plants. _________________________
_________________________
Objectives _________________________
At the end of the activity, the learners should be _________________________
able to: _________________________
a. identify the stages, raw materials and _________________________
product of photosynthesis. _________________________
b. summarize how photosynthetic organisms _________________________
use light energy to combine carbon dioxide _________________________
and water to form energy-rich compounds. _________________________
Materials _________________________
Recyclable materials, glue, scissors _________________________
Time Allotment: 20 minutes _________________________
Procedure
2. Using recyclable materials, show how plants capture light energy to form
sugar molecules.

Analysis:
a. How are the two stages different from each other?
b. What are the raw materials and products needed and produced in the first
stage? In the second stage?
c. What structures are responsible for photosynthesis?
d. What is the role of oxygen in the process?
e. In one sentence, how do plants capture light energy to form sugar
molecules?

Section: _________________ Score: _____________

Date: ___________________

Earth and Life Science

Activity No.______
Sexual Reproduction in Plants

Introduction
Flower is the reproductive organ of plants. It is composed of different parts.
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Group Name:____________
Objectives Members: (alphabetically
a) identify the male and female parts of the flower; arranged, boys first, last name first)
b) identify the function of the parts of the flower; and _________________________
c) make a model of the parts of the flower _________________________
_________________________
Materials
_________________________
Recyclable materials, coloring materials, used
folders, fasteners, ruler _________________________
Time Allotment: 20 minutes _________________________
_________________________
Procedure _________________________
1.Dissect a flower and identify the male and female parts. _________________________
_________________________
_________________________
_________________________
_________________________
_________________________

Analysis
1) What is the female part of the flower? What are the parts?
2) What is the male part of the flower? What are the parts?
3) Which part functions for the following:
a. produces the pollen?
b. supports the anther?
c. where pollen lands and germinates?
d. connects stigma to the ovary?
e. develops into fruit?
g. where egg develops and eventually develops into seed?

2. Using recyclable materials, create a model of a flower and label its parts.

Section: _________________ Score: _____________

Date: ___________________

Earth and Life Science

Activity No. ______
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Group Name:____________
Animal Reproduction Members: (alphabetically
Introduction arranged, boys first, last name first)
Reproduction is the process of producing new _________________________
individuals. Sexual reproduction occurs when female _________________________
reproductive cells are merged with male reproductive _________________________
cells to form a new animal that is a genetic combination _________________________
of the parent animals. Most animals reproduce sexually _________________________
as it allows for greater variation within the species and _________________________
increases the ability of a species to adapt to changing _________________________
environments. _________________________
Objectives _________________________
At the end of the activity, the learners should be _________________________
able to describe the different ways of how representative _________________________
animals reproduce. _________________________
Materials _________________________
Recyclable materials for visual aids, marker, _________________________
papers, assignment, pictures of Earthworms, Frog, Fish, Chicken, and Lizard
Time Allotment: 20 minutes
Procedure
3. Given the animals assigned in your group, describe the way through which
the following animals reproduce.

Analysis:
f. How do animals reproduce?
g. Which reproduces externally? Describe.
h. Which reproduces internally? Describe
i. How do the following reproduce?
Organism Type of Fertilization Structures involve in
reproduction
Seahorse
Iguana
Penguin
Humans
Snakes
Section: _________________ Score: _____________
Date: ___________________

Earth and Life Science

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Activity No.______
Body Systems

Introduction
Cells are the basic unit of life. Without cells, body will not exist. Cells make
up tissues. Tissues make up organs. Different organs form together to make organ
system or body system. Several body systems include digestive system, reproductive
system, circulatory systems, and excretory systems. Each organ in the systems works
together to sustain body functions.

Objectives
At the end of the activity, the learners should be able to identify and explain
the metabolic processes involved in the various organ systems.
Materials
Recyclable materials, coloring materials, used folders, fasteners, ruler
Time Allotment: 20 minutes

Procedure
4. Each group will be given an organ system.
Group I – Respiratory System
Group II - Muscular System
Group III – Skeletal System
Group IV - Digestive System
Group V – Excretory System
Group VI - Nervous System
Group VII – Reproductive System
Group VIII - Circulatory System
Group IX – Endocrine System
Group X - Lymphatic System
5. Using recyclable materials such as used folders and cardboards, make a
jointed model of the system assigned to your group. Use fastener to
connect joints of model.
6. Identify the organs making up the system and explain how these organs
work together to sustain body functions.
7. After 20 minutes, the group will exhibit their work on the wall. A
representative will stay to present the work. Other members of the group
will tour around to watch the presentation of other groups.
Analysis:
j. What is the role of the system assigned to you?
____________________________________________________________
____________________________________________________________
k. What metabolic processes are carried out by the system?
____________________________________________________________
___________________________________________________________
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Group Name:_____________
Jointed Figure Template Members: (alphabetically
arranged, boys first, last name first)
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Section: _________________ Score: _____________ _________________________
Date: ___________________ _________________________
_________________________
Earth and Life Science _________________________
Activity No. ______
Human Body System and Animal Body System

Introduction
Cells are the basic unit of life. Without cells, body will not exist. Cells make
up tissues. Tissues make up organs. Different organs form together to make organ
system or body system. Several body systems include digestive system, reproductive
system, circulatory systems, and excretory systems. Each organ in the systems works
together to sustain body functions.

Objectives
At the end of the activity, the learners compare and contrast the different organ
systems in representative animals and humans.

Materials
Recyclable materials for visual aids, coloring materials, used folders, ruler
Time Allotment: 20 minutes

Procedure
1. Each group will be given an organ system.
Group I & II – Frog and Humans
Group III & IV - Bird and Humans
Group V & VI – Dolphin and Humans
Group VII & VIII – Earthworms and Humans
Group IX & X – Fish and Humans
2. Using recyclable materials such as used folders and cardboards, make a
model of the system assigned to your group.
3. Identify the organs making up the system of the animal and compare and
contrast the different organ systems in representative animals and humans.
4. After 30 minutes, the group will exhibit their work on the wall. A
representative will stay to present the work. Other members of the group
will tour around to watch the presentation of other groups.

Analysis: Using Venn Diagram, compare and contrast the human and animal body
systems.
ACTIVITY TITLE:__________________________________
Group Members
Criteria 4 – Exemplary
Weig
Does a full share of work or more
Assigns a clearly defined role;
Participation &Involvement
group members perform roles
effectively
Always considers all views and
25%
helps team to reach fair decision
Never argues with teammates
Group tries to solve its problems by
itself without seeking outside help
Finished the task on or before the
Timeliness
given time.
15%
Exhibit superb creativity in
executing the assigned task
Maximized the use of recyclable
Creativity
10% materials to do the output.
Output does not show any sign of
using recyclable materials
Excellent evidence of background
work and critical thinking
All facts accurately stated
Content
30% All major concepts and ideas
explained in depth
Presentation is clever and original
Engaging; captures interest of
audience
Appropriate variety of visual aids
Presentation/Delivery
Visual aids add to or clarify
presentation
20%
Each presenter speaks clearly and
loudly; good eye contact;
appropriate body language
Members contribute equally to the
presentation
Appendix B
Rubrics for Grading
3 – Accomplished
 Does an equal share of work
 Assigns roles, but roles are
not clearly defined or
consistently adhered to
 Usually considers all views
and helps team to reach fair
decision
 Rarely argues
 Group seldom solves its
problems as a team and asks
classmates or teacher for help
 Finished the task one to two
minutes after the given time
Exhibit good level of creativity
in executing the assigned
task
Maximized the use of
recyclable materials to do the
output.
 Output shows some sign of
using recyclable materials
 Good evidence of background
work and critical thinking
 Most facts are accurately
stated
 Most major concepts and
explained in depth
 Presentation is thoughtful
 Presentation is well done;
interesting to audience
 Some use of visual aids
 Visual aids somewhat add to
or clarify presentation
 Most of the time, presenter
speaks clearly and loudly;
some eye contact; some use
of appropriate body language
 Most of the members
contributed equally to the
presentation
2 – Developing
 Does almost as much work as
others
 Assigns roles, but roles are not
adhered to
 Often sides with friends instead
of considering all views
 Sometimes argues
 Group settles problems and
gives up easily
 Finished the task three to four
minutes after the given time
Exhibit creativity in executing the
assigned task
The use of recyclable materials
to do the output is less.
 Output shows little sign of using
recyclable materials
 Some evidence of background
work and critical thinking
 Some facts are accurately
stated
 Some major concepts and
explained in depth
 Presentation is at times clearly
presented
 Presentation is at times
interesting to audience
 Limited use of visual aids
 Visual aids do not clarify or add
the presentation
 Presenter is hard to hear; little
eye contact; poor body
language
 Some members did not
contribute equally to the
presentation
22
1 – Beginning
 Does less work than other group
members
 No effort made to assign roles to
group members
 Acts as cliques or individuals
rather than group
 Arguments within group
 Little attempt to solve problems;
gives up easily
 Finished the task five minutes
after the given time
Executed the task without
showing creativity
Used of recyclable materials to
do the output.
 Little evidence of background
work and critical thinking
 Few facts are accurately stated
 Few major concepts and
explained in depth
 Little creativity used; bland
 Presentation is hard to follow;
poorly organized
 No use of visual aids
 Presenter cannot be heard; no
eye contact; poor body
language
 Some members did not
contribute to the presentation
 23

Score ______________ + Beyonder/Bonus ______________ = Final Score ________________

Adopted from Texas Education Agency, 2006. All rights reserved.

Appendix C
Questionnaire
Rate the following collaborative strategies in Earth and Life Science. Put check on the column
that corresponds to your level of acceptability.

Strategies Highly Moderately Acceptable Low Not Other

acceptable Acceptable (Katanggap Acceptable Acceptable comments
(Mataas na (Katamtamang tanggap) (Mababang (Hindi and/or
pagtanggap) pagtanggap) pagtanggap) katanggap suggestions
tanggap) (Iba pang
komento o
suhestiyon)
Use of recyclable
materials for the
activities
(Paggamit ng
recyclable
materials para sa
mga gawain)
Change of
groupings
according to
needs of the
learners and
activities
(Pagpapalit palit
ng grupo base sa
pangangailangan
ng mag-aaral at
ng gawain)
Use of timer
(Paggamit ng
timer)
Use of online quiz
sa computer
laboratory
(Paggamit ng
online quiz sa
computer
laboratory)
Presentation of
output through
gallery walk
(Presentasyon ng
resulta ng gawain
gamit ang gallery
walk – ang pag-
ikot sa ibat ibang
istasyon kasama
 24

ang kagrupo)
Teachers’ pick
(Pagpili ng guro
ng
tagapagpaliwanag
ng gawain)
Feedback after
the presentation
(Pagbibigay ng
komento at grado
ukol sa resulta ng
presentasyon
pagkatapos ng
gawain)
Use of rubrics
(Paggamit ng
batayan sa
pagmamarka)
Use of activity
sheets
(Paggamit ng
activity sheets)

Sagutin ang mga sumusunod na tanong:

1. What are the advantages of using recyclable materials in our activities:?
(Ano ang mabuting naidudulot ng paggamit ng recyclable materials sa mga gawain:)
a. Yourself (Sa iyong
sarili)____________________________________________________________
_________________________________________________________________
_______________________________________________________________
b. Group(Sa iyong grupong
kinabibilangan)____________________________________________________
_________________________________________________________________
_______________________________________________________________
2. Ano ang mabuting naidudulot ng paggamit ng online quiz sa computer laboratory?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________.
 25

Appendix D
Scores on Performance Tasks of Participants
26
27
28
29
 30

Section: _________________ Score: _____________ Group Name:_____________

Date: ___________________ Members: (alphabetically arranged,
Group
boys Name:_____________
first, last name first)
Earth and Life Science Members:
__________________________ (alphabetically
Activity #1 arranged, boys first,
__________________________last name first)
Universe _________________________
__________________________
_________________________
__________________________
Objectives _________________________
__________________________
At the end of the activity, the learners should __________________________
_________________________
be able to: _________________________
__________________________
c. describe the universe based on its _________________________
__________________________
composition and origin; _________________________
__________________________
d. show how the universe started; and _________________________
e. appreciate how the origin of the universe _________________________
gives birth to the origin of life. _________________________
Materials _________________________
Recyclable materials, marker, papers, _________________________
assignment _________________________
Time Allotment: 30 minutes _________________________
Procedure
A. Universe, Solar System, Milky Way
1. Illustrate the following using recyclable materials.

Universe Solar System Milky Way Earth

2. Arrange the following from smallest to biggest – Milky Way, universe, solar
system.
3. Use arrow to show the order.
4. Answer the following questions:
a. How old is the universe? The solar system?
b. What is the relationship between milky way, universe, and solar
system?
B. Theories and Hypothesis
1. Read your assignment about the theories on Expanding Universe, Cosmic
Microwave Background, and Steady State Model. Fill-in the table that
follows:
Theory/Hypothesis Proponent Year of What is the theory
Discovery all about?
Expanding
Universe
Cosmic Microwave
Background
Steady State Model
2. Present your output using visual aid.
Section: _________________ Score: _____________
Date: ___________________
 31

Earth and Life Science Group Name:_____________

Activity #4 Members: (alphabetically arranged,
Solar System boys first, last name first)
__________________________
Objectives __________________________
At the end of the activity, the learners should __________________________
be able to define solar system and characterize each __________________________
planet. __________________________
Time Allotment: 10 minutes __________________________
Materials __________________________
Recyclable materials, marker, papers __________________________
__________________________
A. The Planets
Procedure
1. With your groupmates, draw the planet assigned to you.
Group I – Mercury
Group II – Venus
Group III – Earth
Group IV – Mars
Group V – Jupiter
Group VI – Saturn
Group VII – Uranus
Group VIII – Neptune

Analysis:
What is solar system?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________
What are the features of the planet assigned to you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________

Rubrics for Grading

Criteria 4 3 2 1
Participation and involvement
Timeliness
Creativity
Content
Presentation and delivery

Section: _________________ Score: _____________

Date: ___________________
 32

Earth and Life Science

Activity #5
Earth’s Subsystems

Earth system is essentially a closed system. It receives energy from the sun
and returns some of this energy to space.

Objectives
At the end of the activity, the learners should be able to:
a. define the concept of a system;
b. recognize the Earth as a system composed of subsystems; and
c. discuss the historical development of the concept of Earth system
Materials: recyclable materials for visual aid
Time Allotment: 15 minutes
Procedure
A. Using a pencil and a piece of paper, draw or illustrate Laiya National High
School. Take note of the presence of vegetation, soil cover, wildlife (if there is
any), crops, and other components of the system.
Analysis:
How will you describe Laiya NHS as a system?
_______________________________________________________________
_______________________________________________________________
_________________________________________.
Present output after 15 minutes.
B. Draw or illustrate Figure 1 on a recycled visual aid.
Afterwards, label and define (using your own words)
the different processes and phases of water involved
in the water cycle.
CONDENSATION PRECIPITATION
EVAPORATION TRANSPIRATION
INFILTRATION SURFACE RUN-OFF Figure 1. Water cycle
Analysis:
How do cycles like water cycle affect the Earth?
_______________________________________________________________
How does energy flow in Earth?
_______________________________________________________________
Present output after 15 minutes.
C. Draw or illustrate Figure 2 on a recycled visual aid.
Analysis:
Which of the subsystems is being described?
1. ____________Thin gaseous layer that envelopes
the lithosphere.
2. ____________Includes the rocks of the crust and
mantle, the metallic liquid outer core, and the solid
metallic inner core. Figure 2. Subsystems of the Earth
3. ____________Sphere of life on Earth
4. ____________Covers about 70% of the Earth and much of it is in the form
of ocean water
 33

5. ____________Composed of 78% nitrogen (N), 21% oxygen (O2), 0.9%

argon (Ar), and trace amount of other gases.
6. ____________Only 3% of Earth’s water is fresh; 2/3 are in the form of ice
and the remaining 1/3 is present in streams, lakes, and ground water.
7. ____________It covers all ecosystems – from soil to the rainforest, from
mangroves to coral reefs, and from the plankton-rich ocean surface to the
deep sea.
8. ____________Plate tectonics shape the surface of the Earth due to Earth’s
internal heat.
9. ____________This sphere is a CO2 sink due to photosynthesis and carbon
cycle.
10. ____________Heat on the Earth’s surface is redistributed through this
sphere.
11. ____________The name of this term was popularized by Vladimir
Vernadsky who hypothesized that life is a geological force that shapes the
Earth.
12. ____________According to Gaia Hypothesis (Lovelock & Margulis,
1970), this sphere is a self-regulating system that is capable of controlling
its physical and chemical environment.
D. Explain the phenomenon of El Nino and La Nina on Earth.
El Niño
El Niño means The Little Boy,
or Christ Child in Spanish. El Niño was
originally recognized by fishermen off
the coast of South America in the 1600s,
with the appearance of unusually warm
water in the Pacific Ocean. The name was
chosen based on the time of year (around
December) during which these warm
waters events tended to occur.
The term El Niño refers to the
large-scale ocean-atmosphere climate
interaction linked to a periodic warming
in sea surface temperatures across the
central and east-central Equatorial
Pacific. Figure 3. El Nino and La Nina
Typical El Niño effects are likely to develop over North America during the
upcoming winter season. Those include warmer-than-average temperatures over
western and central Canada, and over the western and northern United States. Wetter-
than-average conditions are likely over portions of the U.S. Gulf Coast and Florida,
while drier-than-average conditions can be expected in the Ohio Valley and the
Pacific Northwest. The presence of El Niño can significantly influence weather
patterns, ocean conditions, and marine fisheries across large portions of the globe for
an extended period of time.
La Niña
La Niña means The Little Girl in Spanish. La Niña is also sometimes
called El Viejo, anti-El Niño, or simply "a cold event."
La Niña episodes represent periods of below-average sea surface
temperatures across the east-central Equatorial Pacific. Global climate La Niña
impacts tend to be opposite those of El Niño impacts. In the tropics, ocean
temperature variations in La Niña also tend to be opposite those of El Niño.
During a La Niña year, winter temperatures are warmer than normal in the
Southeast and cooler than normal in the Northwest.
 34

Analysis:
How is El Nino different from La Nina?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________________________

Rubrics for Grading

Criteria 4 3 2 1
Participation and involvement
Timeliness
Creativity
Content
Presentation and delivery
 35

Section: _____________ Score: __________ Group Name:_____________

Date: ___________________ Members: (alphabetically arranged,
boys first, last name first)
Earth and Life Science __________________________
Activity #6 __________________________
Earth’s Interior __________________________
__________________________
The earth’ surface is affected by the __________________________
movement of materials in its interior. __________________________
Objectives __________________________
At the end of the activity, the learners should __________________________
be able to: __________________________
d. describe the Earth’s interior; and
e. compare the Earth’s layer.
Materials: Recyclable materials for visual aid
Time Allotment: 120 minutes
Procedure
Draw/illustrate and label the layer of the Earth’s interior.

Figure 1. Earth’s interior

Analysis:
1. Which layer is solid? Which is liquid?
2. Describe the temperature and pressure as you travel deeper down the core.
3. Differentiate continental crust and oceanic crust.
4. Why is inner core solid?
5. Differentiate inner core and outer core.
 36

Section: _________________ Score: _____________

Date: ___________________ Group Name:_____________
Members: (alphabetically arranged,
boys first, last name first)
Earth and Life Science
__________________________
Activity #7
__________________________
Rocks and Rock Cycle
__________________________
__________________________
Rock is a useful material on Earth. Rock
__________________________
formation is illustrated in rock cycle.
__________________________
__________________________
Objectives
__________________________
At the end of the activity, the learners should
__________________________
be able to:
f. establish relationships between rock types and
the origin and environment of deposition/formation; and
g. understand the different geologic processes involved in rock formation.
Time Allotment: 20 minutes
Materials: recyclable materials, marker
Procedure
E. Illustrate the following using recyclable materials. Then, fill-in the yellow
boxes with geologic processes involved in rock formation.

Weathering and erosion Melting Cooling and solidification

Heat and pressure Cementation and compaction
F. Complete the following sentences:
a. The process by which magma becomes igneous rocks is
called__________.
b. The process by which metamorphic rock becomes magma is called _____.
c. The process by which igneous rock becomes magma is called__________.
d. The process by which igneous rock becomes metamorphic rock is called
_____________.
e. The process by which igneous rock becomes sediment is called _______.
f. The process by which metamorphic rock becomes sediment is
called_________.
 37

g. The process by which sediment becomes sedimentary rocks is called ____.

h. The process by which sedimentary rock becomes sediment is called
____________.
i. The process by which sedimentary rock becomes metamorphic rock is
called_______________.

Analysis:
1. How do you define the following:
a. Weathering and erosion
____________________________________________________________
____________________________________________________________
b. Melting
____________________________________________________________
____________________________________________________________
c. Cooling and solidification
____________________________________________________________
____________________________________________________________
d. Heat and pressure
____________________________________________________________
____________________________________________________________
e. Cementation and compaction
____________________________________________________________
____________________________________________________________

2. What is rock cycle?

_______________________________________________________________
_______________________________________________________________
______________________________

Rubrics for Grading

Criteria 4 3 2 1
Participation and involvement
Timeliness
Creativity
Content
Presentation and delivery
 38

Section: _________________ Score: _____________ Group Name:_____________

Date: ___________________ Members: (alphabetically arranged,
boys first, last name first)
Earth and Life Science __________________________
Activity #8 __________________________
Weathering __________________________
__________________________
Earth is shaped by geologic processes which are
classified as exogenic and endogenic processes. Weathering is __________________________
an exogenic process which affects the Earth. __________________________
__________________________
Materials: marker, recycled visual aid __________________________
Objectives __________________________
At the end of the activity, the learners should be able
to:
a. define weathering;
b. identify the agents of weathering and types of weathering;
c. discuss the importance of weathering and erosion.

Time Allotment: 15 minutes

Procedure
The class will be divided into six groups. Each group will be given a task based on the video
clip that they have watched.

Group 1: Discuss ice wedging

Group 2: Discuss abrasion
Group 3: Discuss plant growth
Group 4: Discuss oxidation
Group 5: Discuss acid precipitation
Group 6: Compare and contrast mechanical weathering and chemical weathering using Venn
diagram

Analysis:
1. What is weathering?____________________________
2. What are the two types of weathering? Discuss each.
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________.
3. Compare and contrast the two types of weathering?
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________.

4. Why is weathering important?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Rubrics for Grading
Criteria 4 3 2 1
Participation and involvement
Timeliness
Creativity
Content
Presentation and delivery
 39

Sample Output

Plant and Animal Cell

The Plant Cell

The Animal Cell

Others collaborate to
Some members collaborate
create an output from
to accomplish the activity
recyclable materials.
sheet.

Learners in action given a 20-minute timer

 40

Body Systems

The output

Presentation of output through gallery walk

Researcher/teacher summarized the lessons learned

 41

Human System vs Animal System

The output

Learners were given 20 minutes to finish the activity

Learners were grouped with three members

 42

Cellular Respiration

The output

Learners in action
 43

Flower

The output

Learners worked collaboratively to create output

 44

Photosynthesis

The output

Learners divided tasks among group members

Learners present their output after 20 minutes. Presenters were randomly picked to
make sure that everybody understands their output.
 45

Other Photos of Learners in Action Utilizing Recyclable Materials for their Output