CONDESA, MARIEL B.

BSED3A

LESSON 1

PRODUCTIVITY SOFTWARE APPLICATIONS FOR SCIENCE TEACHING

AND

B. Pre-Test

It assumed that your teachers and you have been engaging productivity software
applications and or media tools to enhance the teaching and science learning process of
your courses or subjects in the basic education and in the teacher education program prior
to enrolling in TTL 2. The common productivity tools that they or you may have used are
word processing software, spreadsheets, and presentations

• At this time, you will be asked to recall and share your memorable lessons with their
intended learning outcomes that were fully attained became of the appropriate ICT
integration done by your teacher or you. Share your experiences by completing the Table.

Topics and Learning Outcomes/ How productivity software applications or

Objectives media tools were used attain the learning
outcomes
Topic: MATTER Productivity software has the potential to
Student should be able to: significantly reduce the amount of time
 Describe the properties of matter teachers spend on repetitive and tedious
 To distinguish properties of matter tasks. Furthermore, productivity software
from those of non-matter can be integrated into the curriculum and
 Identify three phases of matter and impact the learning of all students. There
describe the characteristics of it. are numerous types of software, each with
its own set of applications.

Activity 1: Creating Learning Plans Using Word Applications

With the ubiquity of word- processing software applications and the ability of
students to quickly use them, it is not difficult to encode and package learning plans. This
activity will help you plan, organize, share, implement and enhance your own learning
plans in teaching your science courses.

Step 1: Testing Your Knowledge of Word Processing Software Applications

Begin this activity by citing the existing word processing software applications
familiar to the students.
You may wish to visit the following websites to explore the types of word processing
software applications:

Types of Word Processing Applications

By Louise Balle (2017)
https://itsillworks.com/purpose-word-processor-1155.html

10 Free MS Word Alternatives You Can Use Today

Invest Intech (2020)
https://www.investintech.com/resources/articles/tenwordalternatives/

Step 2: Viewing the Essential Parts of Learning Plans

Although there are varied formats and contents of learning plans across schools in
the world, learning plans have essential parts that are non-negotiable which must be
considered by any teacher. Learning plans can be good for a semester like the syllabus in
the tertiary education. It can be a unit plan, a daily lesson plan or an individualized plan.
To better appreciate the way word processing software features are used to prepare
learning plans, some examples of these will be viewed, analyzed and explored.

1. Intel Teach Unit Plan

I analyzed explored the sample unit plan of Intel Teach
2. Department of Education

Assessment and Grading System

Course References

Step 3: Sharing the Features of World Applications for Scaffolding Student

Learning

By analyzing the special features of World Applications used in the samples of learning plans,
answer the following discussion questions:

1. What are the advantages of developing learning plans using a word processing
software application?
Answer: Teachers and students can use word processing software to:
Review and revise their compositions with easy
They can highlight key concepts
Rearrange sentences or paragraphs to make them flow more naturally
Experiment with different sentences or words to better communicate their ideas.
Make copies of documents

Features include:
Saves time
Extremely clear
The appearance of the document has been improved.
It enables sharing
allows for synchronization and simple spell checking
2. Based on the example, what are the special features of word application software that
are beneficial in organizing the information required in any learning documents?

A word processor provides more formatting options (the spelling, grammar and
language tools).
It allows users to create, save, edit, format, and print documents.
Text formatting, such as font size, bolding, underlining, or italicizing
Making and modifying tables
Document creation, editing, saving, and printing

3. What additional features of word applications do you think are beneficial in

preparing the following in your mathematics and science class:
Pamphlets for learning equations
and modifying table
Text formatting, such as font selection, bolding, underlining, or italicizing,
equations, and formulas
Projects for pre-formatted publications

Brochures for the different mathematical or scientific skills

Brochure-like pre-formatted publication
Document creation, editing, saving, and printing.
Format documents in a variety of layouts
Use SmartArt to convert a bulleted list.

Charts and graphs for data interpretation and analysis

Create a Table from a List.
Making and modifying tables
Adding formulas, equations, and symbol
Free statistical software
Adding elements like graphs, charts, and smartArts.
Data exchange that is dynamic

Worksheets for mathematics or science drills

Document creation, editing, saving, and printing
Text formatting, such as font size, bolding, underlining, or
italicizing
Illustrations and clipart
Text copying, pasting, moving, and deleting within a document
Layouts are available for faster editing.

Mathematics or science assessment tools

Security- Using passwords, we can protect documents in word processing.
Simple Typing
Numbering and bullets
Multi-column capacity
Data exchange that is dynamic
Word spelling check
Activity 2
Preparing Process Guides and Graphic Organizers using Word
Processing Software Applications

As a result of exploration of word processing application features in Activity 1 of

this Module, in this activity you will be tasked to explore some process guides that you
may implement to help your future students do their assignments and perform various
tasks supported by the productivity software application tools.
Step 1: The Relevance of Providing Process Guides and Graphic Organizers in
Science Teaching

Discuss the relevance of using process guides and graphic organizers to allow students to
become more efficient and productive in performing their learning tasks. Provide examples on
how to guide them through the process of problem- solving activities or laboratory work.

Graphic organizers and process guides are useful learning tools for students of all ages to
organize, clarify, or simplify complex information and construct understanding through an
exploration of the relationships between concepts taught in class. Furthermore, it allows students
to actively contribute to and participate in the learning process, which helps to develop cognitive
skills such as brainstorming, critical and creative thinking, categorizing and prioritizing content,
reflection, and so on.
Teachers must guide students through the problem-solving and laboratory work processes as
facilitators of learning. Teachers must do the following to help students determine whether they
have a problem and whether it is worthwhile to solve it. Because when students face a roadblock
to achieving a goal, they must ask themselves, "Affirm positive beliefs about your ability to solve
the problem." This addresses the negative self-talk that is common when people face a problem.
As teachers, we must assist students in affirming useful beliefs such as, there are several ways to
solve the problem, help is probably available, and I can solve this problem if I'm willing to work
at it, clarify the obstacle, and identify potential solutions. Students will be prompted to clarify
what they need to do to overcome the obstacle, assess the likelihood of success of each solution,
and consider the resources required. The student may decide to meet with the teacher to
brainstorm ways she can improve, and she may encourage students to try out the solution with
the best chance of success. A good solution is to meet with the teacher and decide on one or two
approaches that have the best chance of success. Sixth, encourage students to try a different
solution if the first one doesn't work. This one instructs students to constantly monitor how well
their chosen solution is working and, if they are unable to find a solution, to identify an alternative
goal. It introduces the concept of revaluing, a strategy used by effective problem solvers when they
are unable to find a solution to a problem that is impeding their progress toward a goal. Revaluing
entails identifying an alternative goal that they can achieve.

Step 2: Examples of Process Guides as Scaffold in Science Teaching and Learning

Brainstorm and analyze some examples of process guides in science teaching and learning.
Follow the procedures below for the brainstorming activity.
 1. In a small or large group, select a leader and a recorder (They be the same person)
  Present the question or idea to be brainstormed: What are some specific examples of
process guides that you need to prepare as a reception scaffold in teaching solving
word problems?
Show and Tell - Modeling for students is an essential component of scaffolding.
Make Use of Prior Knowledge
Make Use of Visual Aids - Graphic organizers, images, and charts can all be used
as scaffolding tools.
Pause, Ask Questions, Pause, review - checking for comprehension as students
read a difficult passage or learn a new concept or content.
Make time to talk - structured discussions work best with children, regardless of
their maturity level.

 Present the following sample steps of teaching how to solve word problems and let
the student’s research and develop a guide for each step. Let them use word
application creatively in introducing the guides. In the development of the process
guides, they may use charts and graphs or graphic organizer. Package the process
guide using pamphlets or brochure. The steps are:

o a. Teach how to identify the given.

o b. Teach how to identify the unknown or required. a small or large group,
select a leader and a recorder.
o c. . Teach how to be consistent with the units.
o d. Teach how to choose the equations or formulas to use.
o e. Teach how to derive equations or formulas.
o f. Teach how to check or recheck the answers.

4. To enhance your process guide, you may consider completing the following
graphic organizers identified according to different purposes (Ware, nd, cited by World
Links, 2008):
PURPOSE GRAPHIC ORGANIZERS
To compare and contrast two or more Venn Diagram
concept
To describe a concept Frayer model, Bubble Diagram, Concept Map
To make decision T chart
To show causes and effects Fish bone Map, Inductive Tower
To show sequence (as in a process) Flow Chart
To identify basic components Story Map, 5Ws chart
a. Venn Diagram

Cytosol
Cytoplasm
Cytosol is a fluid
present in the cell Cytoplasm is a cell
membrane component present inside
It is composed of the cell membrane
soluble ions, water, Composed of enzymes,
water-soluble water, lipids,
proteins and carbohydrates, nucleic
molecules  Both part of acids and inorganic ions.
All the chemical the protoplasm
reactions in Involved in large cellular
prokaryotes occur activities like cell division
here and glycolysis.
Transportation of Cytokinesis, nuclear
molecules and division and signal
Signal transduction transduction take place in
take place in the the cytoplasm
cytosol
Diversity is low Diversity is high compared
to the cytosol
b. Frayer Model

 a warm-blooded animal that  Body covered by hair

breastfeeds its young and usually  Mammary glands
has hair  Lungs
 Limbs
 Give birth

MAMMALS
 Elephants
 Fish
 Monkeys
 Birds
 Humans
 Reptiles
 dolphins
c. Bubble Diagram

Elementary
school

Grade-1

Grade -6 Grade-2

Elementary
school

Grade -5 Grade -3

Grade -4

d. T chart

Mixtures Not mixture

Sand and water Baking soda and

Salt and water vinegar.
Sugar and salt Borax and glue to
Ethanol in water make slime.
Air Mix hydrochloric
Soda acid (HCl) and
Salt and pepper sodium hydroxide
(NaOH) together.
e. Fish Bone Map

f. Inductive Tower

Organelle

Prokaryote Eukaryote

Peroxisomes
Organism Plasma Cell wall
membrane

Cell wall Ribosomes Golgi complex Centrioles

Flagella Chromosomes Ribosomes

Nucleus
g. Flow Chart

h. Story Map

The main character of this story is Christy Brown. it stars Daniel Day-Lewis as Brown, an Irish
man born with cerebral palsy, who could control only his left foot. Brown grew up in a poor
working-class family, and became a writer and artist.[6] Brenda Fricker, Ray McAnally, Hugh
O'Conor, Fiona Shaw, and Cyril Cusack are featured in supporting roles.

My Left Foot is the 1954 autobiography of Christy Brown, who was

born with cerebral palsy on 5 June 1932 in Dublin, Ireland. As one of
13 surviving children, Brown went on to be an author, painter and
poet.
In 1932, Christy Brown is born with severe cerebral palsy. He is unable to
walk or talk, but he takes up painting as a hobby.

He falls in love with Eileen Cole, but when he learns she is engaged to be married, he considers
taking his own life. Later on, Christy meets Mary Carr, a nurse who begins reading his
autobiography.
 i. 5 Ws Chart

Process of
Charles Theory of change in all 1859 Because of a
phenomenon called
Darwin Evolution forms of life over
natural selection. In
generations, and the theory of natural
evolutionary selection, organisms
biology is the produce more
study of how offspring than are able
evolution to survive in their
occurs. environment.

ACTIVITY 1

Developing Your Learning Plan

During this step, you will be mapping the content of your learning plan using the template
provided below. The template parts were considered s these are essential in developing a
learning plan and are based on the principles of ICT-pedagogy integration. Remember
that this is the starting point of your major requirement in this course and you will be
modifying it as the succeeding activities in the succeeding modules are discussed and
developed.
In developing the learning plan summary and learning objectives, be reminded of the
need to integrate any of the learning approaches (ie, project-based learning, inquiry-
based learning and research-based learning. whichever is applicable) to be able to
evaluate the extent of demonstration of that you also need to integrate ICT in your
pedagogical procedures to make sure that your learning plan delivery will be enhanced by
the appropriateness of your technology integration. This will serve as an evidence of your
understanding and appreciation of the lessons of this course.

Step 1: The Learning Area of the Learning Plan

Identify the learning area in mathematics or science education that your plan will cover.
Is it Algebra, Trigonometry, Geometry, or Probability and Statistics (for mathematics) or
Biology, Chemistry, Earth Science, or Physics (in sciences)? For what year level and for
what grading period?

I planned to cover the learning area in earth and science for Grade 8 students
during their fourth quarter or last grading period.

Learning Area: Earth and Science: Living Things In Their Environment

Grade Level: Grade 8
Grading period: Fourth Quarter

Step 2: The Specific Coverage of the Learning Plan

Identify the topics within your learning area to be covered. Give a brief description of the
main concepts that must be learned by your students in this lesson.
Learning Area: Earth and Science: Living Things In Their Environment
Grade Level: Grade 8
Grading period: Fourth Quarter
Topics Description
1. Digestive The digestive system includes the mouth, pharynx (throat),
System esophagus, stomach, small intestine, large intestine, rectum, and
anus. It also includes the salivary glands, liver, gallbladder, and
pancreas, which make digestive juices and enzymes that help the
body digest food and liquids.

Evaluate

Activity 1

Revisiting Your Learning Plan

After thoroughly discussing the principles behind developing learning plans in science
teaching in Module 1: presenting the various active learning approaches in Module 2 and
exploring various open-ended tools or productivity software applications in this Module,
revisit the learning plan that you started to do in the first Lesson of this Module. Guided
by all Lessons in the first three Modules, develop and finish your daily learning objectives
and daily learning procedures.
Step 1: Reread the learning plan that you developed in Lesson 1: Activity of this Module.
If there is a need to modify some of the information you stated earlier, feel free to modify
it them.

Step 2: After finalizing the earlier parts of your learning plan, start developing your Daily
Learning Objectives and Daily Learning Procedures. Consider the following in the
development of these sections.

a. Presentation of the learning plan to your students on the first day of its
implementation;
b. Mathematics or science learning activities directly targeting the standards and
mathematics or science competencies:
c. Taxonomies of learning to ensure that you will not just target lower order thinking
skills but to target higher order thinking skills,
d. Holistic development of students (Cognitive. Affective, and Psychomotor):
e. Integration of the active learning approaches (e.g. project based learning,
inquirybased learning, research-based learning whichever is applicable);
f. Integration of appropriate ICT tools to aid the acquisition of the mathematical or
scientific skills by the students and to aid you as the teacher to manage the
attainment of the learning plan objectives,
g. Alignment of your learning plan assessment activities to the learning objectives;
h. Estimated time for each of the activities and
i. Planning and development of the student projects and presentation.

Step 3: Write your Daily Learning Objectives immediately followed by the Daily Learning
Procedures. If the space below is not enough, feel free to insert additional page following
the format.

STUDENT OBJECTIVES/LEARNING OUTCOMES

Day 1

Through a refreshment activity and video presentation

(https://www.youtube.com/watch?v=Xf_VZ8GxU1Y) , the students will be able to:

• recall the key points of the light principle

• Value the principles or light

• Be aware of the other aspects of light.

Day 2
 Students will be able to: through a video presentation on light refraction and
refraction (https://www.youtube.com/watch?v=bqWI4hxzZUs):

• Recognize the properties of light reflection and refraction

• Value the characteristics of the mirrors and lenses they discovered at home.

• Value the principles or light

• Understand the application of light refraction and reflection in real-world

situations.

Day 3

Students will be able to:

• Recognize the qualitative properties of images formed by plane and curved mirrors
and lenses.

• create a ray diagram describing the characteristics and positions of images formed
by lenses using technology

• create their own ray diagram based on the given position of images formed by
lenses

Day 4

Through a video presentation about the application of principles of light in optical

instruments (https://www.youtube.com/watch?v=7Mf_GRjuJ_k) the students will
be able to:
 Appreciate the application of mirrors and lenses in different optical instruments
present in this modern times.
Daily Learning Procedures:

Day 1
 Start the class with a short prayer and attendance
 Let the students identify the different kind of mirrors and lenses they have
 Let the students answer the KWHLAQ chart, a 21* Century Style to assess their
prior knowledge.
a) K — what I know
b) W — what do I want to do
c) L-how do I find out
d) A-what action will I take
e) Q-what new questions do I have
They will learn in the lesson.
 • Allow students to share their thoughts on the video.
• A discussion of the light principle.
• As an assignment, allow students to bring lenses and a mirror on day two.

DAY 2
Show an overview of Day 2 in an introductory video about Light.
• Begin the class with a brief prayer and attendance.
• Allow students to review what they learned on day one.
• Allow students to present their assignments (lenses and mirrors)
• Inquire about what they saw through these lenses and mirrors.
• Show a video presentation about light refraction and reflection using VideoAnt or
Vimeo.
• Discuss light refraction and reflection, as well as its properties.
• Allow students to apply what they've learned in real-life situations.
• As an assignment, allow students to bring their available technologies, such as

Day 3
• Begin the class with a brief prayer and attendance.
• Allow students to review what they learned on day one.
• Allow students to bring their own assignment technologies.
• Display a video clip demonstrating the qualitative properties of images formed
by plane and curved mirrors and lenses.
• Based on what they have seen, have the students describe the qualitative
characteristics (orientation, type, and magnification) of images formed by plane
and curved mirrors and lenses.
• Using a smartboard, demonstrate how to create a ray diagram describing the
characteristics and positions of images formed by lenses.
• Allow students to create their own ray diagrams based on the given position of
images formed by lenses.

Day 4
• Begin the class with a brief prayer and attendance.
• Allow students to review what they learned on day one.
• Allow students to bring their work on Day 3.
• Allow students to explain what their work is about.
• Demonstrate to students the various optical instruments available in virtual
physics laboratories.
• Discuss the use of mirrors and lenses in various optical instruments.
• Allow them to pass their outputs before the end of the class.

Activity 2
Creating Digital Stories
 It is highly recommended that you include as part of your learning plan the task for
your future students to write any of your given requirements digitally. For you to be able
to present to your future students an example of a digital story that they can create in
order to deepen their understanding of your learning plan lesson, do the following steps.
 Step 1: Think of any story that you can use as a springboard to allow the students
to understand the content of your learning plan.
 Step 2: Search for some existing rubrics about digital stories from the World
Wide Web. If there is a need to modify your adapted rubric, modify it.
 Step 3: Develop a story board.
 Step 4: Develop the Digital Story guided by your rubric and story board.

Module 3 Lesson 2 Activity 2:

STORYBOARD Rubric

Needs
Category Excellent Good Satisfactory
Improvement
Required Storyboard Storyboard Storyboard is This storyboard
Elements included all included most missing a few is very
required of the requirements incomplete.
elements. requirements and is a bit
but left out incomplete.
one or two
Content All content is Almost all At least half of Less than half of
in the content is in the content is the content is in
students' own the students' in the the students'
words and is own words students' own own words
accurate. and is words and is and/or is
accurate. accurate accurate.
Clarity and Storyboard is Storyboard is Storyboard is Storyboard is
Neatness easy to read easy to read hard to read hard to read and
and all and most with rough one cannot tell
elements are elements are drawings and what goes
so clearly clearly labels. where.
written, written,
labeled, or labeled, or
drawn. drawn.
 Creativity Storyboard Storyboard Storyboard Storyboard has
has plenty has some has few almost no
pictures and pictures and pictures and pictures and
diagrams diagrams. diagrams. diagrams.
make it
unique and
refreshing.
Attractiveness Storyboard is Storyboard is Storyboard is Storyboard is
exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy or very
terms of design, layout, though it may poorly designed.
design, layout, and neatness. be a bit It is not
and neatness. messy attractive.

Activity 2
Creating Digital Stories
It is highly recommended that you include as part of your learning plan the task for
your future students to write any of your given requirements digitally. For you to be able
to present to your future students an example of a digital story that they can create in
order to deepen their understanding of your learning plan lesson, do the following steps.
 Step 1: Think of any story that you can use as a springboard to allow the students
to understand the content of your learning plan.
 Step 2: Search for some existing rubrics about digital stories from the World
Wide Web. If there is a need to modify your adapted rubric, modify it.
 Step 3: Develop a story board.
 Step 4: Develop the Digital Story guided by your rubric and story board.

Activity 3
Examining Copyright Law Knowledge
Step 1: Testing Your Knowledge about Copyright Law Begin this activity by answering
the following online copyright law:
a. Quiz I: Copyright and Fair
Usehttps://quizizz.com/admin/quiz/56cf948c3db845c367a0f4c3/copyrightand-
fair-use
b. Quiz 2: Copyright Fair Use Quiz-
https://www.proprofs.com/quizschool/story.%20php?%20titlecopyright%20fair
-use-quiz

c. Quiz 3: Copyright and Fair

Usehttps://reviewgamezone.com/mc/candidate/test/?test%20id6813&ti%20the
%20Copyright%20and%20Fair%20Use (this link cannot be opened. Instead, I
tried other links for quizzes about copyright and fair use.)
https://www.csus.edu/indiv/p/peachj/edte230/copyright/quiz.htm
Step 2: Read the Copyright Documents of Intel Teach from the following websites:
a. Copyright Guidelines and Resources
https://www.google.com/search?q=https%3A%2F%2Feducate+intel.com%2Fdo
wnload+K12%2Felements%2Flead_html%2F+resources%2F13+Copyright+Guid
elines+and+Resources.pdf&oq=https%3A%2F%2Feducate+intel.com%2Fdownlo
ad+K12%2Felements%2Flead_html%2F+resources%2F13+Copyright+Guideline
s+and+Resources.pdf&aqs=chrome..69i57j69i58.2680j0j4&sourceid=chrome&ie
=UTF-8

b. Copyright Chaos, an Educator's Guide to Copyright Law and "Fair Use"

https://www.scribd.com/presentation/109980665/Copyright-Chaos

Step 3: After reading all the documents about copyright laws, answer the following
questions:
a. What does copyright law say about a work, e.g. photo, diagram, chart, or whole
journal article, which does not have the copyright symbol? How will you include
these in your project presentation?
 According to the article, the Copyright Act law does not require that any
symbols be used to indicate that works are subject to copyright. However, if you
are going to distribute your work to the public, you should use the copyright symbol
to let others know that the work is protected.
In your project presentation, you must include the copyright symbol
consists of a letter “c” in a circle, followed by the name of the owner of the copyright
and the year the work was first published.
b. Is patchwriting and rephrasing a good remedy to avoid obtaining copyright
permission for an existing work? Why?
Answer: No, because patch writing occurs when you rewrite a portion of a source
material while keeping your language too close to the original text. In other words,
it reorganizes the original text while heavily relying on its structure and vocabulary.
As a result, it is not successful. However, when it comes to rephrasing or
paraphrasing,
• Rephrasing is plagiarism if the original author is not properly credited.
• Plagiarism occurs when your text is too close to the original wording (even if you
cite the source). Instead of directly copying a sentence or phrase, you should quote
it.
• Paraphrasing is not plagiarism if you completely rephrase the author's ideas and
properly cite the source.

c. What does copyright law say about a generally a copyright protected work such as
a chart, graph, diagram, figure, drawing, photograph or map? Can this be copied
without permission? Why?
Answer: According to the copyright guidelines for graphic, chart, or diagram
works, if an image accounts for more than 10% of all images in an article, book,
website, or other media, it can be used without permission for fair dealing
purposes. Furthermore, when using an image, it is critical to check the image's
original source to see how many other images are in the website, article, book, etc.
This will help you determine whether your usage is reasonable and within the 10%
range. Remember that Fair Dealing is a broader, context-specific legal test, and
that when applying Fair Dealing, you should always consider all of the
circumstances.
d. How is copyright infringement related to plagiarism? Explain.
Answer: Copyright infringement includes the unauthorized or unlicensed
copying of a work protected by copyright, as well as any violation of the copyright
holder's exclusive rights. Plagiarism is the use of someone else's work or ideas
without proper credit. Plagiarism is not illegal, but it is frequently regarded as an
offense against an author. Similarly, copyright infringement is not illegal, but it is
frequently regarded as an offense against the holder. Finally, when ideas are
copied, both plagiarism and copyright violation are illegal.

e. Are Filipinos covered by the Copyright Laws of other countries? Why?

Answer: No, the Philippines has four international copyright treaties and is a
signatory to the Berne Convention on Copyright. Copyright Index is recognized as
a copyright authority providing official copyright registration in the Philippines
and around the world. Furthermore, original intellectual creations in the literary
and artistic domains are copyrightable under Philippine law. Derivative works are
also protected as new works, as long as they do not infringe on the original works'
copyright. There is no such thing as "international copyright," which protects an
author's writings all over the world. Protection against unauthorized use in a
specific country is determined by that country's national laws. The Philippines is a
signatory to several international copyright treaties and conventions, and in
accordance with these treaties, it provides copyright protection to foreign works.