2021 JHS INSET Template for Modular/Online Learning

Subject: Science Grade Level: 8

Unit Topic: Laws of Motion Quarter: 1st

UNIT STANDARDS AND COMPETENCIES DIAGRAM

LEARNING PLAN RF

EXPLORE

This unit is about Newton’s Laws of Motion

Consider this question: How can you apply the laws of motion to ensure road
safety and avoid accidents?
Map of Conceptual Change:

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LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)
LC1: Describe the Activity 1 (Title)
Newton’s three laws of
Instructions: (specific for students to follow even without the teacher)
motion

Learning Targets:
Clickable Links : (website URL)
I can _____________
Screenshot of Online Resource: (to make sure that students are on the right page)
_________________
I can _____________
_________________
Activity 2 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

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

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LC2: Point real-life Activity 3 (Title)
situations as evidence
Instructions: (specific for students to follow even without the teacher)
of application of
Newton's three laws of
Motion.

Clickable Links : (website URL)

Learning Targets:
Screenshot of Online Resource: (to make sure that students are on the right page)
I can apply my learning
to real-life situations
that applies Laws of
Motion
Scaffold for TRANSFER 1
I can demonstrate my
Activity 4
understanding through
performing a given Instructions: (specific for students to follow even without the teacher)
practical task

Clickable Links : (website URL)

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

Activity 5 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

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

Scaffold for TRANSFER 2

Activity 6 (DIGITAL JOURNAL)
Instructions: (Read the letter below and accomplish your digital journal by
answering the questions that follow). Type your answers in the tablet and click
to send your journal to your teacher.

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

Self-assessment:
Instructions:

Interactive Quiz1
Instructions:
Link :
Screenshot:

Interactive Quiz2
Instructions:
Link :
Screenshot:

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LEARNING DEEPEN (MAKE MEANING)
COMPETENCY

LC 3: ________ Instructions:
_____________ GUIDED GENERALIZATION TABLE

Essential Text 1 Text 2 Text 3

Question
Learning Targets:
Answer: Answer: Answer:
I can ___________
I can ___________

Supporting Texts: Supporting Texts: Supporting Texts:

LC 4: ________
_____________ Reason: Reason: Reason:

Learning Targets:
Common Ideas in Reasons:
I can ____________
I can ____________
Enduring Understanding/Generalization:

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

ASYCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insertlearning, kami, wizer.me)
Text 1:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 2:

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

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

Instructions:

Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3:

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

Learning Competency TRANSFER

PERFORMANCE Transfer Goal: Students on their own and in the long run will be able to propose
STANDARD: The ways to appropriately employ concepts of the Laws of Motion to develop a written
learners shall be able plan and implement a Newton’s Olympics
to develop a written
plan and implement a
“Newton’s Olympics” Performance Task
1. One Product

Learning Targets:
I can _____________ 2. Differentiated Products
I can _____________

3. Modality-based Products

4. Integrated Subjects

The Department of Education had responded and decided to hold the

Annual Regional Science Camp this year. As an Event Coordinator of a
highly reputed event organizing company, you were asked to prepare an
activity a la “Amazing Race” for the science club members dubbed as

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 Newton’s Olympics. It must be submitted to the Club Adviser for the review
prior to the Regional Science Camp. As considerations for health protocols,
outputs should be presented virtually. Your output will be based on the
following criteria: relevance to the theme, originality, creativity, integration
of scientific concepts and feasibility.

5. Design Thinking

Use of Web 2.0 App for Output (Ex. InShot, etc)

Analytic Rubric:

Criteria Exemplary Successful Needs Below

Performance Performance Improvement Expectations
10 points 8-9 points 5-7 points 0-4 points

Relevance to The written The written The written The written

the Theme plan shows plan shows plan shows plan shows
deep considerable shallow limited
understanding understanding understanding relevance to
and relevance and relevance and relevance the concept of
to the to the to the motion and its
concept of concept of concept of laws.
motion and its motion and its motion and its
laws. laws. laws.

Originality The plan The plan The plan The ideas

shows an shows a very shows an used in the
exceptional good use of average use plan are not
use of new new ideas. of new ideas. new.
ideas.

Feasibility All the games Three games Two games Most games
are doable by are doable by are doable by are
students. the students. the students; complicated.
the rest are
complicated.

Integration of The written The written Some parts of Most parts of

Scientific plan clearly plan shows the written the written
Content shows evidence of plan are not plan are not
evidence of knowledge of clearly evident of the
in-depth the laws of evident of the knowledge of
knowledge of motion. knowledge of the laws of
the laws of the laws of motion.
motion. motion.

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 Self-Assessment:

Value Integration:

CALENDAR OF ACTIVITIES
WEEK 1

MON TUE WED THU FRI

WEEK 2

MON TUE WED THU FRI

WEEK 3

MON TUE WED THU FRI

WEEK 4

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 MON TUE WED THU FRI

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY:

KNOW SHOW
Direction: Direction:

FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

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

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 4. A minimum number of answers under each
column is stated.

2. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM

3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

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

ARTICLE/PROBLEM:

QUESTION:

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE An article or problem is given to the student to read
and analyze.
Question(s) related to the Make Meaning competency

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 are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each
part may have prompts that student can use to
begin his or her answer.

4A. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD:

LEARNING COMPETENCY: (M)

ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

4B. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER SHEET:

NAME_____________________________ GRADE ____________ SUBJECT ____________

DIRECTIONS: You are required to answer the center question no. 5. After answering, select 2 more to
form a straight row or column like in a tic tac toe game (e.g., horizontal for Questions 4, 5 and 6; vertical for
Questions 2, 5 and 8; or diagonal left for Questions 1, 5 and 9 or diagonal right for Questions 3, 5 and 7).
Whatever straight line you choose, you will be answering only 3 questions.
Write the number of the questions you are answering. Then proceed to complete the CLAIM-EVIDENCE-
REASONING for each question. For evidence, you have to refer to the article.

QUESTION NO. 5:
CLAIM: My answer to the question is

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EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

4C. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER KEY:

LEARNING COMPETENCY: (M)

ARTICLE:

Q1 Q2 Q3

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Q4 Q5 Q6

Q7 Q8 Q9

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING
TIC TAC TOE ASSESSMENT BOARD, ANSWER
SHEET AND ANSWER KEY
An article or problem is given to the student to read
and analyze.
Question(s) are given in line with Make Meaning
competency for students to answer in the form of a tic
tac toe board.
Students have to answer Q5 at the center of the board.
The Q5 question is directly related to the competency.
Students have to select 2 other questions to form a
straight line either horizontal, vertical or diagonal.
In the students’ Answer sheet, a table for the students’
answers to selected questions is provided. The table
contains a part for the Question No., another for
Claim, another for Evidence and a final part for
Reasoning. Each part may have prompts that students
can use to begin their answer. Students have to refer to
article to provide Evidence.
6. In the Answer Key, the Make Meaning type of
Learning Competency is stated. The Evidence or
supporting text in the article is stated below each
question.

5. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M)

NAME______________ GRADE __________ SUBJECT:

DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the third art
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT al
relatives or any other adult. Before submitting, make sure you have followed the instructions on how to answer.

ARTICLE 1:

ARTICLE 2:

ARTICLE 3:

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DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your choice and support you
article.

ANSWER:
Article no. ______ about the _________________ is the best because…

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

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

6A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD: The learners shall be able to develop a

written plan and implement a “Newton’s
Olympics”

SITUATION: The youth of the present are hooked into playing on-line Computer Games.
The Department of Health encouraged the education sector to include
activities develop an interest to physical games among the young children. The

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 Department of Education had responded and decided to hold the Annual
Regional Science Camp for this year. As an Event Coordinator of a highly
reputed event organizing company, you were asked to prepare an activity a la
“Amazing Race” dubbed as Newton’s Olympics for the participants of the
camp, it must be submitted to the Department of Education Head for review
prior to the Regional Science camp. As considerations for health protocols
outputs should be presented virtually.

GOAL: Students on their own and in the long run will be able to propose ways to appropriately
employ concepts of the Laws of Motion to develop a written plan and implement a
Newton’s Olympics to encourage interest to physical games among the young children.

ROLES: Event Coordinator

PRODUCT: Written Plan for Newton’s Olympics

AUDIENCE: Heads of the Department of Education

STANDARDS: Your output will be assessed based on the following criteria: relevance to the theme,
originality, feasibility, integration of scientific content and format.

GRASPS NARRATIVE: The Department of Education had responded and decided to hold the
Annual Regional Science Camp for this year. As an Event
Coordinator of a highly reputed event organizing company,
you were asked to prepare an activity a la “Amazing Race”
dubbed as Newton’s Olympics for the participants of the
camp, it must be submitted to the Department of Education
Head for review prior to the Regional Science camp. As
considerations for health protocols outputs should be
presented virtually. Your output will be assessed based on the
following criteria: relevance to the theme, originality,
integration of scientific content and format.

PERFORMANCE STANDARD: The learners shall be able to develop a written plan and implement “Newton’s O

SITUATION: The youth of the present are now hooked into playing on-line Computer Games. The Department o

GOAL:

ROLE:

PRODUCT:

AUDIENCE:

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STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The
PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.

6B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those that are
mentioned. The student will work on the chosen PRODUCT. The PRODUCT is aligned with the

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Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

6C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in line with his or
her modality. The PRODUCT is aligned with the Performance Standard.
Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular with online,
and 1 for purely online).
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

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6D. PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS

GRADE LEVEL QUARTER ____ PERFORMANCE STANDARD

SUBJECT:

SUBJECT 1

SUBJECT 2

COMMON THEME IN SUBJECT STANDARDS:

COMMON OUTPUT :

PERFORMANCE STANDARDS:

SITUATION

ROLE

GOAL:

INTEGRATED PRODUCT: (1 output with requirements from another subject area)

AUDIENCE

STANDARDS: (criteria from each subject area)

PERFORMANCE TASK GRASPS CHECKLIST (INTEGRATED SUBJECTS)

1.The unit Performance Standards from the different subjects or learning areas are stated. The Performance
Task is aligned with these Performance Standards.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLE in answering the need or goal or solving the
problem.
5.. The student will work on 1 PRODUCT that shows the combination of performance standards from
different subjects.

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6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). There are STANDARDS that are applicable to each subject. The STANDARDS are consistent with
the Unit Performance Standard.

7. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 6A-D)

CRITERIA1 4 3 2 1 0 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING MISSING

TOTAL:

1 Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 6A-D.
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