Division Zamboanga Sibugay

School Bulawan National High School Grade Level 9

Teacher Lucelle W. Dela Cruz Learning Area Science
Time & Dates Quarter 1st

DETAILED LESSON PLAN IN INQUIRY-BASED LEARNING (7E’s)

I. OBJECTIVES
The learners demonstrate an understanding of how changes in
A. Content Standards the environment may affect species extinction

The learners should be able to make a multimedia presentation

B. Performance of a timeline of extinction of representative microorganisms,
Standards plants, and animals.

Relate species extinction to the failure of populations of

C. Learning
organisms to adapt to abrupt changes in the environment;
Competencies/
(S9LT-If-30)

At the end of the session, the learners are expected to:

1. Identify environmental problems and issues affecting the

D. Specific community;
Objectives 2. Discuss each environmental problem and;
3. Share the best practices they have at home that help lessen
the effect of these environmental issues.
English – Creation of sentences that conforms to correct
grammar and syntax in answering questions in this
lesson. Students are to express their learned concepts
orally and grammar is being included in the rubrics in
reporting. Also, writing skills will be enhanced as
students will make an output based on the assigned
activity during their Gallery Walk.
MAPEH – Use of body dynamics in Charade game and String
E. Integration of
and Yarn Exercise.
Content Within
E.S.P. – Sharing of the best practices they have at home that
and Across
help lessen the effect of environmental issues.
Curriculum
Appreciate the importance of teamwork, cooperation,
good relation with others to attain success.
Math – Computation of their group output in the rubrics
AralPan – Knowledge on the current scenario/issue in
Zamboanga Sibugay in terms of environmental
Problems
TLE (Computer System Servicing Major) - use as exploring
Activity that will enhance learners attentiveness

Group Dynamics, Reporting, Gallery Walk, Focus discussion,

F. Strategies Gamification, Differentiated activities

II. CONTENT

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
Environmental Issues that Affect Biodiversity
Science 9 Teacher’s Guide.(2015).Department of Education-
Instructional Materials Council Secretariat (DepEd-IMCS).
Pasig City, Philippines

Science 9 Learner’s Module.(2015). Department of Education-

2. Learner’s
Instructional Materials Council Secretariat (DepEd-IMCS).
Material Pages
Pasig City, Philippines
3. Textbook Pages p.61-65
4. Additional Materials from
www.youtube.com
LR Portal
B. Other Learning Resources
Paper strips, bowl, big pictures, Big pictures of different
C. Materials Environmental issues (with description) posted on the wall,
Chalk and Eraser, Activity sheets and rating sheet, rubrics

PROCEDURES (7E’s) Learner’s Response Annotations

Relate it to Values Education and
Preliminary Activities reading comprehension concept
(3 minutes) ICT INTEGRATION, ENGLISH AND
EsP INTEGRATION ON THE LESSON

Prayer (The students stand up for an

Greetings opening prayer)
Checking of (Indicator 4 Establish safe and secure learning
Attendance using (The Students will read the house
environments to enhance learning through the
Google Form rules and listen attentively while
consistent implementation of policies,
Setting of House Rules the teacher reminds)
guidelines and procedures) (Indicator 6
Always wear your
Maintain learning environments that nurture
mask and observe
social distancing. and inspire learners to participate, cooperate
Listen to the and collaborate in continued learning)
discussions and
instructions attentively.
You might miss
important things.
Avoid making
unnecessary noise.
Do not interrupt if
someone is talking.
Wait for your turn. If
you want to talk, raise
your right hand to be
acknowledged.
Be attentive and (Indicator 8 Design, adapt and implement
participative. teaching strategies that are responsive to
Cooperate and learners with disabilities, giftedness and
collaborate in every talents)
activity. Your
ideas/helps will be
highly appreciated.
Submit your outputs
before or on time.
Gadgets are allowed (Indicator 5 Maintain learning environments
 but only use them if that promote fairness, respect and care to
necessary. Learn when encourage learning)
to use or not to use
them
Respect individual
differences.
Avoid doing distraction (Indicator 2 Display proficient use of Mother
to others. Respect your Tongue, Filipino and English to facilitate
classmates when teaching and learning)
speaking,
doing/performing the
activities.
Use any languages
(mother tongue) that
can be understood by
everybody.

A. Reviewing previous Relate it to literacy, Environment isssues

lesson or “Charade Game” and physical fitness concept
ENGLISH INTEGRATION, ARALPAN
presenting the new INTEGRATION AND MAPEH
lesson INTEGRATION ON THE LESSON
ELICIT (7 minutes)
Lean me your eyes on the List of environmental problems Gamification strategies
board and ears. that affect the community:
Just-In-Time Teaching Methods
(assessing students prior knowledge)
Introduce the lesson with a Act 1: deforestation
Charade Game
Act 2: mining (Indicator 6 Maintain learning environments
1. Prepare a list of that nurture and inspire learners to
environmental problems Act 3: dynamite fishing participate, cooperate and collaborate in
that affect the community: continued learning)
Destruction of coastal Act 4: floods
resources, deforestation, (Indicator 5 Maintain learning environments
Act 5: acid rain
mining, dynamite fishing, that promote fairness, respect and care to
acid rain, etc. Act 6: illegal logging encourage learning)
2. Write it in small pieces of
paper and place it in a small Ask one student at a time to
box. Apply knowledge of content within and across
volunteer to pick a piece of
paper and he needs to act it curriculum teaching areas
out without uttering any word.
The rest of the students guess
what it is. Continue the game
until you have about six
students doing the act.

Very Good, class. Give

yourselves a McDO clap.

B. Establishing a Let the students read the objectives

purpose for the aloud and in chorus to enhance
lesson students reading/literacy skills
ENGAGE ( 1 minutes) ENGLISH INTEGRATION
The teacher asks the
students to read the
objectives of the day.
Objectives:
1. Identify environmental
problems and issues affecting
the community;
(Indicator 6 Maintain learning environments
that nurture and inspire learners to
participate, cooperate and collaborate in
continued learning)

2. Discuss each environmental

problem and:

3. Share the best practices

they have at home that help
lessen the effect of these
environmental issues.

C. Presenting Let the students enhance their literacy

examples/
instances of the
new lesson
ENGAGE (5 minutes )
The students will do the
String and Yarn Exercise
String and Yarn Exercise.
They can choose from the
following word:
skills
ENGLISH AND FILIPINO INTEGRATION,
MAPEH INTEGRATION, ESP INTEGRATION
AND ICT INTEGRATION
Gamification strategies

PROCEDURE: grass, wind, flower, soil,

1. Select or ask for 5
volunteers. Instruct students
to choose from the list of
word, anything they would
like to be, e.g. grass, wind,
flower, soil, earthworm, etc.
Choices should be different
from each other.
2. Ask students to choose
one word in the metacard
provided by the teacher and
clip or tape it in front of their
chest. Let them form a
circle.
3. Instruct one student to
start off by holding on to
one end of the string and
passing the ball to another
student in the circle with
whom the student can be
“related” and explain the
significance of that part. For
example, the “bird” student
holds the end of the string.
That student passes it to the
“earthworm” student and
says, “I am a bird that eats
the earthworm.” (They can
use different languages)
4. Remind students to
continue making
connections and follow the
human, earthworm, bird, trees,
forest, human
Example:
Student 1: I am a bird that eats
the earthworm.
Student 2: I am the earthworm
that lives in the soil.
Student 3: I am the soil where
trees grow.
Student 4: I am the trees that
give oxygen to the human
Student 5: I am human who
contribute to the environmental
problems in the community.
(Indicator 4 Establish safe and secure learning
environments to enhance learning through the
consistent implementation of policies,
guidelines and procedures)
(Indicator 6 Maintain learning environments
that nurture and inspire learners to
participate, cooperate and collaborate in
continued learning)
(Indicator 5 Maintain learning environments
that promote fairness, respect and care to
encourage learning)
(Indicator 2 Display proficient use of Mother
Tongue, Filipino and English to facilitate
teaching and learning)
same procedure until
everyone has participated
and the yarn is intertwined
into a web.
5. Act as the agent of
destruction, by cutting the
connections inside the circle
while describing the
destruction of each link.
Continue to cut connection Possible answer:
until the web is destroyed. The exercise shows that living
things depend on non-living
Questions: things and even other living
 What does the things in order to survive.
exercise illustrate?
Possible answer:
Everything on earth is
interrelated.
 What is the
message?

7. Relate students’
answers to the first activity.
D. Discussing new
concepts and
practicing new
skills #1
EXPLORE (10 minutes)
Have a gallery walk in your
classroom.
1. Group the class into 5.
2. Post on the different
sides of the room the
various environmental
issues that affect
biodiversity.
3. Include in the picture
important concepts that
must be learned.
4. Have the groups walk
through the different sides
and tell them to study the
pictures.
Gallery Walk Relate it to reading comprehension and
values education concept)
(ENGLISH INTEGRATION AND EsP ON
THE LESSON)
Group Dynamics
(Indicator 6 Maintain learning environments
that nurture and inspire learners to
deforestation participate, cooperate and collaborate in
continued learning)
(Indicator 4 Establish safe and secure learning
environments to enhance learning through the
wildli consistent implementation of policies,
fe depletion
guidelines and procedures)
(Indicator 2 Display proficient use of Mother
Tongue, Filipino and English to facilitate
teaching and learning)
Coastal destruction
(Indicator 9 Adapt and use culturally
appropriate teaching strategies to address the
needs of learners from indigenous groups)

E. Discussing new Relate it to numeracy, reading and writing

concepts and GROUP MO, POST MO skills, Aral Pan and Values Education lesson)
(MATH INTEGRATION, ENGLISH
practicing new
INTEGRATION, VALUES EDUCATION
skills #2 LESSON AND ARALPAN ON THE
EXPLORE (6 minutes) LESSON)

 The teacher will After doing the Gallery Walk, Differentiated instruction by Carol Ann
group the class into 5 let the groups stay in one Tomlinson
 groups based on the place and give them specific
interests/ educational environmental problem that Group Dynamics
needs of the they need to have focus
learners. The teacher discussion. They can go back (Indicator 4 Establish safe and secure learning
environments to enhance learning through the
will remind the class to the picture if they want.
consistent implementation of policies,
to always respect guidelines and procedures)
individual differences The students are group into 5.
(ideas, culture, They will perform the given
abilities, interests, tasks assigned to them. (Indicator 6 Maintain learning environments
talents and skills) that nurture and inspire learners to participate,
Each group will be Group I: “You Complete My cooperate and collaborate in continued learning
provided a manila World”
paper to be used in Activity:
the activity. Deforestation
Apply knowledge of content within and across
 The teacher will The learners will present an curriculum teaching areas
remind the learners output about deforestation.
to wear face mask Instruct the learners to carry
while they are near out an exploration of these
with each other and Indigenous culture/ tradition by
presenting personal or social (Indicator 9 Adapt and use culturally
observe social appropriate teaching strategies to address the
distancing. experiences about
needs of learners from indigenous groups)
deforestation in their Province-
 Before doing their Zamboanga Sibugay
task, the teacher will Culturally responsive teaching
suggest rubrics on
(Indicator 9 Adapt and use
the task given.
culturally appropriate teaching
Rubrics 2 3 strategies to address the
Time 3rd to 2nd to needs of learners from
manage post their post their indigenous groups)
ment work on work on
board board Group II: Poem/Song/Poster
Making

Activity: Effects of
Neatnes 3 to 1 to 2 Deforestation
(Indicator 8 Design, adapt, and implement
s more erasures
erasures The Learners will present a teaching strategies that are responsive to
song or poem or poster about learners with disabilities, gifted and talents)
Accurac 5 or 2 to 4 the topic assigned to them.
y more informati
informati on are
See attached activity sheets.
on are incorrect
incorrect (Indicator 8 Design, adapt,
and implement teaching
strategies that are responsive
to learners with disabilities,
 The teacher will gifted and talents)
encourage each
group to assign a Group III: “HuLarawan”
leader, encoder, time
keeper and a Activity:: Wildlife Depletion
presenter for a
smooth flow in doing The teacher will show pictures.
their task. Using their understanding and
learning during the gallery (Indicator 5 Maintain learning environments
 Remind the group walk, the students’ task is to that promote fairness, respect and care to
that they are only evaluate if the following encourage learning)
given 5 minutes to do pictures are part of wildlife
their tasks and depletion.. In doing this, they
another 1 minute can say AHA if the example is
each group for their correct, and AHU if it is not.
presentations.
See attached activity sheets.
 Presenter can use (Indicator 5 Maintain learning
any dialects in environments that promote
presenting his/her fairness, respect and care to
output. encourage learning)

 Teacher will Group IV: “You Destruct my

acknowledge every World”
presenter/ group on
their active Activity: Destruction of
participation and Coastal Resources
collaboration in every
activity. The students are assigned to
(Indicator 6 Maintain learning environments that
discuss about their nurture and inspire learners to participate, cooperate
 The teacher will give understanding on Coastal and collaborate in continued learning)
emphasis on the destruction during the Gallery
importance of the walk.
following core values
to the learners in See attached activity sheets.
doing their tasks: Indicator 6 Maintain learning
 SENSE OF environments that nurture and
RESPONSIBI inspire learners to participate,
cooperate and collaborate in
LITY (in doing
continued learning)
the work and
following the
rules and Group V: “Think-Pair Share”
policies)
Activity: How to lessen the
 URGENCY (in effects of environmental
submitting problem
outputs)
 RESPECT(Ind The students will be asked to Apply knowledge of content within and across
think and share the best curriculum teaching areas.
ividual
practices they have at home
differences of that help lessen the effect of
ideas) environmental issues.

 See attached activity

sheets. See attached activity sheets.
Apply knowledge of content
within and across curriculum
teaching areas.

F. Developing mastery Post Mo: "THINKING OUT Relate it to comprehension skills and Values
EXPLAIN (10 minutes) LOUD" Education concept
(ENGLISH INTEGRATION AND EsP
 INTEGRATION)

Each group shall present to Reporting

the class the assigned Focus Discussion
environmental issue. They can
use the pictures in the gallery (Indicator 4 Establish safe and secure learning
walk as their visual aid. The environments to enhance learning through the
teacher will facilitate the consistent implementation of policies,
discussion and should make guidelines and procedures)
sure that the important
concepts are emphasized.

Group I: “Complete My World” Indicator 2 Display proficient use of Mother

Activity: Deforestation
Group II: Poem/Song/Poster
Making
Activity: Effects of
Deforestation
Group III: “HuLarawan”
Activity:: Wildlife Depletion
Tongue, Filipino and English to facilitate
teaching and learning)
(Indicator 6 Maintain learning environments
that nurture and inspire learners to
participate, cooperate and collaborate in
continued learning)

Group IV: “You Destruct my (Indicator 5 Maintain learning environments

World” that promote fairness, respect and care to
Activity: Destruction of Coastal encourage learning)
Resources

Group V: “Think-Pair Share”

Activity: How to lessen the (Indicator 9 Adapt and use culturally
effects of environmental issues appropriate teaching strategies to address the
needs of learners from indigenous groups)
Key Concepts:
1. The principal causes of
deforestation are illegal (Indicator 8 Design, adapt, and implement
logging, kaingin farming, forest teaching strategies that are responsive to
fires, and conversion of learners with disabilities, gifted and talents)
agricultural lands to housing
projects and typhoons.
2. The effects of deforestation
include soil erosion, floods and
depletion of wildlife resources.
3. The major cause of wildlife
extinction is the loss of habitat.
4. Coral reef destruction is
Apply knowledge of content within and across
caused by dynamite fishing
curriculum teaching areas
and muro-ami, while mangrove
destruction is caused by
overharvesting and conversion
of the area into other uses.
5. Sustainable development
means that a society should
live under the carrying capacity
of the environment.

G. Finding practical Relate it to creation of sentences, values

 applications of
concepts and skills
in daily living
Elaborate (5 minutes)
The teacher will play the
song “MASDAN MO ANG
KAPALIGIRAN”.
The teacher can call 2-3
students using the Wheel of
Names and share to the
class the messages of the
song.
QUESTION:
As a student what best
practices you have at home
or in your community that
help lessen the effect of
these environmental
issues?
Very good
Indeed!
Very good! Give yourselves
a barangay clap.
H. Making
generalization and
abstractions about
the lesson
ELABORATE (5
minutes)
Establish first the rules in
playing the game so that no
one will get hurt. Involve the
students in formulating the
rules. Make sure to remind
the class not to tease their
classmates to prevent
bullying. Discuss briefly the
bad effects of bullying. Then
discuss the mechanics of
the game.
MECHANICS:
The students will
sing "Types of
Rocks" by Mr. Parr
while passing the
genius hat.
When the teacher
tapped the table the
“KAW NA” .
The students will sing the song
“MASDAN MO ANG
KAPALIGIRAN”.
Name of the students will be
flashed through The Wheel of
names and will be asked to
answer the question.
Answer may vary
“GENUIS HAT GAME“
The students will sing "Types
of Rocks" by Mr. Parr while
passing the genius hat and
when the teacher tapped the
table the song will be stopped
and the one who is wearing
the genius hat will answer the
questions inside the box.
education concept and music concept
ENGLISH INTEGRATION AND EsP
INTEGRATION
ICT INTEGRATION AND MAPEH
INTEGRATION
(Indicator 5 Maintain learning environments
that promote fairness, respect and care to
encourage learning)
(Indicator 6 Maintain learning environments
that nurture and inspire learners to
participate, cooperate and collaborate in
continued learning)
Indicator 2 Display proficient use of Mother
Tongue, Filipino and English to facilitate
teaching and learning)
Relate it to comprehension and music
concept)
(INTEGRATION OF ENGLISH AND
MAPEH ON THE LESSON)
Gamification strategies
(Indicator 4 Establish safe and secure learning
environments to enhance learning through the
consistent implementation of policies,
guidelines and procedures)
 song will be stopped
and the one who is
wearing the genius
hat will answer the
questions. The
questions are inside
the box. The
learners will pick one
questions and
answer it in his/her
own
words/understanding
. Possible answer:
Rewards are waiting
The principal causes of
to those who can
deforestation are illegal
answer.
logging, kaingin farming, forest
Guided questions: fires, and conversion of
agricultural lands to housing (Indicator 2 Display proficient use of Mother
What is/are the main projects and typhoon. Tongue, Filipino and English to facilitate
cause of teaching and learning)
deforestation? As a consequences of cutting
down trees, the following
effects could take place: soil
erosion, floods and decrease
in wildlife resources that will
How is forest eventually lead to extinction
ecosystem affected
when trees are cut The major cause of wildlife (Indicator 6 Maintain learning environments
down? depletion is the loss of habitat. that nurture and inspire learners to
participate, cooperate and collaborate in
continued learning)
Coastal areas are getting
What is the major destroyed through the years
cause of wildlife because of human activities.
depletion? These activities include
deforestation, agricultural
Why coastal areas
activities and mining, dynamite
are getting destroyed
fishing and muro-ami,
through the years?
overharvesting and coastal
areas conversion to beach
resorts and residential.
One of the big challenge to
maintain the resources needed
for survival while ensuring that
What are the best they will still be available in the
way to lessen the future is through the practice
effect of of sustainable Development.
environmental
issues?
I. Evaluating learning Relate it to learning and listening attitude
Evaluate (5 Paper and Pencil Test: and math concept
(INTEGRATION OF NUMERACY
minutes)
SKILLS AND ENGLISH ON THE
LESSON)
In your ¼ sheet of paper, write (Indicator 5 Maintain learning environments
 YES if the statement is true that promote fairness, respect and care to
and No if the statement is encourage learning)
false.

1. Human actions have YES

resulted in habitat loss and
degradation that has
accelerated the rate of
extinction.

2.The major cause of wildlife

depletion is the loss of habitat. YES

3.The principal causes of

deforestation are illegal
logging, kaingin, farming, YES
forest fires and typhoon.

4.Decrease in wildlife
resources will eventually not
NO
lead to extinction

5.If animal population are

driven away from their natural
habitat many will die or YES
became instinct.

J. Activities for “WHAT'S ON YOUR MIND" Relate it to reading and writing

application or comprehension and EsP concept
TEGRATION OF ENGLISH AND EsP ON
remediation Extend
THE LESSON)
(2 minutes)
PERFORMANCE TASK 1: Differentiated Activities
"WHAT'S ON YOUR MIND"

The teacher will post (Indicator 4 Establish safe and secure learning
the blank man environments to enhance learning through the
Environmental
named Issues consistent implementation of policies,
ENVIRONMENTAL guidelines and procedures)
ISSUES.
The teacher will
suggest differentiated
activities to the
learners. (Individual)
By this time, every
student is free
choose one
 environmental issues
from the discussion
Learners will choose
activities to be done
at home on the
options given below
depending on their
giftedness, talents,
skills and interest.
To fully express their
ideas, learners can
use any language
that can be
understood by
everybody in making
their outputs

Option 1: THE WRITERS: (Indicator 2 Display proficient use of Mother

As an indigenous groups, Tongue, Filipino and English to facilitate
highlight the environmental teaching and learning)
factor/issue that is
responsible for the
(Indicator 9 Adapt and use culturally
extinction of the plants and
appropriate teaching strategies to address the
animals in your area. Make
needs of learners from indigenous groups)
anessay/reading materials/
speech/paragraphs. You
can used different (Indicator 8 Design, adapt and implement
languages. teaching strategies that are responsive to
learners with disabilities, giftedness and
Option 2: THE ARTIST: talents)
Based on the environmental
issues that you choose,
make a poster or slogan Apply knowledge of content within and across
depending on your abilities, curriculum teaching areas
talents or skills.

Option 3: THE
COMPOSER: Choose an
environmental problem and
compose a poem/song.

Write your output in a short

bond paper or A4.

Provide a scoring rubric for

the activity.
.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who require
additional activities for
remediation

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson.

D. No. of learners who continue

to require remediation

E. Which of my teaching
strategies worked well? Why
did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use / discover
which I wish to share with
other teachers?

Reviewed by:

LUCELLE W. DELACRUZ
Teacher I

Noted by:

FELIPE J. CULANGGO
Principal I
Name of Group Members: _______________________ Grade & Section:_________________
____________________________________________ Group Number:__________________
_____________________________________________ Date:_________________________
___________________________________________ Score:_________________________
____________________________________________
___________________________________________
____________________________________________
____________________________________________
Group I

(Indicator 9 Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous
groups)

“Complete My World”

Activity: Deforestation

The learners will present an output about deforestation in a manila paper. Instruct the learners to
carry out an exploration of these Indigenous culture/ tradition by presenting personal or social
experiences about deforestation in their Province-Zamboanga Sibugay.

1. What is deforestation?
2. What are the causes of deforestation? Explain each.

Name of Group Members: _______________________ Grade & Section:_________________

____________________________________________ Group Number:__________________
_____________________________________________ Date:_________________________
___________________________________________ Score:_________________________
____________________________________________
___________________________________________
____________________________________________
____________________________________________
___________________________________________
__________________________________________

Group 2

(Indicator 8 Design, adapt, and implement teaching strategies that are responsive to learners with
disabilities, gifted and talents)

Poem/Song/Poster Making
Activity: Effects of Deforestation

The Learners will present a song or poem or poster about the topic assigned to them. Write your
output in a manila paper.

1. What is deforestation?
2. What are the effects of deforestation? Explain each.

Name of Group Members: _______________________ Grade & Section:_________________

____________________________________________ Group Number:__________________
_____________________________________________ Date:_________________________
___________________________________________ Score:_________________________
____________________________________________
___________________________________________
____________________________________________
____________________________________________
___________________________________________
__________________________________________

Group 3

(Indicator 5 Maintain learning environments that promote fairness, respect and care to encourage
learning)

“HuLarawan”
Activity: Wildlife Depletion

The teacher will show pictures. Using their understanding and learning during the gallery walk, the
students’ task is to evaluate if the following pictures are part of wildlife depletion. In doing this, they
can paste the pictures in an AHA corner if the example is correct, and AHU if it is not.

Name of Group Members: _______________________ Grade & Section:_________________

____________________________________________ Group Number:__________________
_____________________________________________ Date:_________________________
___________________________________________ Score:_________________________
____________________________________________
___________________________________________
____________________________________________
____________________________________________
___________________________________________
__________________________________________
Group 4

(Indicator 6 Maintain learning environments that nurture and inspire learners to participate,
cooperate and collaborate in continued learning)

“You Destruct my World”

Activity: Destruction of Coastal Resources

The students are assigned to discuss about their understanding on Coastal destruction during the
Gallery walk. Write your output in a manila paper

Name of Group Members: _______________________ Grade & Section:_________________

____________________________________________ Group Number:__________________
_____________________________________________ Date:_________________________
___________________________________________ Score:_________________________
____________________________________________
___________________________________________
____________________________________________
____________________________________________
Group 5

Apply knowledge of content within and across curriculum teaching areas.

“Think-Pair Share”
Activity: How to lessen the effects of environmental problem

The students will be asked to think and share the best practices that help lessen the effect of
environmental issues. Write your output in a manila paper

Grass
Wind
Flower
Soil
Human
earthworm,
bird
trees
forest
human
Name:________________________ Grade & Section:_________________
Group Number:______________ Date:_________________________
Score:_________________

Group II: PWD/Gifted Learners:

(Indicator 8 Design, adapt, and implement teaching strategies that are responsive to learners with disabilities, gifted
and talents

MORE ON PROTONS, ELECTRONS AND NEUTRONS

Activity: “The Who”

I. Objective:

II. Materials:

III. Procedure:

1. The students are tasked to guess the activity “Who I am?”.

2. Write the name of the element (or its symbol) inside the star, given the number of subatomic
particles. Refer to the periodic table of elements.
3. Choose one element and use it to make a “Hugot Line”. Then, present in the class.

I have 17 electrons, I have 92 electrons,

17 protons, and 92 protons, and
18 neutrons. 146 neutrons.
Who am I? Who am I?

I have 24 electrons, I have 13 electrons,

24 protons, and 13 protons, and
28 neutrons. 14 neutrons.
Who am I? Who am I?

IV. Conclusion
Why is the number of protons, electrons and neutrons in every element is sometimes the same and
other times different?
_____________________________________________________________________________________
_________________________________________________________________________

Name:________________________ Grade & Section:_________________

Group Number:______________ Date:_________________________
Score:_________________
Group III: Non-readers

(Indicator 5 Maintain learning environments that promote fairness, respect and care to encourage learning)

MORE ON PROTONS, ELECTRONS AND NEUTRONS

Activity III: “HuLarawan”

I. Objective:

II. Materials:

III. Procedure:
1. The learners will identify the pictures. Using their understanding and learning from the
discussion, the students’ task is to evaluate if the atomic number and atomic mass of the
following elements are correct.
2. In doing this, they can say AHA if the example is correct, and AHU if it is not, in
presenting their output.

IV. Conclusion
Why is the number of protons, electrons and neutrons in every element is sometimes the same and other
times different?
_____________________________________________________________________________________
_________________________________________________________________________
Name:________________________ Grade & Section:_________________
Group Number:______________ Date:_________________________
Score:_________________

Group IV: Bisaya/Cebuano

(Indicator 6 Maintain learning environments that nurture and inspire learners to participate, cooperate and
collaborate in continued learning)

MORE ON PROTONS, ELECTRONS AND NEUTRONS

Activity: “Complete My World”

I. Objective:

II. Materials:

III. Procedure:
1. Use the periodic table to find the numbers of protons, neutrons, and electrons for atoms of the following
elements.
Element Atomic Atomic Mass Number of Number of Number of
Symbol Number Protons Electrons Neutrons

Sc 21 45
26
22

V 51

Cr 24 52 28

25 30

IV. Conclusion
Why is the number of protons, electrons and neutrons in every element is sometimes the same and other
times different?
_____________________________________________________________________________________
_________________________________________________________________________
Name:_________________________ Grade & Section:_________________
Group Number:______________ Date:_________________________
Score:_________________

Group V: Ilonggo/Chavacano

(Apply knowledge of content within and across curriculum teaching areas)

MORE ON PROTONS, ELECTRONS AND NEUTRONS

Activity: “Think-Pair Share”

I. Objective:

II. Materials:

III. Procedure:
1. The students will be asked to think the use of some elements in the periodic table that they choose.
2. They are free to choose at least 3 elements to be presented later.

ELEMENTS USES

1.

2.
3.

IV. Conclusion
Why is the number of protons, electrons and neutrons in every element is sometimes the same and other
times different?
_____________________________________________________________________________________
_________________________________________________________________________