Department of Education

Region V (Bicol)
Schools Division Office-Albay
MARCIAL O RAÑOLA MEMORIAL SCHOOL
Senior High School Department
Guinobatan, Albay
______________________________________________________________________________________________________________________

EARTH AND LIFE SCIENCE

PROJECT
ABM-C

STUDENTS LEARNING STYLE PROJECT

OFRECIO, JOHN MELVIN EXISTENTIAL Each student must write an Ode that meets the following
SURUIZ, MIKA EXISTENTIAL requirements:
ARIENZA, ELIAQUIM EXISTENTIAL • The theme must be any subject matter that was
ALMOJUELA, JOHN ALEXIES EXISTENTIAL covered in Earth and Life Science.
ROSALITA, ANGELICA EXISTENTIAL • A minimum of 20 lines
SAN PASCUAL, DANIEL EXISTENTIAL • A minimum of 2 stanzas
NATE, JANE MAE EXISTENTIAL • Must use a rhyme scheme that is maintained
NACE, ALTHEA NINA EXISTENTIAL throughout the ode
DALAHAY, JUSTINE EARL EXISTENTIAL • Must use a rhythm or beat pattern that is
LUSENTALES, MARY JULIA INTRAPERSONAL maintained throughout the ode
HERNANDEZ, JANEL JOY INTRAPERSONAL • At least 1 example each of a simile, metaphor, and
BALANTAC, SAMANTHA KEZIA INTRAPERSONAL personification – 5 examples of figurative
OBSEQUIO, GRIZON ERWIN INTRAPERSONAL language total.
MANALLO, ROWENA MARIE INTRAPERSONAL • (For instance, you can have 2 similes, 2 metaphors,
BIL, ASHLEY INTRAPERSONAL and 1 example of personification).
NIOR, JESEL INTRAPERSONAL Remember – poets very deliberately pick just the right word
BITANCOR, CARLA INTRAPERSONAL and image for each line of their poems – there is a purpose
NIERVA, JENELYN INTRAPERSONAL for each word in the poem. Your ode should reflect this.
BRON, ELIZA JOY INTRAPERSONAL
NUYDA, JASMINE INTRAPERSONAL The students literary work (ode) would be graded both by
SECRETARIO, SHYRIL INTRAPERSONAL their Oral Communication and Earth and Life Science
BESIN, ANDREW INTRAPERSONAL Teacher using the rubrics below.
PALERMO, KENNETH INTRAPERSONAL
The ode would be printed on a piece of long vellum board
MIRANO, JOHN PAUL LOGICAL
paper. A background design related to the ode’s theme
would be a bonus.

The class would then compile all of the literary works and
have it ring binded.

Rubrics:
Clear Evidence Partial Evidence No Evidence SCORE
25 points 20 points 15 points
Poem Theme Student expresses One subject is stated Subject is not
Praises a Subject praise for one topic but not well expressed clearly.
and is clearly defined. developed. Theme is Theme is not present
There is a clear addressed but poem
theme that keeps the loses focus and is not
poem on track constant in the poem

Reason for Praise The reason and The reason or impact There is little or no
impact of the subject of the subject on the reason nor impact.
on the writer is clearly writer is mentioned,
understood and but not clearly
expressed expressed and
developed
 Eloquent Language Language is dignified Language is mostly There is little or no
and eloquent. There dignified and evidence of eloquent
is no repetition of eloquent. One or two or dignified language
words, but synonyms examples of
are visible. contemporary "slang"
is present. There is
repetition of eloquent
words

Figurative Language There are 5 examples There are 3 elements There is no evidence
of Figurative of Figurative of Figurative
Language including Language is evident Language
Metaphors, Similes,
Imagery, Symbols,
etc.

Total

STUDENTS LEARNING STYLE PROJECT

REYES, KRISTINA INTERPERSONAL AMAZING RACE
OCFEMIA, PRINCESS INTERPERSONAL • The students would be divided into 2
OPERIO, ANA ROSE INTERPERSONAL groups (by choice). Each group would
PAMA, GWEN NEYTHAN INTERPERSONAL plan an amazing race consisting of 3
MILLETE, JENAMAE INTERPERSONAL stations that they would let their
RIVA, RIKA ANN KI INTERPERSONAL NESTHETIC classmates play.
OBLIGACION, ANALIZA KINESTHETIC • All the games would be played by
OLIQUINO, CHARLES KINESTHETIC team. The game facilitators would
APELLADO, ANGELO NATURALISTIC have the liberty of choosing the types
OLAYBAL, MARIAN JULIET NATURALISTIC of game they would like to incorporate
AYQUE, ALYSSA NATURALISTIC in the amazing race.
RAYTANA, JON ELMER NATURALISTIC • The games that they would incorporate
OJANO, BRIDGETTE NATURALISTIC in the amazing race must include
SALIGUMBA, JODI VERBAL assessment of certain topics discussed
NUNEZ, ANGELA VERBAL in Earth and Life Science.
• The game facilitators would be in-
charge of all the preparations before
the game proper.
• Prior to the game implementation, the
group facilitators should submit a
manuscript of the different rules and
regulations of the game. And the list of
questions integrated in the game.
• The game implementation would be
graded by the subject teacher with the
aid of the rubrics given below, and
through peer assessment.

Rubrics:
Excellent Very Good Adequate Limited
Score
25% 20% 15% 10%
Collaborative, It is evident that It is evident that It is evident that It is evident that little
Cooperative excellent good effort some effort effort
Effort effort was put into was put into was put into was put into
creating creating the creating the creating the
the game. game. Evidence game. Evidence game. Evidence
Evidence includes includes a includes a includes a
a neat neat presentation, neat presentation, neat presentation,
presentation, complete most and
complete detailed information, and information, and fulfillment of some
information, and fulfillment of most fulfillment requirements.
fulfillment requirements. of some
of all requirements. requirements.
Group All group members Most group Most group Only one or two
Involvement are involved in the members are members are group members did
 in playing the involved in the involved, but some most of the playing
different games playing the only on a limited the different games.
equally. different games. level.

Actual Game Play All students are Most students are Most students are Students seem
engaged in the engaged in the involved in the disinterested and
game, playing by game, playing by game and having the group seems to
the rules, and the rules, and fun, but some be unmotivated to
having fun. having fun. struggle with participate in the
playing by the game.
rules and
interacting with
others.

Accuracy Answer key is Answer key is Answer key is Answer key is

accurate and accurate and mostly somewhat
complete. All rules complete. All rules accurate and accurate, and may
are are complete. be
outlined clearly outlined clearly Most rules are incomplete. Some
and all and most outlined rules are
necessary game necessary game clearly and most outlined clearly and
pieces are pieces are necessary few
included. included. game pieces are game pieces are
included. included.

Total

Peer Assessment Form

Name of game________________________________________________________________________
Who created the game_______________________________________________________________
Who played the game________________________________________________________________

On a scale of 1-5, rate the following 5 categories for the game you played.
5 = Outstanding
4 = Very Satisfactory
3 = Satisfactory
2 = Unsatisfactory
1 = Poor

Category Criteria Score

Rules Were the rules clearly outlined and easy to understand?
Accuracy Were the questions in the game accurate to the topic and
complete?
Effort Was there effort put into creating this game? Were all the
game pieces included?
Fun Did you have fun playing the game?

OVERALL SCORE __________ x 20 = ________/100

STUDENTS LEARNING STYLE PROJECT

ARELLANO, CHRISTIAN MUSICAL Students would be creating a 3 minute jingle.
CRISPONDE, MARIGOLD MUSICAL • The jingle must be an original
OPERIO, JUDE MUSICAL composition and must not have been
PACRES, MARIEL MUSICAL used as entry in any song
competitions.
• The content of the jingle must be
lively, appealing, creative and must
highlight a little bit of every topic
discussed in Earth and Life Science.
• The use of offensive and rude words
is strictly prohibited.
• Any musical instrument can be used
as accompaniment at the composer’s
discretion.
 • The group would be graded by the
subject teacher according to the
criteria below.

COMPOSITION
- 50%
(catchy melody, lively music, rhythm and recall)
RELEVANCE TO THE THEME - 20%
LYRIC CONTENT (originality, clarity of message, - 15%
language and phrasing)
CREATIVITY
- 15%
(use of structure, instruments and vocals)
APPEAL/IMPACT - 10%

STUDENT/S LEARNING STYLE PROJECT

ARTWORK (PAINTING)
Specifications of the Artwork:
Medium:
• Oil-based/ Acrylic Medium on
Canvas
or
• Water Media (watercolor, ink,
gouache, tempera) on Paper (not
board)
Size
Artwork must not be smaller than 9 x 12
CELESTIAL, THALIA ANJELA VISUAL
inches or not bigger 12 x 16 inches, excluding
the frame.
The entry should either be framed or should
have wood backing.

Theme
Earth as a Unique Planet

The student shall provide a concise

explanation of the artwork he/she made.

Rubric for Grading Art

Excellent Very Good Adequate Limited

Criteria Score
25% 20% 15% 10%
Principles and The artwork The artwork The artwork The artwork
Elements of Art demonstrates demonstrates good demonstrates some demonstrates little
effective use of the use of the principles use of the principles evidence of the
principles and of art while using one of art while using one elements and
elements of art. or more elements of or more elements of principles of art.
art. art.
Creativity/ The artwork The artwork The artwork The artwork
Originality demonstrates original demonstrates some demonstrates an demonstrates little
personal expression personal expression average amount of personal expression
and outstanding and logical skills. personal expression. and skills.
skills.
Craftsmanship/ The artwork shows The artwork shows The artwork shows The artwork shows
Skill outstanding good craftmanship, average craftmanship below average
craftsmanship, with with some attention to and attention to craftmanship and
clear attention to detail. detail. little attention to
detail, detail.
Effort The artwork The artwork The student finished The project was
demonstrates demonstrates good the project, but it completed with
outstanding effort; effort; with additional could have been minimum effort.
the student was effort the art might improved with more
meticulous when have been effort.
outstanding.
 finalizing the design
of the artwork.
Total

Principles of Art

Unity, Harmony, Balance, Emphasis, Variety, Contrast, Pattern, Rhythm, Proportion

• Unity or harmony is the quality of wholeness or oneness that is achieved through the effective use of the elements and principles
of art. This refers to the organization of the elements and principles to create a feeling of completeness.
• Balance refers to the arrangement of elements so that no one part of a work overpowers any other part. Two different kinds of
balance are symmetrical and asymmetrical. Symmetrical (also called formal) balance occurs when both sides of an artwork, if split
down the middle, appear to be the same. The human body is an example of symmetrical balance.
• Emphasis (also called focal point) is where a viewer’s attention is focused or concentrated through the use of design principles or
meaning. An artist develops emphasis using points of interest that pull the viewer's eye to important parts of the body of the work.
Emphasis makes one part of an artwork dominant over the other parts so that one element or object will stand out.
• Variety (also known as alternation) is the quality or state of having different forms or types. Differences give are visual and conceptual
interest. Variety can be expressed through the use of contrast, emphasis, color, or proportion.
• Contrast is used to show difference and diversity in a work of art by combining elements to create interest. Contrast can be achieved
by using difference shapes, textures, colors and values.
• Pattern and rhythm (also known as repetition) refers to the consistency of colors or lines. They indicate movement through a
repetition of shapes, colors, and other art elements. Alternating lights and darks give a sense of rhythm. Rhythm can make an artwork
seem active.
• Proportion (also called to as scale) refers to relationships between the sizes of objects in a body of work.

Elements of Art

Form, Line, Shape, Color, Texture, Space, Value

• Form is three-dimensional and encloses a volume. Cubes, spheres, and cylinders are examples of various forms.
• Line refers to the continuous mark made on some surface by a moving point. It may be two dimensional, like a pencil mark on a
paper or it may be three dimensional like a wire. Line can also be implied by an edge, outline, contour or silhouette.
• Shape is an enclosed space that has the appearance of two- or three-dimensional objects. Color has three properties: 1) Hue is
the name given to the color, such as red, green, or yellow. 2) Intensity refers to the purity and strength of the color. Words that can
be used to describe intensity include brightness or dullness. 3) Value refers to the lightness or darkness of the color.
• Texture refers to the surface quality or an object, such as roughness, smoothness, or softness. Actual texture can be felt while
simulated textures are implied by the way the artist renders areas in the picture.
• Space refers to the distance or area between, around, above, or within things.
• Value describes the lightness or darkness of a color.