SCIENCE 10 Curriculum Guide (August 2016)

SCIENCE 10 Curriculum Guide (August 2016)

1st Quarter - Earth & Space (Earth Science)
2nd Quarter - Force, Motion & Energy (Physics)
3rd Quarter - Living Things and Their Environment (Biology)
4th Quarter - Matter (Chemistry)

SCIENCE 10 Curriculum Guide - DOWNLOAD HERE

Reference:
K to 12 Science Curriculum Guide (August 2016)

SCIENCE 9 Curriculum Guide (August 2016)

SCIENCE 9 Curriculum Guide (August 2016)

1st Quarter - Living Things and their Environment (Biology)
2nd Quarter - Matter (Chemistry)
3rd Quarter - Earth & Space (Earth Science)
4th Quarter - Force, Motion & Energy (Physics)

SCIENCE 9 Curriculum Guide - DOWNLOAD HERE

Reference:
K to 12 Science Curriculum Guide (August 2016)

SCIENCE 8 Curriculum Guide (August 2016)

SCIENCE 8 Curriculum Guide (August 2016)

1st Quarter - Force, Motion & Energy (Physics)
2nd Quarter - Earth & Space (Earth Science)
3rd Quarter - Matter (Chemistry)
4th Quarter - Living Things and their Environment (Biology)

SCIENCE 8 Curriculum Guide - DOWNLOAD HERE

Reference:
K to 12 Science Curriculum Guide (August 2016)

How to Prepare the DLL

(As stated on DepEd Order no. 42, s.2015 Enclosure pp. 11-12 of 16)

Edited: June 10, 2017 (inclusion of Specific (Daily) Objectives after I.C. Learning Competencies/Objectives (L.C. Code)

DLL Template page 1/2

Objectives:

This part of the DLL includes objectives related to content knowledge and competencies. According to Airasian (1994), lesson objectives describe the “kinds of content knowledge and processes teachers hope their students will learn from instruction (p.48).” The lesson objectives describe the behavior or performance teachers want learners to exhibit in order to consider them competent. The objectives state what the teacher intends to teach and serve as a guide for instruction and assessment. The content standards refer to the learning area-based facts, concepts, and procedures that students need to learn, while the competencies pertain to the knowledge, skills, and attitudes that students need to demonstrate in a lesson. The competency codes are also logged in this part of the DLL.

Content:

The topic or subject matter pertains to the particular content that the lesson focuses on.

Learning Resources:

This part of the DLL asks teachers to log the references and other learning resources that the teacher will use for the lesson. The references include the particular pages of the TG, LM, textbook, and the additional materials from the LRMDS portal. The other learning resources refer to materials such as those that are teacher-made, authentic, and others not included in the references. This part of the DLL can also include the supplies, equipment, tools and other non-print materials needed for activities before, during, and after the lesson.

Procedures:

This part of the DLL contains ten (10) parts including:

a) reviewing previous lesson/s or presenting the new lesson. This part connects the lesson with learners’ prior knowledge. It explicitly teaches the learners how the new lesson connects to previous lessons. It also reviews and presents new lessons in a systematic manner; 

b) establishing a purpose for the lesson will motivate the learner to learn the new lesson. It encourages them to ask questions about the new topic and helps establish a reason for learning the new lesson;

c) presenting examples/instances of the new shows instances of the content and competencies. This is also where the concepts are clarified;

d) discussing new concepts leads to the first formative assessment. Teachers shall prepare good questions for this part. The teacher will listen to the answers of learners to gauge if they understood the lesson. If not, then they re-teach. If the learners have understood the lesson, the teacher shall proceed to deepening the lesson;

DLL Template p2/2

e) continuation of the discussion of new concepts leading to the second formative assessment that deepens the lesson and shows learners new ways of applying learning. The teacher can use pair, group, and team work to help learners discuss the lesson among themselves. The learners can present their work to the class and this serves as the teacher’s way of assessing if the concepts are solidifying and if their skills are developing;

f) developing mastery, which leads to the third formative assessment, can be done through more individual work activities such as writing, creative ways of representing learning, dramatizing, etc. The teacher shall ask learners to demonstrate their learning through assessable activities such as quizzes, worksheets, seat work, and games. When the students demonstrate learning, then proceed to the next step. The teacher can add activities as needed until formative assessment shows that the learners are confident in their knowledge and competencies;

g) finding practical applications of concepts and skills in daily living which can develop appreciation and valuing for students’ learning by bridging the lesson to daily living. This will also establish relevance in the lesson;

h) making generalizations and abstractions about the lesson will conclude the lesson by asking learners good questions that will help them crystallize their learning so they can declare knowledge and demonstrate their skills;

 i) evaluating learning is a way of assessing the learners and whether the learning objectives have been met. Evaluation should tap into the three types of objectives; and

 j) additional activities for application or remediation will be based on the formative assessments and will provide children with enrichment or remedial activities. The teacher should provide extra time for additional teaching activities to those learners demonstrating that they have difficulties with the lesson.

Flexibility is allowed in the delivery of the DLL procedures. Teachers do not need to go through all ten (10) parts in every lesson. Teachers need to ensure that the procedures of the lesson lead to the achievement of the stated objectives. The formative assessment methods to be used by the teacher should determine if the objectives of the lesson are being met. These ten parts should be done across the week.

Remarks:

This is a part of the DLL in which teachers shall indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day in cases of class suspension, etc.

Reflection:

This part of the DLL requires teachers to reflect on and assess their effectiveness. In this part of the DLL, the teacher should make notes on the number of learners who earned 80% in the evaluation, the number of learners who require additional activities for remediation and those who continue to require remediation, the effectiveness of the remedial lesson, the teaching strategies or methods that worked well and why, and the difficulties teachers encountered that their principal or supervisor can help solve.

Reference:
Enclosure of DepEd Order No. 42, s.2015. Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program, pp 11-12 of 16.

DOWNLOAD A PRINTABLE TEMPLATE HERE (pdf)

DOWNLOAD A SOFT COPY TEMPLATE HERE (word file)

Quipper School Student's Guide

A. For first time users, visit learn.quipper.com/signup

Fill in the required information like First name, Last name, Email, Username and Password.

Note: Memorize your Username and Password. You will be using these info whenever you want to access the site.

Click "Create account"

 Enter the Class Code that was given to you by your teacher. This will direct you to your class group.

The click "join a new class"

 You will be directed to your class group. Check if you have an Assignment. 

Click the link.

Click the Play Button and you will be directed to the Assigned Lesson. In this screenshot, the lesson is about "Parts of a Simple Circuit"

 After the lesson, you may now take a short Quiz.

  For correct answer, you will see a check mark.

  For wrong answer, there will be an explanation provided.

  After answering the last question, Click "Finish quiz"

Your score will appear on the screen, as well as whether you got it right or wrong per item. You may either click, "Try again" to repeat the quiz until you have mastered all the questions or "Back to classroom" to go back to the lesson.

B. For those who already have an account at quipper, visit learn.quipper.com

Enter your Username or email and Password.

Then click, "Log in"

 Enter the Class Code that was given to you by your teacher.

Then click, "join new class".

You will be directed to your Class Group.

Source:
Quipper School (learn.quipper.com)

Transmutation Table: Is it really essential?

by: J. Policarpio

What is a Transmutation Table?

According to my Professor in a Computer Class during my College Days in one prominent university in Manila where I cross-enrolled that particular subject, '...there is no such thing as Transmutation Table, even if you search the internet...'. He said this to our class more  or less a decade ago. He is a foreigner.

So, what is a Transmutation Table? Here is one example of a transmutation table that I've downloaded from the internet, (it's already in the internet!)

Transmutation Table
Source: http://synoptics1.blogspot.com/2010/09/midterm-exam-grades.html

In Philippine Education,
Transmutation Table is an essential tool for Assessment of Student's Performance wherein a particular score (called the Raw Score) of a certain student in his/her output is assigned to a Percentage Grade.

Transmuted Grade is a percentage equivalent grade assigned to a raw score which is based on a certain baseline grade corresponding to a zero raw score.

Say for example, for a 50-item test, if a student  got a perfect score of 50, then his/her grade is 100. If he got 25 out of 50, then his/her grade is 80 and if he got 0 out of 50, he/she still have a grade of 70. (Refer to the table above). For this case, this grading system is said to be, base 70, since the lowest grade assigned to zero raw score is 70.

Transmuted vs Percentage Grade: Compared

Is it the same with Percentage Grade?

Percentage Grade is a percentage equivalent grade of a certain raw score based on its total number of items.

Generally, or should I say the common way of doing this is by converting a raw score to a percentage score which can be done by simple mathematics. I think, this is the right way of doing it. So for the same 50-item test, a perfect raw score of 50 has an equivalent percentage grade of 100. But if a student got 25 out of 50, then his/her percentage grade should be 50 and it follows that if he/she got zero raw score then his/her percentage grade is also zero!

Why Use a Transmutation Table?

The passing grade is the culprit. We have a mindset that a student should have a percentage grade of 75% for him/her to pass the given output and consequently the course after the term or the School Year. If you will use the percentage grade, mostly of your students will be getting a grade below the passing mark, which is 75%. To avoid doing adjustments at the end of the term or the school year, a Transmutation Table saves the day!

Can we avoid using a Transmutation Table?

I think, yes. And that is for fairness sake. We should be impartial in giving grades and it should be supported by mathematics. While transmutation table follows certain formulas, but it is based on a certain baseline grade which I think not a good practice. If a student got a Raw Score of zero, why give him/her a percentage grade of 70? Is it more logical that his/her grade is also zero?

With Curricular Reform in Philippine Education as we embrace the K-12 Curriculum, Transmutation Table of Grades is becoming obsolete. The new curriculum prescribed base 0 grading system as well as the use of authentic assessment and the use of rubrics. (DepEd Order No 73, s2012. Enclosure 4)

Reflections

Let's try to reflect why a certain student got a failing mark in a certain output.

First, the main reason of course is he/she didn't understands the lesson. He didn't study for his/her exam.

Second, the probability that he/she didn't listen to your discussion or maybe he/she was absent during that day of discussion.

And third which I think the most important consideration is the exam itself. Is your exam valid (or undergone the process of validation)? Have you consider the level of difficulty in preparing your exam? Is it parallel to your discussion or you've just recycled it from your past test papers? Have you allotted the prescribed percentage of items per level of difficulty?




References:
Sample Image of a Transmutation Table.  https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirq77c6dOvju88FxsAbpa5DSYaYxZAsc8hmOhi4J-G1hULQfLNsLIXSM9L36NQ4R6F7riQJanTwx_Tsxy8_gtc-x6hjiNxp5jEUfvO2KaeaR7lWKEMS2TlE561wXTab2GVyfjqnSG25hY/s1600/transmutation+synoptics+1.jpg 
Midterm Exam Grade. http://synoptics1.blogspot.com/2010/09/midterm-exam-grades.html
DepEd Order No. 73, s2012 Enclosure No 4, pp 15-19. http://www.gov.ph/downloads/2012/09sep/20120905-DepEd-DO-0073-BSA.pdf

SAMPLE Strategic Intervention Material (SIM) in Physics

Here are some LINKS to my post about Strategic Intervention Materials:

SIM 101: The Basic of Developing Strategic Intervention Materials for Classroom Use [Discussion about the basic details of SIM]

SIM 101: Guide in Reviewing Intervention Materials [Discussion about the CRITERIA for developing SIM]

Strategic Intervention Materials (SIM): A Closer Look [Some important pointers to remember for SIMs intended for competition]

The Mind Museum: Quick Tour

As part of our course requirement last semester in ScieEd502, we have to discuss Field Trip as a teaching strategy and of course we have to experience it! After a lot of considerations (schedule, proximity, budget, and of course learnings), our class decided to have our Field Trip at The Mind Museum of Taguig City. 

It was scheduled one Saturday, but since I have another subject to attend to and I badly needed to be present that day, I had my own field trip earlier than the scheduled class' field trip. This will be my first time visiting this Science Museum, and fortunately, I'm just by myself... 

Here are some of the photographs of the exhibits that really captured my interest. For complete list of exhibits, refer to my references below.

The Mind Museum

The Mind Museum

The Mind Musem

Robot outside the Entrance

The First Automobile on Philippine Roads

Robot named Aedi (it's IDEA, spelled reverse)

Staan, the T. rex

Air

Earth

Neptune

The Atom

Electric Table

Newton's Cradle

Periodic Table

The Human Brain

Bernoulli's Principle

Evolution?

Earthquake Simulator

Ticket

Visits to The Mind Museum are designed in 3-HOUR TIME SLOTS, WITH ONLY A CERTAIN NUMBER OF VISITORS ALLOWED PER TIME SLOT.

Operating Hours: Tuesdays - Sundays (closed on Mondays)
TIME SLOTS ARE:
9:00 a.m. to 12:00 p.m.
12:00 p.m. to 3:00 p.m.
3:00 p.m. to 6:00 p.m.
6:00 p.m. to 9:00 p.m.(Saturdays only)*
*There are no Mind Movers at this time slot.



References:
The Mind Museum Website - themindmuseum.org
List of Complete Exhibits - ourawesomeplanet.com/awesome/2012/03/mind-museum-at-taguig-guide.html