SEC 2010 SCIENCE II INTEGRATIVE BIOLOGY 1st Quarter A (Balance of Nature)

7/31/2019 SEC 2010 SCIENCE II INTEGRATIVE BIOLOGY 1st Quarter A (Balance of Nature)

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2010 Secondary Education CurriculumIntegrative Biology

Stage 2

Product or Performance Task:

Manifestation of understanding of balance ofnature through active involvement incommunity-initiated resource managementactivities to conserve local biodiversity

Evidence at the Level of Understanding

Explanation

Show how understanding of interrelationshipsamong living things contribute to balance ofnature.

Criteria:

a. Thorough (explaining clearly thatinterrelationships among living thingscontribute to balance of nature);

b .Clear (expressing with clarity the scientificthought in oral or written form);

c. Justifiable (providing depth and breadth of

scientific reasoning)

INTERPRETATION

Evaluate how understanding of balance ofnature through community-initiated activitiesbenefits local biodiversity.

Criteria:

a. Meaningful ( giving importance of balanceof nature using one’s immediate context);

b. Illustrative (discussing clearly how balanceof nature are valuable in conserving localbiodiversity);

Evidence at the Level of Performance

Performance assessment of activeinvolvement in community-initiated resourcemanagement activities based on the followingcriteria:

1. Active Involvement;

• Teamwork (members work together; each

member performs a specific task)

• Communication (members communicatethought processes and strategies by askingquestions, discussing ideas, offeringconstructive criticisms, and summarizingdiscoveries as a result of the group’sinvolvement in community-initiated resourcemanagement activities.)

2. Manifestation of understanding ofbalance of nature;

3. Conservation of local biodiversity




APPLICATION

Propose plan of action on how balance ofnature can be achieved in local setting.

Criteria:

a. Appropriate (proposing ways on how planof action can be utilized to achieved balance

of nature);

b. Practical (suggesting how this plan ofaction can be done easily);

c. Efficient (expounding how the plan of actionwill employ the productive use of time andresources);

d. Effective (achieving the desired result inusing plan of action to achieve balance ofnature).

PERSPECTIVE

Analyze the best strategy or approach inachieving balance of nature done at thecommunity level.

Criteria:

a. Insightful (developing one’s view afterconsidering the best approach in achievingbalance of nature);

b. Credible ( citing authoritative sources ofinformation while arguing or defending one’s




views);

c. Reflective of critical thinking (combiningresearch, knowledge of historical context, andbalanced judgment to choose the beststrategy or approach based on objectivity anddiscretion to disregard personal biases/ prejudices).

EMPATHY

Assume the role of an SK member who willinitiate community activities in relation tobalance of nature.

Criteria:

a. Perceptive (recognizing the task ofinitiating community management activities

that contribute to balance of nature);

b. Receptive (accepting the task readily/ willingly);

c. Sensitive/ Responsive (exhibiting the taskof initiating community managementactivities).

SELF-KNOWLEDGE

Realize one’s contribution to promote andsustain balance of nature.

Criteria:

a. Reflective (becoming aware of one’scontribution to community-initiated




management activities to promote balance of

nature);

b. Responsive (reacting positively as a resultof redirecting/ changing one’s thought orview.).




Stage 3

Teaching/Learning Sequence:

EXPLORE

Learners shall:

1. be given a diagnosis to determine what they learned from Yr. 1 (those related to Q4) and their prior knowledge on the balance of nature

(Suggestion: Prepare an advance organizer reflecting the importance of understanding balance of nature. Ask learners to reflect on theorganizer and write their insights.)

2. be oriented on related and varied resources and materials to be used in understanding the balance of nature (see resources and

equipment/materials needed)

3. be introduced to the topic balance of nature and its subtopics such as changes in ecosystem, Philippine biodiversity, biodiversity

conservation initiatives and Philippine biodiversity laws

(Suggested Strategy: Use Music Video presentation of Karaniwang Tao by Joey Ayala which can be downloaded from You tube.

Encourage learners to give their reactions about the presentation before introducing the topic and subtopics.)

4. be given time to formulate questions on balance of nature and cluster these to initially find out what is/are interesting for them

5. be given time to formulate other questions leading to the Essential Question focusing on the value of balance of nature

(Suggested Strategies: KWL, Focus Group Discussion, brainstorming, think-pair & square, dyads, round robin, etc.)

6. generate as many tentative ideas (TI) related to the Essential Question (EQ) as possible to show what they already know about balanceof nature

(Suggested Strategies: Brainstorming, Focus Group Discussion, graphic organizer, concept mapping, etc. At this point, the teacher

As part of initial activities, learners shall be given an overview of the balance of nature, what they are expected tolearn and how their learning will be assessed. In this stage, diagnosis of their basic knowledge of balance of natureshall form part of the prerequisites.




shall be careful not to reject learners’ opinion but shall encourage them to give their ideas without being judged as right or wrong. Each

tentative idea (TI) shall be written on the board)

7. be grouped accordingly to choose some of the identified prior knowledge, misconceptions and tentative ideas (TI)

(Suggestion: Whatever each group of learners selected, the group shall be asked to challenge or explore the validity of these prior

knowledge, misconceptions or tentative ideas during the Firm Up Stage)

8. be oriented that they need to show their understanding of balance of nature by active involvement in community-initiated resource

management activities to conserve local biodiversity

9. be informed that this active involvement in community-initiated resource management activities shall be based on the following criteria:(a) active Involvement, (b) manifestation of understanding of balance of nature (c) conservation of the local biodiversity

(Suggestion: Brainstorming may be used to discuss how these criteria shall be used. Learners need to be clarified on the details onhow their product or performance shall be assessed. Such details of criteria may be revised based on agreements reached.)

FIRMUP

Learner shall:

I. Changes in Ecosystem

A. Ecological Succession

10. observe a micro ecosystem which shows ecological succession

Varied learning experiences shall be introduced to help learners disprove alternative conceptions, examine/assess priorknowledge, and begin to discover the validity of tentative ideas (TI) in answering the EQ; make their understanding ofbalance of nature thorough; equip them with skills and knowledge to understand balance of nature; and undergodifferentiated instruction to address their unique strengths and needs. This involves acquiring scientific knowledge whichis about accessing information, i.e., what information is needed, where information can be located and how informationcan be gathered focusing on balance of nature.




(Main Idea: Changes in environmental conditions through time results in the death of those organisms and are replaced with otherorganisms that are adapted to those conditions.)

(Suggested Strategies: learning stations, think-pair and square, think-pair and share, PWA, 4As, etc)

(Suggested Activities: 1. Students will prepare hay infusion or observe undisturbed areas in the school campus or in their community toinfer how ecological succession takes place. 2. Fast learners can predict how a climax community develops over a period of time; refer toattached suggested BON activity 1.)

11. compare ecological succession in a rural area and/or an urban area

12. infer how disruption on ecological succession affects the way of life of people in rural and urban communities.

(Main Idea: Rural and urban planning affects ecological succession. The degree of effects depends on advocacy efforts in sustaining the

restoration of natural systems and promotion of a healthy ecology.)

(Suggested Strategies: group discussion, forum, panel interview, use of resource person, etc)

(Suggested Activities: 1. Ask learners to secure the developmental plan from their municipal/city/ provincial office. Let them brainstorm onthe changes in areas concerned over time. Classify these areas into rural and urban. Describe the commonalities and differences ofecological succession in rural and urban areas. 2. The class may invite a city/municipal/ provincial planner or a person in-charge inurban/rural planning to give a lecture. Encourage learners to ask/reflect on what and how changes occur in the areas considered. Let thembrainstorm on the ecological succession as it takes place in rural and urban areas.)

(Suggested Activity: For nos. 10 -12, refer to attached suggested activity BON 2.)

B. Ecological Backlash

13. describe ecological backlash

(Main Idea: Everything on Earth is somehow connected to everything else. What one does affects another, directly or indirectly.)

(Suggested Activities: Engaged learners to any of the following: listening and interpreting lyrics of an environmental song, poem recital,reading of a story, viewing of a video clip or video footage in regard to ecological backlash. Ask them to cite how organisms are affected.Guide learners to draw the concept on ecological backlash and describe it.)




(Suggested Environmental Songs: Noong Unang Panahon by Kuh Ledesma, Masdan Mo Ang Kapaligiran by Asin, Anak Ng Pasig bySmokey Mountain , etc.)

14. illustrate local incidents of ecological backlashes

(Suggested Strategy: Use of creative expression through arts, etc)

(Suggested activities: Poster-making, collage, scrapbook, video presentation, photodocumentation, etc.; refer to suggested activitiesBON 3 & 4)

II. Philippine Biodiversity

15. introduced to the concept of biodiversity

(Main Idea: Biodiversity refers to the variety and extent of differences among living things. It includes all millions of microorganisms,specially plants and animals – from genes and species to the ecosystems that they live in and the valuable functions they perform. Ithas three levels namely – genetic diversity, species diversity and ecosystems diversity. Biodiversity has economic, ecological, socialand cultural values. Hence, there is a need to conserve it)

(Suggested Strategies: structured learning exercises, modified lectures, workshop, reflection, etc.)

(Suggested Activities: introduce the concept of biodiversity using learners own definitions and descriptions. Show a picture of a bodyof water, forest or grassland. This would allow the teacher to gauge the learners’ initial level of understanding of the meaning ofbiodiversity [refer to suggested activity BON 5]. Sum up the answers given by the learners and inform them that the next activities willbe all about “biodiversity”, or after summing the answers, conduct a review of the principles of ecology and use the fifth ecologicalprinciple (all life forms are important) as introduction. Encourage learners to reflect on the importance of studying biodiversity and theneed for conserving biodiversity. Refer to attached suggested activities BON 5 and BON 6.)

16. describe the status of biodiversity in one’s locality

(MAIN IDEA: The Philippines is a biodiverse-rich country and one of the richest countries in the world in terms of biodiversity. The country today plays host to several habitats and ecosystems that support a wide variety of species.)

(Suggested Strategies: FGD/ Group interview, Actual Observation, Use of checklist/ questionnaire, picture analysis, comparativeanalysis, etc)






(Suggested Activities: Provide a short recap of the previous lesson outputs by highlighting the students’ reasons for their involvementin conservation work. Explain that after acquiring the necessary foundations on environment and biodiversity conservation, ask learnershow they will now transform concepts into action. Ask them to summarize their insights/learning gained from understanding the need toconserve biodiversity. Introduce the next topic by telling the students that there are several ways to help conserve biodiversity.)

IV. Philippine Biodiversity Laws

20. analyze the existing environmental laws that support biodiversity conservation

(Main Idea: With the increasing awareness on environmental issues, especially during the late 90’s, many laws were passed to protectand support environmental conservation initiatives. Philippine biodiversity laws include – RA 7586, RA 855O, RA 9147, RA 8371, RA9072 other specific laws. On the other hand, international conventions were held focusing on biodiversity issues and these are – CBD,CMS, CITES, WHC and others.)

(Suggested Strategies: Panel discussion, forum, concept mapping, workshop, reflection, use of resource person, gap analysis, use ofinternet and other multimedia sources, brainstorming, etc)

(Suggested Activities: 1. Ask learners to give examples of environmental laws they are familiar with. Invite learners to share theirthoughts and analysis. Summarize the answers of the learners and link them to the topic on Environmental Laws. Encourage them toacquire information on environmental laws [local, national and international] which they are familiar and not familiar to them. Let themevaluate the relevance and adequacy of the existing environmental laws; refer to attached suggested activity BON 10. 2. Invite resourcepersons from DENR to give a talk and share their agency’s efforts on conserving Philippine biodiversity.)

DEEPEN

Learners shall be engaged in understanding scientific knowledge which includes the processing and making meanings out of the

information. Learners need to reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self-evaluation; and undergo in-depth study of the balance of nature using multiple sources of information and various modalities ofmanifesting learning.




Learners shall:

21. provide an analysis on the richness of biodiversity, threats and opportunities depending on one’s immediate ecosystem

(Main Idea: The Philippines has nine [9] major ecosystems and these are – forest ecosystem, marginal ecosystem, agriculturalecosystem, urban ecosystem, freshwater ecosystem, mangrove ecosystem, seagrass ecosystem, coral reef ecosystem and soft-bottomecosystem.)

(Suggested Strategies: dyad, think-pair and share, etc.)

(Suggested Activities: Group learners by twos. Have each group identify the ecosystem present their individual community.Encourage them to collect information. Let them tabulate data in regard to richness of biodiversity, threats and opportunities. Guidethem to plan determine ways on overcoming these threats and seizing said opportunities.)

22. evaluate their future career and occupational prospect(s) of science fields by attending related career orientation program(s) inside andoutside the school premises

At the level of understanding, learner shall:

23. show how understanding of the interrelationships among living things contribute to balance of nature (EXPLANATION)

24. evaluate how understanding of balance of nature through community-initiated activities benefits local biodiversity (INTERPRETATION)

25. propose plan of action on how balance of nature can be achieved on local setting (APPLICATION)

26. analyze the best strategy or approach in achieving balance of nature done at the community (PERSPECTIVE)

27. assume the role of an SK member who will initiate community activities in relation to balance of nature (EMPATHY)

28. realize one’s contribution to promote and sustain balance of nature (SELF-KNOWLEDGE)

To draw out the essential understanding, learners shall:

29. contemplate on the essential question “Why is there a need to understand balance of nature?”

30. reexamine their revised TI; and




31. justify their previous answers based on the understanding(s) gained

TRANSFER

Learners shall:

32. propose plan of action that would contribute to balance of nature

(Suggested Activities: Give a recap of the process the learners underwent and the outputs that were produced. Explain theimportance of each output and how this would lead to the achievement of their vision. Instruct the learners to use pre-planning matrix asguide for the recap. This plan is a tangible output [Action Plan, etc - school-based and community-based ] demonstrating activeinvolvement in community-initiated resource management activities made on actions learners need to take to maintain balance of natureand conserve biodiversity; refer to attached suggested BON activity 11 & 12; ask learners to present their output highlighting the issuesand recommendations of their groups. This should be followed by an open forum.)

33. organize a meeting with community officials and present the proposed action plan for community-initiated resource managementactivities

(Suggestion: Based on the outcome of the meeting, necessary adjustments of schedule should be finalized.)

34. implement and participate in the community-initiated resource management activities

35. document manifestation of active involvement in community-initiated resource management activities to conserve local biodiversity interms of:

- Active involvement

- Manifestation of understanding of balance of nature

- Conservation of a local biodiversity

There is a need to encourage learners to organize their learning experiences so that they can move from teacher-guided andconcrete activities to independent applications where they create or produce new knowledge in science. This is to challengelearners to transfer their learning in new settings and use this creatively to generate new ideas, view things differently andreengineer processes. Learners shall be involved in designing, constructing, planning, producing new knowledge and/orinventing products which can contribute to the protection of the environment and sustainable use of resources.




36. elicit commitment from the participants to become advocates of biodiversity conservation

(Suggested Activity: Give each learner a leaf –shaped cartolina. Ask them to write their pledge of commitment to conservebiodiversity. Have them read their individual pledge. Encourage the group to summarize the individual pledges and make one pledge forthe entire class. Have the whole class recite the collective pledge. Refer to suggested BON activity 13.)

Resources (Web sites, Software, etc.)

• http://www.deped.gov.ph/iSchool Web Board/Science Web Board

• http://www.deped.gov.ph/skoool.ph

• http://www.deped.gov.ph/e-turo

• http://www.deped.gov.ph/BSE/iDEP• http://www.pjoedu.wordpress/Philippine Studies/FREE TEXTBOOKS

• http://www.teacherplanet.com• http://www.pil.ph

• http://www.alcob.com/ICT Model School Network

• http://www.APEC Cyber Academy.com

• http://www.globalclassroom.net• http://www.think.com

Other References:• Dispezio, M. (1996) Science Insights Exploring Living Things. Addison-Wesley Publishing Company

• Philippine Biodiversity Conservation – A Trainer’s Manual

• Joaquin, C. et al. Functional Biology – Modular Biology

Materials/Equipment Needed:Manila paper

Marking pens

Colored papers

Cutouts

Glasswares

Computer

Computer presentations

LCD Projector

Educational film

SEC 2010 SCIENCE II INTEGRATIVE BIOLOGY 1st Quarter A (Balance of Nature)

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