Transcript Diversity of Materials in the Environment

Diversity of Materials in the
Environment
Overview of Quarter 1
Dr. Marlene B. Ferido
UP NISMED
Content Coverage
 Solutions
 Substances and Mixtures
 Elements and Compounds
 Acids and Bases
 Metals and Nonmetals
Development of Ideas about Materials
in Grade 7
Teaching of concepts in Module 1 begins
on the ‘macro’ view (the tangible and visible).
Explanations at the ‘submicroscopic’(atomic and
molecular level) at appropriate doses enough to be
processed by the students.
Use of chemical symbols & equations
(algorithmic) reserved for higher grade levels.
Experiences gained through different
activities will allow students to transform
the information they obtain into a form
that is usable to them in their own
personal and community context.
The teaching of science
textbook-Tettbased
interactive, inquiry-based
learning experiences
Inquiry & investigative skills
 describe objects and phenomena
 “identify questions that can be answered through scientific
investigations
 design and conduct a scientific investigation
 use appropriate tools and techniques to gather, analyze, and
interpret data
 develop descriptions, explanations, predictions, and models
using evidence
Inquiry & investigative skills
 think critically and logically to make the relationships
between evidence and explanations
 recognize and analyze alternative explanations and
predictions
 communicate scientific procedures and explanations; and
 use mathematics in all aspects of scientific inquiry”
Role of science teacher
 guide and intervene throughout the process of investigation
 Gradually, students will gain more independence in looking
for evidence to answer questions as they move
from guided inquiry
to
full investigations
Pretest/Posttest in each module
 Pretest indicates
 students’ prior knowledge
 alternative conceptions (or misconceptions)
 Posttest indicates
 extent of students’ comprehension of the concepts
 students’ persistent misconceptions