Transcript States of Matter

Name: _______________________
Group #: _____________________
Year and Section: ______________
Teacher: Miss Cristina P. Sarmiento
A
Learner-Centered Learning Environment
Module on The Nature of Matter
J.A feel confident that he
can tell the difference
between living and non
living thing, but sometimes
it’s not so easy for him.
In identifying life he might
ask, “ Does it move ? Does it
grow? Does it reproduce?”
If you and your partner were able to
name and describe all of these things, you
may now proceed to the next slide.
Group WORKSHEET #1
Name:___________________________ My Partner: _____________________
Year & Section: _______
Compare living and non-living things. But in what ways they are the same ?
Work on this activity sheet with your partner. You have 15 minutes for this.
LIVING THINGS
SIMILARITIES
NON - LIVING
THINGS
Individual WORKSHEET #2
Name:________________________ Year & Section: _______
Respond to each statement twice: once before the lesson and again after reading it. You only have 5 minutes to
answer the “Response before Lesson.”
Write A if you agree with the statement
Write B if you disagree with the statement.
Response before
lesson
Topic: Interactions of organisms
All living things produce young.
Exchange gases with the environment.
Organisms need to take substances from their environment to obtain
energy, to grow and to stay healthy.
They can not reproduce, do not need air, water and food.
Do not have deoxcy ribonucleic acid (DNA)
Response after
lesson
ACTIVITY A: LEAF LITTER
To find out which organisms leave in the file of
leaf litter . You will investigate some organisms
that includes leaves , twigs and other
organisms that live on and under the them.
.
Procedure:
1. Go to the promenade that
has lot of leaves covering the
ground. Use gloved hands to
scoop up all leaves and
organisms, including top
most layer of soil. Place the
sample in a sandwich bag
and seal it.
2. In the laboratory sort the
contents and identify the
different types of organisms.
Use a magnifying glass to
identify small organisms
such as insects, worms, and
molds.
3. List them in the data sheet.
DATA SHEET: List the sample organisms being
collected.
Organisms
Observation
GUIDE QUESTIONS ACTIVITY A
: LEAF LITTER
1. What kinds of organisms did you
collected?
_________________________________
_________________________________
_________________________________
2. When you examines portions of your
sample in the magnifying glass. What
other things did you discover?
_________________________________
_________________________________
_________________________________
3. What roles do you think organisms
play in the this community?
_________________________________
_________________________________
_________________________________
Now get a partner and
compare your responses.
Afterwards, answer the
following:
1. Did both of you collected the
same organisms?
__________________________
__________________________
2. What common thing do
organisms share ?
__________________________
__________________________
__________________________
O
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To find out
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answers in Worksheet
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Characteristics of living and
non - living things.
o
WEBSITE #1
http://www.saburchill.com/chapters/chap0001.html
5 Characteristics of living and non-living things.
WEBSITE #2
http://answers.yahoo.com/question/index?qid=20080610053945AA8C
AFb
Habitat
WEBSITE #3
http://en.wikipedia.org/wiki/Habitat#Human_habitat
A biotic factors affecting organisms.
http://wiki.answers.com/Q/What_are_three_abiotic_factors_that_affect
_wetland_organisms_and_give_an_example_of_how_each_feature_c
an_affect_somethingth.This_is_good_for_school_work
After you have read these websites, answer Worksheet #3.
Individual WORKSHEET #3
Name:________________________________________
Year & Section: _______
 After you have read websites 1 , 2, answer the questions below.
1.
Where organisms live? Do you think they have home address? What are the
3 a biotic factors affecting an organisms?
_______________________________________________________________
_______________________________________________________________
________________________________________________________________
2.
Is there anything that you would like to add in your worksheet #2. What
would it be and why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What are the new things you have learned based on your readings?
________________________________________________________________
________________________________________________________________
________________________________________________________________
To summarize
what you have
learned for these
websites, work
on Worksheet
#4.
Group WORKSHEET #4
Name:___________________________ My partner: ___________________________
Year & Section: _______
Complete the table below. If you think you can do this one best with a partner then get
one. But I challenge you to work on it alone. Your choice… You have only 20 minutes for
this activity.
Interactions among
organisms
Competition
Mutualism
Commensalisms
Symbiosis
Definition
Describe their interactions
with other organism.
Website 5: Practice Test
http://www.quia.com/jfc/360046.html
Remember, be honest! You can only proceed
to the next task if you scored at least half
of the items you need to answer.
1. Answer 10 items in the practice test by clicking the
flashcard to flip over.Mark with  if you got the item
right and  if otherwise.
Trial 1 (First try) Trial 2 (Second try)
# 1: _______
# 2: _______
# 3: _______
# 4: _______
# 5: _______
# 6: _______
# 7: _______
# 8: _______
# 9: _______
#10: _______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
2. Did you score well in the practice test? (Yes / No)
Trial 1: __________
Trial 2: __________
3. Which particular item/s did you answer incorrectly?
_____________________________________________________
_____________________________________________________
_____________________________________________________
4. What should you do to relearn the items you got wrong?
_____________________________________________________
_____________________________________________________
____________________________________________________
If you got half or
more than that
in your practice
tests, you are
ready to
proceed to the
next task.
But If you didn’t get half, I advise you to go back to:
Website 1: Characteristics of living and non-living
things.
Website 2: Characteristics of living and non-living
things
Website 3: Habitat/ A biotic factors affecting
organism
Website 4: Interactions among organisms
to re-learn the concepts.
Group WORKSHEET #5
Name: _________________________ My. Partner: _____________________
Year & Section: _______
Complete Concept map below. Identify and describe the interactions among
organisms that help shape the ecosystem in which they live. You have 10 minutes for
this activity.
Community
Interactions
include
1. ________________________
More than one organism
tries to use a resource at the
same time, in the same
place
2. Predation
_____________________
_____________________
_____________________
3. __________________________
Relationship in which two
species live closely together
includes
4. Parasitism
_____________________
_________________________
_________________________
5. __________________
One species benefits while
the other is neither helped
nor harmed
6. Mutualism
_________________________
__________________________
_________________________
Are you ready for your science
project?
Meet with your team to discuss the
necessary materials for the next
activity.
In every environment, the supply of
resources is limited. In fact, some
resources are so limited that
organisms must compete with one
another.
Objective:
In 2 – 4 days students are expected
to make / grow Beans Sprout.
Additional reading in making beans sprout
http://geethaskitchen.blogspot.com/2008/04/sproutshow-to-make-sprouted-beans-or.html
BEANS SPROUTING
Materials
Bottles, ½ cup of different
kinds of beans , water.
Procedure
Watch the video clip in making Beans
Sprouts
http://www.youtube.com/watch?v=F1V4vtV8Yo
Step 1- Soak beans over night with plenty of
water
Step2- Pour water off
Step3- Leave jar upside down
Step 4- Rinse beans once a day
Read the Rubrics on the next slide.
Rate your team’s performance by
checking which of the categories
(vertical column) you think your group
excelled per criteria (horizontal
column) during your project making.
Place your score on the right side
column under Team-Rating.
Be reminded that your teacher will also
rate you during your lab activity and
your team-rating will be compared to
his.
RUBRICS FOR BEANS SPROUTING
Team #: ____________________
Criteria
Progression
from seed to
sprout
(10 points)
Water and
atmosphere
effect
(7 points)
Group
Performance
(3 points)
Evaluator’s Name: __________________________
1
Needs
Improvement
5
Excellent
3
Good
Almost all the beans
sprouts are seen in 4
days.
(10-7 points)
White sprouts are visible
in 3days
(6-3 points)
Little white sprouts will
emerge in a day or two
(2-0 points)
The beans is well
watered and have enough
sunlight.
The beans
has little
amount of water and
sunlight.
The beans are not
watered and no sunlight at
all.
(7-5 points)
(4-2 points)
(1-0 point)
Some members of the
team: did almost as much
work as others;
accomplished work a bit
late but was completed in
time to be graded;
(2points)
Most members of the team:
did not participate very
well; never completed the
project;
All members of the team:
gave their full share of
the project; accomplished
work ahead of time;
( 3 points)
TOTAL
Score and Grade
TeamRating
30%
Teacher
Rating
70%
(1 point)
X .30
X .70
Read the Likert Scale on the
next slide.
Rate yourself by checking
which level of agreement you
think suits your feelings
toward this LCLE activity.
4 = Strongly Agree
3 = Agree
2 = Disagree
1 = Strongly Disagree
Check on the appropriate
column that corresponds best
to your attitude and experience
using the following scale.
CRITERIA
1. I enjoyed all of the activities because it gave me a better understanding
of the interactions among organisms.
2. I believe that studying using this module gave me the fundamental
knowledge about organisms.
3. I was conscious of the safety rules during our laboratory activity.
4. I was motivated to actively participate in the activity because my group
was counting on the effort that I will give.
5. I appreciated the specific task given to me by my team.
6. I was aware that my performance will affect the group’s output.
7. I loved working with my group-mates because we were all focused and
enjoying in attaining the goals of this activity.
8. I highly value team effort because of the sharing of ideas and the
respect to each member’s opinions / comments.
9. My teacher served as a facilitator, giving us the responsibility in working
on our activities and assisting us when needed.
4
Strongly
Agree
3
Agree
2
Disagree
1
Strongly
Disagree