LEARNING MODULE DESIGN FOR GRADE 7 - ECLIPSES
STEP 1 CONTENT STANDARD:
STEP 2 ORGANIZING BIG IDEAS:
STEP 3 STEP 4 UNDERSTANDING: COMPETENCIES: Students will understand that… The learner demonstrates Understanding of the occurrence 1. Understanding of the eclipses is A. Communicates how Solar understanding of the occurrence of the eclipses help us analyze valuable when applied to issues and Lunar Eclipses occur. of the eclipses. whether or not beliefs and involving human activities. practices have scientific bases B. Collects records and data on and manage the effects on 2. Scientific facts are bases to the beliefs and practices of human activities related to correct misconceptions on the the community in relation to health, livelihood and collected records and data on the eclipses. transportation. beliefs and practices of the community in relation to eclipses. ESSENTIAL QUESTIONS: PERFORMANCE STANDARD: The learner discusses whether or not beliefs and practices about eclipses have scientific basis.
1. In what way is the understanding of the eclipses valuable? 2. How can science explain and correct the misconceptions on the beliefs and practices of the community related to eclipses?
STEP 5 ASSESSSMENT EVIDENCES: SEE UNIT ASSESSMENT MAP
CONTENT STANDARD:
ORGANIZING BIG IDEAS:
The learner demonstrates understanding of the occurrence of the eclipses.
Understanding of the occurrence of the eclipses, help us analyze whether or not beliefs and practices have scientific bases and manage the effects on human activities related to health, livelihood and transportation.
PERFORMANCE STANDARD: The learner discusses whether or not beliefs and practices about eclipses have scientific basis.
STEP 6 TRANSFER GOAL: Students will analyze whether or not beliefs and practices about eclipses have scientific basis on managing the effects on human activities related to health, livelihood and transportation. TRANSFER TASK (GRASPS): Many people especially in remote areas (e.g. those belonging to indigenous tribes and the like) are still blinded with the beliefs and practices about the occurrence of eclipses. Elders of the community passed these beliefs and practices to their children down to their grandchildren and so on that affect their activities related to health, livelihood and transportation. You are to convince the residents who are rich in folklores and myths about eclipses. One way to correct these misconceptions is to educate the residents about the issue. In a community immersion, as members of medical practitioners (e.g. psychologist, doctors) you need to inform the residents that eclipse is a scientific phenomenon and correct their misconceptions on the beliefs and practices common on their community affecting their health, livelihood and transportation. You shall be providing a mini-symposium in groups integrated with technology that coincide with a medical mission. Your report shall be rated according to credibility, clarity of content, delivery and uses of technology / ICT integration.
STEP 7 RUBRIC CRITERIA: TRANSFER TASK STANDARDS RELATED TO UNDERSTANDING:
Credibility Clarity of content
RUBRIC CRITERIA: TRANSFER TASK STANDARDS RELATED TO KNOWLEDGE AND SKILLS:
STEP 8 DESCRIPTION OF STANDARD AT SATISFACTORY LEVEL: See Rubrics A p. 3
Delivery Use of Technology / ICT Integration
DESCRIPTION OF STANDARD AT SATISFACTORY LEVEL: See Rubrics B p. 3
A. DESCRIPTION OF STANDARD AT SATISFACTORY LEVEL: (UNDERSTANDING) Criteria Clarity of content
Credibility
4 Ideas are presented in logical order with effective transitions between major ideas; presentation is clear and concise. Content is appropriate, well selected, accurate, and adequate. Degree of detail balances with necessary information maximizing the plan's ability to support a strong presentation with clarity.
3 Most ideas are in logical order with adequate transitions between most major ideas; presentation is generally clear and understandable. Content of most sections is generally appropriate, well selected, & mostly accurate. Degree of detail may be slightly too little or great, somewhat reducing the plan's ability to support a strong presentation.
2 Some ideas not presented in proper order; transitions are needed between some ideas; some parts of presentation may be wordy or unclear. Information in some sections not appropriate, well selected, accurate, or adequate. Degree of detail is too little or too great, significantly reducing the plan's ability to support a strong presentation.
1 Ideas are not presented in proper order; transitions are lacking between major ideas; several parts of presentation are wordy or unclear. Information in many sections not appropriate, well selected, accurate, or adequate. Far too much or too little detail written greatly limiting the plan's ability to support a strong presentation.
SCORE
2 Deliver y techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative.
1 Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and speaker appears uncomfortable. Insufficient supporting materials (explanations, examples, illustrations videos and other forms of technology from relevant authorities) make reference to information or analysis that minimally supports the presentation or establishes the presenter's credibility/ authority on the topic
SCORE
TOTAL B. DESCRIPTION OF STANDARD AT SATISFACTORY LEVEL: (KNOWLEDGE AND SKILLS) Criteria
Delivery
Use of Technology / ICT Integration
4 Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident. A variety of types of supporting materials (explanations, examples, illustrations, videos and other forms of technology from relevant authorities) make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter's credibility/ authority on the topic.
3 Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable. Supporting materials (explanations, examples, illustrations, videos and other forms of technology from relevant authorities) make appropriate reference to information or analysis that generally supports the presentation or establishes the presenter's credibility/ authority on the topic.
Supporting materials explanations, examples, illustrations, videos and other forms of technology from relevant authorities) make appropriate reference to information or analysis that partially supports the presentation or establishes the presenter's credibility/ authority on the topic
TOTAL
