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					Integrating Self-Regulated Strategy
   Topic: The Pollution problem


            By: Jomar L. Carabot
Introduction

       Pollution is as old as civilization. But it became serious when industrial revolution
started. It was the industrial revolution that gave birth to environmental pollution as we
know it today. The emergence of great factories and consumption of immense
quantities of coal and other fossil fuels gave rise to unprecedented air pollution and the
large volume of industrial chemical discharges added to the growing load of untreated
human waste.

       The change in our environment is generally brought about by introduction of
hazardous substances. These substances are came from the factories, vehicles as well
as in home, that directly contributes to the changes taking place in physical, and
biological aspects of the environment.

       Pollution is the introduction of contaminants into an environment that causes
instability, disorder, harm or discomfort to the ecosystem i.e. physical systems or living
organisms. Pollution can take the form of chemical substances, or energy, such as
noise, heat, or light. Pollutants, the elements of pollution, can be foreign substances or
energies, or naturally occurring; when naturally occurring, they are considered
contaminants when they exceed natural levels. Pollution is often classed as point
source or non-point source pollution.

       We can classify pollution into four different types and each of these has its own
effect to the environment. Nevertheless, it gives a big problem to each nation facing this
kind of phenomena. Diseases and unpredicted calamities taking place are the fruits of
ravaging pollution. To protect the environment from the adverse effects of pollution,
many nations worldwide have enacted legislation to regulate various types of pollution
as well as to mitigate the adverse effects of pollution.
Instructions:



For the teachers:


       Before having the activities, the teacher must provide a textbook which
covers the content of the topic. She/he must discuss first the concept, with further
explanation, and important terms with regards to the lesson. Proper assessment
should be provided so that the students will understand better the instructions
and questions to be asked in the activities. For the strategy part, you may choose
from any of the suggested strategy to conduct the activities.




For the Learners:



       You must have first a brief reading of the topics and have an insight about
its related concept. By reading the summary and important text of the lesson, you
will have the capability to answer the questions in the activity and perform the
task properly.
Lesson 1 - Meaning of Pollution

Learning objectives:
      Define what is pollution

      Differentiate toxin from poisonous substances

      Classify pollution into four types




Key ideas

      When there is a change in the physical, chemical biological conditions in the
       environment which harmfully affects the quality of life including effects on other
       animals and plants, then we say that there is pollution.
      Hazardous substances include any substance that poses a threat to human
       health or to the environment.
      Substances that are poisonous to human beings and animals are called toxic.
      Examples of toxic substances are carbon monoxide (CO), sulfur dioxide (SO2)
       and the oxides of lead and mercury.
      Problems caused by hazardous substances are twofold: first, they cause a wide
       range of harmful effects on human health; second, these substances can cause
       long term or permanent damages to the ecosystem.
      We classify pollution into four (4) types: Air pollution, Water pollution, Land and
       soil pollution and Noise pollution.
Enrichment activity no. 1



       Learning task:

               To make a reflection with regards to pollution through drawing or
illustration

       Learning activities

               Direction: Draw your insight about the effect of pollution to the human
               health and to the environment. Write at least 5 sentences for the
               explanation of your work.



Analysis and Conclusions:

       1.      What is the possible damage can hazardous substances cause to humans
       or other living organism?




       2.       Cite some hazardous substances emitted mostly by vehicles and
            factories?
Draw here:
          RUBRICS FOR THE DRAWING


DESCRIPTION        EXCELLENT              GOOD             POOR             NEEDS
                                                                         IMPROVEMENT

   Concept          Demonstrate        Demonstrate       Demonstrate        Irrelevant
                     complete          considerable           little      concept about
                   understanding      understanding     understanding       the topic.
                    of the topic.       of the topic.    of the topic.
                  Ideas are vividly   Ideas are well       Ideas are
                     presented           presented        presented.




  Creativity      Present drawing     Present drawing    Drawing are     Poor drawings
                   with attracting,   with colors and   presented with   with no colors
                    appropriate         decoration         no colors
                     colors and
                     decoration


Presentation of   Presentation of       Present most     Present quite   Present of ideas
 the material      the ideas is        relevant ideas   relevant ideas     is irrelevant
                     clear and
                      precise
                              Cognitive Strategy Instruction 1
                                    Implementation Plan
                   Based From Self-Regulated Strategy Development Model

Teacher:
Content Area:                                       Year Level:

Stage 1: Develop and Activate Background Knowledge

Task Analysis
  Knowledge of pollution, hazardous substance, and toxin.
  Knowledge of pollution classification.
  Ability to integrate the main concept of a topic into a summarization.

How will I assess students’ prerequisite skills?
  The students will read the statements with regards to pollution in order to define different
 terms.
  Provide students with textbooks and the students will be asked to identify and classify
 pollution into four.
  Given a group of 4-5 main ideas from the topic, the students will be asked to write 1-2
 sentences summarizing the main ideas.

Stage 2: Discuss the strategy

Brainstorming ideas with students
               “Today we are going to talk about pollution and its related concepts. Does
       anyone have an idea what is pollution? Can you give me some other terms with regards
       to pollution?
     Pollution is a change in the physical, chemical biological conditions in the environment
       which harmfully affects the quality of life including effects on other animals and plants
    Other term
     Toxins
               “These are all such ideas of the terms related to pollution. In further discussion
       of the lesson, you will encounter more terms which is important in order to understand
       the concept of pollution. As a part of your learning, activities are introduced in order to
       understand the lesson.

Script for “Selling” the Strategy and Introduce the strategy steps, and any prompts that will be
given.
        “Today, you are going to create an artwork (drawing) which covers the idea about
pollution and its related concepts. After that, you will have to make your own reflection
individually. I will provide rubrics in order to rate your work.”
Stage 3: Model the Strategy
The teacher will need to use a “think aloud “to demonstrate the use of the strategy.

Script for Think Aloud
        “I am going to think aloud as I discussed the concepts about pollution. I want you to
listen and jot down my ideas and actions.” Then, think-aloud as you perform the task.
Your think-aloud might go something like this:
        “Hmmmmmmm. So let me start by asking you what pollution is [the students
think].Pollution is a change in the physical, chemical biological conditions in the environment
which harmfully affects the quality of life including effects on other animals and plants, right? In
further discussion, we will have other terms about pollution.”

Stage 4: Memorize the Strategy

Memorization Activities
     As a class: One of the first ways to help the students memorize the strategy would be to
     say the steps of the strategy as a class, chorally. Then, so they memorize what to do in
     each step, the class would say the first step together, and then the teacher would call on
     one student to explain what needs to be done in that step. Then for the second step,
     the class would say the step together, but then the teacher would again call on
     someone to explain the step to the class. That would continue for the third and fourth
     steps as well.

Stage 5: Support the Strategy
Describe how you would facilitate support strategy use:
Material Scaffolding:
     When the strategy is being introduced to the students, an activity including the
       instruction would be given to assist the students in the steps of the strategy. The activity
       would include the materials to be use and a description of each step
Content Scaffolding:
       Give the instruction on how to work with the activity. The content of the work must be
discussed first and the ideas must be clearly emphasize. Also, the teacher must tell to the
student how their work will be rated using the rubrics.

Stage 6: Independent Performance
How will you facilitate strategy use and help students generalize to other situations, and how
will you evaluate their performance?
        To assess the students’ academic performance as a result of using the strategy, the
student will be asked to make their own reflection with regards to the activity being done. A set
of questions, including the content of the lesson, will be given to facilitate the understanding of
the students. Rubrics will use to evaluate their works.
 Lesson 2 - History of Pollution

 Learning objectives:
          Discuss the history of pollution

          Give the implication of pollution in our daily living

          Identify the major sources of worldwide pollution




Key ideas

         People in ancient Rome and Athens were careless in the disposal of their wastes
          and even human corpses. It led to the outbreaks of typhoid, cholera and malaria.
         Lead is come from the Latin word plumbum meaning water conductor. The word
          plumber is derived from this word, and the symbol for lead is Pb.
         As early as 5000 B.C., the Egyptians may have used lead as coins.
         About 2000 B.C., the Phoenician was mining lead deposit in Spain. In the same
          period, the Chinese used lead in their momentary system.
         It was only in 1306 that a man was executed for burning coal in London.
         In 1388, the English parliament passed a law prohibiting the disposal of waste
          and garbage in rivers and waters.
         Air pollutants like chlorine, ammonia, carbon monoxide and methane increased
          the incidence of bronchitis and pneumonia.
         London epidemic in 1854 was caused by the direct leakage from toilets finding
          their way into the hand pumped wells that provided the water supply in the area.
         Smog is the combination of fog and polluted air.
Enrichment activity no. 2



      Learning task:

             Trace the history of pollution in the world by making a concept map

      Learning activities:

         Direction: Make a concept map with regards to the history of pollution. Make
         five (5) to ten (10) sentences for the explanation of your work.




Analysis and conclusions

   1. How can you justify that lead pollution contribute to the fall of Roman Empire?




   2. Is there any ordinance in your community that helps to prevent and reduce
      pollution? How effective is the enforcement of such ordinance?
     RUBRICS FOR THE CONCEPT MAP



DESCRIPTION     EXCELLENT             GOOD               POOR          NEEDS
                                                                    IMPROVEMENT

Organization   Ideas        are   Ideas        are   Ideas about the Ideas are    not
of ideas       properly           posed       with   topic are not properly
               discussed.         sufficient         much            organized.
               Data needed is     information.       sufficient.
               presented with
               supporting
               information.

Presentation   Present      the Present most Present quite Presentation            is
               story with deep relevant ideas relevant ideas not good
               explanation.
               Precise
               information
               included.
                              Cognitive Strategy Instruction 2
                                    Implementation Plan
                   Based From Self-Regulated Strategy Development Model

Teacher:
Content Area:                                           Year Level:

Stage 1: Develop and Activate Background Knowledge

Task Analysis
    Knowledge of history of pollution.
    Knowledge of how pollution affects the life during the early civilization.
    Ability to integrate the main concept of a topic into a summarization.

How will I assess students’ prerequisite skills?
    The students will read the statements with regards to history of pollution.
    Provide students with textbooks and the students will be asked to illustrate the
      pollution, through concept mapping, during early civilization
    Given a group of 4-5 main ideas from the topic, the students will be asked to write 1-2
      sentences summarizing the main ideas.

Stage 2: Discuss the strategy

Brainstorming ideas with students
               “Did you know that Rome is the first country to observe and see pollution as bad
       phenomena? Today, history of pollution and its related concepts will be the topic of our
       discussion. Can you tell me some characteristics of Rome civilization?
     Rome
               “Rome is one of the biggest and controversial countries during the old times.
       Different products contributed to industry were the things they focus during the early
       era. Also, they are well known in the war because of its advance weapons.”
               “In further discussion of the lesson, you will encounter different ideas on how
       pollution started and how early people dealt with it.
               I have here an interesting activity for you. It is based from SRSD and helps every
       student like you to develop your critical thinking and work as an independent one. Now,
       do you want to try it?


Script for “Selling” the Strategy and Introduce the strategy steps, and any prompts that will be
given.
        “In this day, you will be asked to create a concept map which shows the historical
background of pollution. It depends on you to choose important facts to be included in your
concept map. You have to present it in the class. Finally, you have to make a reflection and
answer the set of questions given.”
Stage 3: Model the Strategy
The teacher will need to use a “think aloud “to demonstrate the use of the strategy.

Script for Think Aloud
“I am going to think aloud as discussed the concepts about the history of pollution. I want you
to listen and jot down my ideas and actions.” Then, think-aloud as you perform the task.
Your think-aloud might go something like this:
“Let me start by asking you what do you think is the possible reason why there is pollution on
earth even the early days? [The students think]. Maybe, it is because of the human improper
disposal of their waste as well as the activities they conducted, right? So, in further discussion,
we will have other important ideas with regards to the history of pollution.”

Stage 4: Memorize the Strategy

Memorization Activities
As a class: One of the first ways to help the students memorize the strategy would be to say the
steps of the strategy as a class, chorally. Then, so they memorize what to do in each step, the
class would say the first step together, and then the teacher would call on one student to
explain what needs to be done in that step. Then for the second step, the class would say the
step together, but then the teacher would again call on someone to explain the step to the
class. That would continue for the third and fourth steps as well.

Stage 5: Support the Strategy
Describe how you would facilitate support strategy use:
Material Scaffolding:
     When the strategy is first being introduced to the students, an activity including the
       instruction would be given to assist the students in the steps of the strategy. The activity
       would include the materials to be use and a description of each step
Content Scaffolding:
Give the instruction on how to work with the activity. The content of the work must be
discussed and the ideas must be clearly emphasize. Also, the teacher must tell to the student
how their work will be rated using the rubrics.

Stage 6: Independent Performance
How will you facilitate strategy use and help students generalize to other situations, and how
will you evaluate their performance?
        To assess the students’ academic performance as a result of using the strategy, the
student will be asked to make their own reflection with regards to the activity being done. A set
of questions, including the content of the lesson, will be given to facilitate the understanding of
the students. Rubrics will use to evaluate their works.
Lesson 3 - Air pollution

 Learning objectives:
       Distinguish between toxic pollutants and those that are harmful only to the environment

      Discuss the main causes of air pollution




Key ideas

            The substances that pollute the air are generally of two types: the first type
       of chemicals that contribute to the air pollution is the toxic materials emitted by
       factories and motor vehicles; second, are those that damage the environment
       and possibly the earth climate.
            It is expensive to reduce pollution. Citizen should share the burden of
       reducing pollution.
            Toxic air pollutants include oxides of sulfur and nitrogen, carbon monoxide,
       volatile and organic compounds like lead oxide and benzene.
            The main source of toxic pollutants is the burning of fossil fuels.
            When oxides of sulfur and nitrogen combine with the moisture in the
       atmosphere, acid rain is produced.
            When carbon dioxide and other gases like methane, chlorofluorocarbons
       (CFC). Ozone and nitrous oxide are released into the atmosphere, they
       accumulate in the atmosphere.
            These gases allow sunlight to penetrate the earth surface. They trap radiant
       heat and prevent its escape into space and as a result, the temperature of the
       earth becomes higher. This phenomenon is known as greenhouse effect.
Enrichment activity no. 3



        Learning task:

              Make a concept map with regards to air pollution

        Learning activities

           Direction: Complete the concept map shown in the next page. Write five (5)
           to ten (10) sentences for the explanation of your work.



Analysis and conclusions

   1. Explain the greenhouse effect. Discuss how it affects the environment as well as
      the human health.




   2.    Cite some possible consequences of an increase in global temperature.




   3. Enumerate the general effects of acid rain on the environment.
Direction:

      Complete the concept map shown. It depends on you to choose important facts
about pollution.




                                        Pollution




         Air                    Water                Land               Noise
     RUBRICS FOR THE CONCEPT MAP

DESCRIPTION     EXCELLENT           GOOD               POOR          NEEDS
                                                                  IMPROVEMENT

Organization   Concepts are     Concepts are       Concepts        Concepts   are
of ideas       properly         posed       with   about the topic not    properly
               distributed.     sufficient         are not much organized.
               Data needed is   information.       sufficient.
               presented with
               supporting
               information.

Presentation   Present      the Present most Present quite Presentation         is
               concept     map relevant ideas relevant ideas not good
               with       deep
               explanation.
               Precise
               information
               included.
                              Cognitive Strategy Instruction 3
                                    Implementation Plan
                   Based From Self-Regulated Strategy Development Model

Teacher:
Content Area:                                             Year Level:

Stage 1: Develop and Activate Background Knowledge

Task Analysis
    Knowledge of air pollution.
    Knowledge of air pollutants and its hazardous effect.
    Ability to integrate the main concept of a topic into a summarization.

How will I assess students’ prerequisite skills?
    The students will read the statements with regards to air pollution.
    Provide students with textbooks and the students will be asked to make a concept map
      with regards to the topic.
    Given a group of 4-5 main ideas from the topic, the students will be asked to write 1-2
      sentences summarizing the main ideas.

Stage 2: Discuss the strategy

Brainstorming ideas with students
               “Air pollution and its related concepts will be the topic for discussion in this day.
       The first thing I want to do is for us to think how air pollution is created. Did you know
       that in every stick of cigarettes a man use, there is a corresponding time that is deduce
       to her life expectancy.
                Let us first discuss the two types of substances that pollute the air. Does anyone
       know what those types of substances are?
            The first type of chemicals that contribute to the air pollution is the toxic materials
       emitted by factories and motor vehicles; second, are those that damage the
       environment and possibly the earth climate.
        “Excellent, those things you’ve said are correct. So now, let’s proceed to our discussion
       and after that, an activity will be given to you.[discussion of the lesson]. I have here an
       activity and I want you to perform it. It is based from SRSD which enables you to work
       independently and perform your ideas into task-related activity.”

Script for “Selling” the Strategy and Introduce the strategy steps, and any prompts that will be
given.
        “In this day, you will be asked to create a concept map which shows the important
terms with regards to air pollution. It depends on you to choose important facts to be included
in the map you going to create. Finally, you have to make a reflection and answer the set of
questions given.”
Stage 3: Model the Strategy
The teacher will need to use a “think aloud “to demonstrate the use of the strategy.

Script for Think Aloud
“I am going to think aloud as discussed the concepts about air pollution. I want you to listen
and jot down my ideas and actions.” Then, think-aloud as you perform the task.
Your think-aloud might go something like this:
“So, let me start by asking you what air pollution is [the students think].Air pollution is a change
in the chemical and biological conditions of the air which harmfully affects the quality of life
including effects on other animals and plants, right? In further discussion, we will have other
terms about air pollution.”


Stage 4: Memorize the Strategy

Memorization Activities
As a class: One of the first ways to help the students memorize the strategy would be to say the
steps of the strategy as a class, chorally. Then, so they memorize what to do in each step, the
class would say the first step together, and then the teacher would call on one student to
explain what needs to be done in that step. Then for the second step, the class would say the
step together, but then the teacher would again call on someone to explain the step to the
class. That would continue for the third and fourth steps as well.

Stage 5: Support the Strategy
Describe how you would facilitate support strategy use:
Material Scaffolding:
     When the strategy is first being introduced to the students, an activity including the
       instruction would be given to assist the students in the steps of the strategy. The activity
       would include the materials to be use and a description of each step
Content Scaffolding:
Give the instruction on how to work with the activity. The content of the work must be
discussed and the ideas must be clearly emphasize. Also, the teacher must tell to the student
how their work will be rated using the rubrics.

Stage 6: Independent Performance
How will you facilitate strategy use and help students generalize to other situations, and how
will you evaluate their performance?
         To assess the students’ academic performance as a result of using the strategy, the
student will be asked to make their own reflection with regards to the activity being done. A set
of questions, including the content of the lesson, will be given to facilitate the understanding of
the students. Rubrics will use to evaluate their works.
 Lesson 4 - Water pollution and land and soil pollution

 Learning objectives:
          Enumerate the two principal sources of wastes responsible for the land and soil pollution

          Discuss the main causes of water pollution

          Identify the wastes that directly contribute in water, land and soil pollution




Key ideas

               The main sources of water pollution are the water-using industrial plants
          and solid wastes, pesticides, fertilizers dumped into the seas and rivers.
               Paper, petroleum, steel and chemical industries account for a very large
          portion of waste-water industries.
               The first widely publicized disaster due to an industry’s negligence occurred
          in the city of Minamata, Japan, in 1950’s.
               There are two principal sources of wastes responsible for the land and soil
          pollution: first is the solid waste which comes from mining operations; the second
          one is the by-product of agriculture.
               Wastes that come directly from homes like paper, metals, bottles, plastics,
          woods textiles, food wastes, rubber and other forms are collectively known as
          municipal solid wastes.
Enrichment activity no. 4

        Learning task:

               Determine the various effects of water, land and soil pollution in human
        health as well as to the environment through drama presentation.

        Materials:

               It depends upon the groups to choose the materials they are going to use.

        Learning activities

        Directions:

              Divide the class into five (5) groups.
              Make a 5mins drama presentation showing the effects of water, land and
               soil pollution in human health as well as to the environment.
              Present it in the class.
              Write five (5) to ten (10) sentences as reflection of your drama
               presentation (individual reflection).

Analysis and conclusions

   1.     Do you have any experiences on seeing pollution effects on animals, plants, or
        bodies of water? Cite some examples or particular situation.
   2.     What are the main sources of water pollution? How they affect the
        environment?
   3.     What are the major sources of land pollution in your place? Do you know if
        something is being done to reduce it?
   4.     Suggest some ways of reducing or preventing land and soil pollution.
   5.     What kind of incident is related to land and soil pollution? Explain briefly your
        answer.
Write your answers here

  1.




  2.




  3.




  4.




  5.
               RUBRICS FOR THE DRAMA


DESCRIPTION      EXCELLENT           GOOD            POOR           NEEDS
                                                                 IMPROVEMENT

Creativity      Present      the Present     the The             No presentation
                drama       with drama      with presentation is at all
                appropriate       costume        not interesting
                costume     and
                props         for
                additional
                decoration

Content of the Ideas are clear Ideas       are Insufficient      Poor
drama          and precise.    presented        information.     understanding
                               which         is                  about the topic
                               relevant to the
                               topic

Presentation    Present      the Present most Present quite Presentation           is
                drama       with relevant ideas relevant ideas not good
                deep
                explanation.
                Precise
                information
                included.
                              Cognitive Strategy Instruction 4
                                    Implementation Plan
                   Based From Self-Regulated Strategy Development Model

Teacher:
Content Area:                                        Year Level:

Stage 1: Develop and Activate Background Knowledge

Task Analysis
    Knowledge of water, land and soil pollution.
    Knowledge of main sources of water, land and soil pollution.
    Ability to integrate the main concept of a topic into a summarization.

How will I assess students’ prerequisite skills?
    The students will read the statements with regards to water, land and soil pollution.
    Provide students with textbooks and the students will be asked to enact the effects of
      air pollution.
    Given a group of 4-5 main ideas from the topic, the students will be asked to write 1-2
      sentences summarizing the main ideas.

Stage 2: Discuss the strategy

Brainstorming ideas with students
       “Paper, petroleum, steel and chemical industries account for a very large portion of
       waste-water industries. These wastes directly affect the environment and the people if
       it is not disposed in proper way.” Let me as you what are the main sources of water
       pollution. Does anyone know what those sources are?

           The main sources of water pollution are the water-using industrial plants and solid
       wastes, pesticides, fertilizers dumped into the seas and rivers.

       “Correct! These are the main sources of water pollution. In further discussion of the
       lesson, you will encounter more terms which is important in order to understand water
       pollution. So now, let’s proceed to our discussion and after that, an activity will be given
       to you. [Discuss the lesson]. I have here an activity and I want you to perform it. It is
       based from SRSD which enables you to work independently and perform your ideas into
       task-related activity.”

Script for “Selling” the Strategy and Introduce the strategy steps, and any prompts that will be
given.
        “On this day, you will be asked to form a group. After the groupings, you will have to
create a drama which shows the important terms with regards to water pollution. It depends
on you to choose the materials to be use. You have to present it in the class and limit it for at
least 5mins. Finally, you have to make a reflection individually and answer the set of questions
given.”


Stage 3: Model the Strategy
The teacher will need to use a “think aloud” to demonstrate the use of the strategy.

Script for Think Aloud
“I am going to think aloud as discussed the concepts about water, land and soil pollution. I want
you to listen and jot down my ideas and actions.” Then, think-aloud as you perform the task.
Your think-aloud might go something like this:
“What do you think are the main reasons why there is water pollution [the students think].it is
because of the waste primarily coming from the factories and garbage’s thrown by man in the
body of water, right? In further discussion, we will have other concept about those pollutions.”

Stage 4: Memorize the Strategy

Memorization Activities
As a class: One of the first ways to help the students memorize the strategy would be to say the
steps of the strategy as a class, chorally. Then, so they memorize what to do in each step, the
class would say the first step together, and then the teacher would call on one student to
explain what needs to be done in that step. Then for the second step, the class would say the
step together, but then the teacher would again call on someone to explain the step to the
class. That would continue for the third and fourth steps as well.

Stage 5: Support the Strategy
Describe how you would facilitate support strategy use:
Material Scaffolding:
     When the strategy is first being introduced to the students, an activity including the
       instruction would be given to assist the students in the steps of the strategy. The activity
       would include the materials to be use and a description of each step.
Content Scaffolding:
       Give the instruction on how to work with the activity. The content of the work must be
discussed and the ideas must be clearly emphasize. Also, the teacher must tell to the student
how their work will be rated using the rubrics.

Stage 6: Independent Performance
How will you facilitate strategy use and help students generalize to other situations, and how
will you evaluate their performance?
        To assess the students’ academic performance as a result of using the strategy, the
student will be asked to make their own reflection with regards to the activity being done. A set
of questions, including the content of the lesson, will be given to facilitate the understanding of
the students. Rubrics will use to evaluate their works.
 Lesson 5 - Noise pollution

 Learning objectives:
          Define noise and its related terms

          Determine the factors that classifies as noise pollution




Key ideas

              Noise is simply defined as unwanted sound. It may be soft yet unpleasant.
              Singing out of tune, loud music’s, and sound coming from the vehicles and
          other transportation means are examples of noise pollution.
              Noise pollution is among the least publicized forms of pollution. This is
          mainly because its harmful effects are generally underestimated.
              Sound is measured by its intensity, loudness, in decibels.
              Decibel is a unit of power change.
Enrichment activity no. 5

      Learning task:

            Present the main idea of the topic with regards to noise pollution through
      pantomime presentation.

      Materials:

             It depends upon the groups to choose the materials they are going to use.

      Learning activities

      Direction:

            Divide the class into five (5) groups.
            Make a 5mins presentation showing the effects of noise pollution in
             human health as well as to the environment.
            Present it in the class.
            Write five (5) to ten (10) sentences as reflection of your drama
             presentation (individual reflection).

Analysis and conclusions

   1. What noise pollution did you observe most in your everyday living? Is it good to
      hear or irritating?




   2. What are the sources of noise pollution in your neighborhood? Which of them
      can be minimized or eliminated? Which of them cannot?
          RUBRICS FOR THE PANTOMIME
                PRESENTATION


DESCRIPTION     EXCELLENT            GOOD            POOR          NEEDS
                                                                IMPROVEMENT

Creativity     Present     with   Present    with Pantomime are No presentation
               appropriate        costume and presented with at all
               costume     and    props       for costume
               props        for   additional
               additional         decoration
               decoration

Content        Ideas are clear Ideas       are Insufficient     Poor
               and precise.    presented        information.    understanding
                               which         is                 about the topic
                               relevant to the
                               topic

Presentation   Present      the Present most Present quite Presentation           is
               idea with deep relevant ideas relevant ideas not good
               explanation.
               Precise
               information
               included.
                              Cognitive Strategy Instruction 5
                                    Implementation Plan
                   Based From Self-Regulated Strategy Development Model

Teacher:
Content Area:                                               Year Level:

Stage 1: Develop and Activate Background Knowledge

Task Analysis
    Knowledge of noise pollution.
    Knowledge of main sources of noise pollution and how it measures.
    Ability to integrate the main concept of a topic into a summarization.

How will I assess students’ prerequisite skills?
    The students will read the statements with regards to noise pollution.
    Provide students with textbooks and the students will be asked to present the effect of
      noise pollution to the human lives.
    Given a group of 4-5 main ideas from the topic, the students will be asked to write 1-2
      sentences summarizing the main ideas.

Stage 2: Discuss the strategy

Brainstorming ideas with students

        “Noise pollution is among the least publicized forms of pollution. This is mainly because
its harmful effects are generally underestimated. Can you give me some examples of noise
pollution? But before that, let us first define what noise is. Does anyone know what noise is?

      Noise is simply defined as unwanted sound. It may be soft yet unpleasant.
       “Great! In further discussion of the lesson, you will encounter more terms which is
       important in order to understand noise pollution. I have here an activity and I want you
       to perform it. It is based from SRSD which enables you to work independently and
       perform your ideas into task-related activity.


Script for “Selling” the Strategy and Introduce the strategy steps, and any prompts that will be
given.
         “On this day, you will be asked to form a group. After the groupings, you will have to
create a presentation thru pantomime and shows the concepts with regards to noise pollution.
It depends on you to choose the materials to be use. You have to present it in the class. And
finally, you have to make a reflection individually and answer the set of questions given.”
Stage 3: Model the Strategy
The teacher will need to use a “think aloud” to demonstrate the use of the strategy.

Script for Think Aloud
“I am going to think aloud as discussed the concepts about noise pollution. I want you to listen
and jot down my ideas and actions.” Then, think-aloud as you perform the task.
Your think-aloud might go something like this:
“What do you think are the main sources of noise pollution [the students think]? Vehicles,
parties, machines and other mechanical gadgets, right? In further discussion, we will have other
concept about noise pollutions.”

Stage 4: Memorize the Strategy

Memorization Activities
As a class: One of the first ways to help the students memorize the strategy would be to say the
steps of the strategy as a class, chorally. Then, so they memorize what to do in each step, the
class would say the first step together, and then the teacher would call on one student to
explain what needs to be done in that step. Then for the second step, the class would say the
step together, but then the teacher would again call on someone to explain the step to the
class. That would continue for the third and fourth steps as well.

Stage 5: Support the Strategy
Describe how you would facilitate support strategy use:
Material Scaffolding:
     When the strategy is first being introduced to the students, an activity including the
       instruction would be given to assist the students in the steps of the strategy. The activity
       would include the materials to be use and a description of each step.
Content Scaffolding:
       Give the instruction on how to work with the activity. The content of the work must be
discussed and the ideas must be clearly emphasize. Also, the teacher must tell to the student
how their work will be rated using the rubrics.

Stage 6: Independent Performance
How will you facilitate strategy use and help students generalize to other situations, and how
will you evaluate their performance?
        To assess the students’ academic performance as a result of using the strategy, the
student will be asked to make their own reflection with regards to the activity being done. A set
of questions, including the content of the lesson, will be given to facilitate the understanding of
the students. Rubrics will use to evaluate their works.
Lesson 6 - Radiation and its harmful effects

Learning objectives:
      Determine the factors that gives off radiation

      Enumerate different radiation being encountered in our daily living

      Define radiation and its related terms




Key ideas

            Radiation is the general term used to refer to a variety of rays to which life
       on earth is exposed to.
            These include visible light, infrared, and ultraviolet rays (X-rays, cosmic rays
       and rays from radioactive materials).
            There are two main types of radiation: (1) electromagnetic waves and (2)
       moving atomic particles.
            X rays are electromagnetic radiations of extremely short wavelengths. They
       are emitted substances when they are bombarded by a stream of electrons
       moving in a vacuum at extremely high velocity.
            Gamma rays are emitted from the motion of some radioactive atoms.
            Parts of atom that are radiated, either by natural radioactive disintegration or
       by artificial means like the cyclotron, or explosion of atomic bombs, constitute
       what is known as particulate radiation.
            There are several units of measurement of radiation. Those are Roentgen
       unit (R), Rad, Rem (Roentgen equivalent man) and Curie.
            X rays were discovered by the German physicist Wilhelm Conrad Roentgen
       in 1895.
Enrichment activity no. 6

      Learning task:

             Make a letter to the scientist asking to invent things which is not
      deliberately produces radiation.



      Learning activities:

         Direction: Make a letter to the scientist asking to invent things which is not
         deliberately produces radiation. Write five (5) to ten (10) sentences as
         reflection of your work.



Analysis and conclusions

   1. Differentiate curie from a roentgen, a rad from a rem.




   2. What types of radiation are useful to humans? What types are harmful? Explain.




   3. What type of radiation may be useful and harmful at the same time? Explain your
      answer briefly.
               RUBRICS FOR THE LETTER


DESCRIPTION      EXCELLENT           GOOD             POOR         NEEDS
                                                                IMPROVEMENT

Content         Ideas are clear Ideas       are Insufficient    Poor
                and precise.    presented        information.   understanding
                                which         is                about the topic
                                relevant to the
                                topic

Presentation    Present      the Present most Present quite Presentation          is
                concept     map relevant ideas relevant ideas not good
                with       deep
                explanation.
                Precise
                information
                included.
                              Cognitive Strategy Instruction 6
                                    Implementation Plan
                   Based From Self-Regulated Strategy Development Model

Teacher:
Content Area:                                         Year Level:

Stage 1: Develop and Activate Background Knowledge

Task Analysis
    Knowledge of radiation and its harmful effect.
    Knowledge of types of radiation.
    Ability to integrate the main concept of a topic into a summarization.

How will I assess students’ prerequisite skills?
    The students will read the statements with regards to radiation.
    Provide students with textbooks and the students will be asked to make a letter which
      includes their feeling and suggestions to the scientists.
    Given a group of 4-5 main ideas from the topic, the students will be asked to write 1-2
      sentences summarizing the main ideas.

Stage 2: Discuss the strategy

Brainstorming ideas with students
            “Gadgets like computer, Cell phone, and the UV rays coming from the sun are
       some of the main source of radiation. It is very observable in our daily living. Some of its
       healthy risk is cancer, lungs problem, loss of eyesight and the likes and it will be
       discussed in our discussion. But let us first define what radiation is. Does anyone know
       what radiation is?

            Radiation is the general term used to refer to a variety of rays to which life on
       earth is exposed to.
        “Great! In further discussion of the lesson, you will encounter more terms which is
       important in order to understand radiation. I have here an activity and I want you to
       perform it. It is based from SRSD which enables you to work independently and perform
       your ideas into task-related activity.”


Script for “Selling” the Strategy and Introduce the strategy steps, and any prompts that will be
given.
         “In this day, you will be asked to create a letter which tells your feelings and suggestions
to the scientists. It depends on you to choose the important things to be included in your letter.
Finally, you have to make a reflection and answer the set of questions given.”
Stage 3: Model the Strategy
The teacher will need to use a “think aloud “to demonstrate the use of the strategy.

Script for Think Aloud
“I am going to think aloud as discussed the concepts about noise pollution. I want you to listen
and jot down my ideas and actions.” Then, think-aloud as you perform the task.
Your think-aloud might go something like this:
“Hmmmmmmm. So let me start by asking you what are possible damages it gives to our body
[the students think]. “Because of too much exposure to radiation, cells in our body are being
damage and give a risk to our life, are I right? In further discussion, we will have other concept
about noise pollutions.”

Stage 4: Memorize the Strategy

Memorization Activities
As a class: One of the first ways to help the students memorize the strategy would be to say the
steps of the strategy as a class, chorally. Then, so they memorize what to do in each step, the
class would say the first step together, and then the teacher would call on one student to
explain what needs to be done in that step. Then for the second step, the class would say the
step together, but then the teacher would again call on someone to explain the step to the
class. That would continue for the third and fourth steps as well.

Stage 5: Support the Strategy
Describe how you would facilitate support strategy use:
Material Scaffolding:
     When the strategy is first being introduced to the students, an activity including the
       instruction would be given to assist the students in the steps of the strategy. The activity
       would include the materials to be use and a description of each step
Content Scaffolding:
       Give the instruction on how to work with the activity. The content of the work must be
discussed and the ideas must be clearly emphasize. Also, the teacher must tell to the student
how their work will be rated using the rubrics.

Stage 6: Independent Performance
How will you facilitate strategy use and help students generalize to other situations, and how
will you evaluate their performance?
        To assess the students’ academic performance as a result of using the strategy, the
student will be asked to make their own reflection with regards to the activity being done. A set
of questions, including the content of the lesson, will be given to facilitate the understanding of
the students. Rubrics will use to evaluate their works.
 Lesson 7 - Pollution reduction

 Learning objectives:
          Discuss the processes of converting materials into new products

          Cite some benefits in recycling wastes materials

          Define recycling and its related term




Key ideas

         The process of converting materials into new products that may or not resemble
          the original material is known as recycling.

         The benefits of recycling include the following: it reduces waste, it lowers energy
          water =, and primary raw material requirements, and the last, it reduces both air
          and water pollution.

         Japan is the leading country that undertakes recycling. The country recycles and
          reuses about 50 percent of its solid wastes.

         Time magazine, in its January 2, 1989 issue, reported that Japan, in 1988,
          recycled 50 percent of its waste paper, 55 percent of its glass bottles, and 66
          percent of its beverage and food cans and converted much of the remaining
          trash into fertilizers, fuel, gases, and recycled metals.

         Glass recycling is fast growing in Europe.

         Some third world countries, although on a limited scale, have similarly ventured
          into recycling.

                                             POLLUTION
Enrichment activity no. 7

      Learning task:

            Create useful materials/artwork out of the waste paper, bottle and etc.
      through recycling.

      Materials:

             Paper                       Cutter/ Scissor             Water color

             Bottle                      Glue

             Magazines                   Pencil

      Learning activities

      Direction:

            Divide the class into five (5) groups.
            Make an artwork out of the waste paper, magazines, bottle, etc through
             recycling.
            Present it in the class next meeting.
            Write five (5) to ten (10) sentences as reflection of your artwork (individual
             reflection).

Analysis and conclusions

   1. How garbage’s disposed in your community? Is it the good way? Explain.




   2. Explain the good side and the bad side of burning dry leaves under fruit-bearing
      trees, like mango.
  RUBRICS FOR THE FINISH MATERIAL


DESCRIPTION     EXCELLENT         GOOD             POOR          NEEDS
                                                              IMPROVEMENT

Creativity     finish material Finish material Finish material No presentation
               is firm and well are         well is constructed at all
               constructed      constructed      but it is not firm
               with additional
               decoration

Presentation   Present      the Present most Present quite Presentation     is
               concept     map relevant ideas relevant ideas not good
               with       deep
               explanation.
               Precise
               information
               included.
                              Cognitive Strategy Instruction 7
                                    Implementation Plan
                   Based From Self-Regulated Strategy Development Model

Teacher:
Content Area:                                            Year Level:

Stage 1: Develop and Activate Background Knowledge

Task Analysis
    Knowledge of the processes of converting materials into new products that may or not
       resemble the original material.
    Knowledge of benefits of recycling materials.
    Ability to integrate the main concept of a topic into a summarization.

How will I assess students’ prerequisite skills?
    The students will read the statements with regards to air pollution.
    Provide students with textbooks and the students will be asked to make a recycled
      material.
    Given a group of 4-5 main ideas from the topic, the students will be asked to write 1-2
      sentences summarizing the main ideas.

Stage 2: Discuss the strategy

Brainstorming ideas with students
               “Preventing and avoiding the risks of pollution, man needs to provide methods
       and techniques in processing materials in order to lessen wastes. Recycling is one of the
       best ways to reduce pollution and it will be discussed further later on. But, let us first
       define what recycling is. Does anyone know what is recycling?
    Recycling is the process of converting materials into new products that may or not
       resemble the original material
       “Excellent. So now, let’s proceed to our discussion and after that, an activity will be
       given to you. [Discuss the lesson]. I have here an activity and I want you to perform it. It
       is based from SRSD which enables you to work independently and perform your ideas
       into task-related activity.”


Script for “Selling” the Strategy and Introduce the strategy steps, and any prompts that will be
given.
        “In this day, you will be asked to form a group. After the groupings, you will have to
create a material out of the waste found in our environment. It depends on you to choose the
materials to be use and how to work on it. You have to present it in the class. And finally, you
have to make a reflection individually and answer the set of questions given.”
Stage 3: Model the Strategy
The teacher will need to use a “think aloud” to demonstrate the use of the strategy.

Script for Think Aloud
“I am going to think aloud as discussed the concepts about air pollution. I want you to listen
and jot down my ideas and actions.” Then, think-aloud as you perform the task.
Your think-aloud might go something like this:
“So, let me start by asking what you think is the best way to reduce pollution. [The students
think].by recycling waste like paper, bottles, etc into newly materials, right? In further
discussion, we will have other terms about air pollution.”

Stage 4: Memorize the Strategy

Memorization Activities
As a class: One of the first ways to help the students memorize the strategy would be to say the
steps of the strategy as a class, chorally. Then, so they memorize what to do in each step, the
class would say the first step together, and then the teacher would call on one student to
explain what needs to be done in that step. Then for the second step, the class would say the
step together, but then the teacher would again call on someone to explain the step to the
class. That would continue for the third and fourth steps as well.

Stage 5: Support the Strategy
Describe how you would facilitate support strategy use:
Material Scaffolding:
    When the strategy is first being introduced to the students, an activity including the
       instruction would be given to assist the students in the steps of the strategy. The activity
       would include the materials to be use and a description of each step

Content Scaffolding:
       Give the instruction on how to work with the activity. The content of the work must be
discussed and the ideas must be clearly emphasize. Also, the teacher must tell to the student
how their work will be rated using the rubrics.

Stage 6: Independent Performance
How will you facilitate strategy use and help students generalize to other situations, and how
will you evaluate their performance?
         To assess the students’ academic performance as a result of using the strategy, the
student will be asked to make their own reflection with regards to the activity being done. A set
of questions, including the content of the lesson, will be given to facilitate the understanding of
the students. Rubrics will use to evaluate their works.
 Lesson 8 - Vanishing forests and Importance of forests

 Learning objectives:
          Enumerate the efforts exerted by some people to help reduce pollution

          Cite some direct and indirect benefits coming from forest




Key ideas

         Approximately one-third of the earth’s surface is desert; one-third is forests,
          savanna, and wetlands; and one-fifth is glacial ice and tundra. The remaining
          area is occupied by humans.

         Globally, the forests are destroyed at a rate of about 50 million acres every year.

         The importance of forests is immeasurable. We derive many benefits from the
          forests directly or indirectly.

         Forest benefit people directly by (1) providing food to all organism, (2) serving as
          habitat to many organisms, (3) supplying wood for cooking, (4) serving as
          recreational places and, (5) giving temporary refuge from the busy life in the city.

         Indirect benefits from the forest include the following; preventing floods and soil
          erosion, controlling the climate, storing large amount of carbon and assisting in
          the cycle of water, carbon and oxygen.

         Forests also prevent floods and soil erosion as well as global warming.
Enrichment activity no. 8

      Learning task:

             Create comics regarding vanishing forests and Importance of forests

      Materials:

             It depends upon the groups to choose the materials they are going to use.

      Learning activities

      Direction:

            Divide the class into five (5) groups.
            Make a comic about vanishing forests and Importance of forests. Draw it
             to the paper provided.
            Present it in the class.
            Write five (5) to ten (10) sentences as reflection of your artwork (individual
             reflection).

Analysis and conclusions

      1. Enumerate at least five (5) reasons why forests are important.
      2. What are the indirect and direct benefits of forest in human?
      3. Do you think life is possible on earth without trees and plants? Close your
         eyes and try to imagine this setting. What did you feel? What did you think
         about?
Write your answers here

  1.




  2.




  3.
Draw here:
             RUBRICS FOR THE COMICS


DESCRIPTION     EXCELLENT              GOOD            POOR           NEEDS
                                                                   IMPROVEMENT

Creativity     Present       the   Present       the Comic       is No presentation
               comic        with   comic        with presented with at all
               appropriate         colors       and color
               colors and it is    quite attractive
               attractive to the
               reader

Content        Ideas are clear Ideas       are Insufficient        Poor
               and precise.    presented        information.       understanding
                               which         is                    about the topic
                               relevant to the
                               topic

Presentation   Present      the Present most Present quite Presentation              is
               comic       with relevant ideas relevant ideas not good
               deep
               explanation.
               Precise
               information
               included.
                              Cognitive Strategy Instruction 8
                                    Implementation Plan
                   Based From Self-Regulated Strategy Development Model


Teacher:
Content Area:                                           Year Level:


Stage 1: Develop and Activate Background Knowledge

Task Analysis
    Knowledge of vanishing forest and its importance to life.
    Knowledge of the benefits of the forests.
    Ability to integrate the main concept of a topic into a summarization.

How will I assess students’ prerequisite skills?
    The students will read the statements with regards to radiation.
    Provide students with textbooks and the students will be asked to make comics showing
      the importance of forest
    Given a group of 4-5 main ideas from the topic, the students will be asked to write 1-2
      sentences summarizing the main ideas.

Stage 2: Discuss the strategy

Brainstorming ideas with students
              “Forest benefits people directly by (1) providing food to all organisms, (2) serving
       as habitat to many organisms, (3) supplying wood for cooking, (4) serving recreational
       places and, (5) giving temporary refuge from the busy life in the city.
              In further discussion of the lesson, you will encounter more terms which is
       important in order to understand radiation. I have here an activity and I want you to
       perform it. It is based from SRSD which enables you to work independently and perform
       your ideas into task-related activity.”


Script for “Selling” the Strategy and Introduce the strategy steps, and any prompts that will be
given.
        “On this day, you will be asked to form a group. After the groupings, you will have to
create comics which show the importance of vanishing forest. It depends on you to choose the
materials to be use. You have to present it in the class. And finally, you have to make a
reflection individually and answer the set of questions given.”
Stage 3: Model the Strategy
The teacher will need to use a “think aloud” to demonstrate the use of the strategy.

Script for Think Aloud
“I am going to think aloud as discussed the concepts about noise pollution. I want you to listen
and jot down my ideas and actions.” Then, think-aloud as you perform the task.
Your think-aloud might go something like this:
“Hmmmmmmm. What do you think is the risk if forest is gone? [The students think]. “The life
on earth will not be possible to be exist in a long period of time, are I right? In further
discussion, we will have other concept about noise pollutions.”

Stage 4: Memorize the Strategy

Memorization Activities
As a class: One of the first ways to help the students memorize the strategy would be to say the
steps of the strategy as a class, chorally. Then, so they memorize what to do in each step, the
class would say the first step together, and then the teacher would call on one student to
explain what needs to be done in that step. Then for the second step, the class would say the
step together, but then the teacher would again call on someone to explain the step to the
class. That would continue for the third and fourth steps as well.

Stage 5: Support the Strategy
Describe how you would facilitate support strategy use:
Material Scaffolding:
     When the strategy is first being introduced to the students, an activity including the
       instruction would be given to assist the students in the steps of the strategy. The activity
       would include the materials to be use and a description of each step
Content Scaffolding:
       Give the instruction on how to work with the activity. The content of the work must be
discussed and the ideas must be clearly emphasize. Also, the teacher must tell to the student
how their work will be rated using the rubrics.

Stage 6: Independent Performance
How will you facilitate strategy use and help students generalize to other situations, and how
will you evaluate their performance?
        To assess the students’ academic performance as a result of using the strategy, the
student will be asked to make their own reflection with regards to the activity being done. A set
of questions, including the content of the lesson, will be given to facilitate the understanding of
the students. Rubrics will use to evaluate their works.

				
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