Diversity of Materials in the Environment

1. Diversity of Materials in the Environment Overview of Quarter 1 Dr. Marlene B. Ferido UP NISMED

2. Content Coverage • Solutions • Substances and Mixtures • Elements and Compounds • Acids and Bases • Metals and Nonmetals

3. 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.

4. 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.

5. The teaching of science Tett textbook- based interactive, inquiry-based learning experiences

6. 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

7. 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”

8. 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

9. 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