Republic of the Philippines

DEPARTMENT OF EDUCATION
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BIÑAN CITY

Activity 1 – I am a Surventor! (Survivor and Inventor)

Objective:
 Show the creativity of the students by planning an inventiondesign that will increase the
probability of adaptation and survival of organisms in changing environment.

Materials:
 Manila paper
 Marking pen
 Costumes (optional)

Procedure:
1. Create teams of 8 to 10 members (depending on the number of students per class).
2. Think of any situations in changing environment that affects the biodiversity.
Example: Flash floods cause by climate change
3. Discuss among the members of what design of invention that group would like to create.
Example: a house which is resistant from flash flood or a car that can be converted into
a boat or a vessel during flood
4. If the group members have been agreed of what they wanted to invent, assign the given
tasks.
5. At least 2 team members who are good in sketching will draw the design. They serve as
your architects, 3 team members play as engineers who will think the concept and
design of the invention, 3 team members play as scientists who will validate and approve
the resistance of the project/ invention, and 1 team member (Team Leader) plays as the
project leader who will present the project design to the group of scientists, the
audience. They have to convince and impress the audience about the idea of their
invention design.
6. Wearing costumes of the said characters is optional. If costumes are available, students
may use them to the presentation for it to become realistic and convincing.
(Students must be given an assignment to bring these outfits prior to this day).
7. Write down all the details of your invention in a ½ manila paper using the pattern below.
An extra manila paper can be used if it is not enough.

Presentation of Invention

I. Environmental problem:
____________________________________________________
(Environmental problem that affects biodiversity)

II. Objective of the invention:

___________________________________________________
(What you want to attain from your invention?)

III. Name of Invention:

____________________________________________________
(Name of your invention must catch the interest of the public)
 IV. Names of Surventors:

Names of Architects ______________________

______________________
Names of Engineers ______________________
______________________
______________________
Names of Scientists ______________________
______________________
______________________

Name of the Project Leader

______________________

V. Presentation of the Invention

Sketch of the Invention

Show the sketch while presenting how effective the group invention is. The
project leader must convince the audience how brilliant and effective their
ideas. Audience can give their questions about the invention. Any of the team
members can answer the given question from the audience if the question is
their concern.

8. The invention presentation would be considered as successful if all the questions were
answered and they have convinced the audience how great their invention is.

Remember:
All ideas of the students must be entertained. Students are not really the
ones they portray. What important is the idea that they have given and
shared.

Guide Questions:
Q1. What part of the activity you encountered difficulties?
Q2. Do you think you had a successful invention presentation? Why?
Q3. What lessons you have learned from the activity?
 Teamwork and Cooperation Rubric – FOR SCIENCE TEAM ACTIVITY

Criteria
5 points 4 points 3 points 2 points

Stays on task some

Focus on Stays on task
of the time. Group Hardly ever stays
the task Stays on task all the most of the time.
members must on task.
time without Group members
sometimes remind Let others do the
reminders. can count on this
this person to do the work.
person.
work.

Does not
Completes assigned follow through
Does not complete
all tasks and does on most tasks
Completes most tasks.
not depend on and sometimes
Work Habits assigned tasks. Depends on others
others to do the counts on others
to do all of the work.
work. to do the work

Has trouble listening

Respectfully listens, Does not listen with
with respect, and
discusses, asks respect, argues with
takes over
questions and helps Respectfully teammates, and
discussions without
direct the group in listens, discusses does not consider
letting other people
solving problems or and asks other ideas. Blocks
have a turn.
completing the questions. group from
Group Sometimes does not
tasks. Reaching
interaction interact with the
Usually provides agreement.
group.
Shares useful ideas useful information
for discussions. and ideas for Almost never
Sometimes provides
All information discussion. provides useful
useful information
fits the group’s information or ideas
and ideas for
goals for discussion.
discussion.

Sample Science Rubrics and Scoring Guides 2012-2013

Note: Teacher may use other rubrics, change or add other criteria according to his/her
standard of assessment.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BIÑAN CITY

Activity 2 – Eagle! Eagle! Not Ready to Mingle!

Objective:
 Demonstrate, using a simulation activity the illegal hunting and predation as limiting
factors that affect population growth; and

Materials:
 Marker (chalk)
 Stopwatch
 Meter stick

Procedure:
1. Group the class into 3 groups of 15 members (depending on the number of students in a
class).
2. Designate 1 student as the Leader (who will see to it that the members are doing the
assigned task for the activity), 1 student as timer, 1 student as the counter, 3 students
serve as hunters, 6 students as monkey-eating eagles, 4 students as reserved monkey-
eating eagles.
3. Population-Growth-Stimulation Data table handout will be provided and given by the
teacher.

The Ups and Downs Population Growth Stimulation Data Table

Round Number of eagles Number of eagles Number of the eagles reproduced
at the start of the at the end of the (No. of eagles at the end of the round X 2)
round round
1 6
2
3

4. Proceed to the area in the school grounds designated by the teacher where you can
draw a big circle using the meter stick and marker with 5 meters in diameter. This will
serve as forest where the eagles inhabit.

5m

5. Designated Leader gives instructions to the students assigned as the following:

 Hunters – Hunt the eagles by tapping them as many as they can without entering
the circle (they can go around the circle and crawl towards the center as long as
their feet are not entering the circle).
 Monkey-eating eagles – Avoid the hunters from tapping them and survive.
 Timer – Uses the stop watch and sets the timer for 30 seconds for every round.
 Counter – Counts the eagles at the starting round and eagles survived at the end
of the round. Makes sure that the feet of the hunters are not entering the circle
during every round.
 Reserved eagles – they enter and join the eagles inside the circle depending to
the numbers of eagles survived. If 4 eagles survived at the end of the round, then
4 eagles must join inside for the next round making them 8 as they multiply by 2.
 6. If everything has done. Start round 1.
7. After the first round, let the reserved eagles enter the circle for every number of eagles
survived. This stimulates reproduction.
8. Do the same routine in second and third rounds.

Guide Questions:
Q1. What you have noticed to the number of eagles survived after every round? Were
the numbers of eagles survived in 3 rounds the same?
Q2.What factors do you think might be the reason of their similarities/differences in
numbers of eagles survived in 3 rounds?
Q3. Do the eagles extinct at the end of last round? What do you think is the reason?
Q4. Give other environmental factors that might be the reasons of making animals
endangered.
Q5. When you can consider living organisms are already threatened species,
endangered species, and extinct?
Q7. How can we lessen or avoid putting animals and plants from being endangered and
extinct?
Q6. What do you think are the reasons why there are over populated species and why
there are endangered species?
 Teamwork and Cooperation Rubric – FOR SCIENCE TEAM ACTIVITY

Criteria 5 points 4 points 3 points 2 points

Stays on task all the Stays on task Stays on task some Hardly ever stays
Focus on time without most of the time. of the time. Group on task.
the task reminders. Group members members must Lets others do the
can count on this sometimes remind work.
person. this person to do the
work.

Completes assigned Completes most Does not Does not complete

all tasks and does assigned tasks. follow through tasks.
Work Habits not depend on on most tasks Depends on others
others to do the and sometimes to do all of the work.
work. counts on others
to do the work

Respectfully listens, Respectfully Has trouble listening Does not listen with
discusses, asks listens, discusses with respect, and respect, argues with
questions and helps and asks takes over teammates, and
Group direct the group in questions. discussions without does not consider
interaction solving problems or letting other people other ideas. Blocks
completing the Usually provides have a turn. group from
tasks. useful information Sometimes does not Reaching
and ideas for interact with the agreement.
Shares useful ideas discussion. group.
for discussions. Almost never
All information Sometimes provides useful
fits the group’s provides useful information or ideas
goals information and ideas for discussion.
for discussion.

Sample Science Rubrics and Scoring Guides 2012-2013

Note: Teacher may use other rubrics, change or add other criteria according to his/her
standard of assessment.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BIÑAN CITY

Activity 3 – Exhibit My Habit!

One of the human impacts on the environment is the pollution it contributes on land,
water and air. These pollutions cause to decrease biodiversity. As students, you can do
something that will lessen pollutionsin your community and that is through applying 4r’s:
Reduce, Reuse, Recycle and Recover. This activity gives you an opportunity to become an
advocate for a clean and better environment.

Objectives:
 Show resourcefulness and creativity through creating new and useful workpiece from
recycled materials (trashes and scraps) and:
 Apply the 4R’s to minimize the human impact on the environment.

Materials:
 Any recycle materials such as: plastic bottles, Styrofoam, plastic wrappers, disposable
plastic fork and spoons, etc.
 Glue sticks and glue gun
 Other materials needed for target workpiece.
(Prior on this day, tell the students to bring the materials needed.)

Procedure:
1. Form a team of 8 members.
2. Discuss among the members what possible recycle materials are available in your
community. Think of something that your group wanted to create out of these recycled
materials. It could be a lamp shade out of used disposable spoons, pencil holders, book
shelves,school and house decors, etc.
3. When all materials needed are already available, your group may now start doing your
workpiece. Be careful in using sharp objects such as cutter and scissors.
4. Take your time to finish your workpiece. If ever that there is not enough time to finish it,
you may continue your work at home as long as you have started it. Let your teacher
see it for any suggestions that he or she may give for the improvement of your work. Do
not hesitate to approach your teacher. Please be reminded that you have to finish and
submit the workpieceon the next day for the exhibit.
5. When all works are all finished and submitted, your teacher will find an available location
in the school where you can display your works.
6. Indicate the name of your creation and a brief description of it. Also include to the
descriptionthe materials used and the use(s) of the workpiece.

Guide Questions:
Q1. What can you infer from the activity?
Q2. How does this activity lessen the human impact on the environment?
Q3. In what other way you can help to lessen the human impact on the environment?
 Teamwork and Cooperation Rubric – FOR SCIENCE TEAM ACTIVITY

Criteria 5 points 4 points 3 points 2 points

Creativity by Uses purely Uses purely Uses recycled and Uses recycled and
means of recycled materials. recycled materials non-recycled non-recycled
recycled The workpiece is but workpiece is materials. The materials. The
materials very useful and not so useful and workpiece is useful workpiece is not so
used durable. durable. and durable. useful and durable.

Stays on task all Stays on task most Stays on task some Hardly ever stays on
Focus on the time without of the time. Group of the time. Group task.
the task reminders. members can count members must Let others do the
on this person. sometimes remind work.
this person to do the
work.

Completes Completes most Does not Does not complete

assigned all tasks assigned tasks. follow through tasks.
Work Habits and does not on most tasks Depends on others to
depend on others and sometimes do all of the work.
to do the work. counts on others
to do the work

Respectfully Respectfully Has trouble listening Does not listen with

listens, discusses, listens, discusses with respect, and respect, argues with
asks questions and and asks takes over teammates, and does
Group helps direct the questions. discussions without not consider other
interaction group in solving letting other people ideas. Blocks group
problems or Usually provides have a turn. from Reaching
completing the useful information Sometimes does not agreement.
tasks. and ideas for interact with the
discussion. group. Almost never
Shares useful ideas provides useful
for discussions. Sometimes provides information or ideas
All information useful information for discussion.
fits the group’s and ideas for
goals discussion.
Revised Sample Science Rubrics and Scoring Guides 2012-2013

Note: Teacher may use other rubrics, change or add other criteria according to his/her
standard of assessment.
Four Pics… One Word – Identify what is common among the 4 pictures.

_L_ ___ ___ ___ ___ ___ _T_ ___ ___ ___ ___ _S_

_E_ ___ ___ ___ ___ ___

_N_ ___ ___ - ___ _I_ ___ ___ ___ ___ _T_ ___ ___ ___ ___ ___

___ _O_ ___ ___ ___ ___ ___ _N_

___ _L_ ___ ___ ___ ___ ___ ___ _H_ ___ ___ ___ ___

_E_ ___ ___ _S_ ___ ___ ___ ___ ___

Pictures References

https://www.google.com.ph/search?biw=1366&bih=613&noj=1&tbm=isch&sa=1&q=philippine+ecosyst
em&oq=philippine+ecosystem&gs_l=img.3...34322.37773.0.38175.11.9.0.0.0.0.0.0..0.0....0...1c.1.64.img
..11.0.0.DpXCiP23kDY

https://www.google.com.ph/search?biw=1366&bih=613&noj=1&tbm=isch&sa=1&q=philippine+ecosyst
em&oq=philippine+ecosystem&gs_l=img.3...34322.37773.0.38175.11.9.0.0.0.0.0.0..0.0....0...1c.1.64.img
..11.0.0.DpXCiP23kDY#imgrc=Wu9BtgpoD1QfZM%3A

https://www.google.com.ph/search?biw=1366&bih=613&noj=1&tbm=isch&sa=1&q=kidlat&oq=kidlat&
gs_l=img.3...81872.85026.0.85456.13.9.0.0.0.0.0.0..0.0....0...1c.1.64.img..13.0.0.3Wp5P40p-
9Q#imgrc=LzOrgSCXcjjXHM%3A

https://www.google.com.ph/search?biw=1366&bih=613&tbm=isch&sa=1&q=niyog+tree&oq=niyog+tre
e&gs_l=img.3...93864.96846.0.97131.7.7.0.0.0.0.0.0..0.0....0...1c.1.64.img..7.0.0.XuQVdld1Dak&bav=on.
2,or.&bvm=bv.136593572,d.dGo&dpr=1&ech=1&psi=T4kQWKqhFcO20gSur7ygBg.1477478752469.3&ei
=T4kQWKqhFcO20gSur7ygBg&emsg=NCSR&noj=1#imgrc=m1FLxBY2xG4DzM%3A

https://www.google.com.ph/search?biw=1366&bih=613&noj=1&tbm=isch&sa=1&q=payatas&oq=payat
as&gs_l=img.3...28783.31810.0.32537.16.10.0.0.0.0.31.31.1.1.0....0...1c.1.64.img..15.1.30...0j0i30k1j0i8i
30k1.rdV5peHKJUk#imgrc=US4Jn8X7aVT1HM%3A

https://www.google.com.ph/search?biw=1366&bih=613&noj=1&tbm=isch&sa=1&q=polluted+manila+b
ay&oq=polluted+manila+bay&gs_l=img.3...249791.255827.0.256360.25.16.0.0.0.0.0.0..0.0....0...1c.1.64.i
mg..25.0.0.oHDQobHUxSc#imgrc=eN3RJAbxFpy4lM%3A

https://www.google.com.ph/search?biw=1366&bih=613&noj=1&tbm=isch&sa=1&q=climate+change+in
+the+philippines&oq=climate+change+in+the+philippines&gs_l=img.3...607687.620094.0.620842.51.31.
0.0.0.0.0.0..0.0....0...1c.1.64.img..51.0.0.8iYB8_dxJJA#imgrc=Hw0gHMpegmB2LM%3A