ACTIVITY SHEET 1

DIRECTIONS:

Read the following sets of situations. Follow the instructions carefully upon
conducting the activity. After conducting the experiment illustrate scientific concepts,
principles, and laws related to the activity in a Conceptual Map or Schematic
Diagram. The laboratory activity will be given 15 minutes and 5 minutes for the
output presentation of the whole class.

Materials Needed:

ACTIVITY NO. 1: ACTIVITY NO. 2: ACTIVITY NO. 3:

- Beakers - Erlenmeyer Flasks - Candle

- Baking Soda - Yarn - Match
Solution - Colored Water - Plate
- Phenolphthalein - Scotch Tape - Water
Solution - Scissors - Glass or Beaker
- Litmus Paper (Red
& Blue)
- Water
- Straw
- Erlenmeyer Flask
- Stirring Rod
- Droppers

ACTIVITY NO. 4: ACTIVITY NO. 5: MATERIALS FOR

PRESENTATION OF
- Glass - Bondpapers OUTPUT:
- Water - Water
- Piece of Cardboard - Empty Bottles - Manila Papers
- Basin - Markers - Cartolina
- Pair of Scissors
- Scotch Tape
- Markers
 ACTIVITY NO.1: COLOR CHANGING WATER

INSTRUCTIONS: Please read the instructions carefully. Don’t hesitate to ask help
from the facilitator.
1. Put 50ml of water in the beaker.
2. Put 2 drops of Phenolphthalein in the beaker. Then mix the solution using a
stirring rod.
3. Put 2-3 drops of Baking Soda Solution in the flask.
4. Pour the mixed solution from the beaker to the flask and observe the changes in
the mixture.
5. Use the straw to blow air inside the flask until changes are observed.
6. Repeat steps 1, 2, 3 then test the mixture using the red and blue litmus papers.
7. Then proceed to step 4 and 5, again test the mixture using the red and blue litmus
papers.
8. Record all significant findings of your activity.

QUESTIONS:
1. What significant observations have you identified?
2. What does the reaction indicates?
2. What related concepts/principles/laws are reflected in this activity?
Note: Present your answers in a Conceptual Map or Schematic Diagram.

ACTIVITY NO.2: WALKING WATER

INSTRUCTION: Please read the instructions carefully. Don’t hesitate to ask help
from the facilitator.
1. Transfer the water from the flask to the beaker using all the materials provided
without spilling too much water upon transferring.

QUESTIONS:
1. What significant observations have you identified?
2. What does the observation indicates?
2. What related concepts/principles/laws are reflected in this activity?
Note: Present your answers in a Conceptual Map or Schematic Diagram.

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 ACTIVITY NO.3: WATER VACUUM

INSTRUCTION: Please read the instructions carefully. Don’t hesitate to ask help
from the facilitator.
1. Transfer the water from the plate to the glass using all the materials provided.

QUESTIONS:
1. What significant observations have you identified?
2. What does the observation indicates?
2. What related concepts/principles/laws are reflected in this activity?
Note: Present your answers in a Conceptual Map or Schematic Diagram.

ACTIVITY NO.4: WATER CLOG

INSTRUCTION: Please read the instructions carefully. Don’t hesitate to ask help
from the facilitator.
1. Fill the glass with water just near to its brim.
2. Cover the brim with a piece of cardboard then turn the glass upside down just
above the basin.
3. After some time, remove the cardboard and record your observation(s).

QUESTIONS:
1. What significant observations have you identified?
2. What does the observation indicates?
2. What related concepts/principles/laws are reflected in this activity?
Note: Present your answers in a Conceptual Map or Schematic Diagram.

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 ACTIVITY NO.5: MESSAGE IN A BOTTLE

INSTRUCTION: Please read the instructions carefully. Don’t hesitate to ask help
from the facilitator.
1. Fill the bottles with water to read the messages.
2. Arrange the messages to create a meaningful message.
3. Write down in a piece of paper the message you’ve constructed.

QUESTIONS:
1. What significant observations have you identified?
2. What does the observation indicates?
2. What related concepts/principles/laws are reflected in this activity?
Note: Present your answers in a Conceptual Map or Schematic Diagram.

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 ACTIVITY SHEET 2

DIRECTIONS:

Read the following sets of situations. Follow the instructions carefully upon
conducting the activity. After conducting the activity each shall present and discuss
their output in a Modified Gallery Walk.

GENERAL INSTRUCTIONS:

1. Each group shall design a class activity employing Practical Work Approach as
pedagogical approach to certain scenarios. Please be guided accordingly with the
given content standards, learning competencies, performance standards, code, and
learning materials.

2. Learning materials can be modified by the group by adding some materials which
could possibly meet to use PWA in the teaching-learning process.

2. The group shall be assigned to a particular case according to their group number.

3. All groups are given 20 minutes to design their class activity by following the a
template provided by facilitator and must present and discuss their output in a
Modified Gallery Walk.

4. Each group shall select 2 representatives to present their output in a Modified

Gallery Walk for about 1 minute only.

5. After the stipulated time the audience shall proceed to the next group participate
after the presentation of the representatives.

CASE NO.1

SITUATION:
Teach Earth Science among Indigenous People (IP) students in Grade 8.
Content Standard: the relationship between faults and earthquakes;
Learning Competency: explain how earthquake waves provide information about
the interior of the earth
Performance Standard: (2) make an emergency & prepare an emergency kit for
use at home
Code: S8ES-IIc-17
Learning Materials:
Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp.135 – 136.

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 CASE NO.2

SITUATION:
Teach G - 9 Physics among Alternative Learning System (ALS) Secondary Students.
Content Standard: projectile motion, impulse and momentum, and conservation of
linear momentum;
Learning Competency: describe the horizontal and vertical motions of a projectile
Performance Standard: propose ways to enhance sports related to projectile
motion
Code: S9FE-IVa34
Learning Materials:
1. OHSP Integrated Science. Quarter 2. Module 3. pp. 4-5.
2. EASE Physics. Module 9. Lesson 3.
3. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M.,
Ph.D., et al. 2001. pp. 93-109. *

CASE NO.3

SITUATION:
Teach G - 7 students with Least Learned Competency in Biology.
Content Standard: projectile motion, impulse and momentum, and conservation of
linear momentum;
Learning Competency: differentiate plant and animal cells according to presence or
absence of certain organelles
Performance Standard: the difference between animal and plant cells
Code: S7LT-IId-4
Learning Materials:
1. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 22-28.
2. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 22-28.

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 CASE NO.4

SITUATION:
Teach Chemistry among G – 10 students in TVL specialized school specializing in
Home Economics (FBS and Cookery).
Content Standard: how gases behave based on the motion and relative distances
between gas particles;
Learning Competency: 1. investigate the relationship between: 1.1 volume and
pressure at constant temperature of a gas;
Performance Standard: None
Code: S10MTIVa-b-21
Learning Materials:
1. APEX Chemistry. Unit 2. Chapeter 3. Lessons 5, 6 and 8.
2. EASE Science II. Module 9.
3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 244-253. *
4. Science and Technology III: Chemistry Textbook. NISMED. 1997. pp. 6881.
5. NFE. Gases: Molecules in Motion. 2001. pp. 1229.

CASE NO.5

SITUATION:
Teach Biology among G – 10 students in TVL school specializing in Aquaculture.
Content Standard: how evolution through natural selection can result in biodiversity
Learning Competency: explain how fossil records, comparative anatomy, and
genetic information provide evidence for evolution;
Performance Standard: write an essay on the importance of adaptation as a
mechanism for the survival of a species
Code: S10LTIIIf-39
Learning Materials:
1. APEX. Unit 7. Lesson 3.
2. EASE Biology. Module 15. Lesson 2.
3. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 210-218.
4. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 210-218.
5. Science and Technology II: Biology Teacher’s Manual for Second Year. Rabago,
Lilia M., Ph.D., et al. 1997. pp. 140-144*.

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PRACTICAL WORK APPROACH WORKSHEET

DIRECTIONS:

Design a PWA lesson plan that corresponds to the given scenario. Some parts of
the lesson plan are already given based in the Curriculum Guide for such particular
grade level. Write your answers in the space provided. Responses may vary
according to the given situation. Please follow the format during the presentation of
output.

CONTENT STANDARD: GIVEN

PERFORMANCE STANDARD: GIVEN

COMPETENCIES: GIVEN

CODE: GIVEN

LESSON OBJECTIVES:

LEARNING MATERIALS / REFERENCES:

Refer to the first column where each phase of the PWA model is described. Provide
activities that correspond to the given descriptions of each phase. Responses may
vary in the 2nd column.

PRACTICAL WORK APPROACH CORRESPONDING CLASS ACTIVITIES

USING THE 4 A’s

ACTIVITY:

Elicit students’ prior knowledge by

conducting an activity through hands-on
task or demonstration done by a teacher
then posing a question that requires
HOTS.

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ANALYSIS:

Ask students to answer questions related

to the activity but don’t preempt the topic.

Emphasize HOTS questions in crafting

and encourage maximum participation.

ABSTRACTION: Note: Please Key Points Briefly or in

Bullet form
Discuss and present important learning
points or key points of the topic and pose
questions that allow better understanding
of the topic.

APPLICATION:

Design an activity that illustrates the

practical demonstration of the concept
which reflects a connection of the activity
to a certain scientific concepts / principles
/ laws.

The teacher is encouraged to

contextualize the class activity according
to the given situation.

EVALUATE:

Assess students’ knowledge and

understanding of the unit’s concepts.