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INSET Powerpoint Presentation Science Session 5.pptx.pdf
1. Explain the relationship of Acquisition and Making Meaning learning
competencies to the unit Performance Standard and Performance Task
2. Differentiate between Convergent and Divergent Thinking
3. Discuss techniques for developing students’ convergent thinking in
Acquisition type of learning competencies
4. Apply techniques on Convergent Thinking for the teaching of Acquisition
type of learning competencies in a chosen curriculum unit and topic
What you need
1. DepEd MATATAG Curriculum Guide
2. Curriculum Map Template
3. Unit Standards and Competencies Diagram
SAMPLE DIARY CURRICULUM MAP
FROM DEPED MATATAG
CURRICULUM GUIDE (CG) FROM
DEPED
MATATAG
CG
(A-M-T)
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION
AND
MISSION
DESIGN PROTOCOL
A chart of the content, skills, activities and assessments that
describe learning in a classroom.
UNIT STANDARDS AND COMPETENCIES DIAGRAM
RAPATAN2024
UNIT STANDARDS AND COMPETENCIES DIAGRAM
How does learning the A and M LC prepare students for the PT?
RAPATAN2024
How does learning the A and M LC prepare students for the PT?
UNIT STANDARDS AND COMPETENCIES DIAGRAM
RAPATAN2024
Learners learn that…
1. Scientists use models to explain phenomena.
2. The particle model explains the properties of
solids, liquids, and gases and the processes
involved in changes of state.
3. Diagrams and flowcharts are very useful in
demonstrating and explaining the motion and
arrangement of particles during changes of
state.
4. There are specific processes for planning,
conducting, and recording scientific
investigations.
5. The properties of solutions such as solubility
and reaction to litmus determine their use.
UNIT STANDARDS AND COMPETENCIES DIAGRAM
By the end of the Quarter, learner
recognize that scientists use models to
describe the particle model of matter. They
use diagrams and illustrations to explain the
motion and arrangement of particles during
changes of state. They demonstrate an
understanding of the role of solute and
solvent in solutions and the factors that
affect solubility. They demonstrate skills to
plan and conduct a scientific investigation
making accurate measurements and using
standard units.
UNIT STANDARDS AND COMPETENCIES DIAGRAM
UNIT STANDARDS AND COMPETENCIES DIAGRAM
Diagram for your unit Q2 topic, the relationship of A and M learning competencies
with the Performance Standard and Performance Task.
How can teachers ensure that students master the A and M learning competencies
in preparation for achieving the Performance Standard and doing the Performance Task?
15
J.P. GUILFORD
American Psychologist
Convergent thinking is the type of
thinking that focuses on coming up with
a single and correct or well-established
answer to a question or solution to a
problem.
https://en.wikipedia.org/wiki/Convergent_thinking#:~:text=Convergent%20thinking%20is%20a%20term,multiple%2Dchoice%20tests%20for%20intelligence.
INSET Powerpoint Presentation Science Session 5.pptx.pdf
17
- J. P. Guilford
American Psychologist
Convergent thinking is the type of thinking
that focuses on coming up with a single and
correct or well-established answer to a
question or solution to a problem.
Divergent thinking is the opposite involving
the generation of many ideas, solutions, or
perspectives to a question or problem.
https://en.wikipedia.org/wiki/Convergent_thinking#:~:text=Convergent%20thinking%20is%20a%20term,multiple%2Dchoice%20tests%20for%20intelligence.
SINGLE CORRECT ANSWER
MASTERY LEARNING AND TEACHING INVOLVES…
CONVERGENT THINKING
MASTERY LEARNING AND TEACHING INVOLVES…
SINGLE CORRECT ANSWER
CONVERGENT THINKING
DIVERGENT THINKING
VARIED CORRECT ANSWER
VS
RAPATAN2024
https://www.youtube.com/watch?v=WDKYr787VyA&ab_channel=5AMTeacher
INSET Powerpoint Presentation Science Session 5.pptx.pdf
What is the final step in the
scientific investigation where
you analyze your data and draw
inferences?
How might rearranging the steps
affect the scientific investigation
process?
MASTERY LEARNING AND TEACHING INVOLVES…
FOCUS ON BIG IDEAS FOCUS ON FACTS
MAKE MEANING ACQUISITION
10 students give
different correct
answers or
answer correct in
different ways.
10 students
give the same
answer or answer
in the same way.
MASTERY LEARNING AND TEACHING INVOLVES…
Uses Reasoning/Problem Solving Involves Recall
MAKE MEANING ACQUISITION
10 students give
different correct
answers or
answer correct in
different ways.
10 students
give the same
answer or answer
in the same way.
Which of the two are your students strong in?
Uses Reasoning/Problem Solving Involves Recall
MAKE MEANING ACQUISITION
10 students give
different correct
answers or
answer correct in
different ways.
10 students
give the same
answer or answer
in the same way.
Should students be strong in 1 or 2?
Uses Reasoning/Problem Solving Involves Recall
MAKE MEANING ACQUISITION
10 students give
different correct
answers or
answer correct in
different ways.
10 students
give the same
answer or answer
in the same way.
COMPLEMENTARY
Uses Reasoning/Problem Solving Involves Recall
MAKE MEANING ACQUISITION
10 students give
different correct
answers or
answer correct in
different ways.
10 students
give the same
answer or answer
in the same way.
https://asana.com/resources/convergent-vs-divergent
CAN THIS
CYCLE APPLY
TO ALL
SUBJECTS?
MATHEMATICAL
MODELING
SCIENTIFIC
INVESTIGATION
https://asana.com/resources/convergent-vs-divergent
UNIT STANDARDS AND COMPETENCIES DIAGRAM
CONVERGENT
THINKING
DIVERGENT
THINKING
UNIT STANDARDS AND COMPETENCIES DIAGRAM
MASTERY OF
FACTS AND
PROCEDURES
MASTERY OF
REASONING AND
ANALYSIS
RAPATAN2024
https://www.youtube.com/watch?v=WDKYr787VyA&ab_channel=5AMTeacher
CONVERGENT
THINKING
DIVERGENT
THINKING
DIVERGENT
THINKING
DIVERGENT
THINKING
SINCE BOTH DIVERGENT AND CONVERGENT THINKING ARE NEEDED,
HOW DO WE ASK QUESTIONS SO THAT STUDENTS DO BOTH?
CONVERGENT
THINKING
DIVERGENT
THINKING
SINCE BOTH DIVERGENT AND CONVERGENT THINKING ARE NEEDED,
HOW DO WE ENABLE STUDENTS TO DO BOTH?
CONVERGENT
THINKING
DIVERGENT
THINKING
Is Did Can Would Will Might
Who
What
Where
When
How
Why
Directions: Create questions by using one word from the left-hand column and one word from the
top row. The farther down and to the right you go, the more complex and high-level the question.
https://educationoasis.com/graphic-organizers/question-creation-chart/
ASKING QUESTIONS FOR CONVERGENT AND DIVERGENT THINKING
Question Creation Chart
Q-Chart
Is Did Can Would Will Might
Who
What
Where
When
How
Why
Directions: Create questions by using one word from the left-hand column and one word from the
top row. The farther down and to the right you go, the more complex and high-level the question.
https://educationoasis.com/graphic-organizers/question-creation-chart/
ASKING QUESTIONS FOR CONVERGENT AND DIVERGENT THINKING
Question Creation Chart
Q-Chart
ACQUISITION:
FACTUAL KNOWLEDGE
CONVERGENT
THINKING
MAKE MEANING:
ANALYSIS AND REASONING
DIVERGENT THINKING
Is Did Can Would Will Might
Who
What
Where
When
How
Why
Directions: Create questions by using one word from the left-hand column and one word from the
top row. The farther down and to the right you go, the more complex and high-level the question.
https://educationoasis.com/graphic-organizers/question-creation-chart/
ASKING QUESTIONS FOR CONVERGENT AND DIVERGENT THINKING
Question Creation Chart
Q-Chart
ACQUISITION:
FACTUAL KNOWLEDGE
CONVERGENT
1. Who is the scientist credited with
discovering the fifth state of matter?
2. What is the Particle Model of
Matter?
3. Where did the investigation into
the properties of matter at extremely
low temperatures first occur?
4. When is a solution considered an
acid?
5. How is the concentration of
solution expressed given the mass
and volume?
6. Why is increasing the surface
area of a solute result to faster
dissolution?
Is Did Can Would Will Might
Who
What
Where
When
How
Why
Directions: Create questions by using one word from the left-hand column and one word from the
top row. The farther down and to the right you go, the more complex and high-level the question.
https://educationoasis.com/graphic-organizers/question-creation-chart/
ASKING QUESTIONS FOR CONVERGENT AND DIVERGENT THINKING
Question Creation Chart
Q-Chart
ACQUISITION:
FACTUAL KNOWLEDGE
CONVERGENT
1. Who is the scientist credited with
discovering the fifth state of matter?
2. What is the Particle Model of
Matter?
3. Where did the investigation into
the properties of matter at extremely
low temperatures first occur?
4. When is a solution considered an
acid?
5. How is the concentration of
solution expressed given the mass
and volume?
6. Why is increasing the surface
area of a solute result to faster
dissolution?
MAKE MEANING:
ANALYSIS, SYNTHESIS AND EVALUATION
DIVERGENT
1. Who might benefit from understanding the behavior of
the different states of matter?
2. What would happen if science equipment are not
handled and used properly?
3. Where can we apply our knowledge of the behavior of
the states of matter?
4. When would you expect a solid solute to dissolve faster?
5. How will the scientific method help in solving problems?
6. Why might it be important to know the properties of
solutions found at home?
CHUNKING INFORMATION
RETRIEVAL WITH MNEMONIC
NOTING DETAILS WITH A
GRAPHIC ORGANIZER
GAMIFICATION
FOUR CORNERS
COMPASS POINT
PLACEMAT ORGANIZER
STICK-IT-TOGETHER
CLAIM-EVIDENCE-REASONING
SINCE BOTH DIVERGENT AND CONVERGENT THINKING ARE NEEDED,
HOW DO WE ENABLE STUDENTS TO DO BOTH?
CONVERGENT
THINKING
DIVERGENT
THINKING
CHUNKING INFORMATION
RETRIEVAL WITH MNEMONIC
NOTING DETAILS WITH A
GRAPHIC ORGANIZER
GAMIFICATION
FOUR CORNERS
COMPASS POINT
PLACEMAT ORGANIZER
STICK-IT-TOGETHER
CLAIM-EVIDENCE-REASONING
SINCE BOTH DIVERGENT AND CONVERGENT THINKING ARE NEEDED,
HOW DO WE ENABLE STUDENTS TO DO BOTH?
CONVERGENT
THINKING
DIVERGENT
THINKING
FACTUAL
KNOWLEDGE
KNOWLEDGE OF TERMS
KNOWLEDGE OF DETAILS
(e.g., dates, names,
numbers, places, parts,
steps)
SINGLE CORRECT ANSWER
CONVERGENT THINKING ACQUISITION
Facts
Vocabulary
Definitions
SINGLE CORRECT ANSWER
CHUNKING
INFORMATION
CONVERGENT
THINKING https://www.youtube.com/watch?v=wczh3ztgN3I&ab_channel=PlanetPsych
CHUNKING
INFORMATION
CONVERGENT
THINKING
Un-Chunked List
Bread
Ice Cream
Milk
Tomatoes
Eggs
Butter
Apples
English Muffins
Frozen
Vegetables
Bagels
Lettuce
Cream
Banana
Chunked List
Frozen Foods
Ice Cream
Frozen peas
Dairy
Milk
Eggs
Cream
Butter
Bakery
English Muffins
Bread
Bagels
CATEGORY CHUNKING PATTERN CHUNKKING
CHUNKING INFORMATION
CATEGORY CHUNKING
KEY CONCEPTS OF
THE PARTICLE
MODEL OF MATTER:
1. Particles
2. Arrangement
3. Interactions
4. Energy
5. Changes in State
PATTERN CHUNKING
M
aterials &
Equipm
ent
R
e
s
u
l
t
s
&
C
o
n
c
l
u
s
i
o
n
M
ethods &
Procedures
Aim or
Problem
H
y
p
o
t
h
e
s
i
s
Steps in
Scientific
Investigation
Review A type of LC in your CG and CMap.
Which of these would involve students making pattern or category chunking?
CATEGORY CHUNKING? PATTERN CHUNKING?
CATEGORY CHUNKING
Laboratory Equipment according to their Uses
Volume
CATEGORY CHUNKING
Heating
Mass
PROPERTY SOLID LIQUID GAS PLASMA
Space
between
molecules
Movement
of
molecules
Energy of
molecules
low intermediate high very high
PATTERN CHUNKING
Review A type of LC in your Q2 CG and CMap. Which of these would involve students making
pattern or category chunking?
CATEGORY CHUNKING? PATTERN CHUNKING?
RAPATAN2024
CONVERGENT THINKING
CHUNKING
INFORMATION
CATEGORY
CHUNKING
USIC
DE/RHYME
ONNECTION/ ANALOGY
AME
OTE ORGANIZATION
XPRESSION/ WORD
PELLING
ODEL/MIND PALACE
MAGE
Retrieval with
Mnemonics
CONVERGENT
THINKING
EXPRESSION
Retrieval with
Mnemonics
CONVERGENT
THINKING
Retrieval with
Mnemonics
CONVERGENT
THINKING
https://www.youtube.com/watch?v=yhgIZeG_KgY&ab_channel=Howcast
Walking the paths, of my evaporation spree,
I can't help but think, this whole space meant for me
Talking under the stars, thinking to myself,
"Hey, isn't this space so vast?"
And you've got a radiance that could light up the
darkest night,
But it's dimmed, eclipsed, since you captured my
sight,
You say you're stable, but I know you're beyond that,
Hey, what you doin’ with a force like that?
(Chorus 2)
Cause you’re in the plasma state, ablaze and bright
I'm in bose-einstein condensate, molecules are
cooler than ice
Nearing almost zero when I realize,
The bond I'm feeling now is strongest all this time
If you could see that I'm the one who has been with
you
Been here all along, so why can't you see?
You belong with me, you belong with me.
STATES OF MATTER
(Tune of You Belong With Me by Taylor Swift)
(Verse 1)
You're in the realm of solid, compact and still
Vibrations happening, yet molecules move with
thrill
Shape is definite and rigid unlike what we do/
I'm in the liquid state, fluid and carefree,
With bigger space, I’m in random motion, you
see,
And I’ll ever flow with you unlike solids do.
(Chorus 1)
'And now in my gaseous phase, expanding
wide,
No fixed shape and particles are weakly tied,
With much greater space, I can quickly mobilize
You need not seek me for, I’ve been here the
whole time.
If you could see that I'm the one who has been
with you,
Been here all along, so why can't you see?
You belong with me, you belong with me.
(Verse 2)
Standing by and waiting at your fusion
core,
All this time, how could you not explore,
baby?
You belong with me, you belong with
me.
Oh, I recall you approaching my domain,
In the heart of the night,
I'm the one who soothes your heat,
When you're about to ignite,
I know your favorite spectra,
And you share with me your schemes,
Think I know where you belong,
Think I know it's with me.
Can't you see that I'm the one who
comprehends you?
Been here all along, so why can't you
view?
You belong with me, Standing by and
waiting at your fusion core,
All this time, how could you not
explore, baby?
You belong with me, you belong with
me, You belong with me,
Have you ever thought just maybe,
you belong with me?
You belong with me.
RETRIEVAL WITH
MNEMONICS
SOLID STATE BUMPER-BUMPER TRAFFIC
is like
The particles (atoms or
molecules) are closely
packed together and
vibrate in fixed positions.
In a bumper-bumper traffic jam,
cars are closely packed and can
barely move (solid state).
ANALOGY
ANALOGY
http://scienceanalogies.com/matteranalogies.html
“Phases of Matter are like Students at School”
SOLID: students inside the classroom
(with regular seating arrangement and have limited freedom)
LIQUID: students during breaks
(have wider range of motion and move among one another in
the hallway but limited within school area)
GAS: students during dismissal
(have unrestricted motion and are allowed to escape the
confines of school)
INSET Powerpoint Presentation Science Session 5.pptx.pdf
RETRIEVAL BY ANALOGY
PROMPT:
For the topic of…, give
analogy for… so that a
Grade N student
remembers…
EXAMPLE:
For the particle states
of matter, give analogy
for each so that a
Grade 7 student
remembers the
difference between
these states. Cover the
states of solid, liquid,
gas, plasma and
Bose-Einstein
condensates.
1.Solid - Packed Friends at a Movie Theater: Imagine a movie theater
where all your friends are sitting in their assigned seats, not moving. It's
like a solid. The friends are close together, and they don't change seats
during the movie. Solids have particles that are tightly packed and don't
move much.
2.Liquid - Splish-Splash in a Pool: Think of jumping into a swimming pool.
The water moves around you, but you can still swim and splash. Liquids
are like that—particles are close, but they can slide past each other,
allowing liquids to flow.
3.Gas - Bouncing Balloons at a Party: At a lively party, imagine lots of
colorful balloons bouncing around, moving freely in all directions. This is
similar to gases. Gas particles move around rapidly and fill the space
they're in, just like balloons filling a room.
4.Plasma - Sparkling Lightning in a Storm: During a thunderstorm, there's
lightning in the sky. Plasma is like that electrifying display. It's a super-hot,
electrically charged state where particles are so energetic that they break
apart into charged ions, creating lightning and other dazzling phenomena.
5.Bose-Einstein Condensate - Still and Frozen in Time: Picture a magical
moment when time seems to stand still, like a snapshot of everything
frozen. Bose-Einstein condensate is a bit like that. It's an extremely cold
state where particles become so slow and still that they behave as if they're
all in the same place, forming a super atom.
Review A type of LC in your Q2 CG and CMap.
Which of these would involve students making mnemonics?
MUSIC
ODE/RHYME CONNECTION/ ANALOGY
NAME
NOTE ORGANIZATION
EXPRESSION/ WORD
SPELLING
MODEL/MIND PALACE IMAGE
NOTING DETAILS WITH
A GRAPHIC ORGANIZER
In a solution, both the solute and solvent play
crucial roles in determining its properties and
behavior. The solute refers to the substance that
is dissolved in the solvent, while the solvent is the
substance in which the solute is dissolved.
Together, they form a homogeneous mixture
where the solute particles are evenly distributed
throughout the solvent. The role of the solute is to
alter the properties of the solvent, such as its
boiling point, freezing point, and density.
Additionally, the solute may impart specific
characteristics, such as color or taste, to the
solution. The solvent, on the other hand, acts as
the dissolving medium, facilitating the dispersion
of the solute particles. It provides the medium in
which chemical reactions may occur and enables
the solute particles to interact with one another.
The relative amounts of solute and solvent
determine the concentration of the solution, with
dilute solutions containing a small amount of
solute relative to the solvent, and concentrated
solutions containing a higher proportion of solute.
Understanding the roles of solute and solvent is
fundamental in various scientific fields, including
chemistry, biology, and environmental science, as
it elucidates the behavior and properties of
solutions in natural and synthetic contexts.
What are the roles of solute and
solvent in a solution?
CONVERGENT
THINKING
CONVERGENT
THINKING
NOTING DETAILS WITH
A GRAPHIC ORGANIZER
Review A type of LC in your Q2 CG and CMap.
Which of these would involve students noting details with a graphic organizer?
https://www.pinterest.ph/pin/731060951995051157/
CONVERGENT
THINKING
GAMIFICATION
https://www.youtube.com/watch?v=-UXsuofrUdk&ab_channel=ClassPoint
INSET Powerpoint Presentation Science Session 5.pptx.pdf
Review A type of LC in your CG and CMap.
Which of these would involve gamification?
INSET Powerpoint Presentation Science Session 5.pptx.pdf
In groups, list down as many solutions as you
can that you can find at home and in school.
Identify if it reacts with a litmus paper as an
ACID, BASE, OR SALT.
Point System:
Each Identified Solution – 1 pt
Solution with correct classification – 2 pts
Right minus Wrong
Review A type of LC in your Q2 CG and CMap.
Which of these would involve gamification?
SAMPLE DIARY CURRICULUM MAP
FROM DEPED MATATAG
CURRICULUM GUIDE (CG) FROM
DEPED
MATATAG
CG
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION
AND
MISSION
DESIGN PROTOCOL
Review A type of LC in yourQ2 CMap and the activities you wrote for
these. Determine how to incorporate and indicate Convergent Thinking
techniques in their corresponding activities.
INSET Powerpoint Presentation Science Session 5.pptx.pdf
INSET Powerpoint Presentation Science Session 5.pptx.pdf
Teachers need to establish with students the
connection of the different Acquisition and
Making Meaning learning competencies to the
attainment of the Performance Standard and
achievement of the Performance Task. With a
Unit Standards and Competencies diagram,
students gain a Big Picture of the purpose and
instructional flow of a particular curriculum
unit.
Why do we need to
establish connection
of different
Acquisition and
Making Meaning
learning
competencies?
Learning different types of competencies with
varied learning goals such as Acquisition and
Making Meaning requires and develops within
the students particular thinking approaches
such as Convergent and Divergent Thinking.
Students benefit from developing both
divergent and convergent thinking in their
studies because these cognitive skills serve
different but complementary purposes in the
learning process.
What benefits can
students gain from
developing both
Convergent and
Divergent cognitive
skills?
Convergent thinking is usually related to
learning Acquisition type of competencies.
In situations where students have to recall
an established fact, definition or routine
procedure, convergent thinking enables
students to select a single correct answer
from multiple choices or perform the
expected skill.
How is convergent
thinking related to
learning acquisition
type of
competencies?
On the other hand, divergent thinking involves
Making Meaning and promotes
problem-solving and creativity. Divergent
thinking promotes flexibility in thought
processes. Students become more adaptable
when faced with changing circumstances,
which is valuable in today's dynamic world and
important for responding to the challenges of
real life situations.
How is divergent
thinking related to
making meaning
type of
competencies?
Students’ convergent thinking may be
developed through proper phrasing of
questions and techniques such as chunking,
retrieval with mnemonics, noting details with
graphic organizers and gamification. These
techniques may be used in the Firm Up
section of a EFDT Learning Plan. In all these,
students gain the skill to recall key units of
information that concepts build on.
How can
students develop
convergent
thinking skills?
Complete the following for your unit:
1. Unit Standards and Competencies
Diagram
2. Learning plan activities and
procedures showing application of
any of the following convergent
thinking techniques for Acquisition type
of learning competencies:
o Chunking
o Retrieval with Mnemonics
o Noting Details with Graphic Organizer
o Gamification
UNIT STANDARDS AND COMPETENCIES DIAGRAM
INSET Powerpoint Presentation Science Session 5.pptx.pdf
NOTING DETAILS WITH A
GRAPHIC ORGANIZER
GAMIFICATION
CHUNKING
Un-Chunked List
Bread
Ice Cream
Milk
Tomatoes
Eggs
Butter
Apples
English Muffins
Frozen
Vegetables
Bagels
Lettuce
Cream
Banana
Chunked List
Frozen Foods
Ice Cream
Frozen peas
Dairy
Milk
Eggs
Cream
Butter
Bakery
English Muffins
Bread
Bagels
INSET Powerpoint Presentation Science Session 5.pptx.pdf

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INSET Powerpoint Presentation Science Session 5.pptx.pdf

  • 2. 1. Explain the relationship of Acquisition and Making Meaning learning competencies to the unit Performance Standard and Performance Task 2. Differentiate between Convergent and Divergent Thinking 3. Discuss techniques for developing students’ convergent thinking in Acquisition type of learning competencies 4. Apply techniques on Convergent Thinking for the teaching of Acquisition type of learning competencies in a chosen curriculum unit and topic
  • 3. What you need 1. DepEd MATATAG Curriculum Guide 2. Curriculum Map Template 3. Unit Standards and Competencies Diagram
  • 4. SAMPLE DIARY CURRICULUM MAP FROM DEPED MATATAG CURRICULUM GUIDE (CG) FROM DEPED MATATAG CG (A-M-T) FROM SUBJECT TEACHER FROM SCHOOL’S VISION AND MISSION DESIGN PROTOCOL A chart of the content, skills, activities and assessments that describe learning in a classroom.
  • 5. UNIT STANDARDS AND COMPETENCIES DIAGRAM
  • 6. RAPATAN2024 UNIT STANDARDS AND COMPETENCIES DIAGRAM
  • 7. How does learning the A and M LC prepare students for the PT?
  • 8. RAPATAN2024 How does learning the A and M LC prepare students for the PT?
  • 9. UNIT STANDARDS AND COMPETENCIES DIAGRAM
  • 10. RAPATAN2024 Learners learn that… 1. Scientists use models to explain phenomena. 2. The particle model explains the properties of solids, liquids, and gases and the processes involved in changes of state. 3. Diagrams and flowcharts are very useful in demonstrating and explaining the motion and arrangement of particles during changes of state. 4. There are specific processes for planning, conducting, and recording scientific investigations. 5. The properties of solutions such as solubility and reaction to litmus determine their use. UNIT STANDARDS AND COMPETENCIES DIAGRAM
  • 11. By the end of the Quarter, learner recognize that scientists use models to describe the particle model of matter. They use diagrams and illustrations to explain the motion and arrangement of particles during changes of state. They demonstrate an understanding of the role of solute and solvent in solutions and the factors that affect solubility. They demonstrate skills to plan and conduct a scientific investigation making accurate measurements and using standard units. UNIT STANDARDS AND COMPETENCIES DIAGRAM
  • 12. UNIT STANDARDS AND COMPETENCIES DIAGRAM
  • 13. Diagram for your unit Q2 topic, the relationship of A and M learning competencies with the Performance Standard and Performance Task.
  • 14. How can teachers ensure that students master the A and M learning competencies in preparation for achieving the Performance Standard and doing the Performance Task?
  • 15. 15 J.P. GUILFORD American Psychologist Convergent thinking is the type of thinking that focuses on coming up with a single and correct or well-established answer to a question or solution to a problem. https://en.wikipedia.org/wiki/Convergent_thinking#:~:text=Convergent%20thinking%20is%20a%20term,multiple%2Dchoice%20tests%20for%20intelligence.
  • 17. 17 - J. P. Guilford American Psychologist Convergent thinking is the type of thinking that focuses on coming up with a single and correct or well-established answer to a question or solution to a problem. Divergent thinking is the opposite involving the generation of many ideas, solutions, or perspectives to a question or problem. https://en.wikipedia.org/wiki/Convergent_thinking#:~:text=Convergent%20thinking%20is%20a%20term,multiple%2Dchoice%20tests%20for%20intelligence.
  • 18. SINGLE CORRECT ANSWER MASTERY LEARNING AND TEACHING INVOLVES… CONVERGENT THINKING
  • 19. MASTERY LEARNING AND TEACHING INVOLVES… SINGLE CORRECT ANSWER CONVERGENT THINKING DIVERGENT THINKING VARIED CORRECT ANSWER VS
  • 22. What is the final step in the scientific investigation where you analyze your data and draw inferences? How might rearranging the steps affect the scientific investigation process?
  • 23. MASTERY LEARNING AND TEACHING INVOLVES… FOCUS ON BIG IDEAS FOCUS ON FACTS MAKE MEANING ACQUISITION 10 students give different correct answers or answer correct in different ways. 10 students give the same answer or answer in the same way.
  • 24. MASTERY LEARNING AND TEACHING INVOLVES… Uses Reasoning/Problem Solving Involves Recall MAKE MEANING ACQUISITION 10 students give different correct answers or answer correct in different ways. 10 students give the same answer or answer in the same way.
  • 25. Which of the two are your students strong in? Uses Reasoning/Problem Solving Involves Recall MAKE MEANING ACQUISITION 10 students give different correct answers or answer correct in different ways. 10 students give the same answer or answer in the same way.
  • 26. Should students be strong in 1 or 2? Uses Reasoning/Problem Solving Involves Recall MAKE MEANING ACQUISITION 10 students give different correct answers or answer correct in different ways. 10 students give the same answer or answer in the same way.
  • 27. COMPLEMENTARY Uses Reasoning/Problem Solving Involves Recall MAKE MEANING ACQUISITION 10 students give different correct answers or answer correct in different ways. 10 students give the same answer or answer in the same way.
  • 29. CAN THIS CYCLE APPLY TO ALL SUBJECTS? MATHEMATICAL MODELING SCIENTIFIC INVESTIGATION https://asana.com/resources/convergent-vs-divergent
  • 30. UNIT STANDARDS AND COMPETENCIES DIAGRAM CONVERGENT THINKING DIVERGENT THINKING
  • 31. UNIT STANDARDS AND COMPETENCIES DIAGRAM MASTERY OF FACTS AND PROCEDURES MASTERY OF REASONING AND ANALYSIS
  • 34. SINCE BOTH DIVERGENT AND CONVERGENT THINKING ARE NEEDED, HOW DO WE ASK QUESTIONS SO THAT STUDENTS DO BOTH? CONVERGENT THINKING DIVERGENT THINKING
  • 35. SINCE BOTH DIVERGENT AND CONVERGENT THINKING ARE NEEDED, HOW DO WE ENABLE STUDENTS TO DO BOTH? CONVERGENT THINKING DIVERGENT THINKING
  • 36. Is Did Can Would Will Might Who What Where When How Why Directions: Create questions by using one word from the left-hand column and one word from the top row. The farther down and to the right you go, the more complex and high-level the question. https://educationoasis.com/graphic-organizers/question-creation-chart/ ASKING QUESTIONS FOR CONVERGENT AND DIVERGENT THINKING Question Creation Chart Q-Chart
  • 37. Is Did Can Would Will Might Who What Where When How Why Directions: Create questions by using one word from the left-hand column and one word from the top row. The farther down and to the right you go, the more complex and high-level the question. https://educationoasis.com/graphic-organizers/question-creation-chart/ ASKING QUESTIONS FOR CONVERGENT AND DIVERGENT THINKING Question Creation Chart Q-Chart ACQUISITION: FACTUAL KNOWLEDGE CONVERGENT THINKING MAKE MEANING: ANALYSIS AND REASONING DIVERGENT THINKING
  • 38. Is Did Can Would Will Might Who What Where When How Why Directions: Create questions by using one word from the left-hand column and one word from the top row. The farther down and to the right you go, the more complex and high-level the question. https://educationoasis.com/graphic-organizers/question-creation-chart/ ASKING QUESTIONS FOR CONVERGENT AND DIVERGENT THINKING Question Creation Chart Q-Chart ACQUISITION: FACTUAL KNOWLEDGE CONVERGENT 1. Who is the scientist credited with discovering the fifth state of matter? 2. What is the Particle Model of Matter? 3. Where did the investigation into the properties of matter at extremely low temperatures first occur? 4. When is a solution considered an acid? 5. How is the concentration of solution expressed given the mass and volume? 6. Why is increasing the surface area of a solute result to faster dissolution?
  • 39. Is Did Can Would Will Might Who What Where When How Why Directions: Create questions by using one word from the left-hand column and one word from the top row. The farther down and to the right you go, the more complex and high-level the question. https://educationoasis.com/graphic-organizers/question-creation-chart/ ASKING QUESTIONS FOR CONVERGENT AND DIVERGENT THINKING Question Creation Chart Q-Chart ACQUISITION: FACTUAL KNOWLEDGE CONVERGENT 1. Who is the scientist credited with discovering the fifth state of matter? 2. What is the Particle Model of Matter? 3. Where did the investigation into the properties of matter at extremely low temperatures first occur? 4. When is a solution considered an acid? 5. How is the concentration of solution expressed given the mass and volume? 6. Why is increasing the surface area of a solute result to faster dissolution? MAKE MEANING: ANALYSIS, SYNTHESIS AND EVALUATION DIVERGENT 1. Who might benefit from understanding the behavior of the different states of matter? 2. What would happen if science equipment are not handled and used properly? 3. Where can we apply our knowledge of the behavior of the states of matter? 4. When would you expect a solid solute to dissolve faster? 5. How will the scientific method help in solving problems? 6. Why might it be important to know the properties of solutions found at home?
  • 40. CHUNKING INFORMATION RETRIEVAL WITH MNEMONIC NOTING DETAILS WITH A GRAPHIC ORGANIZER GAMIFICATION FOUR CORNERS COMPASS POINT PLACEMAT ORGANIZER STICK-IT-TOGETHER CLAIM-EVIDENCE-REASONING SINCE BOTH DIVERGENT AND CONVERGENT THINKING ARE NEEDED, HOW DO WE ENABLE STUDENTS TO DO BOTH? CONVERGENT THINKING DIVERGENT THINKING
  • 41. CHUNKING INFORMATION RETRIEVAL WITH MNEMONIC NOTING DETAILS WITH A GRAPHIC ORGANIZER GAMIFICATION FOUR CORNERS COMPASS POINT PLACEMAT ORGANIZER STICK-IT-TOGETHER CLAIM-EVIDENCE-REASONING SINCE BOTH DIVERGENT AND CONVERGENT THINKING ARE NEEDED, HOW DO WE ENABLE STUDENTS TO DO BOTH? CONVERGENT THINKING DIVERGENT THINKING
  • 42. FACTUAL KNOWLEDGE KNOWLEDGE OF TERMS KNOWLEDGE OF DETAILS (e.g., dates, names, numbers, places, parts, steps)
  • 43. SINGLE CORRECT ANSWER CONVERGENT THINKING ACQUISITION Facts Vocabulary Definitions SINGLE CORRECT ANSWER
  • 45. CHUNKING INFORMATION CONVERGENT THINKING Un-Chunked List Bread Ice Cream Milk Tomatoes Eggs Butter Apples English Muffins Frozen Vegetables Bagels Lettuce Cream Banana Chunked List Frozen Foods Ice Cream Frozen peas Dairy Milk Eggs Cream Butter Bakery English Muffins Bread Bagels CATEGORY CHUNKING PATTERN CHUNKKING
  • 46. CHUNKING INFORMATION CATEGORY CHUNKING KEY CONCEPTS OF THE PARTICLE MODEL OF MATTER: 1. Particles 2. Arrangement 3. Interactions 4. Energy 5. Changes in State PATTERN CHUNKING M aterials & Equipm ent R e s u l t s & C o n c l u s i o n M ethods & Procedures Aim or Problem H y p o t h e s i s Steps in Scientific Investigation
  • 47. Review A type of LC in your CG and CMap. Which of these would involve students making pattern or category chunking? CATEGORY CHUNKING? PATTERN CHUNKING?
  • 49. Laboratory Equipment according to their Uses Volume CATEGORY CHUNKING Heating Mass
  • 50. PROPERTY SOLID LIQUID GAS PLASMA Space between molecules Movement of molecules Energy of molecules low intermediate high very high PATTERN CHUNKING
  • 51. Review A type of LC in your Q2 CG and CMap. Which of these would involve students making pattern or category chunking? CATEGORY CHUNKING? PATTERN CHUNKING?
  • 53. USIC DE/RHYME ONNECTION/ ANALOGY AME OTE ORGANIZATION XPRESSION/ WORD PELLING ODEL/MIND PALACE MAGE Retrieval with Mnemonics CONVERGENT THINKING
  • 56. Walking the paths, of my evaporation spree, I can't help but think, this whole space meant for me Talking under the stars, thinking to myself, "Hey, isn't this space so vast?" And you've got a radiance that could light up the darkest night, But it's dimmed, eclipsed, since you captured my sight, You say you're stable, but I know you're beyond that, Hey, what you doin’ with a force like that? (Chorus 2) Cause you’re in the plasma state, ablaze and bright I'm in bose-einstein condensate, molecules are cooler than ice Nearing almost zero when I realize, The bond I'm feeling now is strongest all this time If you could see that I'm the one who has been with you Been here all along, so why can't you see? You belong with me, you belong with me. STATES OF MATTER (Tune of You Belong With Me by Taylor Swift) (Verse 1) You're in the realm of solid, compact and still Vibrations happening, yet molecules move with thrill Shape is definite and rigid unlike what we do/ I'm in the liquid state, fluid and carefree, With bigger space, I’m in random motion, you see, And I’ll ever flow with you unlike solids do. (Chorus 1) 'And now in my gaseous phase, expanding wide, No fixed shape and particles are weakly tied, With much greater space, I can quickly mobilize You need not seek me for, I’ve been here the whole time. If you could see that I'm the one who has been with you, Been here all along, so why can't you see? You belong with me, you belong with me.
  • 57. (Verse 2) Standing by and waiting at your fusion core, All this time, how could you not explore, baby? You belong with me, you belong with me. Oh, I recall you approaching my domain, In the heart of the night, I'm the one who soothes your heat, When you're about to ignite, I know your favorite spectra, And you share with me your schemes, Think I know where you belong, Think I know it's with me. Can't you see that I'm the one who comprehends you? Been here all along, so why can't you view? You belong with me, Standing by and waiting at your fusion core, All this time, how could you not explore, baby? You belong with me, you belong with me, You belong with me, Have you ever thought just maybe, you belong with me? You belong with me.
  • 59. SOLID STATE BUMPER-BUMPER TRAFFIC is like The particles (atoms or molecules) are closely packed together and vibrate in fixed positions. In a bumper-bumper traffic jam, cars are closely packed and can barely move (solid state). ANALOGY
  • 60. ANALOGY http://scienceanalogies.com/matteranalogies.html “Phases of Matter are like Students at School” SOLID: students inside the classroom (with regular seating arrangement and have limited freedom) LIQUID: students during breaks (have wider range of motion and move among one another in the hallway but limited within school area) GAS: students during dismissal (have unrestricted motion and are allowed to escape the confines of school)
  • 62. RETRIEVAL BY ANALOGY PROMPT: For the topic of…, give analogy for… so that a Grade N student remembers… EXAMPLE: For the particle states of matter, give analogy for each so that a Grade 7 student remembers the difference between these states. Cover the states of solid, liquid, gas, plasma and Bose-Einstein condensates. 1.Solid - Packed Friends at a Movie Theater: Imagine a movie theater where all your friends are sitting in their assigned seats, not moving. It's like a solid. The friends are close together, and they don't change seats during the movie. Solids have particles that are tightly packed and don't move much. 2.Liquid - Splish-Splash in a Pool: Think of jumping into a swimming pool. The water moves around you, but you can still swim and splash. Liquids are like that—particles are close, but they can slide past each other, allowing liquids to flow. 3.Gas - Bouncing Balloons at a Party: At a lively party, imagine lots of colorful balloons bouncing around, moving freely in all directions. This is similar to gases. Gas particles move around rapidly and fill the space they're in, just like balloons filling a room. 4.Plasma - Sparkling Lightning in a Storm: During a thunderstorm, there's lightning in the sky. Plasma is like that electrifying display. It's a super-hot, electrically charged state where particles are so energetic that they break apart into charged ions, creating lightning and other dazzling phenomena. 5.Bose-Einstein Condensate - Still and Frozen in Time: Picture a magical moment when time seems to stand still, like a snapshot of everything frozen. Bose-Einstein condensate is a bit like that. It's an extremely cold state where particles become so slow and still that they behave as if they're all in the same place, forming a super atom.
  • 63. Review A type of LC in your Q2 CG and CMap. Which of these would involve students making mnemonics? MUSIC ODE/RHYME CONNECTION/ ANALOGY NAME NOTE ORGANIZATION EXPRESSION/ WORD SPELLING MODEL/MIND PALACE IMAGE
  • 64. NOTING DETAILS WITH A GRAPHIC ORGANIZER In a solution, both the solute and solvent play crucial roles in determining its properties and behavior. The solute refers to the substance that is dissolved in the solvent, while the solvent is the substance in which the solute is dissolved. Together, they form a homogeneous mixture where the solute particles are evenly distributed throughout the solvent. The role of the solute is to alter the properties of the solvent, such as its boiling point, freezing point, and density. Additionally, the solute may impart specific characteristics, such as color or taste, to the solution. The solvent, on the other hand, acts as the dissolving medium, facilitating the dispersion of the solute particles. It provides the medium in which chemical reactions may occur and enables the solute particles to interact with one another. The relative amounts of solute and solvent determine the concentration of the solution, with dilute solutions containing a small amount of solute relative to the solvent, and concentrated solutions containing a higher proportion of solute. Understanding the roles of solute and solvent is fundamental in various scientific fields, including chemistry, biology, and environmental science, as it elucidates the behavior and properties of solutions in natural and synthetic contexts. What are the roles of solute and solvent in a solution? CONVERGENT THINKING
  • 66. Review A type of LC in your Q2 CG and CMap. Which of these would involve students noting details with a graphic organizer?
  • 70. Review A type of LC in your CG and CMap. Which of these would involve gamification?
  • 72. In groups, list down as many solutions as you can that you can find at home and in school. Identify if it reacts with a litmus paper as an ACID, BASE, OR SALT. Point System: Each Identified Solution – 1 pt Solution with correct classification – 2 pts Right minus Wrong
  • 73. Review A type of LC in your Q2 CG and CMap. Which of these would involve gamification?
  • 74. SAMPLE DIARY CURRICULUM MAP FROM DEPED MATATAG CURRICULUM GUIDE (CG) FROM DEPED MATATAG CG FROM SUBJECT TEACHER FROM SCHOOL’S VISION AND MISSION DESIGN PROTOCOL Review A type of LC in yourQ2 CMap and the activities you wrote for these. Determine how to incorporate and indicate Convergent Thinking techniques in their corresponding activities.
  • 77. Teachers need to establish with students the connection of the different Acquisition and Making Meaning learning competencies to the attainment of the Performance Standard and achievement of the Performance Task. With a Unit Standards and Competencies diagram, students gain a Big Picture of the purpose and instructional flow of a particular curriculum unit. Why do we need to establish connection of different Acquisition and Making Meaning learning competencies? Learning different types of competencies with varied learning goals such as Acquisition and Making Meaning requires and develops within the students particular thinking approaches such as Convergent and Divergent Thinking. Students benefit from developing both divergent and convergent thinking in their studies because these cognitive skills serve different but complementary purposes in the learning process. What benefits can students gain from developing both Convergent and Divergent cognitive skills?
  • 78. Convergent thinking is usually related to learning Acquisition type of competencies. In situations where students have to recall an established fact, definition or routine procedure, convergent thinking enables students to select a single correct answer from multiple choices or perform the expected skill. How is convergent thinking related to learning acquisition type of competencies? On the other hand, divergent thinking involves Making Meaning and promotes problem-solving and creativity. Divergent thinking promotes flexibility in thought processes. Students become more adaptable when faced with changing circumstances, which is valuable in today's dynamic world and important for responding to the challenges of real life situations. How is divergent thinking related to making meaning type of competencies?
  • 79. Students’ convergent thinking may be developed through proper phrasing of questions and techniques such as chunking, retrieval with mnemonics, noting details with graphic organizers and gamification. These techniques may be used in the Firm Up section of a EFDT Learning Plan. In all these, students gain the skill to recall key units of information that concepts build on. How can students develop convergent thinking skills?
  • 80. Complete the following for your unit: 1. Unit Standards and Competencies Diagram 2. Learning plan activities and procedures showing application of any of the following convergent thinking techniques for Acquisition type of learning competencies: o Chunking o Retrieval with Mnemonics o Noting Details with Graphic Organizer o Gamification
  • 81. UNIT STANDARDS AND COMPETENCIES DIAGRAM
  • 83. NOTING DETAILS WITH A GRAPHIC ORGANIZER GAMIFICATION CHUNKING Un-Chunked List Bread Ice Cream Milk Tomatoes Eggs Butter Apples English Muffins Frozen Vegetables Bagels Lettuce Cream Banana Chunked List Frozen Foods Ice Cream Frozen peas Dairy Milk Eggs Cream Butter Bakery English Muffins Bread Bagels