Unit Plan
Ann Janine D. Flores

Unit Plan Template     



Unit Author
First and Last Name
Ann Janine D. Flores
School District

School Name
Cebu Normal University
School City, State
Cebu City, Philippines
Unit Overview
Unit Title
PHOTOSYNTHESIS
Unit Summary
In this topic, students could learn the process of photosynthesis. They may able 
to formulate idea on how the light energy of plants is converted to chemical 
energy and used to produce organic compounds.

Subject Area
Science and Health
Grade Level 
Grade 5
Approximate Time Needed
60 minutes, 2 meetings
Unit Foundation
Targeted Content Standards and Benchmarks (BEC COMPETENCIES)
·         how photosynthesis converts light energy into chemical energy?
·         how the chemical products of the light reactions are coupled to 
synthesize carbohydrates
·         the relationship between light wavelength and photosynthetic rate
·         the relationship of light intensity and photosynthetic rate

Student Objectives/Learning Outcomes

  • describe techniques to determine photosynthetic rates
  • compare photosynthetic rates at different temperatures, or 
  • different light intensities, or different wavelengths of light using 
  • controlled experiments
  • explain why the rate of photosynthesis varies under different
  •  environmental conditions


Curriculum-Framing Questions


Essential Question
What is photosynthesis


Unit Questions
How can it help the plants?


Content Questions
What is the process of photosynthesis?

Assessment Plan

Assessment Timeline




Before project work begins
Students work on projects and complete tasks
After project work is completed








·    Students are asked to observed plants outside the classroom  (make sure its expose to the sunlight)
·   Provide lab hand outs as their guide
·    Draw an illustration showing the process of photosynthesis
·   Brainstorm with their group its importance and process
·   With their group, report the importance of photosynthesis


·    Make use of a graphic organizer


Assessment Summary

With the following activities, the students will be able to know the process of 
 photosynthesis. There is also a direct learning based on students observation
 to the plants. The importance of such process to the plants is showed and
 identified by the students.

Assessment Rubrics
Participation to the activity – 40%
Content learned (activity)- 50%
Attitude- 10%

Unit Details

Prerequisite Skills

Should know what plant is and its parts

Instructional Procedures

Plant observation                    
Gathering of information (brainstorming with the group mates)
Illustrate the process of photosynthesis
Report the finding to the class 

Accommodations for Differentiated Instruction


Special Needs Students
Laboratory apparatus like microscope and magnifying glass,
 illustration board and pentelpen.
given time to find out the process of photosynthesis 
and illustating it.
repoting will be done next meeting.


Nonnative Speakers

Given remedial classes like peer tutoring to those who
 have poor performance.


Gifted/Talented Students
They will be the stident teacher to those who are 
poor in class. A peer tutoring.

Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)            




 Camera
 Computer(s)
 Digital Camera
 DVD Player
 Internet Connection
 Laser Disk
 Printer
 Projection System
 Scanner
 Television
 VCR
 Video Camera
 Video Conferencing Equip.
 Other      
Technology – Software (Click boxes of all software needed.)
 Database/Spreadsheet
 Desktop Publishing
 E-mail Software
 Encyclopedia on CD-ROM
 Image Processing
 Internet Web Browser
 Multimedia

 Web Page Development
 Word Processing
 Other      


Printed Materials
Laboratory manuals / guide
Supplies
Microscope and magnifying glass
Internet Resources

Other Resources
Direct observations



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Flyer
Ann Janine D. Flores
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Abstract of my Research
Ann Janine D. Flores
ATTITUDES OF CEBU NORMAL UNIVERSITY STUDENTS TOWARDS INCLUSION OF THE HEARING IMPAIRED IN THE CLASSROOM


        This study are to understand the different attitudes of both hearing impaired students and Cebu Normal University students in a regular classroom setting.The Purpose of this study is intended to determine not only to understand inclusion as a right or privilege for individuals with disabilities to be mainstreamed in the classroom, accommodation or delivery of special instructions for them, but in order to determine the attitudes of regular students in the classroom working together with the students with disabilities. To determine how the emotional and social aspects are to develop in the classroom by two different learners. To find out the effectiveness of inclusion for students with disabilities and specifically the hearing impaired students in the classroom.This study is also designed to investigate whether favorable changes in attitudes towards disability and inclusion could be fostered by combining formal instruction with structured fieldwork experience. More particularly, it addressed the question of whether raising awareness of one disability for in fact between the two divergent students inside a regular classroom, both regular and exceptional students can create a variety of emotional responses. Such may possess a negative perception to one with a disability, or others may perceive each other as an advantage. One important dilemma of inclusion today is that not all students possess positive attitudes towards the individuals with disabilities in a mainstreamed classroom. 
     Some individuals with disabilities my also feel incompetent and excluded inside a classroom if there is no collaborative activities or the teacher’s way of socializing both parties.The Main purpose of the study is to determine the attitudes of the Cebu Normal University students working together with the Hearing impaired students in the classroom. Specifically it answers the questions: 
    1. What are the positive and negative responses of the Cebu Normal students towards the        hearing impaired students in the classroom?
    2. How effective is inclusion in Cebu Normal University for students working together with the      hearing impaired in terms of academic learning?
  3. In what way can the negative attitudes of the Cebu Normal University students be observed?
        The researchers uses quantitative at the same time qualitative method on gathering data. The survey used descriptive analysis on determining the positive and negative attitudes of The Cebu Normal University Students towards of the inclusiveness of the hearing impaired. It focused on techniques used in determining the attitudes of the students in positive and negative statements.

This study was presented by:

Ann Janine Flores
Jennifer Balingit
Kevin Matthew Perez
LLoyd Englis
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Trivia
Ann Janine D. Flores
Did you know that...


There are 206 bones in the adult human body and there are 300 in children (as they grow some of the bones fuse together).

Flea's can jump 130 times higher than their own height. In human terms this is equal to a 6ft. person jumping 780 ft. into the air.

The most dangerous animal in the world is the common housefly. Because of their habits of visiting animal waste, they transmit more diseases than any other animal.

Snakes are true carnivorous because they eat nothing but other animals. They do not eat any type of plant material.

The world's largest amphibian is the giant salamander. It can grow up to 5 ft. in length.

The longest cells in the human body are the motor neurons. They can be up to 4.5 feet (1.37 meters) long and run from the lower spinal cord to the big toe.

The blue whale can produce sounds up to 188 decibels. This is the loudest sound produced by a living animal and has been detected as far away as 530 miles.

Super Glue was invented by accident. The researcher was trying to make optical coating materials, and would test their properties by putting them between two prisms and shining light through them. When he tried the cyano-acrylate, he couldn't get the prisms apart.

yes! its all true :)
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Sample Lesson Plan
Ann Janine D. Flores


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Lesson in Video
Ann Janine D. Flores


1. What are the three basic food groups?
2. What is Go Food?
3. What is Glow Food?
4. What is Grow Food?
5. What are the examples of Go, Grow.Glow?
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Phases of Matter
Ann Janine D. Flores
States of matter are the distinct forms that different phases of matter take on. Solid, liquid,and gas are the most common states of matter on Earth. Matter can exist in several distinct forms which we call phases. We are all familiar with solids, liquids and gases. Whether a substance is a solid, liquid or gas depends on the potential energy in the atomic forces holding the particles together and the thermal energy of the particle motions.



Solid

Solids are the thickest forms of matter.  All the molecules in a solid are tightly fitted together, so the molecules can’t move around very much.  Solids are made up of different parts or compounds.  Unlike liquids or gases, solids stay the same shape.

Examples of solids:  wood, rock, and metal



Liquids

Liquids are an in-between state of matter. They can be found in between the solid and gas states. They don't have to be made up of the same compounds. If you have a variety of materials in a liquid, it is called a solution.  Liquids is that they are difficult to compress. When you compress something, you take a certain amount and force it into a smaller space.

Liquids cannot be compressed as the molecules are still close together. When a liquid is heated molecules vibrate and move apart. When heated molecules gain more kinetic energy and move apart and evaporation occurs.

Examples: Juice, water, blood



Gas


The molecules of a gas are far apart. The inter-molecular force of attraction is negligible and they have no fixed freedom of motion. Hence gases have neither fixed shape nor volume. They completely occupy the container and take the shape and the volume of the container.

Example: Air, Balloon
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