“GUIDING ENGAGED LEARNERS FOR ACTIVE LEARNING”

Example of Knowledge Development Chart

DEVELOPMENT FOCUS PERFORMANCE TYPE OF ACTIVITY AND DESCRIPTION OF THE

STAGE OBJECTIVE RESOURCE MATERIALS
STUDENTS WILL USE
PRIOR KNOWLEDGE Sharing by students of Students may initially Situation analysis with choices
their surface or partially understand the topic or provided in an adapted Bubble
right ideas or concept in terms of the Mind Map Diagram containing
misconceptions about following: four distractors and one correct
the topics or key Water is an infinite option:
concepts resource which is a. “We will never run out of
available to everyone at water because we are near
all times. the water shed.”
b. “People have a right to
water. So no law should
limit their access to
water.”
c. “The watershed supply
will come from a never
ending spring. There is no
cause for alarm.”
d. “The watershed supply
will dry up sometime due
ACTIVITY AND
CORRESPONDING
INSTRUCTIONS AND
QUESTIONS
Situation Analysis: Students
are asked to read a short
account of real state company
that plans to put up a gated
subdivision near a watershed.
Environmentalists who live
near the watershed oppose the
company’s plans and say that
the subdivision will reduce the
water supply. Company
officials and their consultants
disagree. Students are then
asked to determine who in the
situation has the right view. A
diagram is given showing
different statements or views
with a number of them related
to the misconception stated in
 to overuse.” the prior knowledge. Students
e. “People can be trusted to react to the diagram as given
control their use of water by the following instructions:
for as long as they are Look at the given diagram.
informed about its Check the statement in the
supply.” diagram which you think has
correct view. Be ready to
explain your choices.
KNOWLEDGE • Definition of key The students will be Class Discussion After the students share their
terms able to: choices, the correct answer will
• Identification of Define conservation not be given. Instead, students
important tools will be asked to give their ideas
about how to find the right
answer. Students’ ideas will be
sorted and grouped. Teacher
suggests that in order to
understand many of the
questions, ideas or questions
about the definition of key
terms will be first covered.
Such questions may be like the
following:
1. What are some actions of
saving that people do in
their lives? What terms
do people use which
means saving?
 2. When people want to
save a natural resource
like water, what term do
they use?
3. When would you hear or
see this term (e.g.
conservation)? What are
some situations?
COMPREHENSION Differentiation of terms Differentiate Situation Analysis Lets take a closer look at the
Paraphrasing of conservation from term conservation. Let’s read
technical terms consumption some situations and find out if
we can call the actions as water
conservation, what is it called?
What is the difference between
the two?
APPLICATION Looking at cases or Examine examples of Study map in website Click on the following links to
trying or practicing places in need of water (http://www.who.int/docstore view the website entitled,
examples of new conservation to correct /water_sanitation_health/globa “Global Water supply”. Study
knowledge which will idea that water is ssessment/ the map and answer the
challenge or deepen infinite Global2.3.htm#maps%202.1%an following questions:
students’ prior d202.2 where they can see 1. Which countries have
knowledge information about different high water supply?
region’s water supply situation Name three.
2. Which countries have
low water supply? Name
three.
3. What accounts for the
 differences in water
supply? How does
geography affect supply?
How does data from the
map support your
observations?
ANALYSIS • Explaining the Show relationships of Construction of table using data Click on another link to get this
parts of a concept different factors found in a website or UN website sponsored by UN
or process and its affecting conservation reference book. Table is made of Framework Convention on
relationships and harnessing of water the following columns: climate change. Look at the
• Making resources data given about water use and
comparison or I-Cause of water wastage conservation practices. Create a
contrasts Explain consequences II- Effects of water wastage table with the following
• Determining the of and factors involved III- Conservation Measure columns and enter the
consequences or with conserving and corresponding data:
impacts of a harnessing water I-Cause of water wastage
particular idea resources II- Effects of water wastage
• Determining III- Conservation Measure
errors in an idea Locate causes of
or process or skill wasting water resources When you are done with the
and determine the table, answer the following
effects or consequences questions based on your table:
1. How many kinds of
causes affect water
wastage? What
observations can you
make about these causes?
 2. How many kinds of
effects relate to water
wastage? What
observations can you
make about these causes?
3. How many kinds of
conservation measures
are there? What
observations can you
make about these
measures?
4. What relationships can
you make between
causes and effects of
water wastage?
5. What are some situations
that may look like
conservation but are
actually wasteful uses of
water?
SYNTHESIS • Making a general Present as a group Students’ group research Refer to the table that you just
statement project a PowerPoint (library and Internet) and made and answer the
• Putting together program showing at production of the following: following:
the general rule or least three energy- a. concept map to 1. What general statement
explaining the saving ways of summarize their can you make about
proper process conserving and ideas conservation measures?
• Showing one’s harnessing water b. PowerPoint When are they not?
 understanding in resources one uses in presentation 2. How can you verify this
a project daily life generalization you made?
• Drawing a concept What data or evidence
map showing can you use to support
one’s this?
understanding of 3. Make a concept map
the new summarizing the ideas
knowledge you have in your
generalization.
4. How can the
generalization you made
be verified or tested in
your community? What
concrete action can you
do? What specific
conservation measure can
you do at home?
5. Present your answer in a
PowerPoint show and
give concrete examples.
EVALUATION • Judging the Critique with a rubric Self and peer evaluation of one’s When you are done with your
quality of one’s one’s presentation of work with the help of a rubric. PowerPoint work, evaluate
work and content proposed ways of your presentation with the
of one’s ideas in conserving and rubric. Rate your work and see
the project with harnessing water how you can improve this
the help of a resources in given before doing a public
checklist or rubric. situations and suggest presentation. Check your work
 changes. to see that the requirements
listed under the Exemplary
column are found in your
work. When you are ready,
submit the rating you made for
the rubric together with your
work.
NEW KNOWLEDGE Demonstration of new By the end of the Student’s group presentation Present and discuss your work
knowledge by the learning unit, the and discussion of their own in class.
students students should be able PowerPoint work.
to understand the topic
or concept in terms of
the following:
Water is a precious
resource which must be
conserved or harnessed
for productive use.