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GUIDING ENGAGED LEARNERS FOR ACTIVE LEARNING

Example of Knowledge Development Chart

DEVELOPMENTSTAGE

FOCUS PERFORMANCEOBJECTIVE

TYPE OF ACTIVITY ANDRESOURCE MATERIALS

STUDENTS WILL USE

DESCRIPTACTIV

CORRES

INSTRUCTQUESPRIOR KNOWLEDGE Sharing by students of

their surface or partiallyright ideas ormisconceptions aboutthe topics or keyconcepts

Students may initiallyunderstand the topic orconcept in terms of thefollowing:Water is an infiniteresource which isavailable to everyone atall times.

Situation analysis with choicesprovided in an adapted BubbleMind Map Diagram containingfour distractors and one correctoption:

a. We will never run out ofwater because we are nearthe water shed.

b. People have a right towater. So no law shouldlimit their access towater.

c. The watershed supplywill come from a neverending spring. There is nocause for alarm.

d. The watershed supplywill dry up sometime due

Situation Analare asked to reaccount of realthat plans to psubdivision neEnvironmentanear the watercompanys plathe subdivisionwater supply. Cofficials and thdisagree. Studeasked to determsituation has thdiagram is givdifferent statemwith a numberto the misconc

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to overuse.e. People can be trusted to

control their use of waterfor as long as they areinformed about itssupply.

the prior knowreact to the diaby the followinLook at the givCheck the statediagram whichcorrect view. Bexplain your ch

KNOWLEDGE Definition of keyterms

Identification ofimportant tools

The students will beable to:Define conservation

Class Discussion After the studechoices, the cornot be given. Inwill be asked tabout how to fanswer. Studensorted and grosuggests that inunderstand maquestions, idea

about the definterms will be fiSuch questionsfollowing:

1. What aresaving ththeir livedo peoplmeans sa

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2. When pesave a nalike watethey use?

3. When wsee this tconservasome situ

COMPREHENSION Differentiation of termsParaphrasing oftechnical terms

Differentiateconservation fromconsumption

Situation Analysis Lets take a closterm conservatsome situationwe can call theconservation, wWhat is the difthe two?

APPLICATION Looking at cases ortrying or practicingexamples of new

knowledge which willchallenge or deepenstudents priorknowledge

Examine examples ofplaces in need of waterconservation to correct

idea that water isinfinite

Study map in website(http://www.who.int/docstore/water_sanitation_health/globa

ssessment/Global2.3.htm#maps%202.1%and202.2 where they can seeinformation about differentregions water supply situation

Click on the foview the websiGlobal Water

the map and anfollowing ques

1. Which cohigh watName th

2. Which colow watethree.

3. What acc

http://www.who.int/docstore/water_sanitation_health/globassessment/http://www.who.int/docstore/water_sanitation_health/globassessment/http://www.who.int/docstore/water_sanitation_health/globassessment/http://www.who.int/docstore/water_sanitation_health/globassessment/http://www.who.int/docstore/water_sanitation_health/globassessment/http://www.who.int/docstore/water_sanitation_health/globassessment/

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differencsupply? HgeographHow doemap supobservat

ANALYSIS Explaining theparts of a conceptor process and itsrelationships

Makingcomparison orcontrasts

Determining theconsequences orimpacts of aparticular idea

Determining

errors in an ideaor process or skill

Show relationships ofdifferent factorsaffecting conservationand harnessing of waterresources

Explain consequencesof and factors involvedwith conserving andharnessing waterresources

Locate causes ofwasting water resourcesand determine theeffects or consequences

Construction of table using datafound in a website or UNreference book. Table is made ofthe following columns:

I-Cause of water wastageII- Effects of water wastageIII- Conservation Measure

Click on anothwebsite sponsoFramework Coclimate changedata given aboconservation ptable with the fcolumns and ecorrespondingI-Cause of watII- Effects of wIII- Conservati

When you are table, answer tquestions base

1. How macauses afwastage?observatmake abo

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2. How maeffects rewastage?observatmake abo

3. How maconservaare thereobservatmake abomeasure

4. What relyou makcauses anwater wa

5. What arethat mayconserva

actually wwater?

SYNTHESIS Making a generalstatement

Putting togetherthe general rule orexplaining theproper process

Showing ones

Present as a groupproject a PowerPointprogram showing atleast three energy-saving ways ofconserving andharnessing water

Students group research(library and Internet) andproduction of the following:

a. concept map tosummarize theirideas

b. PowerPoint

Refer to the tabmade and answfollowing:

1. What gencan you mconservaWhen ar

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understanding ina project

Drawing a conceptmap showingonesunderstanding ofthe newknowledge

resources one uses indaily life

presentation 2. How cangeneralizWhat dacan you uthis?

3. Make a csummariyou havegeneraliz

4. How cangeneralizbe verifieyour comconcrete do? Whaconservayou do a

5. Present y

PowerPogive conc

EVALUATION Judging thequality of oneswork and contentof ones ideas inthe project withthe help of achecklist or rubric.

Critique with a rubricones presentation ofproposed ways ofconserving andharnessing waterresources in givensituations and suggest

Self and peer evaluation of oneswork with the help of a rubric.

When you are PowerPoint woyour presentatrubric. Rate yohow you can imbefore doing apresentation. C

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