Sandbox Junior High

Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts. The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic, personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our country’s cultural heritage. The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisions the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.

This course is intended for grade 8 TLE students quarter 1

Ang Batayang Konseptwal ng Edukasyon sa Pagpapakatao ay batay sa pilosopiyang Personalismo tungkol sa pagkatao ng tao at sa Etika ng Kabutihang Asal (Virtue Ethics). Ayon sa pilosopiya ng Personalismo, nakaugat lagi sa pagpapakatao ang ating mga ugnayan. Nililikha natin ang ating pagpapakatao sa ating pakikipagkapwa. Sa Virtue Ethics naman, sinasabing ang isang mabuting tao ay nagsasabuhay ng mga virtue o mabuting gawi (habits) at umiiwas sa mga bisyo o masamang gawi. Samakatwid, ang nagpapabuti sa tao ay ang pagtataglay at ang pagsasabuhay ng mga mabuting gawi. Sa murang edad na 6 hanggang 12 taon, maaaring hindi pa lubos na maunawaan ng isang bata ang kanyang pagkatao bilang tao ayon sa paLiwanag ng pilosopiyang Personalismo. Ngunit maaari siyang sanayin sa mga virtue at pagpapahalaga upang lumaki siyang isang mabuting tao. Sa mga edad na ito, mauunawaan niya na dapat siyang magpakabuti hindi lamang sapagkat ito ang inaasahan sa kanya ng lipunan kundi dahil tao siya - may dignidad at likas ang pagiging mabuti. May dignidad ang tao dahil siya ay bukod-tangi at may ugnayan sa kanyang kapwa, sa Diyos, at kalikasan. Ang Interaktibong Teorya ng Pagkatuto (Social Learning Theory) ni Albert Bandura, Pagkatutong Pangkaranasan (Experiential Learning) ni David Kolb, Konstruktibismo (Constructivism) at Teorya ng Pamimili ng Kurso (Theory of Career Development) ni Ginzberg, et. al. at Super ang iba pang teorya na nagpapaLiwanag kung paano natututo ang mag-aaral sa EsP. Ayon sa paLiwanag ng Interaktibong Teorya ng Pagkatuto (Social Learning Theory) ni Albert Bandura, maaaring makuha sa pagmamasid sa ibang tao ang mga pagkatuto tulad ng pagkakaroon ng mabuting ugali at bagong impormasyon. Ayon pa rin sa teoryang ito, mahalaga ang mga iniisip ng tao sa kanyang pagkatuto ngunit hindi nangangahulugang magbubunga ito ng pagbabago sa kilos. Ang mga karanasan din ang pinagkukunan ng mga pagkatuto ayon kay David Kolb at sa Teorya ng Pagkatuto ng Konstruktibismo. Ayon saTeorya ng Pagkatutong Pangkaranasan ni Kolb, ang mga nasa edad (adults) ay natututo sa pamamagitan ng kanilang pagninilay sa kanilang mga karanasan, pagbuo ng mga konklusyon o insight mula sa mga ito, at paglalapat ng mga ito sa angkop na mga sitwasyon ng buhay. Sinusuportahan ang pananaw ni Kolb ng Teorya ng Konstruktibismo. Sinasabi ng teoryang ito nanagkakaroon ng pagkatuto ang tao at gumagawa ng kabuluhan (meaning) batay sa kanyang mga karanasan.

1. Use use and maintain kitchen tools and equipment;
2. Perform mensuration and calculation;
3. Interpret kitchen layout, and
4. Practice occupational safety and health.

• LO1. Utilize kitchen tools and equipment
• LO 2. Maintain kitchen tools, equipment and working area
• LO 3. Store and stack kitchen tools and equipment

• LO 1. Carry out measurement and calculations in a required tasks
• LO 2. Calculate cost of production

• LO1. Read and interpret kitchen plans
• LO2. Create kitchen lay-out

• LO 1.Identify hazards and risks
• LO 2 Control hazards and risks

This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. This was designed to provide you with fun and meaningful opportunities for guided and independent learning . You will be enabled to process the content of the learning resource while being an active learner.

Pag - aaral sa katangiang pisikal ng Daigdig

Sa kursong ito ay matutunan ng mga mag-aaral ang tungkol sa Katangiang Pisikal ng Daigdig.

This course is Grade 8 Science Quarter 1.  In this quarter, Science 8 is focused on laws of motion, work, power and energy, sound, light, heat, and electricity. This subject aims to deepen students’ scientific attitudes and skills to solve problems critically and creatively.

This course is intended for Grade 7 students of Golden Acres National High School.

WELCOME TO OUR SCIENCE 8 CLASS Alternative Delivery Modalities (ADM) for School Year 2020-2021. Learning is in the form of individualized instruction that allows learners to use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the context of the learner and other learning resources like Learner's Materials, textbooks, activity sheets, study guides and other study materials.

 Topic Title: LOWLANDS OF LUZON INSTRUMENTAL MUSIC

The lesson is an overview on the Spanish-influenced secular music of the Lowlands of Luzon. Through the lesson, one will discover how Spanish-influenced dance music and art songs express their feelings towards each other and the environment, their history, and their religious beliefs through voice and musical instruments. A group musical theatre performance of the vocal forms with an accompaniment on found objects and instruments of the rondalla will culminate the educational experience

Objective:

    Identifies the musical instruments and other sound sources from the lowlands of Luzon

MUSICAL INSTRUMENTS

The Brass band is an ensemble of woodwind, brass, and percussion instruments. They are usually played in fiestas, religious and civic celebrations.