INSET Powerpoint Presentation Science Session 5.pptx.pdf

for educational purpose only

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 THINKINGDIVERGENT THINKING
VARIED CORRECT ANSWER
VS

20. RAPATAN2024
https://www.youtube.com/watch?v=WDKYr787VyA&ab_channel=5AMTeacher

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.

28. https://asana.com/resources/convergent-vs-divergent

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

32. RAPATAN2024
https://www.youtube.com/watch?v=WDKYr787VyA&ab_channel=5AMTeacher

33. CONVERGENT
THINKING
DIVERGENT
THINKING
DIVERGENT
THINKING
DIVERGENT
THINKING

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

44. CHUNKING
INFORMATION
CONVERGENT
THINKING
https://www.youtube.com/watch?v=wczh3ztgN3I&ab_channel=PlanetPsych

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
Materials &
Equipment
Results &
Conclusion
Methods &
Procedures
Aim or
Problem Hypothesis
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?

48. CATEGORY 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?

52. RAPATAN2024
CONVERGENT THINKING
CHUNKING
INFORMATION
CATEGORY
CHUNKING

53. USIC
DE/RHYME
ONNECTION/ ANALOGY
AME
OTE ORGANIZATION
XPRESSION/ WORD
PELLING
ODEL/MIND PALACE
MAGE
Retrieval with
Mnemonics
CONVERGENT
THINKING

54. EXPRESSION
Retrieval with
Mnemonics
CONVERGENT
THINKING

55. Retrieval with
Mnemonics
CONVERGENT
THINKING
https://www.youtube.com/watch?v=yhgIZeG_KgY&ab_channel=Howcast

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.

58. RETRIEVAL WITH
MNEMONICS

59. SOLID STATE BUMPER-BUMPER TRAFFICis 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 ORGANIZATIONEXPRESSION/ 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

65. CONVERGENT
THINKING
NOTING DETAILS WITH
A GRAPHIC ORGANIZER

66. Review A type of LC in your Q2 CG and CMap.
Which of these would involve students noting details with a graphic organizer?

67. https://www.pinterest.ph/pin/731060951995051157/
CONVERGENT
THINKING
GAMIFICATION

68. https://www.youtube.com/watch?v=-UXsuofrUdk&ab_channel=ClassPoint

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:
oChunking
oRetrieval with Mnemonics
oNoting Details with Graphic Organizer
oGamification

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