INSET Powerpoint presentation Science Session 6.pptx.pdf

for educational purpose nlu

2. 1.Explain the relationship of Making Meaning Learning Competencies and
Divergent Thinking.
2.Differentiate shallow or surface from deep learning.
3.Discuss the use of Four Corners and Compass Point to elicit Divergent
Thinking.
4.Explain the combination of Divergent and Convergent Thinking in the use of
Stick-It-Together and Placemat Organizer.
5.Relate the use of Claim-Evidence-Reasoning to develop students’ analytic
skills.
6.Apply techniques on Divergent Thinking for the teaching of Making Meaning
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.CER Articles

4. DIVERGENT
THINKING
CONVERGENT
THINKING
How does learning the M LC prepare students for the PT?

5. DIVERGENT
THINKING
CONVERGENT
THINKING
How does learning the M LC prepare students for the PT?

6. DIVERGENT THINKING
VARIED CORRECT ANSWER
MAKE MEANING
Principles and
Generalizations

Big Ideas of the Disciplines
Analyze
Explain
Elaborate
Discuss
Justify
Prove
Persuade
Defend
Predict
Generalize
Formulate
Model
Synthesize
Reflect

7. Making Meaning
https://www.youtube.com/watch?app=desktop&v=GwDuBjG2FlE&ab_channel=JeanneSlattery

8. ACQUISITION
MAKE
MEANING
https://www.youtube.com/watch?app=desktop&v=GwDuBjG2FlE&ab_channel=JeanneSlattery

9. ACQUISITION
MAKE
MEANING
https://www.youtube.com/watch?app=desktop&v=GwDuBjG2FlE&ab_channel=JeanneSlattery

13. 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

14. Strongly Agree Strongly Disagree
DisagreeAgree
ISSUE FOR
DISCUSSION
FOUR
CORNERS

15. The knowledge of solutions
can solve environmental
problems.
FOUR
CORNERS

16. HOW IS DIVERGENT THINKING DEVELOPED?
WHAT DO STUDENTS LEARN?

17. By their nature, the manufacture, storage, and transport of chemicals are accidents waiting to
happen. Chemicals can be corrosive, toxic, and they may react, often explosively. The impacts of
chemical accidents can be deadly, for both human beings and the environment.
Many if not most products we use in everyday life are made from chemicals and thousands of
chemicals are used by manufacturing industries to make these products. The source of many of
these chemicals is petroleum, which is refined into two main fractions: fuels and the chemical
feedstocks that are the building blocks of plastics, paints, dyes, inks, polyester, and many of the
products we buy and use every day. Fuels and chemical feedstocks made from petroleum are
called organic chemicals. The other important class of chemicals is inorganics, which include acids,
caustics, cyanide, computer circuit boards.
Of the more than forty thousand chemicals in commercial use, most are subject to accidental spills
or releases. Chemical spills and accidents range from small to large and can occur anywhere
chemicals are found, from oil drilling rigs to factories, tanker trucks to fifty-five-gallon drums and all
the way to the local dry cleaner or your garden tool shed.
SCENARIO

18. WHICH QUESTION RELATED TO THE TEXT WILL ELICIT DIVERGENT THINKING?
A
According to the article,
what are the possible
risks brought by industrial
chemicals?
B
How can the risks of
chemical contamination
be detected and handled?
By their nature, the manufacture, storage, and transport of chemicals
are accidents waiting to happen. Chemicals can be corrosive, toxic, and
they may react, often explosively. The impacts of chemical accidents
can be deadly, for both human beings and the environment.
Many if not most products we use in everyday life are made from
chemicals and thousands of chemicals are used by manufacturing
industries to make these products. The source of many of these
chemicals is petroleum, which is refined into two main fractions: fuels
and the chemical feedstocks that are the building blocks of plastics,
paints, dyes, inks, polyester, and many of the products we buy and use
every day. Fuels and chemical feedstocks made from petroleum are
called organic chemicals. The other important class of chemicals is
inorganics, which include acids, caustics, cyanide, computer circuit
boards.
Of the more than forty thousand chemicals in commercial use, most are
subject to accidental spills or releases. Chemical spills and accidents
range from small to large and can occur anywhere chemicals are found,
from oil drilling rigs to factories, tanker trucks to fifty-five-gallon drums
and all the way to the local dry cleaner or your garden tool shed.

19. A (CONVERGENT)
According to the article, what are the
possible risks brought by industrial
chemicals?
COMPETENCY: Generalize that
community-based problems
related to solution concentrations
are effectively addressed through
scientific investigation.
WHICH QUESTION RELATED TO THE TEXT WILL ELICIT DIVERGENT THINKING?
B (DIVERGENT)
How can the risks of chemical
contamination be detected and
handled?
By their nature, the manufacture, storage, and transport of chemicals
are accidents waiting to happen. Chemicals can be corrosive, toxic, and
they may react, often explosively. The impacts of chemical accidents
can be deadly, for both human beings and the environment.
Many if not most products we use in everyday life are made from
chemicals and thousands of chemicals are used by manufacturing
industries to make these products. The source of many of these
chemicals is petroleum, which is refined into two main fractions: fuels
and the chemical feedstocks that are the building blocks of plastics,
paints, dyes, inks, polyester, and many of the products we buy and use
every day. Fuels and chemical feedstocks made from petroleum are
called organic chemicals. The other important class of chemicals is
inorganics, which include acids, caustics, cyanide, computer circuit
boards.
Of the more than forty thousand chemicals in commercial use, most are
subject to accidental spills or releases. Chemical spills and accidents
range from small to large and can occur anywhere chemicals are found,
from oil drilling rigs to factories, tanker trucks to fifty-five-gallon drums
and all the way to the local dry cleaner or your garden tool shed.

20. HOW CAN STUDENTS BE GUIDED TO THINK ABOUT AND ANSWER THE QUESTION?
A (CONVERGENT)
According to the article, what are the
possible risks brought by industrial
chemicals?
COMPETENCY: Generalize that
community-based problems
related to solution concentrations
are effectively addressed through
scientific investigation.
B (DIVERGENT)
How can the risks of chemical
contamination be detected and
handled?
By their nature, the manufacture, storage, and transport of chemicals
are accidents waiting to happen. Chemicals can be corrosive, toxic, and
they may react, often explosively. The impacts of chemical accidents
can be deadly, for both human beings and the environment.
Many if not most products we use in everyday life are made from
chemicals and thousands of chemicals are used by manufacturing
industries to make these products. The source of many of these
chemicals is petroleum, which is refined into two main fractions: fuels
and the chemical feedstocks that are the building blocks of plastics,
paints, dyes, inks, polyester, and many of the products we buy and use
every day. Fuels and chemical feedstocks made from petroleum are
called organic chemicals. The other important class of chemicals is
inorganics, which include acids, caustics, cyanide, computer circuit
boards.
Of the more than forty thousand chemicals in commercial use, most are
subject to accidental spills or releases. Chemical spills and accidents
range from small to large and can occur anywhere chemicals are found,
from oil drilling rigs to factories, tanker trucks to fifty-five-gallon drums
and all the way to the local dry cleaner or your garden tool shed.

21. What do you find Worrisome
about this idea? What’s the
downside?
What else do you Need to
know or find out about this
idea?
What is your Stance on the
idea? What should your next
Step be? What Suggestions
could you make?
What Excites you about this
idea? What’s the upside?

22. DIRECTIONS:
In line with the given case,
evaluate as a group the
idea that knowledge of
solutions can help solve
environmental problems ?

Think about the
question in this
Compass Point that is
assigned to you.
Accomplish the form by
the end of the period.
STUDENT 1 STUDENT 2
STUDENT 3 STUDENT 4
GROUP DISCUSSION

23. ONLINE GROUP DISCUSSION IN JAMBOARD

24. ONLINE GROUP DISCUSSION IN JAMBOARD

25. HOW IS DIVERGENT THINKING DEVELOPED? WHAT DO STUDENTS LEARN?
STUDENT 1 STUDENT 2
STUDENT 3 STUDENT 4

26. STUDENT 1 STUDENT 2
STUDENT 3 STUDENT 4
HOW IS DIVERGENT THINKING DEVELOPED? WHAT DO STUDENTS LEARN?
RAPATAN2024
We will run
this in
March, with
co trainers

27. STUDENT 1 STUDENT 2
STUDENT 3 STUDENT 4
HOW IS DIVERGENT THINKING DEVELOPED? WHAT DO STUDENTS LEARN?
We will run
this in
March, with
co trainers
Addressing
issues
concerning
concentration
of solutions.

28. STUDENT 1 STUDENT 2
STUDENT 3 STUDENT 4
HOW IS DIVERGENT THINKING DEVELOPED? WHAT DO STUDENTS LEARN?
We will run
this in
March, with
co trainers
That knowing the concentration of a
solution helps in formulating sound
decision in solving problems related to
chemical related issues.
The fear of conducting
tests involving solutions as
they can lead to errors or
safety hazards.
A thorough investigation should
be done to effectively address the
given idea.
The knowledge of determining
concentration of solution as well
as techniques in carrying out an
investigation.
Addressing
issues
concerning
concentration
of solutions.

29. STUDENT 1 STUDENT 2
STUDENT 3 STUDENT 4
HOW IS DIVERGENT THINKING DEVELOPED? WHAT DO STUDENTS LEARN?
RAPATAN2024

30. FOUR CORNERS
Review M type of LC in your Q2 CG and CMap. Which of these could
involve Four Corners or Compass Point?
COMPASS POINT
FOUR CORNERS

31. COMPASS POINT
FOUR CORNERS
Stick-It-To
gether

32. Best Answer:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Stick-it Together
Reader Response
Question:
Copyright © 2016 J. Runde
Name:
Name:
Name:
Name:
❑Start with an uppercase letter
❑Begin with part of the question in your
answer
❑Show your thinking
❑Use words from the story
❑Write in full sentences
❑Check your spelling and punctuation

Learning Goal:

How will the effect of carbon dioxide
concentration to the rate of
photosynthesis be established?

33. RAPATAN2024
SHOW EXAMPLE
FOR 2024 Q1 TOPIC

34. A direct relationship between the
rate of photosynthesis to the
concentration of carbon dioxide has
been established through the
conduct of study using scientific
method. The study involved
clarifying, at the onset , pertinent
information needed in the design of
the experiment. Then differing
concentration of carbon dioxide
were prepared where plant samples
where exposed to. Results of the
experiment conducted supported
the connection between
photosynthesis and increased carbon
dioxide concentration.

35. PLACEMAT ORGANIZER FOR GROUP CONSENSUS
NEGATIVE
NEGATIVE
POSITIVEPOSITIVE

36. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in
Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove
the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a
supporting data from the article. Then as a group come to a consensus on the answer to the question based on
each one’s input.

GROUP CONSENSUS:
STUDENT 1:
STUDENT 3:
STUDENT 4:
STUDENT 2:
In order to test the effect of concentration of carbon dioxide to the
rate of photosynthesis an experiment can be carried out.





When doing an
experiment
involving varying
concentration of
carbon dioxide to
test its effect on
the rate of
photosynthesis,
certain errors may
occur in the
process.







The knowledge of determining concentration of solution as well as
techniques in carrying out an investigation.
A direct relationship between the rate of photosynthesis to the
concentration of carbon dioxide has been established through
the conduct of study using scientific method. The study involved
clarifying, at the onset , pertinent information needed in the
design of the experiment. Then differing concentration of
carbon dioxide were prepared where plant samples where
exposed to. Results of the experiment conducted supported the
connection between photosynthesis and increased carbon
dioxide concentration.


Handling carbon
dioxide
concentration
may pose safety
concerns when
doing the
experimentation.

37. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in
Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove
the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a
supporting data from the article. Then as a group come to a consensus on the answer to the question based on
each one’s input.

38. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in
Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove
the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a
supporting data from the article. Then as a group come to a consensus on the answer to the question based on
each one’s input.

39. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in
Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove
the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a
supporting data from the article. Then as a group come to a consensus on the answer to the question based on
each one’s input.

40. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in
Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove
the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a
supporting data from the article. Then as a group come to a consensus on the answer to the question based on
each one’s input.

41. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in
Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove
the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a
supporting data from the article. Then as a group come to a consensus on the answer to the question based on
each one’s input.

42. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in
Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove
the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a
supporting data from the article. Then as a group come to a consensus on the answer to the question based on
each one’s input.

43. HOW IS DIVERGENT THINKING DEVELOPED?
WHAT DO STUDENTS LEARN?
STICK-IT-TOGETHERPLACEMAT ORGANIZER

44. PLACEMAT ORGANIZER
Review M type of LC in your Q2 CG and Cmap.
Which of these could involve Stick-It-Together or Placement Organizers for an activity?
STICK-IT-TOGETHER

45. IS DIVERGENT THINKING ALONE HAPPENING IN THESE ACTIVITIES?
STICK-IT-TOGETHERPLACEMAT ORGANIZER
PLACEMAT ORGANIZER
STICK-IT-TOGETHER

46. COMBINATION OF DIVERGENT AND CONVERGENT THINKING

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

48. WHAT IS THE VALUE OF COMBINING DIVERGENT AND
CONVERGENT THINKING?
https://asana.com/resources/convergent-vs-divergent

49. https://asana.com/resources/convergent-vs-divergent
EXAMINE ALTERNATIVES/PERSPECTIVES
TO SEE THE BEST OPTION

50. https://asana.com/resources/convergent-vs-divergent
HOW WILL WE DETERMINE THE BEST
OPTION/ANSWER/SOLUTION?

51. CONVERGENT AND
DIVERGENT THINKING
CLAIM-EVIDENCE-REASONING
https://youtu.be/JGOxVIgmGWE?si=4ab3WriOBUVmJ7W1

52. PROBLEM/
ESSENTIAL
QUESTION
MAKING MEANING COMPETENCY FROM MATATAG CG
C.E.R. WRITING
1
2 3
4

53. PROBLEM/ESSENTIAL
QUESTION
MAKING MEANING COMPETENCY FROM MATATAG CG
C.E.R. WRITING
1
2 3
4
•OPEN-ENDED
•DOES NOT LOOK FOR A
SINGLE CORRECT ANSWER
•REQUIRES SUPPORT AND
REASONING
•INVOLVES HOTS

54. How can the
impact of
changing ocean
salinity on marine
ecosystem be
determined?
(M) COMPETENCY: Generalize that community-based problems related to solution
concentrations are effectively addressed through scientific investigation.
C.E.R. WRITING
1
2
3 4
•OPEN-ENDED
•DOES NOT LOOK FOR A
SINGLE CORRECT ANSWER
•REQUIRES SUPPORT AND
REASONING
•INVOLVES HOTS

55. How can the
impact of
changing ocean
salinity on marine
ecosystem be
determined?
(M) COMPETENCY: Generalize that community-based problems related to solution
concentrations are effectively addressed through scientific investigation.
C.E.R. WRITING
1
2
3 4
•OPEN-ENDED
•DOES NOT LOOK FOR A
SINGLE CORRECT ANSWER
•REQUIRES SUPPORT AND
REASONING
•INVOLVES HOTS
My claim or answer
to the question is…
My evidences I can cite
for my claim are…
The question asks
about… and my
evidences show…

57. How can the
impact of
changing ocean
salinity on marine
ecosystem be
determined?
C.E.R. WRITING
1
2
3 4
•OPEN-ENDED
•DOES NOT LOOK FOR A
SINGLE CORRECT ANSWER
•REQUIRES SUPPORT AND
REASONING
•INVOLVES HOTS
EASY MODERATECHALLENGING
My claim or answer
to the question is…
My evidences I can cite
for my claim are…
The question asks
about… and my
evidences show…

58. Class, pls. analyze this.
Explain why.

59. The researcher was able to validate his initial
observation through the conduct of a scientific
research. A clear purpose was established that served
as the foundation for the design and methodologies
carried out in the research. This was evident in the
survey design used in the study where scientific
questions on general chemistry were asked. The
participants targeted to respond to the questionnaire
were people with scientific roles in order to account
for their performance in preparing solutions of
varying concentrations in research experimentation.
The careful examination of the data gathered
provided insights to the manner and impact basic
science skills in the execution of an experiment.
Which of the two is a summary and an analysis?
Why do you say so?
The researcher surveyed respondents on
their understanding of basic chemistry task
in the preparation of solution for the
conduct of research studies . Free response
and multiple choice questions on molar
solutions were asked. And the examination
of the results led researcher to conclude
that there is a widespread problem on the
technique for making solutions. Therefore
recommending that trainings be done for
the improvement of scientific research.

60. The researcher was able to validate his initial
observation through the conduct of a scientific research.
A clear purpose was established that served as the
foundation for the design and methodologies carried
out in the research. This was evident in the survey
design used in the study where scientific questions on
general chemistry were asked. The participants targeted
to respond to the questionnaire were people with
scientific roles in order to account for their performance
in preparing solutions of varying concentrations in
research experimentation. The careful examination of
the data gathered provided insights to the manner and
impact basic science skills in the execution of an
experiment.
Which of the two is a summary and an analysis?
Why do you say so?
The researcher surveyed respondents on
their understanding of basic chemistry task
in the preparation of solution for the
conduct of research studies . Free response
and multiple choice questions on molar
solutions were asked. And the examination
of the results led researcher to conclude
that there is a widespread problem on the
technique for making solutions. Therefore
recommending that trainings be done for
the improvement of scientific research.
SUMMARY ANALYSIS

61. The researcher surveyed respondents on
their understanding of basic chemistry task
in the preparation of solution for the
conduct of research studies . Free response
and multiple choice questions on molar
solutions were asked. And the
examination of the results led researcher
to conclude that there is a widespread
problem on the technique for making
solutions. Therefore recommending that
trainings be done for the improvement of
scientific research.
The researcher was able to validate his initial
observation through the conduct of a scientific research.
A clear purpose was established that served as the
foundation for the design and methodologies carried
out in the research. This was evident in the survey
design used in the study where scientific questions on
general chemistry were asked. The participants targeted
to respond to the questionnaire were people with
scientific roles in order to account for their performance
in preparing solutions of varying concentrations in
research experimentation. The careful examination of
the data gathered provided insights to the manner and
impact basic science skills in the execution of an
experiment.
Which of the two is a summary and an analysis? Why do you say so?
SUMMARY ANALYSIS

62. The researcher surveyed respondents on
their understanding of basic chemistry task
in the preparation of solution for the
conduct of research studies . Free response
and multiple choice questions on molar
solutions were asked. And the examination
of the results led researcher to conclude
that there is a widespread problem on the
technique for making solutions. Therefore
recommending that trainings be done for
the improvement of scientific research.
The researcher was able to validate his initial
observation through the conduct of a scientific
research. A clear purpose was established that
served as the foundation for the design and
methodologies carried out in the research. This
was evident in the survey design used in the
study where scientific questions on general
chemistry were asked. The participants targeted
to respond to the questionnaire were people
with scientific roles in order to account for their
performance in preparing solutions of varying
concentrations in research experimentation.
The careful examination of the data gathered
provided insights to the manner and impact
basic science skills in the execution of an
experiment.
Which of the two is a summary and an analysis? Why do you say so?
SUMMARY ANALYSIS
CLAIM
REASONING
EVIDENCE
EVIDENCE
EVIDENCE
EVIDENCE

63. Analysis:
•uncover unstated assumptions or
hidden bias,
•explain logical fallacies in reasoning,
•make inferences from given facts,
•evaluate the relevance of data,
•point out the organizational structure
or parts of a work (art, music, writing)
and relationships of different parts
•support claims or arguments with
evidences and reasons

64. https://www.youtube.com/watch?v=5KKsLuRPsvU&ab_channel=BozemanScience

65. How can the
impact of
changing ocean
salinity on marine
ecosystem be
determined?
C.E.R. WRITING
1
2
3 4
•OPEN-ENDED
•DOES NOT LOOK FOR A
SINGLE CORRECT ANSWER
My claim or answer
to the question is…
My evidences I can cite
for my claim are…
The question asks
about… and my
evidences show…
STANDARD SEQUENCE

66. https://www.youtube.com/watch?v=5KKsLuRPsvU&ab_channel=BozemanScience
DEFINE KEY
TERMS
IN PROBLEM
OR ESSENTIAL
QUESTION

67. How can the
impact of
changing ocean
salinity on marine
ecosystem be
determined?
C.E.R. WRITING
1
3
2 4
DEFINE KEY TERMS
IN PROBLEM OR
ESSENTIAL QUESTION
My claim or answer
to the question is…
The evidences I can cite in
line with the definition of
the question’s key term
are…
The question asks about…
This means that…
In line with this, my
evidences show…
Therefore, my claim is…
Alternative Sequence

68. My claim or answer to the question is…
The evidences I can cite in line with the
definition of the question’s key term are…
The question asks about….
This means…
In line with this, my evidences show…
Therefore, my claim is…
PROBLEM/
ESSENTIAL
QUESTION:

69. How can the
impact of
changing
ocean
salinity on
marine
ecosystem
be
determined?
My claim or answer to the question is that Scientific Investigation
helps determine the impact of ocean salinity to marine life.
The evidences from the research I can cite in line with the definition
of the question’s key terms are the following:
-Citation of the researcher’s findings of salinity’s impact to marine
ecosystem brought forth by human related activities
-Provision of data indicating the effect of salt content to marine
ecosystem
-Conclusion that human-induced activities that increase ocean’s
salinity posed damage to marine and coastal environment

The question asks about the process by which the impact of changing
ocean salinity is determined.
This means that a scientific investigation(SI) can be carried out to
determine the impact of ocean salinity to marine ecosystem. SI is a
process of looking for answers to problems and involves gathering, testing
and analyzing data, to eventually lead to a conclusion.
In line with this, my evidences show that a scientific investigation was
done to look at the effect of human-induced ocean salinity to marine life.
Therefore, my claim is that Conduct of scientific investigation can assess
the possible impact of concentration of salts in the marine environment.

73. DIVERGENT
THINKING
CONVERGENT
THINKING
EVIDENCE
CLAIM
REASONING

74. My claim or answer to the question is that Scientific
Investigation helps determine the impact of ocean salinity to to marine
life.
The evidences from the research I can cite in line with the definition of
the question’s key terms are the following:
-Citation of the researcher’s findings of salinity’s impact to marine
ecosystem brought forth by human related activities
-Provision of data indicating the effect of salt content to marine
ecosystem
-Conclusion that human-induced salinity posed damage to marine
and coastal environment

The question asks about the process by which the impact of changing ocean
salinity is determined.
This means that a scientific investigation(SI) can be carried out to determine
the impact of ocean salinity to marine ecosystem. SI is a process of looking
for answers to problems and involves gathering, testing and analyzing data,
to eventually lead to a conclusion.
In line with this, my evidences show that a scientific investigation was done
to look at the effect of human-induced ocean salinity to marine life.
Therefore, my claim is that Conduct of scientific investigation can assess the
possible impact of concentration of salts in the marine environment.
CONVERGENT
CONVERGENT
DIVERGENT
How can the
impact of
changing
ocean
salinity on
marine
ecosystem
be
determined?

79. 1. An article excerpt, situation, graphic or problem is given to the student to read and analyze. (NB.
Article excerpt fits on one slide maximum.)
2. An Essential Question related to the Make Meaning competency is given for students to answer. The
Essential Question is open-ended.
3. A format for the student’s answer is provided. The format contains a part for the Claim, another for
Evidence and a final part for Reasoning. Each part may have prompts that student can use to begin his
or her answer.
4. A sample answer key is done to guide the rubric rating of students’ answers. Answer key uses the
given prompts for Claim-Evidence-Reasoning.
5. In the Reasoning part of the answer key, main terms of the question are defined. An explanation is
then given of how the evidences connect with the defined terms.
6. A specific type of rubric (i.e., holistic or analytic) is chosen to rate the students’ answers.
Checklist for C-E-R Worksheet and Answer Key

80. CLAIM-EVIDENCE-REASONING HOLISTIC RUBRIC
4
In addition to Level 3 response, student’s reasoning shows
in-depth inference that goes beyond other compelling
evidences related to the text.
3
Claim is correct. Cited evidences from article supports
claim. Reasoning is logical and connected to the evidence.
2
Claim is partially correct. Some of cited evidences do not
support the claim. Reasoning is partially not logical and
not connected to the evidence.
1
Claim is incorrect. Some of cited evidences do not support
the claim. Reasoning is incomplete.
0
No claim, evidence or reasoning is found in the answer.

81. Divergent and
Convergent Thinking
CLAIM-EVIDENCE-REASONING
Review M type of LC in your Q2 CG and CMap.
Which of these could involve Claim-Evidence-Reasoning as an activity?

82. 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
RAPATAN2024
Review M type of LC in your Q2 CMap and the activities you
wrote for these. Determine how to incorporate and indicate
Divergent Thinking techniques in their corresponding activities.

84. How are Making
meaning competencies
taught?
How then do we
develop divergent
thinking among
students?
Teachers can develop students’ divergent thinking in
Making Meaning learning competencies by proper
phrasing of questions and grouping students to do
collaborative discussions with the help of an organizer
that records the ideas of different group members.
Teachers can use organizers like Four Corners or Compass
Point.
Teaching Making Meaning learning competencies
involves developing students’ divergent thinking. Since
these competencies often regarded as Higher Order
Thinking competencies or HOTS go beyond mere recall of
information, these competencies lead students to
examine different views, solutions, and perspectives. In
the process, students deepen their learning and become
more analytical.

85. Can a combination of
divergent – convergent
thinking develop
analytical learning?
How?
In other organizers like Stick-It-Together and Placemat
Organizer, students share their individual views but arrive
at a consensus on the best answer or solution. Through
these organizers, students experience both Divergent and
Convergent thinking where they explore varied ideas and
come to an agreement.
Agreements on what is the best answer or solution
depend on the evidences that students are able to
gather. Hence, students, while engaged in divergent
thinking when examining varied evidences, research or
ideas, need to utilize these evidences as the basis for a
specific claim or group’s consensus.

86. What activity teaches
students to be
evidence-based in
making a claim?
Students learn to be evidence-based in their claims
and reasons through an activity called
Claim-Evidence-Reasoning. In this activity, students
are given an open-ended problem or essential
question, define the key terms in the question, look
for evidences in line with the defined terms, make
claims and provide reasons for their claim.
In which part of the
Learning Plan are these
Make meaning
activities done?
The design and implementation of these Making
Meaning activities are usually done for the Deepen
section of an EFDT Learning Plan.

87. Complete the following for your unit:
Learning plan activities and procedures
showing application of the following
divergent/convergent thinking organizers
for Make Meaning type of learning
competencies
- Four Corners
- Compass Point
- Stick-It-Together
- Placemat Organizer
- Claim-Evidence-Reasoning

88. 10 February 2024
RAPATAN2024

89. STICK-IT-TOGETHER
COMPASS POINT
CLAIM-EVIDENCE-REASONING
PLACEMAT ORGANIZER
FOUR CORNERS