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Grade 7
Global Warming Debate

Standard:
Construct an argument supported by evidence that shows how the physical or
biological components of an ecosystem affect populations.
Task:
With your group, you will be given a position on global warming. You will create
arguments that are supported by evidence and debate, using the team policy format, with
the opposing group. Your debate must be organized by arranging your arguments and
evidence so they are clearly understood and easily flow from one argument to the next.
Rubrics:
CRITERIA
(Weight) 1 2 3 4
Arguments Lack of Marginal Confident with Strong
(x1) confidence with confidence with material confidence with
material material presented while material
presented and presented and utilizing some presented while
facts, research, few facts, facts, research, utilizing facts,
and/or artifacts research, and/or and/or artifacts research, and/or
to substantiate artifacts used to to substantiate artifacts to
claims and substantiate claims and substantiate
reasoning claims and reasoning. claims and
reasoning. reasoning.
Evidence (x1) Little Some Most Information
information information information presented in the
presented in the presented in the presented in the debate was
debate was debate was debate was thorough,
accurate and accurate and accurate and accurate and
supported by supported by supported by supported by
facts, which facts, which facts, which facts, which
answered the answered the answered the answered the
guiding guiding guiding guiding
questions. questions. questions. questions.
Presentation The presenters The presenters The presenters The presenters
(x1) make little use make some use make good use make excellent
of eye contact, of eye contact, of eye contact, use of eye
articulation, and articulation, and articulation, and contact,
enthusiasm to enthusiasm to enthusiasm to articulation, and
keep the keep the keep the enthusiasm to
audience audience audience keep the
engaged. engaged. engaged. audience
engaged.
Organization The information The information Good flow of Exceptional flow
(x1) flows poorly, has some flow, information, of information,
which leads to a which leads to which leads to which leads to,
convoluted the presentation the presentation the presentation
presentation of of somewhat of logical of logical
logical logical arguments arguments
arguments. arguments brought forth in brought forth in
brought forth. a clear manner. a clear manner.
Grade 8
Understanding of the effect of solution and colloids to
humans and environment.
Goal:
Demonstrate the understanding of the effects of solutions and colloids that benefit and
harm humans and the environment.
Role:
Web Designer
Songwriter / Singer
Environmentalist
Audience: Grade 8 Students
Situation:
In time for the Science Week Celebration of the School, you are asked by the head of
Science Department to do an information drive and help them explain the significance of solutions
and colloids amidst their harmful effects.
Product/Performance:
Product 1 (Web Designer)
A Webpage or blog that will inform web visitors about the different solutions and
colloids, their benefits and risks. There should be notes, images and a space for frequently asked
questions.
Product 2 (Songwriter)
A Two-to three-minutes song with lyrics that reflect the understanding that solutions
and colloids are all around us. There should be at least three different solution and colloids in the
song. The song should have title and must be accompanied by at least one musical instrument.
Product 3 (Environmentalist)
An open letter to the high school populace that will discuss the need for solutions
and colloids in the field of medicine and food industry. It should also present safety precautions to
reduce hazards. The letter should contain 300-500 words only.
Rubrics:
CRITERIA 3 2 1 SCORE
ACCUARACY The Student show The Student show The Student shows
OF CONTENT deep understanding of considerable shallow
different solutions and understanding of understanding of
colloids. The different solution and different solution
properties, uses and colloids. The and colloids. The
effects of solution and Properties, uses and Properties, uses and
colloids to human and effects of solution effects of solution
the environment were and colloids to and colloids to
discussed in detail. human and the human and the
environment were environment were
discussed mentioned but not
discussed
ORGANIZATION/All Elements in the Most Elements in the Some Elements in
CLARITY OF Product are logically Product are logically the Product are
MESSAGE presented and presented and logically presented
consistent. A very consistent. A very and consistent. A
clear messaged is clear messaged is very clear messaged
conveyed to the conveyed to the is conveyed to the
audience. audience audience
COMPLETEN The output follows There is one missing There are two or
ESS the mechanics elements in the more missing
completely. output. Most of the elements in the
mechanics were output. Few of the
followed. mechanics were
followed.
TOTAL__________
Grade 8
Elements of Periodic table Presentation
Goal:
You are to Display understanding of the elements of the periodic table. Choose your
Favorite elements, make a feature article about it, and explain why it is favorite
Role:
Photographer
Writer
Historian
Audience: High School Students
Situation:
The Association of Chemistry Teachers of the Philippines is sponsoring an event and plans
to create a periodic table gallery. They have invited photographers, writers and historians to
submit entries of their favorite Elements. The entries of the participant will be displayed in the
gallery for viewing by high school students.
Product 1: Make a photo album of an element you have chosen. Include a caption for
the Elements. It must include the history, significance, and product produced from the
elements through the years, as well as the possible things that can still be developed from
it.
Product 2: Choose an Element and Write an Essay about it. Write it on a cartolina for
better viewing. It must include the history, significance, and product produced from the
elements through the years, as well as the possible things that can still be developed from
it.
Product 3: Make a timeline of the element you have chosen. It must include the
history, significance, and product produced from the elements through the years, as well
as the possible things that can still be developed from it.
Rubrics:
Level of Understanding (75%) Level Of

Score Performance/Product
(25%)
Accurate Critical Complete and Engaging Skillful

insightful
4 Show Display a Presentation Covers Performance/ Performance/
Extensive critical mind all topics of the unit Product is very product is
accuracy in presenting with insightful engaging and Highly skillful
of concept profoundly thoughts sincerely and shows
mindful of unusual
audience. craftsmanship
.
3 Show Shares Present most of the Performance/ Performance/
accurate critical topics of the unit Product is product is
concepts thoughts on with insightful engaging and skillful and
the unit. thoughts. mindful of the shows good
audience preparation.
2 Show Few Shares Presents some of Performance/ Performance/
errors in superficial the topics of the Product is product is
concept thoughts units with some somewhat somewhat
not-so- appropriate. engaging, but skillful
doesn`t seem doesn`t
mindful of the reflect good
audience. preparation.
1 Show Show Presents few topics Performance/ Performance/
some superficial with some not-so- Product is product is
erroneous thoughts appropriate ineffective and unpolished
concept. thoughts. unmindful of the and obviously
audience. with very little
preparation.
Grade 8
Tulong Aral Project
Goal:
You are to teach and impart understanding of the chemical systems and atomic structure
of water to chemistry students under the Tulong Aral Project.
Role:
You are a Chemistry tutor of the Tulong Aral Project of the Student Government.
Audience: Second Year Students
Situation:
The Current Batch of Second year students is having difficulties in lessons in chemistry.
The transition to K-12 seems to be harder than what people have expected. The Grade 8 Level
President has suggested to the Student Government that a Tulong Aral Project be implemented.
The Student Government has approved the suggestion. Provided that a number of tutors will be
available to help students on a one-on-one basis. With your credentials, you have been invited to
be one of the tutors.
Product 1: Write an Analytical essay based on the key ideas in this unit to explain the
chemical system and atomic structure of water. Discuss your write-up with your student.
Product 2: Construct a concept map that illustrate the key points indicated in the
instructions above, Explain to your student the chemical systems and atomic structure
through your map.
Product 3: Makes a song/rap/jingle. The lyrics should reflect an explanation of chemical

system and atomic structure. Teach the song to your tutee and explain the lesson through
song analysis.
Rubrics:
Descriptors
Criteria Score
4 3 2 1
Accuracy of Show Show Show Few Show some
Content Extensive accurate errors in erroneous
accuracy of concepts concept concept.
concept
Completen Presentation Present most Presents Presents few
ess Covers all of the topics some of the topics with
topics of the of the unit topics of the some not-so-
unit with with units with appropriate
insightful insightful some not-so- thoughts.
thoughts thoughts. appropriate.
Clarity Performance/ Performance/ Performance/ Performance/
product is product is product is product is
Highly skillful skillful and somewhat unpolished
and shows shows clarity. skillful but is and
outstanding not very obviously
Clarity clear. not clear
Performanc Performance/ Performance/ Performance/
e Product is Product is Product is Performance/
very engaging somewhat Product is
engaging and mindful engaging, ineffective
and sincerely of the but doesn`t and
mindful of students seem
unmindful of
students understandin mindful of
understandin g the students the students
g understandin understandin
g g
/16
TOTAL
Grade 8
A Campaign on Healthy Digestive System
Goal:
Your goal is to demonstrate understanding on the proper ways to maintain a healthy
digestive system through a campaign.
Role:
You are an advertiser
Situation:
A school is celebrating its health week. This Year`s theme is focused on healthy lifestyle:
Maintain a Healthy Digestive System. In line with this, the School commissioned you to highlight
the proper ways to maintain a healthy digestive system using various media.
Product 1: A computer graphic or poster with a campaign slogan that promotes proper
ways how lifestyle and diet affect the digestive system.
Product 2: A two-page article or news feature about activities and meals that promotes
a healthier digestive system. All suggested activities and meals must be supported by a
brief and accurate explanation.
Product 3: A five-Minute presentation of an infomercial on the proper way to maintain a

healthy digestive system. This should include data and picture comparing persons with
healthy and unhealthy digestive system; and tag lines that will surely catch the attention
of the students.
Rubrics:
Criteria 4 3 2 1 Score
Accuracy of All Most of the Some of the Only few of
Content information information information the
presented are presented are presented are information
complete and complete and complete and are correct.
correct. correct. correct.
Suggestions All Only four of Only three of Only two of
suggestions the the the
give are clear, suggestions suggestions suggestions
realistic and given are given are given are
doable. clear, clear, clear,
realistic, and realistic, and realistic. And
doable. doable. doable.
Creativity The Work is The work is The work is The work is
very creatively somewha.t not creatively
creatively done. creatively done.
done. done.
TOTAL
Grade 8
Presentation on Mitosis and Meiosis
Goal:
You are demonstrate deeper understanding on the two types of cellular division: mitosis
and meiosis, and their importance in the body processes
Role:
You are a biological for education program.
Situation:
As a resource speaker, you are invited to reinforce students` learning in the two types of
cellular division: mitosis and meiosis, and their importance in body processes.
Product 1: An analytical, 300-to-500 words essay based on the key ideas of this unit to
explain the importance of the two types of cellular division: mitosis and meiosis in our
bodily functions.
Product 2: A five-Minute video presentation showing the overview of mitosis and

meiosis, and how they multiply. A short explanation is given and the video is shown
Product 3: A diagram or a model of mitosis and meiosis on one whole illustration board
with caption on brief explanation on their importance.
Rubrics:
Descriptors
Accuracy of Show Show Show Few Show some
Content Extensive accurate errors in erroneous
accuracy of concepts concept concept.
concept.
Completene Presentation Present most Presents some Presents few
ss Covers all of the topics of the topics topics with
topics of the of the unit of the units some not-so-
unit with with insightful with some appropriate
insightful thoughts. not-so- thoughts.
thoughts appropriate.
done. done.
TOTAL
Grade 8
Cartoon on Interaction among Organism
Goal:
Your goal is to create a cartoon that will make understanding of the interaction among
organism and the environment as an important factor in the balance of nature
Role:
You are a creative writer
Audience: Publishing Manager, Grade 8 Students in the country.
Situation:
A popular publishing house has commissioned you to write a comic book series for high
school science. However, they are asking you to give a sample of your work before finalizing the
deal. They are challenging you to make a draft outlining the interaction among organism and
environment. It should be clear and appealing to them, and consequently to the readers of the
comic book.
You can choose any of the following:
A 10-to15-panel comics strip A 10-to15-panel comics strip Q 10-to 115-panel comics strip
on the energy flow in on nutrient cycle. on interaction among organism
ecosystem. and environment
A 10-to 15-panel comic strip A 10- to 15- panel silent A 10-to 15-panel comic strip
on the effect of human comic strip (without a dialogue reflecting the statement,
activities in the ecosystem. among characters) on how to humans are stewards of our
achieve a sustainable world, finite Earth.
Rubrics:
Description
Score
Criteria 4 3 2 1
Accuracy of The comic The comic The comic The comic
Content strip show full strip show full strip show strip show
understanding understanding some little
of the of the understanding understanding
interaction interaction of the of the
among among interaction interaction
organism and organism and among among
environment environment organism and organism and
as an as an environment environment
important important as an as an
factor in factor in important important
balance of balance of factor in factor in
nature. nature balance of balance of
nature nature
Organization The comic The comic The comic
of ideas strip has a strip has a strip has a
very smooth very smooth very smooth
flow of ideas. flow of ideas. flow of ideas.
All the strips some the Most the
show strips show strips show
coherence. coherence coherence
Illustration The The The
illustration illustration illustration
match the match the match the
story. Are story. Are story. Are
neatly drawn neatly drawn neatly drawn
and colored and colored and colored
and include and include and include
many details. some details. few details.
_________/10
TOTAL
Grade 8
Newton-Einstein Hour
Goal:
You are to create a product that demonstrate your creativity in depicting what you
consider to be quintessential l value of the following value of the following physicist in
contemporary society: Sir Isaac Newton and Albert Einstein.
Role:
You are a Science Club officer who is tasked to launch a project called the Newton-Einstein
Hour.
Audience: The High school population (consisting of students, teachers and other school
Authorities).
Situation:
Your School annually Celebrates Science Week. This Year`s theme is focused on
appreciating and acknowledging the contribution of Scientist who made a significant impact on
the improvement of man`s life through Science. Your project called Newton-Einstein Hour, is
designed to honor and pay homage to the life and works of these brilliant physicist through an
hour- long exhibit.
Product 1: An Einstein or a Newton portrait (1/4 illustration board) or a miniature clay
bust sculpture. It should include a short narrative of their achievements, inventions and/ or
contribution.
Product 2: A Poster Board (1/2 illustration board) of the physicist`s achievements,
inventions and/ or contribution that made a significant impact in society and helped man`s
understanding of physics,.
Product 3: A recorded jingle or music video (to be played on demand in the exhibit
area) about the physicists early childhood (anecdotal facts), interest, adult life
(relationships), and their achievements, inventions and/ or contribution.
Rubrics:
Description
Criteria Scor
e
4 3 2 1
Concept/ Concepts were Concepts were Concept were Concept were lacking
Content evident apparent: all but usually apparent; most of the time;
Accuracy throughout all none or two used some terms very few terms used
terms were terms were accurately. accurately.
used used accurately.
accurately
Relevance Established a Established a Attempted to Failed to establish a
clear purpose purpose that is establish a purpose that is
that is very quite relevant to purpose, but was relevant to the goal
relevant to the the goal and not relevant to and did not
goal and demonstrated the goal or did demonstrate an
demonstrated an not show a clear understanding of the
a clear understanding understanding of topic.
understanding topic. the topic.
of the topic
Organizatio Well prepared Prepared and Not Completely Not prepared and
n/ and made no made few prepared and made mechanical
Mechanics mechanical mechanical made mechanical errors; some
errors; the errors thats did errors that did interfered with
overall not interfere not interfere with presentation
presentation with the presentation.
was effective. effectiveness of
the
presentation.
Creativity Interesting , Interest, Some user of Bland, no variability;
and engaging motivation, props, colors, did not use props,
audience visually effort and time graphics, colors, graphics,
Appeal stimulating are obviously language, and language, and
aesthetically present; very humor were humor, boring to
appealing use little use of engaging, but will watch; does not
of props, props, colors, not stimulate. catch audience
colors, graphics, attention; interest,
graphics, language, and motivation, efforts,
language, and humor, but and time are
humor enough to obviously absent.
engage and
hold attention.
Grade 8
Biodiversity
Goal:
You are to demonstrate understanding on how diversity of life exists in ones community
and how living things interact with one another.
Role:
You can be a painter/visual artist, an environmental speaker, or a singer/composer.
Audience: High school Students
Situation:
A Science High school invited you to be part of their celebration of Science Week. You are
asked to present your work in front of all high school students. You will demonstrate how diversity
of exists in one community. Your work should also manifest respect of other organism and
appreciate their value and usefulness.
Product 1: (Painter/Visual Artist) a 5 x10-painting or graphic design of how diversity of

life exists in ones community, and how one should value the different organisms. It must
be accompanied by a short description of artwork and title
Product 2: (Environmental speaker) A 5 minutes essay to be delivered during the
celebration. It should give the message on how the diversity of life exists in ones
community, and how one should respect for the organism.
Product 3: (Singer/Composer) A 2 to 3 minutes song with lyrics that reflect how
diversity of life exist in ones community and how human activities reduce, maintain, and
enrich diverse life forms. The song should have a title and must be accompanied by at
least one musical instrument.
Rubrics:
Description
Criteria 4 3 2 1 Scor
e
Accuracy of The student The student The student The student
Content show deep show show shallow show limited
understandin considerable understandin understandin
g of how understandin g of how g of how
diversity of g of how diversity of diversity of
life exist in diversity of life exist in life exist in
one`s life exist in one`s one`s
community. one`s community. community.
community.
3 2 1
All elements Most elements in the product Some
Organization/ in the are logically presented and elements in
ideas product are consistent. A very clear the product
logically message is conveyed to the are logically
presented audience presented
and and
consistent. A consistent. A
very clear very clear
message is message is
conveyed to conveyed to
the audience. the audience
All mechanics Most mechanics were Not all the
Mechanics were followed followed for the given mechanics
(Painting-title, for the given product. were
size, description; product. followed.
essay- title,
length, delivery;
songs- title.
Lyrics, length,
instrumental
accompaniment)
TOTAL
Grade 8
Mechanical Energy converted into Electrical Energy
Goal:
Your goal is to campaign about how mechanical end energy is converted into electrical
energy, such as in the case of a water turbine.
Role:
You are a group of 5 students who are all member of the science club in your school.
Audience: All Students and teachers in your school.
Situation:
Your club is currently conducting a science fair. One of the highlight of the event is an
exhibition of investigatory projects, demonstration, and science related artworks. Your group is
tasked to prepare the materials for exhibition on the concept of energy.
Product 1: A poster with campaign slogan that explain through graphics how
mechanical energy is converted to electricity.
Product 2: An essay or news feature about existing real world examples of water
turbines used anywhere in the world as the main source of energy (even in a limited
capacity). Discuss in your essay how this set-up benefits the community (or country) using
this.
Product 3: An experimental water turbine that performs the actual energy conversion.
Rubrics:
Description
Criteria Scor
e
4 3 2 1
Concept/ Concepts were Concepts were Concept were Concept were lacking
Content evident apparent: all but usually apparent; most of the time;
Accuracy throughout all none or two used some terms very few terms used
terms were terms were accurately. accurately.
used used accurately.
accurately
Relevance Established a Established a Attempted to Failed to establish a
clear purpose purpose that is establish a purpose that is
that is very quite relevant to purpose, but was relevant to the goal
relevant to the the goal and not relevant to and did not
goal and demonstrated the goal or did demonstrate an
demonstrated an not show a clear understanding of the
a clear understanding understanding of topic.
understanding topic. the topic.
of the topic
Organizatio Well prepared Prepared and Not Completely Not prepared and
n/ and made no made few prepared and made mechanical
Mechanics mechanical mechanical made mechanical errors; some
errors; the errors thats did errors that did interfered with
overall not interfere not interfere with presentation
presentation with the presentation.
was effective. effectiveness of
the
presentation.
Creativity Interesting , Interest, Some user of Bland, no variability;
and engaging motivation, props, colors, did not use props,
audience visually effort and time graphics, colors, graphics,
Appeal stimulating are obviously language, and language, and
aesthetically present; very humor were humor, boring to
appealing use little use of engaging, but will watch; does not
of props, props, colors, not stimulate. catch audience
colors, graphics, attention; interest,
graphics, language, and motivation, efforts,
language, and humor, but and time are
humor enough to obviously absent.
engage and
hold attention.
Grade 8
Infomercial
Goal:
Your goal is to produce a video commercial (infomercial) depicting problems of the eye
(Vitamin A deficiency), glasses for vision correction, and learning eye safety to prevent injury in
children.
Role:
You are all member of a five team of health workers who may assume any these roles:
1. An optometrist/ophthalmogist-who will talk about the importance and common
defects of the organ for seeing, the eyes; and the cause and effects of vitamin A
deficiency in children
2. One of three actors-who will perform a skit to interpret a relevant scene that will
further encourage the audience to take care of their eyes and treat vitamin A
deficiency through proper nutritional solution.
3. Jingle Composer-who will write and perform a catchy tune that will serve as a
powerful device to convince the audience that vitamin A is an important requirement
for vision.
Audience: You will present your output to an to an audience which include a mother and their
young children in your community.
Situation:
You may choose from the given scenarios.
Product 1: The Department of health commissioned your team to prepare an
infomercial that will explain the consequences and treatment of vitamin A deficiency in
children in an informative and entertaining manner. Through your infomercial, it is hoped
that the public will be educated and that infomercials will be a means to promote
awareness on health measure that can serve to further reduce the morbid consequences
in inadequate vitamin a nutrition in the community.
Product 2: Your group was invited to speak before the preparatory and elementary
pupils on your municipality. To command the young audiences attention, you decided that
an infomercial will do the trick
Product 3: Your will create a video commercial (infomercial) that discusses briefly the
prevention, treatment, and consequences of vitamin A deficiency. Discuss as one example
the case of Exophthalmia, which is widely recognized as the leading cause of childhood
blindness in developing countries. Include in your infomercial a discussion of the advocacy
of administrative order 119, s 2003 to sustain healthy eyesight.
Rubrics:
Description
Criteria Scor
e
4 3 2 1
Eye Concepts were Concepts were Concepts were Concept were
Problems evident apparent. usually apparent. lacking most of the
and safety throughout time.
measures
Overall Used specific, Often Used Sometimes Used Most of the time
Vocabulary appropriate specific, incorrect, or Used incorrect, or
science appropriate inappropriate inappropriate
terminology. science science science terminology.
terminology. terminology.
Mechanics Well prepared Prepared and Not Completely Not prepared and
and made no made few prepared and made mechanical
mechanical mechanical errors made mechanical errors; some
errors; the thats did not errors that did interfered with
overall interfere with not interfere with presentation
presentation effectiveness of the presentation.
was effective. the presentation.
Creativity Interesting , Interest, Some user of Bland, no
engaging motivation, effort props, colors, variability; did not
visually and time are graphics, use props, colors,
stimulating obviously present; language, and graphics, language,
aesthetically very little use of humor were and humor, boring
appealing use props, colors, engaging, but will to watch; does not
of props, graphics, not stimulate. catch audience
colors, language, and attention; interest,
graphics, humor, but enough motivation, efforts,
language, and to engage and and time are
humor hold attention. obviously absent.
Grade 9
Information dissemination Activity
Goal:
Your objective is to present helpful information to the public about effective ways of taking
care of the respiratory and circulatory systems based on gathered data. The challenge is how you
will be able to lead the people to take action rather than merely accepting the presented
information. There are obstacles to overcome such as the reluctance and preconceived notion of
people against changing their lifestyle to promote health.
Role:
Suppose you work for an advertising company as graphic artist and your job is to create
public informational materials. You are asked to disseminate information to the public regarding a
lifestyle that ensures healthy condition of the respiratory and circulatory system.
Audience: Your target individuals to receive the information that will provide are the people in
the school community including all students, teachers, and school officials. Parents and other
persons who visit your school might also see your work therefore, it is important that you
convince them to consider the ways of taking care of their bodies, specifically the circulatory and
respiratory system.
Situation:
Upon gathering information from school or local health workers, you have found out that
poor lifestyle affects the performance of the respiratory and circulatory system. Many people are
aware of this, so they simply continue with their busy lifestyles, neglecting their health, and
exploiting their bodies. The challenge involves dealing with this by creating a poster that will stir
up the peoples consciousness in having healthy lifestyle.
Design a wall poster or placards that will make members of your audiences aware of how
they can effectively take care of their respiratory and circulatory system. You may use any
medium for artwork.
Rubrics:
CATEGORY 4 3 2 1
Presentation The poster The poster The poster The poster does
clearly communicate indirectly not sufficiently
communicate the some of the communicate the communicate
main idea and important idea idea and hardly any idea that
strongly and slightly promotes can promotes
promotes promotes awareness. awareness
awareness. awareness.
Creativity All of the Most of the The graphics The graphics
graphics used on graphics used on were made by were not made
the poster reflect the poster reflect the student but by the student.
an exceptional student ingenuity were copied from
degree of student in their creation. the designs or
ingenuity in their ideas of others.
creation.
Accuracy and All graphics in Most graphics in Some graphics in The graphics in
Relevance of the poster are the poster are the poster are the poster are
the Content accurate and accurate and accurate and neither accurate
related to the related to the related to the and nor related to
topic. topic. topic. the topic.
Required The poster All required Few required Required
Elements includes all elements are elements are Elements are
required included. included. missing.
elements as well
as additional
information
Grade 8
Our Electrified World
Goal:
Your goal is discuss the role of electricity in today`s world situation.
Role: You are a Grade 10 student who is applying for a scholarship in a college/ university to
which you were admitted.
Audience:
Your paper or presentation will be submitted for evaluation and facts validation to review
committee of the college or university.
Situation:
The School you have chosen offers a scholarship grant to deserving students. The
requirements include a detailed discussion on the importance of electricity in this age. You are to
present your ideas on the said topic before they could consider your application(along with your
other credentials.
Product 1: Write a research paper on how we depend on electricity. Include in the
discussion on how this energy is generated and then transmitted from power plants to our
cities and homes. Additional points will be given if the research will focus on geothermal
energy, one of the cleanest and most efficient ways to generate electricity.
Product 2: create a power point presentation on The Brightest City in the World. Your
presentation must include a detailed description of how much electrical energy is used up
in lighting this city. Look also into the economics, social, military, recreational, and
environmental issues that could be influenced through the utilization of this much energy
in a city ( or country) that currently is without electricity or has difficulty generating its
own.
Product 3: In an essay, evaluate how electricity is used to improve the lives of
physically challenged persons and those with health issues such as amputees and heart
patients. In effect, you will answer how medicine has gone a long way through electicity
dependent devices and tools.
Rubrics:
CRITERIA DESCRIPTION
4 3 2 1
Accuracy of Content is accurate, Appropriate Poor explanation; No analysis of topic; no
Content comprehensive and details are inaccurate concept explanation
well-supported; included; connection.
concepts are fully adequate
and properly explanation.
explained; insights
are present.
Organization Use an exceptional Uses a logical, Uses an adequate Uses an inadequate
al logical and effective effective logical and effective organizational strategy;
organizational organizational organizational strategy; less than half of the
strategy; each strategy; almost most sections of the sections of the product
section of product all sections of the product have a clear have a clear beginning;
has a clear product have a beginning, middle and middle and end.
beginning, middle, clear beginning, end.
and end. middle, and end.
Grammar Graphics go well with Graphics go well Graphics go well with Graphics do not go with
the text and there is with the text, but the text, but there are the accompanying text
a good mix of text there are so many too few and the or appear to be
and graphics. that they distract brochure seems text- randomly chosen.
from the text. heavy.
Development Relevant ideas are Relevant ideas Relevant ideas are Relevant ideas are
of Ideas exceptionally are effectively adequately developed. inadequately
developed. developed. Adequate use of developed. Inadequate
Exceptional use of Effective use of descriptive details and use of descriptive
descripted details descriptive details examples. Text details and examples.
and examples. Text and examples. adequately focuses on Text inadequately
is exceptionally Text is sufficiently an idea, a feeling, or an focuses on an idea, a
focused on an idea, a focused on an experience. feeling, or an
feeling, or an idea, a feeling, or experience.
experience. an experience.
Grade 8
Earthquake Preparedness
Goal:
Your goal is to prepare a tangible output showing how to manage the effects of natural
phenomena or events associated with earthquake
Role:
You are a volunteer from the National Disaster risk Reduction and Management Council
(NDRRMC)
Situation:
After the impact of what happened in japan on march 2011 when it was hit by a 9.0
magnitude earthquake, the school decided to invite a volunteer from NDRRMC to orient all
students on ( Earth preparedness.) You are invited to associated with earth enlighten students on
how to manage the effects of human phenomena associated with earthquake.
Product 1: A three-page report of comparative study of destructive earthquake that
have occurred in the Philippines with those neighboring countries. Write the strongest
earthquake recorded in the Philippines to date. How would you deal with it if happened in
your time?
Product 2: A five-minute Power presentation on how you can prepare the community
in case of the occurrence of an earthquake. Stress do`s and dont`s before, during and after
an earthquake.
Product 3: An Earthquake drill which can be practiced in the school to be ready incase
earthquake occur.
Rubrics:
Description
Criteria 5 4 3 2 1
Accuracy of The Student The Student The Student The Student The Student
Content show deep show show shallow show limited show limited
understanding considerable understanding understanding understanding
of how to understanding of how to of how to
of how to
manage the of how to manage the manage the
effects of manage the effects of manage the effects of
natural effects of natural effects of natural
phenomena natural phenomena natural phenomena
associated phenomena associated phenomena associated
with associated with associated with
earthquake with earthquake with earthquake
earthquake
earthquake
Purpose The product The product The product
has very clear has clear has a
purpose. The purpose. The purpose. The
intended intended intended
message was message was message was
delivered delivered. not delivered.
clearly
Organization All Elements Most Some
in the product Elements in Elements in
are logically the product the product
presented and are logically are logically
consistent. presented and presented.
consistent.
creativity The product is The product is The product is
very creative. creative. somewhat
A lot of effort Some effort creative.
and detail and detail Limited effort
went into went into and detail
work. work. went into
work.
Grade 8
Earth Water
Goal:
Your goal is to prepare a tangible output to demonstrate effective means of conserving
Earths water and protect from pollution.
Role:
You are a volunteer from the Department of Environmental and Natural Resources (DENR).
Situation:
The country has started to realize that there is a very small amount of fresh water
available; there will not be enough for man, plants, and animals. Although there is a continuous
cycle of water that maintains a constant supply of water on the earth, this would not be enough
for use in the near future. So campaign to conserve the earths water and protect it from pollution
has be well promoted. With this knowledge, the Grade 8 student invited you to orient them about
the said topic.
Product 1: A Model of a water cycle. Use cardboard for the illustration and models.
Briefly explain how water cycle occurs in nature and how they can help in maintaining the
supply of water on earth.
Product 2: A five-minute Power presentation on how you can help prevent water
population to keep our natural bodies of water clean and safe for domestic use, aquatic
life, and recreational purposes.
Product 3: A 7 x 11 brochure that promotes conservation of earths water and shows
effective means of preventing water pollution in your community.
Rubrics:
Description
Criteria 5 4 3 2 1
Accuracy of The Student The Student The Student The Student The Student
Content show deep show show shallow show limited show limited
understanding considerable understanding understanding understanding
of effective understanding of effective of effective
of effective
ways of effective ways ways
conserving ways conserving ways conserving
Earths Water conserving Earths Water conserving Earths Water
and ways of Earths Water and ways of Earths Water and ways of
protecting it. and ways of protecting it. and ways of protecting it.
protecting it. protecting it.
Purpose The product The product The product
has very clear has clear has a
purpose. The purpose. The purpose. The
intended intended intended
message was message was message was
delivered delivered. not delivered.
clearly
in the product Elements in Elements in
are logically the product the product
consistent. presented and presented.
consistent.
creativity The product is The product is The product is
very creative. creative. somewhat
A lot of effort Some effort creative.
and detail and detail Limited effort
went into went into and detail
work. work. went into
work.
Grade 8
Space Exploration
Goal:
Your goal is to demonstrate understanding that exploring the space is mans way
discovering the nature of the universe beyond the earth
Role:
You are a local Astronomer
Situation:
Space Exploration has sparked the advancement of new technologies from rockets to
communications equipment to computers. The Science Coordinator has invited you to give a talk
on astronomy to the students, how the discoveries and explorations have given humanity news
perspective of earth and its neighbours.
Product 1: Design a model of what you think a permanent space station should be
indicate proper labelling and description.
Product 2: Research on the accident that happened to space shuttle challenger in

January 1986. What caused the disaster? What lesson did teach NASA? From the research,
compose a musical skit for presentation.
Product 3: Debate on the pros and cons on the risk and benefits of space exploration.
This is a mock debate in which your group can be guided by the following question;
A.) Is space an important frontier for human exploration/ inspiration?
B.) How does space exploration science and human understanding?
C.) What are the advantages and disadvantages of space exploration to mankind?
Rubrics
Accuracy of All Most of the Some of the Only few of
Content information information information the
presented are presented are presented are information
complete and complete and complete and are correct.
correct. correct. correct.
/ Clarity of in the Product Elements in Elements in
Message are logically the Product the Product
consistent. A presented and presented and
very clear consistent. A consistent. A
messaged is very clear very clear
conveyed to messaged is messaged is
the audience. conveyed to conveyed to
the audience the audience
done. done.
TOTAL
Grade 9
Act as Volcanologist!!
Standard:
Create awareness among your townmates about the volcanic hazards.
Task:
You are a volcanologist from Bicol. On your way back to your hometown, you saw the
destruction brought about by the eruption of Mayon Volcano. You decided to invite your
colleagues to come with you on your next visit with the mission , that is to Create awareness
among your townmates about the volcanic hazards before, during, and after a volcanic eruption.
Rubrics:
CRITERIA 4 3 2 1
EXCELLENT PROFICIENT ADEQUATE LIMITED
Has included at Has included at Has included at Has included at
least 5 things to least 4 things to least 3 things to least 2 things to
Details and remember remember remember remember
information before, during before, during before, during before, during
and after a and after a and after a and after a
volcanic volcanic volcanic volcanic
eruption. eruption. eruption. eruption.
Presentation is Presentation is Presentation is Presentation is
Method of easy to unique but not not unique but not unique and
Presentation understand organized. organized. not organized.
unique and
exemplary
Well-prepared Well-prepared Variety of props Limited props or
with variety of but limited or materials materials used
props or props or used to create to create an
materials used materials used an adequate image which
Techniques/ to create a to create a image that is minimally
Creativity powerful image interesting moderately appeals to or is
about what to image about suitable what to suitable about
do before, what to do do before, what to do
during and after before, during during and after before, during
volcanic and after volcanic and after
eruption volcanic eruption volcanic
eruption eruption
Information Information Information Information
contains contains minor contains errors contains many
essentially no errors which which somewhat errors which
Accuracy errors which none of interfere interfere with limit clarity of
interfere with with clarity of clarity of communication.
clarity of communication. communication.
communication.
Grade 9
Development and Demonstration of Volleyball Team
Drill Projectile Motion
Goal:
Your goal is to develop and demonstrate a 5-minutes team drill that will apply projectile
motion concept and principle to the learning and development of three motor skills in volleyball.
Role:
You are a team of physical education teacher-coaches who conduct volleyball clinics under
a youth sports program of the school. The program targets to entice students who are interested
or are still learning volleyball to join the sports clinic while the trained volleyball student players
may assist of officiate drill and lead up games towards the development of basic volleyball skills.

Situation:
The school sports program suffered up the promotion of ball game athletes who recently
graduated. To speed up the promotion renewed interest in the ball game training and beef up the
remaining number of ball players, the MAPEH teachers came up with the idea to conduct fun
sports clinics using modified volleyball games, drill and lead up game plan. Starting next week,
the drills will be used in the weekly sport clinics. This try outs will give coaches, varsity players
and interested students an avenue to scout, mingle and develop volleyball skills with the others.
You will develop, present and demonstrate a five-minutes volleyball drill proposal that will
apply the projectile motion concept that principle to the learning and development of 3 motor skill
in volleyball.
Rubrics
Criterion 7-8 5-6 3-4 1-2

*communicati The group The group The group The group was able to
on of Proposal communicated the communicated communicated present their ideas but
ideas and explained clearly the ideas and the ideas and not the concept
concept applications explained effectively concept application
clearly and effectively, selected concept applications.
and raised interesting applications only.
question on the
developed drills
*Use of *Used techniques for 3 *Used techniques for *Used techniques *Unclear use
physics skills based on physics 2 skills based on for 1 skill based techniques for skills
Knowledge concepts and physics concepts and on physics based on physics
principle. principle. concepts and concepts and principle.
principle.
*Used terms *Used terms *Used terms
appropriately appropriately in *Used terms or inappropriately most of
throughout the some parts of the two inconsistently the presentation
presentation presentation during the
presentation
*Movement Created a wide range Created athletic Select some Has some difficulty
Composition of athletic moves that moves that were athletic moves creating moves that
were appropriate to appropriate to the appropriate to the were appropriate to the
the demonstration of demonstration of all demonstration of demonstration of skills.
all 3 skills. The drill 2 skills. The drill 1 or 2 skills. The The drill sequence
sequence showed a sequence showed a drill sequence showed a sophisticated
sophisticated use of competent use of showed a simple use of space, time,
space, time, level, space, time, level, use of space, level, force and flow.
force and flow. force and flow. time, level, force
and flow.
Performance The Group perform The Group perform The Group The Group perform with
with a high degree of with appropriate perform with little energy and
precision, style. The degree of precision, some energy of precision. The group
group applies style. The group precision. The show awareness
movement concepts applies movement group applies movement concepts
and tactics in a critical concepts and tactics some movement and tactics, but has
and effective manner. in appropriately. concepts and difficulty applying.
tactics
appropriately.
Grade 10
Safety and Survival
Standard:
Your Goal is to help your Family prepare for an impending Emergency
Task:
You are task is to prepare an emergency kit for the whole family. Decide what items
should in your emergency kit and be ready to present it in class
Rubrics:
1pt 2pts. 3pts 4pts

Survival Kit None of these A few of the At least 8 At least 10
Item items are items are items are items are
necessary for clearly clearly clearly
survival during necessary for necessary for necessary for
or after a survival during survival during survival during
disaster or after a or after a or after a
disaster disaster. disaster
Labels and None of the A few of the At least 8 At least 10
Uses items are items are items are items are
labelled labelled labelled labelled
properly and properly and properly and properly and
there is no a reason for reason for reason for
reason for each item is each item is each item is
including it in included on a included on a stated on a
the survival separate separate separate sheet
kit. sheet of paper sheet of paper of paper
Neatness and The kit is not The kit is The kit is done The kit is
Effort exerted organized it somewhat well with some neatly
look like the organized and organization organized and
student threw it look like the and labelling. labelled as
it together at student ran It appears the necessary.
the last out of time or student Much time and
minute didnt take worked hard effort were put
without much care of the on it. into creating
care. project project.
Total
Grade 7
Lighting Problems
Goal:
To address some of the most common lighting problems in various situations or activities
Role:
You are the consultant of the Center for Occupational Health and Safety who conducts
lighting survey to identify problems and eventually recommend proper lighting solution needed
for various situations or
activities.
Audience:
Role Audience Depending on the assigned situation/activity:
Group 1: Student reading using the study table

Group 2: Student working on a computer
Group 3: Once workplace where visual tasks are only occasionally performed
Group 4: Seminar orientation using LCD projector
Group 5: Kitchen working area
Situation:
As the consultant of the Center for Occupational Health and Safety, you are tasked to
conduct lighting survey to detect and solve some of the most common lighting problem since
poor lighting can affect the quality of work and can be a safety and a health hazard, too.
Creative slideshow presentation
Rubrics:
Category 4 3 2 1
Accuracy of Students show Students show Students Students
Content/ Science deep considerable show shallow show limited
Concept understanding of understanding of understanding understanding
related science related science of related science of related
concept. All facts concept. Facts concept. Facts science concept.
and information and information and information Facts
presented presented were presented were and information
were accurate, complete and incomplete and presented were
complete, and have one or two have three or incomplete and
have no error. errors. four errors. have - or
more errors.
Product Students create Students create Students create The product is
an original, an accurate an accurate not accurate
accurate, and product that product but
interesting product adequately it does not
that adequately addresses the adequately
addresses the issue. Students address the
issue. Students are medium is issue.
very persuasive informational but
and informative on not persuasive on
disaster risk disaster risk
reduction reduction.
Lighting Students correctly Students Students Students

Checklist/ identify at least correctly correctly incorrectly
Problem three lighting identify at least identify at least identify lighting
problems. two lighting one lighting problems.
problems. problems.
Lighting Students correctly Students Students Students
Solutions identify at least correctly correctly incorrectly
three reasonable, identify at least identify at least identify lighting
insightful two reasonable, one reasonable, solution.
possible solutions/ insightful insightful possible
strategies. possible solutions/ solutions/
strategies. strategies.
Graphics/ Graphics go Graphics go Graphics go Graphics do
Pictures well with the well with well with the not go with the
text and there the text, but text, but there accompanying
. is a good mix there are so many are too few and text or appear
of text and that the brochure to be randomly
graphics are they distract from seems text heavy. chosen or
relevant to topic the text. Number irrelevant to
and create emotion of graphics topic.
or action in detract from
audience persuasiveness.
Grade 7
Travel Brochure
Goal: To analyze the advantage of the location of the Philippines in relation to its
climate, weather, and season.
Role: You work in the Department of Tourism as a tourism brochure maker.
Audience: Tourists and Filipinos who love to travel and visit places
Situation: The Department of Tourism would like to come up with a brochure that will
highlight Philippines as a tourism destination not only because of its beautiful sceneries
and natural resources but also because of its advantageous climate, weather, and
seasons.
The brochure should also feature strategic location of the Philippines in relation to
its climate, weather, and seasons.
Rubrics
Descriptors
Content shows deep shows shows shows limited
understandin considerable shallow understandin
g of the understandin understandin g of the
concept g of g of concept
presented. the concept the concept presented
presented. presented.
Organizatio All elements Most Some Few elements

n in the elements in elements in in the
product the the product
are logically product are product are are logically
presented logically logically presented
and presented presented and
consistent. and and consistent.
consistent. consistent.
A very clear The message
message is A clear The message is conveyed
conveyed to message is is conveyed to the
the audience. conveyed to to the audience
the audience audience is not clear.
is clear but
lacks details.
Creativity The product The product The product The product
is is is somewhat; is somehow
very creative; creative; limited e ort creative; very
a lot of e ort some and detail limited e ort
and detail e ort and went into the and detail
went into the detail went work. went into the
work. into work
the work.
TOTAL
Grade 7
Disaster Preparedness Plan
Goal: Increase awareness on the natural disasters using the concepts of one-direction motion and
devise an action plan on how to reduce and mitigate disaster risk.
Role:
You may choose one of the following roles:
A meteorologist
A weather forecaster
A volunteer from Natural Disaster Risk Reduction and Management Council.
Audience: Local community residents
Situation:
As part of the local Disaster Preparedness Week, you are tasked to conduct a mini-forum to
the local community residents regarding how to reduce and mitigate disaster. The way that
people deal with the threat of disasters, including their use of science and technology, is
fundamentally dependent on how they view disasters and risk. Likewise, the task of managing
disaster risks and disaster events is heavily dependent on scientific knowledge.
Creative slideshow presentation which may consider the following discussion points:
What physics concepts are used in understanding the nature and effect of the
calamities/disasters?
How can disaster risks and losses be further reduced through greater use of science and
technology concepts?
What is the possible plan of action?
Group 1: Typhoon
Group 2: Earthquake
Group 3: Volcanic Eruption
Group 4: Tsunami
Group 5: Landslide
Rubrics
Descriptors
Criteria 4 3 2 1 Scor
e
Accuracy of Students Students Students Students show
Content/Science show deep show show shallow limited
Concept understanding considerable understanding understanding
of related understandi of related of related
science ng science science
concepts. of related concepts. Facts concepts.
All facts and science and Facts
information concepts. information and
presented Facts and presented were information
were accurate, information incomplete and presented
complete, and presented have three or were
have no errors. were four errors. incomplete
complete and have - ve
and or more
have one or errors.
two errors.
Campaign/ Students Students Students The product

Product... create create create is
an original, an accurate an accurate not accurate
accurate, and product that product but
interesting adequately it does not
product that addresses adequately
adequately the address the
addresses the issue. issue.
issue. Students Students
are very medium is
persuasive and informationa
informative on l
disaster risk but not
reduction persuasive
on
disaster risk
reduction.
Research Data Students Students Students Students
include four include at include at include fewer
or more least three least two than two
high-quality high-quality high-quality high-quality
examples or examples or examples or examples or
pieces of data pieces of pieces of data pieces of data
to support their data to support their to support
campaign. to support campaign their
their campaign.
campaign.
Plan of Action/ Students Students Students Students

Solutions identify more identify at identify at identify fewer
than four least least three than three
reasonable, four reasonable, reasonable,
insightful reasonable, insightful insightful
possible insightful possible possible
solutions/ possible solutions/ solutions/
strategies. solutions/ strategies. strategies.
strategies.
Graphics/ Graphics go Graphics go Graphics go Graphics do

Pictures well with the well with well with the not go with
text and there the text, but text, but there the
. is a good mix there are so are too few and accompanying
of text and many that the brochure text or appear
graphics they distract seems text to be
Graphics are from the heavy. randomly
relevant to text. chosen or
topic and Number irrelevant to
create emotion of graphics topic.
or action in detract from
audience persuasiven
ess.
Grade 7
Biography
Goal: You will show appreciation and understanding of the life and works of the scientist that
may have influenced the world by creating biographies.
Role: You are creative biographies .
Audience: The Students
Situation: The Elementary School head asked the school`s librarian to enrich the library`s
collection of creative biographies by featuring the lives, works and achievements of some Filipino
and foreign scientist to be displayed in the library. You are tasked to create interesting biographies
of different scientist.
Product 1: An 8 x 11 photo portfolio with five to seven pages collection of images
showcasing one Filipino and one foreign scientist, revealing their personal life and the
environments of their scientific work that may have influenced your life.
Product 2: A two pages special issue magazine featuring one Filipino scientist and
foreign scientist their life `s works and inventions and how they became influential on their
field of expertise.
Product 3: An 8 x 11 four pages comic story book featuring one Filipino and one
foreign scientist, their life and works that have made a significant impact in helping man
understand the world of science. Include visuals, background, objects, and a related
humorous dialogue depicting the characters.
Rubrics
Description
Score
Criteria 4 3 2 1
Accuracy of The students The student The students The students
Content shows deep show shows shallow shows limited
understanding considerable understanding understanding of
of the lifes, understanding of the life, the life, works, and
works and of the life, works, and achievements of
achievements works, and achievements of the different
of the achievements the different scientists; hoe
different of the different scientist; how their life and works
scientist; how scientists; how their life and influence our daily
their life and their life and works influence life and the world
works works influence our daily life were not
influence our our daily life and the world discussed.
daily life and and the world were mentioned
the world were discussed but not
were in part. discussed.
discussed in
details.
Organization All elements Most elements Some elements Few elements in
of Ideas in the product in the product in the product the product are
are logically are logically are logically logically presented
presented and presented and presented and and consistent.
consistent. consistent. consistent.
The message
A very clear A clear The message conveyed to the
message is message is conveyed to the audience is not
conveyed to conveyed to the audience is clear.
the audience. audience. clear but lacks
details.
Language Appropriate Appropriate Descriptive Inappropriate
descriptive descriptive language was descriptive
language was language was used; few words language was
used; a used; some create pictures used; some words
variety of words create in the students are too confusing.
strong words pictures in the mind.
creates vivid students mind.
pictures in the
students
mind.
Creativity The product is The product is The product is The product is
very creative; creative; some somewhat somehow creative;
a lot of effort effort and detail creative; limited very little effort
and detail went into the effort and detail and detail went
went into the work. went into the into the work.
work. work.
Total Score=_____/16
Grade 7
Waste Management Program
Goal: You will show understanding of the elements and compounds used at home and
community, their advantages and harmful effects to the humans and the environments by
promoting a good waste management program.
Role: You are a resource speaker on a good waste management program.
Audience: High school students
Situation: You are invited in a celebration of the science week in your school to share your
expertise in saving the environment by practicing a proper waste management program at home,
in school, and in community, and the benefits that may result everyone cooperates .
Product 1: A waste management chart poster (made of cartolina ) that includes top five
waste materials generated by household and ways on how these may be managed
properly.
Product 2: A slideshow presentation that is a five to eight minutes explanation of an

effective waste management program at home, in school, and in community
Product 3: A 5 x 8 pamphlet with four to six pages on the effective waste management
program to be distributed to the students to heighten their awareness on the proper
sorting of materials according to used and proper disposal of waste at home, in school, and
in community.
Rubrics
Description
Score
Criteria 4 3 2 1
Accuracy of The facts The facts, The facts, The facts,
Content information, information, information, information,
and and and and
explanations explanations explanations explanations
are clearly, are clearly are clearly are clearly
concisely, and and logically presented presented
logically presented with with no
presented with supporting supporting
with supporting information. details.
supporting information.
information.
Presentation Presentation Presentation Presentation Presentation
of Output shows shows some shows an shows very
considerable originality and attempt of little attempt
originality and inventiveness. originality and of original
inventiveness. It is inventiveness. thought.
It is represented in
represented in an interesting
a unique and way.
interesting
way.
Creativity The work is The work is The work is The work is
very creatively somewhat not creatively
creatively done and creatively done and not
done and very appealing.it is done and not appealing.
appealing. It appropriate to so appealing.
is appropriate the topic.
to the topic.
Total Score=_____/12
Grade 7
Microorganism
Goal:
You are display an understanding about microorganism, their structures and
variations. You should also display awareness on the economic importance of
microorganism and the diseases they can cause to other organism, most especially to
human.
Role:
Journalist/Write,
Singer/Composer
Medical Representative
Visual Artist
Audience:
People in your Barangay
Situation:
Microorganisms are found everywhere. They are also present in our body as well
as in other organism interacting in a symbiotic manner. However their population can
grow geometrically when they exposed to favorable condition. When their population
increases that is the time that they can cause infection. You were tasked by the DOH in
your town to conduct an information campaign about infectious diseases caused by
different kind of microorganism.
Product 1: Prepare a brochure that contain the picture of pathogenic

microorganisms informing the readers of the diseases they can caused and how
they can be prevented and controlled.
Product 2: Create a jingle that would advertise the importance of microorganism

to industry and the environment.
Product 3: Write a appreciation letter to a medical company for their researches

that led to the discovery of medicines that can cure infections caused by
microbes.
Product 4: Make an eye-catching poster that will show at least five healthful
practices be done to prevent microbial infections.
Rubrics
Description
Scor
Criteria e
4 3 2 1
Accuracy The students The student The students The students
of Content shows deep show shows shallow shows limited
understanding considerable understanding understanding
about understanding about about
microorganis about microorganism microorganism
m their microorganism their structure their structure
structure and their structure and variation. and variation.
variation. and variation.
The Student The Student
The Student The Student show shallow show limited
Display deep how awareness on awareness on
awareness on considerable the economic the economic
the economic awareness on importance of importance of
importance of the economic microorganism microorganism
microorganis importance of s. s.
m. microorganism
s. The Student The Student
The Student display shallow display limited
display deep The Student awareness awareness
awareness display about the about the
about the considerable diseases they diseases they
diseases they awareness can cause to can cause to
can cause to about the other organism other organism
other diseases they most especially most especially
organism can cause to to human. to human.
most other organism
especially to most especially
human. to human.
Organizati All elements in Most elements Some elements Few elements

on of the product in the product in the product in the product
Ideas are logically are logically are logically are logically
presented and presented and presented and presented and
consistent. consistent. consistent. consistent.
Clarity of A very clear A clear The message The message

the message is message is conveyed to conveyed to
Message conveyed to conveyed to the audience is the audience is
the audience. the audience. clear but lacks not clear.
details.
Creativity The product is The product is The product is The product
very creative creative somewhat lacks creative
creative
Total
Score:=_______/16
Grade 7
Asexual Reproduction
Goal: Your goal is to familiarize yourself with the methods of asexual propagation
used by farmers that have economic importance.
Role: You are a graphic designer, a resource speaker, a farmer, or horticulturalist.
Audience: High School Student
Situation: As part of the culminating activity after the lesson on Reproduction

in Living Things you are asked to prepare a product /performance on vegetative
propagation in plants. Your product should include:
Different methods that a farmer uses in propagation plants.
Explanation on how a farmer performs the methods mentioned.
Example of plant species that are propagated by the methods
Advantages and economic importances of some vegetative
propagation of plant
Product 1: A Brochure showing the different vegetative propagation of
plant.
Product 2: A 7-minute slideshow presentation on the different methods of

asexual or vegetative propagation of plants.
Product 3: A farmer to perform how to apply different methods of the

plant propagation.
Rubrics
Description
Score
Criteria 4 3 2 1
Content shows deep show shows shallow shows limited
about asexual understanding about asexual about asexual
propagation about asexual propagation of propagation of
of plant. propagation plant. plant.
of plant.
All elements Most Some elements Few elements in

in the product elements in in the product the product are
Organization are logically the product are logically logically
presented and are logically presented and presented and
consistent. A presented and consistent. consistent.
very clear consistent. A The message The message is
message is clear message conveyed to the conveyed poorly
conveyed to is conveyed to audience is and in confusing
the audience. the audience. clear. manner.
Mechanics The product is There are few There are some There are
free from errors in errors in frequent errors in
errors in punctuation, punctuation, punctuation,
grammar, capitalization, capitalization, capitalization,
spelling, and and spelling. and spelling. and spelling.
syntax.
Total
Score=_________/12
Grade 9
Campaign on Healthy Circulatory System
Goal: You demonstrate understanding on the proper way to maintain
a healthy circulatory system through a campaign.
Role: You are a journalist.
Audience: Grade 9 students
Situation: Your schools celebrate Health Week annually. This years theme
is focused on Healthy Lifestyle: Maintain a Healthy Circulatory
System. In line with this, journalists present their contributions
to the special edition of the news magazine of the school that
will highlight the proper way to maintain a healthy circulatory
system.
Product/ You need to choose one of the following:
performance:
Product 1: A computer graphic or poster with a campaign
slogan that promotes the proper way how lifestyle and diet
affect the circulatory system.
Product 2: A 2-page article or news feature about activities
that promote a healthier circulatory system. All suggested
activities and meals must be supported by a brief and accurate
explanation.
Product 3: A 5-minute presentation of an infomercial on the
proper way to maintain a healthy circulatory system. This
should include data and pictures comparing persons with
healthy and unhealthy circulatory system; and tag lines that will
surely catch the attention of the students.
Rubric
(4) (3) (2) (1)

Content All information Most of the Some of the Only few of the
presented are information information information is
complete and presented are presented are correct.
correct. complete and complete and
correct. correct.
Suggestions All suggestions Only four of Only three of Only two of the
are doable given are the the suggestions
clear, realistic suggestions suggestions given are
and doable. given are given are clear, realistic
clear, realistic clear, realistic and doable.
and doable. and doable.
Creativity The work is The work is The work is The work is not
very creatively very creatively somewhat creatively done
done done creatively done
Grade 9
Pedigree Analysis
Goal: Your goal is to predict the characteristics running in a family and decide which
mode of inheritance is observed.
Role: You are a geneticist/genealogist.
Audience: A married couple
Situation:
A married couple has been blessed with a baby due in four months. They are so
excited that they want to have a clue on the possible features of the baby but they dont
want to undergo an ultrasound examination believing that it may harm their baby. You have
been hired to give them an idea about the babys characteristics.
Through an in depth study of two generations from both parents (the baby is the third
generation already), you will predict the babys physical characteristics.
You have been asked to present a pedigree chart leading to the baby. The pedigree
chart should be of three levels and must consist of at least 12 members in the family.
You have been tasked to perform one of the following:
Product 1 - A pedigree analysis of the different blood types in the family as well as
the presence of hemophilia (bleeding disorder)
Product 2 - A pedigree analysis of facial features like widow`s peak, cleft, and
dimples.
Product 3 A pedigree analysis of how pattern baldness is observed in the family.
RUBRICS
CRITERIA DESCRIPTORS SCORE

(5) (4) (3) (2) (1)
Accuracy of The report The report The report The report The report
content shows deep shows shows shows shows
understandi considerable shallow limited limited
ng of the understandi understandi understandi understandi
concept of ng of the ng of the ng of the ng of the
genetics. concept of concept of concept of concept of
The mode genetics. genetics.the genetics.th genetics.
of The mode of mode of e mode of There was
inheritance inheritance inheritance inheritance no mention
is explain is explained is accurately is not of the mode
accurately accurately explained. explained. of
and but not inheritance.
explicitly explicitly.
Presentatio The The The The
n pedigree pedigree pedigree pedigree
chart is chart is chart is not chart is not
visually visually visually visually
appealing. appealing. appealing appealing.
All members Most but All Some of
of the family members of members of members of
are the family the family the family
represented are are are
properly. represented represented represented
properly. properly. properly.
completene The output There is no There are
ss contains at missing two or more
least 12 element in missing
members of the output. elements in
the family, the output.
legend,
summary of
results, and
a
conclusion.
Total Score ____/15
Grade 9
Cartoon for Biodiversity
Goal: Your goal is to create a cartoon that will make understanding of the causes of species
extinction.
Role: You are a creative writer.
Audience: Publishing manager, and second year high school students in the country.
Situation: A popular publishing house has commissioned you to write a comic book series for
high school science. However, they are asking you to give a sample of your work before finalizing
the deal. They are challenging you to make a draft outlining of concept of biodiversity and
extinction. It should be clear and appealing to them and consequently to the readers of the comic
book.
You can choose any of the following:
1. A 10 15 panel comic strip on the different species diversity with emphasis on
importance of biodiversity.
2. A 10 15 panel comic strip on how organisms change gradually given new conditions
in the environment.
3. A 10 15 panel comic strip on the causes of extinction.
4. A 10 15 panel silent comic strip (without a dialogue among characters) on the loss
of biodiversity.
5. A 10 15 panel comic strip reflecting the statement, It is not the strongest of the
species that survive but those that fit best in the environmental.
Rubric
Criteria Description Scor

4 3 2 1 e
Accuracy of The comic The comic The comic strip The comic strip
content strip shows strip shows shows some shows little
full some understanding understanding
understanding understanding of the concepts of the concept
of the of the of biodiversity. of biodiversity.
concepts of concepts of Terminologies There are no
biodiversity. biodiversity. and/or terminologies
Terminologies Terminologies analogies used and/or
and/or and/or in the story are analogies used
analogies analogies inaccurate and in the story.
used in the used in the weak.
story are story are
accurate. accurate.
Organizatio The comic The comic strip The comic strip
n/ Flows of strip have a has a smooth has a bad flow
Idea very smooth flow of ideas. of ideas. Most of
flow of ideas. Some of the the strips do not
All the strip strip shows show
shows coherence. coherence.
coherence.
Illustration The The illustration The illustrations
illustration match the story, match the story
match the are neatly but are not
story, are drawn and neatly drawn
neatly drawn colored, and and colored,
and colored, include some and include few
and include details. details.
many details.
Total Score /
10
Grade 9
Bioenergetics output
Goal: Your goal is to create a campaign that will highlights the interdependence between plants
and animals in obtaining food and energy.
Role: You can either be a painter/visual artist, an environmental speaker, and a singer/composer.
Audience: High school students
Situation: A Science high school invited you to be part of their celebration of Ecology week. The
theme of the celebration is Sustaining a Healthy Relationship among Organisms. You are asked
to present your work (painting, essay, song) in front of all high school students. You will encourage
them to realize the interdependence between plants and animals while performing their normal
functions.
Product 1(Painter/Visual Artist) A 15 x 10 painting of how plants and animals rely
on each other while performing their normal functions (photosynthesis and cellular
respiration). It must be accompanied by a short description of the artwork and a title.
The painting will be exhibited in the campus.
Product 2 (Environmental Speaker) A 3- paragraph essay to be delivered during the
celebration on how plants and animal rely on each other while performing their normal
functions (photosynthesis and cellular respiration). The essay should be have a title
and to be delivered in a well-modulated voice.
Product 3 (Singer/Composer) A 2 to 3-minutes song with lyrics that reflect the
interdependence between plants and animals and hoe they rely on each other while
performing their normal functions (photosynthesis and cellular respiration). The song
should have a title and must be accompanied by at least one musical instrument. It will
be performed during the celebration of Ecology Week.
Rubric
Criteria Description Score

4 3 2 1
content shows deep shows shows shallow shows limited
understanding considerable understanding of understanding
of understanding of photosynthesis of
photosynthesis photosynthesis and cellular photosynthesis
and cellular and cellular respiration in the and cellular
respiration in respiration in the product. The respiration in
the product. The product. The interaction of the product. The
interaction of interaction of reactants and interaction of
reactants and reactants and products for both reactants and
products for products for both processes were products for
both processes processes were mentioned but both processes
were discussed discussed in part. not discussed. were not
in detail. mentioned at
all.
Organization/ All elements in Most elements in Some elements

Clarity of the product are the product are in the product
message logically logically are logically
presented and presented and presented.
consistent. consistent. The message
A very clear A very clear conveyed to the
message is message is audience is not
conveyed to the conveyed to the clear.
audience. audience.
Mechanics All mechanics Most of the Not all of the
(Painting were followed for mechanics were mechanics were
(title, size, the given product. followed for the followed.
description); given product
Essay (title,
length,
delivery); Song
(title, lyrics,
length,
instrumental,
accompanimen
t)
Total Score
/12
Grade 9
Chemical Bonding
Goal: You are to display understanding of the different types of chemical bonding, how they
happen, and how their products (chemical compounds) become useful to human life and
environment.
Role: you can either a/an:

1. Researcher
2. Web designer
3. Photographer
Audience: High School Students

Situation: The Association of Chemistry Teachers of the Philippines is sponsoring an event that will
highlight the different chemical compounds. They have invited researchers, web designers, and
photographers to submit entries of their favorite chemical compounds. The entries of the
participants will be displayed in the gallery for viewing by high school students.
1. Researcher
Interview fellow students about their understanding of chemical bonding or
reaction. Interview at least six people. Include also a list of chemical compounds
that they know and how they are being used. Summarize the results of your
interviews. Design a 3-5 minute presentation regarding the results.
2. Web Designer
Create an informative media project (brochure, PowerPoint presentation, etc.) about
chemical bonding and chemical compounds. Explain the topic, how/where they are
commonly used and how they are important for everyone to understand.
3. Photographer
Make a photo album of chemical compounds. Include a caption for each. It must
include the history, formation, significance, and products produced from these
compounds through the years as well as the possible things that can still be
developed from them.
Rubric

4 3 2 1
Accuracy Shows Shows Shows few Show some
extensive accurate errors in erroneous
accuracy of concepts. concepts. concepts.
concepts.
Engaging Performance/ Performance/ Performance/ Performance/
to the Product is Product is Product is Product is
Audience very engaging somewhat ineffective
engaging and and mindful engaging but and
sincerely of audience. doesn`t unmindful of
mindful of seem the
audience. mindful of audience.
audience.
Creativity Performance/ Performance/ Performance/ Performance/
product is product is product is product is
highly creative and somewhat unpolished
creative and shows good creative but and
shows preparation. doesn`t obviously
unusual reflect good with very
craftsmanshi preparation. little
p. preparation.
Total Score /12
Grade 9
Campaign for Hydrocarbons
Goal: You are to display understanding of different organic compounds that benefit and
harm humans and the environment.
Role: You can either be a/an:
1. Web designer
2. Songwriter/singer
3. Environmentalist
Audience: The general public
Situation: There are reports that hydrocarbon derivatives are very hazardous to one`s
health. A group of anti-hydrocarbon wants to ban all substances that are derived from
hydrocarbons. You were asked by the Department of Science and Technology (DOST) to
do an information drive and help them explain to the public the significance of
hydrocarbon amidst their harmful effects.
Product/performance:
1.) product 1 ( web designer)
A webpage, blog, or facebook fan page that will inform web visitors about
three different hydrocarbons, their benefits and risks. There should be notes
images, and a space for frequently asked questions. It must also be interactive
where visitors can pose comments, question, and suggestions.
2.) Product 2 ( songwriter)
A 2 to 3 minute song with lyrics that reflect the understanding that

hydrocarbon derivatives are all around us. There should be least three different
hydrocarbon in the song. The song must be recorded and will be uploaded in the
DOST website/web designer`s page. It should have a little and must be
accompanied by at least one musical instrument.
3.) Product 3 (environmentalist )
An open letter to the public that will discuss the need for hydrocarbon
derivatives in the fields of medicine, cosmetics, and food industry. It should justify
the use of hydrocarbon derivatives and present safety precautions to reduce
hazards. The open letter will be uploaded in the DOST websitee/web designer`s
page. The letter should be 300-500 words.
Rubric for Campaign of Hydrocarbons
Criteria Description score

4 3 2 1
Content shows deep shows shows shows
understandin considerable shallow limited
g of different understanding understandin understandi
hydrocarbon of different g of different ng of
s. The hydrocarbons. hydrocarbons. different
structures, The structures, The hydrocarbon
properties properties uses structures, s. The
uses and and effects of properties structures,
effects of hydrocarbons to uses and properties
hydrocarbon humans and the effects of uses and
s to humans environment hydrocarbons effects of
and the were discussed to humans hydrocarbon
environment in part. and the s to humans
were environment and the
discussed in were environmen
detail. mentioned t were not
but not mentioned
discussed. at all.
Organizatio All elements in Most Some
n/clarity of the product are elements in elements in
message logically the product the product
consistent. A presented presented
very clear and and
message is consistent. A consistent.
conveyed to the clear The
audience. message is message is
conveyed to conveyed to
the audience. the
audience is
not clear.
Completene The output There is one There are
ss contains at least missing two or more
three elements in missing
hydrocarbons the output. elements in
and follows the Most of the the output.
mechanics mechanics Few of the
completely. were mechanics
followed. were
followed.
Total score ___/10
Grade 9
Mole Street on Mole Day
Goal: You are to display understanding of the mole as a unit for counting number and its
importance to various stoichiometric calculations.
Role: You can either be a/an
) athlete
) juggler
) artist
Audience: The general public
Situation:
Every October 23 from 6:02 a.m to 6:02 p.m , students, teachers, and chemists
celebrate the Mole Day to commemorate the basic measuring unit in chemistry known as
mole as represented by avogrado`s number (6.02x10 23).
As stoichiometry deals mainly with a mole, students shall launch an activity with the
theme Mole Street on Mole Day! with the permission from the school principal.
Choose a spot inside the campus which shall be named Mole Street.
Product/performace:
1. Athlete-Conduct a Mole Olympics that will highlights mole-related sports
such as mole relay,shoot the atoms,etc.
2. Juggler Display your balancing skills through juggling presentation. You
may use props such as balls, rings, and clubs.
3. Artist Set up a gallery that exhibits artworks giving importance to
stoichiometry.
Rubric
4 3 2 1
Presentation/ The student The student The student The student
execution show deep shows shows shows
understanding considerable shallow limited
of the mole understandin understandin understandin
concept and g of the mole g of the mole g of the mole
all the given concept and concept and concept and
tasks were most of the only a little of none of the
executed given tasks the given given tasks
perfectly. were tasks were were
executed. executed. executed.
Organization/ All elements in Most elements Some
correctness of the product in the product elements in
idea are logically are logically the product
presented and presented and are logically
consistent. A consistent. A presented.
very clear clear message The message
message is is conveyed to is conveyed
conveyed to the audience. to the
the audience. audience.
Creativity The product The product The product
displays a displays displays a
very creative moderately little creative
output. All the creative output. Few
mechanics output. Most of the
were followed. of the mechanics
mechanics were
were followed. followed.
Total score ____/1
0
Grade 9
Volcanic Eruption Awareness

Goal: generate an informative material that is focused on what really transpired during a
phenomenal volcanic eruption dating back to 1900s.
Role: You are part of the Philippine institute of Volcanology and Seismology (PHIVOLCS) and you
are tasked to launch a campaign on volcano, earthquake, and tsunami disaster preparedness and
risk reduction.
Audience: audience for this activity is composed of the high school students ( from freshmen to
senior level), administration, teaching staff, and nonteaching personnel.
Situation: in response to the government`s call to launch orientation on disaster preparedness,
your school has invited a number of experts from the PHIVOLCS who will talk about the said
program. As majority of the audience come from student population, the PHIVOLCS team is
encouraged to utilize a medium that would catch the interest and the comprehension level of the
students.
As part of the team, you have to conduct research on a phenomenal volcanic eruption
( e.g. Mt. Pinatubo in 1991). Using the gathered data, your team has to come up with any of the
following that would dramatize what happened during the eruption based on the recorded
experiences of the people.
Product 1: A theatrical dramatization of the eruption which shall be participated in by
selected students.
Product 2: A puppet show
Rubric
Description Scor
Criteria
4 3 2 1 e
Creativity/ Play shows excellent Play shows good Play shows Play shows poor
originality use of original ideas. use of original adequate use of use of original
(theme, plot) ideas. original ideas. ideas.
Characterizati Characters employed Characters Characters Characters
on in the play exhibit all employed in the employed in the employed in the
of their normal play exhibit most play exhibit play exhibit none
characteristics (i,e, of their normal some of their of their normal
they act, talk, and characteristics normal characteristics
seem like (i,e, they characteristics (i,e, they dont
themselves generally act, (i,e, they act, talk, and
talk, and seem sometimes act, seem like
like themselves talk, and seem themselves
like themselves
Appropriate The reader can There is an Storyline is There is no real
use of easily understand evident storyline somewhat storyline; conflict
storytelling the storyline; conflict that can be difficult to is either absent
technique is clearly introduced understood with understand; or unclear; the
(plot, conflict, and resolved by the little trouble; conflict is comic bear little
setting, end of the play; the conflict is introduced but or no
characterizati setting is compliant introduced and not entirely resemblance to
on, dialogue) with that of the resolved by the resolved by the the novel; poor
novel; excellent end of the play; end of the play; character
character the setting is the setting is interaction.
interaction. compliant with similar to that of
that of the novel; the novel;
good character adequate
interaction. character
interaction.
Conventions Conventional Conventional Conventional Conventional
techniques for techniques for techniques for techniques for
showing thought, showing thought, showing thought, showing thought,
speech and action speech and action speech and speech and
are always are generally action are action are not
employed. employed. sometimes employed.
employed.
Audience The performance is The performance The performance The performance
Appeal interesting engaging is interesting is interesting is interesting
and visually engaging and engaging and engaging and
stimulating. It is visually visually visually
aesthetically stimulating but stimulating. It stimulating. It
appealing with the failed to use a used a very did not use a
use of variety of aids variety of visual limited amount variety of visual
and other material. aids and of visual aids and aids and
materials. materials. materials
Grade 7
Ecosystem
Goal: You are display understanding on the importance of biotic and abiotic factors in maintaining
a stable ecosystem as well as the various ecological relationships that exist among the biotic
factors. You should also display awareness on the effects of human interventions in the natural
working of the ecosystem.
Role:
An Environmentalist, A Visual artist, A song writer/composer and A script Writer
Audience:
The General Public
Situation:
One of the most outstanding features of the provinces is the presence of the forest
inhabited by a unique species of wildlife. A government project intends to tie up with a
multinational company and share a portion of the forest to put up a power plant. You were tasked
by an aggressive NGO to conduct an information campaign on the hazardous impact of the project
on the forest ecosystem.
Product 1: Make a concept map containing the list of abiotic factors that will be affected
by the project and show how the biotic factors depend of them.
Product 2: Make a poster with pictures of the biotic factors of the forest and illustrate how
they will be affected by the changed that will happen to the forest.
Product 3: Compose a poem that tells what will happen if higher order consumer will die
because of the project
Product 4: Make a cartoon comic strip that illustrate how the biotic factors will disturbed
by the project.
Rubrics
Description
Score
Criteria 4 3 2 1
Content shows deep display shows shallow shows limited
about understanding about about
importance of about importance importance of importance of
biotic and of biotic and biotic and abiotic biotic and
abiotic factors in abiotic factors in factors in abiotic factors
maintaining a maintaining a maintaining a in maintaining
stable stable ecosystem. stable a stable
ecosystem. ecosystem. ecosystem
The Student
The Student display The Student The Student
Display deep considerable display shallow display limited
awareness on awareness on the awareness on awareness on
the effects of effects of human the effects of the effects of
human interventions in human human
interventions in the natural interventions in interventions
the natural working of the the natural in the natural
working of the ecosystem working of the working of the
ecosystem ecosystem ecosystem.
Organizatio All elements in Most elements in Some elements Few elements
n of Ideas the product are the product are in the product in the product
logically logically are logically are logically
Clarity of A very clear A clear message The message The message

the message is is conveyed to conveyed to the conveyed to
Message conveyed to the the audience. audience is clear the audience
audience. but lacks details. is not clear.
very creative creative somewhat lacks creative
creative
Total Score:=_______/16
Grade 7
Force and Motion Demo
Goal: You are display your understanding of the different forces acting on a body and how the 3
law of motion are observed in nature
Role: You are a Student-Teacher.
Audience: You will present your output to the first year student in your school.
Situation: The School will celebrate Teachers Day next week. Our beloved teachers will be
given a day to unwind and enjoy their day. With the series of suspended classes lately, the school
cannot cancel classes anymore. The Student Government proposed that student-teacher from the
higher level should teach students from the lower levels .You have volunteered to be the first year
stuident-taecher. You need to coordinate with the first year science teacher and prepare lesson
plan for Teachers Day. You need to convince the teacher that you are capable to replace him/her
at least for a day.
Product 1: Using your camera, take a picture of something that exhibit any of the three
law of motion. If a camera is not available, browse magazines and newspaper and cut out
your chosen picture. Analyse and figure out the different forces observed in the picture.
Moreover, identify which of the 3 laws of motion is best represented. This will be the basis
for class discussion.
Product 2: Talk about rides in amusement parks and demonstrate how different safety
measures apply the laws of motion, identify the different forces involved as you do the re-
enactment in class on different situation where forces are beneficial or detrimental.
Product 3: Write an article about the relevance of knowing the different forces in
certain situation. Specifically, you may focus on the following fields: sports, travel and
leisure, and engineering. Read this aloud in class. The article should be at least 500 words
long
Rubrics
Description
Scor
Criteria e
4 3 2 1
Accuracy The student The student The student The student show
of Content show deep show show shallow limited
understanding of considerable understanding understanding of
different forces understanding of different different forces
acting on a body. of different forces acting on acting on a body.
forces acting on a body.
The discussion a body. The discussion on
on how the three The discussion how the three
laws of motion The discussion on how the laws of motion
are observed in on how the three laws of are observed in
nature was three laws of motion are nature was
discussed detail. motion are observed in inaccurate.
observed in nature was
nature was lacking
discussed in important
part. concept
Organizati All elements in Most elements Some elements Few elements in
on of the product are in the product in the product the product are
Ideas logically are logically are logically logically
Attending The student The student The student The student failed
Behavior demonstrates a demonstrates a demonstrates a demonstrates a
strong positive positive feeling positive feeling positive feeling
feeling about the about the topic about the topic about the topic
topic during the during the at certain times and was even
entire presentation. during the lacking in
presentation. presentation. preparation.
Clarity of The purpose is The purpose of The purpose of The purpose of
Aims clearly delivered, the lesson is the lesson is the lesson is not
emphasized and clearly adequately too clear.
demonstrated in presented. emphasized.
the entire lesson.
Grade 7
Earthquake Preparedness
Goal: Your goal is to create awareness on seismic or earthquake waves and describe how this
type of wave greatly affects life
Role: You can either be a seismologist, a historian, or an Earth Science.
Audience: High School Students.
Situation: A Science high school invited you to be part of their celebration of science week,
with a theme focused on the preparedness. Disaster such as earthquake can cause large damage
to properties even fatalities. Therefore, you should remind the student and public on how to deal
with them.
Product 1: As a historian, make a comprehensive research on the historical earthquake
way back 1900s up to present. You may consider the following important information for
your research:
Date
Time
Magnitude
Intensity
Country/Province
Fatalities
Damage
Product 2: As a seismologist, conduct a symposium that will discuss matters about
earthquake. Make a demonstration on the dos and donts before, during, and after an
earthquake. Conduct also an earthquake drill.
Product 3: As a teacher, conduct room to room information dissemination about
earthquake. Create also a brochure that will aid in your discussion.
Rubrics
Description
Score
Criteria 4 3 2 1
Relevance Established a Established a Attempted to Failed Establish
clear purpose purpose that establish a a clear purpose
that is very is quite purpose but was that is relevant
relevant to the relevant to not relevant to to the goal and
goal and the goal and the goal or did did not
demonstrated a demonstrated not show a clear demonstrate an
clear an understanding of understanding
understanding understandin the topic of the topic
of the topic g of the topic
Organizatio Well organized Organized Not completely Not organized
n/ and made no and made organized and few and made
Mechanics mechanical some mechanical mechanical
errors; the mechanical errors. errors; some
overall errors interfered with
presentation presentation.
was effective
Creativity Interesting, Interest, Some use of Bland, no
and engaging, motivation, props, colors, variability; did
Audience visually effort and graphics, not use props,
Appeal stimulating; time language, and colors, graphics,
aesthetically obviously humor; will language, and
appealing use of present; very engage but will humor; boring
props, colors, little use of not stimulate. to watch; does
graphics, props, colors, not catch
language and graphics, audiences
humor. language, and attention;
humor but interest,
enough to motivation,
engaged and effort and time
hold obviously
attention. absent.
Total Score=________/12
Grade 7
Acoustic
Goal: Demonstrate understanding of acoustics in the study of sounds
Role:
Musician
Acoustic Engineer
Architect
Audience: You will present your output to your science teacher and your classmates
Situation: You are invited in the celebration of science week of the school to present a product
that would be part of the science exhibit. You intend to explain to the audience the importance of
acoustics in the environment and even in daily activities.
Product 1: MUSICIAN: Assemble your own band of musician using improvised musical
instrument (areophane,. Chordophone, and the like), and perform a musical piece in front
of your class.
Product 2: ACOUSTICS ENGINEER: Display high reverberation of sound. Using one room
in your school, with the permission from the concerned authorities, reduce the reflection of
sound using the following materials: cartoon box, carpets, bricks/hollow blocks. You may
use other materials which you believe could help address the acoustical challenge.
Product 3: ARCHITECTS: Sound carries energy, and it can impact structure. Worse, it
can bring a building or a bridge down. Make a miniature model of a simple bridge design
and try to re-enact the fate of the galloping gertie using tuning forks or an audio system.
Rubrics
Description
Scor
Criteria e
4 3 2 1
Creativity The product is The product is The product is The product is
interesting, interesting, somewhat little interesting,
engaging, and engaging, and interesting, engaging , and
visually visually engaging, and visually
stimulating. It stimulating but visually stimulating. It
is aesthetically did not use a stimulating. It uses did not use a
appealing with variety of a variety of variety of
the use of materials. materials. materials.
variety of
materials.
Completene Totally attains Finishes Partially attains Failed to attain
ss the purpose of substantially the purpose of the the purpose of
the work and the purpose of task; needs further the task; was
insightfully the task; shows explanation; some not thorough in
explain at the comprehension approaches may giving
same time; of major be ineffective or explanation;
reaches out concepts not relevant; has used ineffective
beyond the although some defective and irrelevant
task to make significant assumptions about approaches
provocative ideas may be the purpose; showed flaws in
queries; shows lacking. shows gaps in conceptual
thorough conceptual understanding.
comprehensio understanding
n of the
concept and
context
Relevance Established a Established a Attempted to Failed Establish
clear purpose purpose that is establish a a clear purpose
that is very quite relevant purpose but was that is relevant
relevant to the to the goal and not relevant to to the goal and
goal and demonstrated the goal or did not did not
demonstrated an show a clear demonstrate an
a clear understanding understanding of understanding
understanding of the topic the topic of the topic
of the topic
Total
Score=_________/12
Grade 7
Electricity in Today`s World
Goal: Your challenge is to discuss the role of electricity in today`s world situation.
Role: You are a Grade 7 student who is applying for a scholarship in a college university to
which you were admitted
Audience: Your paper or presentation will submitted for evaluation and facts validation of the
review committee of the college or university.
Situation: The School you have chosen offers a scholarship grant to deserving selected
students the requirements included a detailed discussion on the importance of the electricity in
this day and age. You are present your ideas on the said topic before they could consider your
application (along with your other credentials).
Product 1: Write a research paper on how we depend on electricity. Include in the
discussion how this energy is generated and then transmitted from power plants to our
cities and homes. Additional points will be given if the research will focus on geothermal
energy, one of the cleanest and most efficient ways to generate electricity.
Product 2: Create a slideshow presentation on the brightest city in the world. Your
presentation must include a detailed description of how much electrical energy is used up
in lighting this city. Moreover, look into the economic, social, military, recreational, and
environmental issues that could be influenced through the utilization of this much energy
in a city (or country) that currently is without electricity or has difficulty generating its own.
Product 3: In an essay, evaluate how electricity is used to improve the lives of
physically challenged person, those with health issues such as amputees and heart
patients. In effect, you will answer how medicine has gone a long way through electricity
dependent devices and tools.
Rubrics
Description
Score
Criteria 4 3 2 1
Content Content is accurate, Appropriate details Poor explanation; No analysis of
Accuracy comprehensive, are included; inaccurate circular topic; no
and well- adequate motion explanation;
supported; explanation; optics connection; no optics
concepts are fully connection is misinterprets the specific
and properly present but could science concepts; connection; no
explained. Insights be developed one resource for use of
present; optics further; more than sure. resources.
specific connection one resource
is made; excellent present.
use of resources.
Organization Uses an exceptional Uses a logical, Use an adequate Uses an
logical and effective effective logical and inadequate
organizational organizational effective organizational
strategy; each strategy; almost all organizational strategy; less
section of the sections of the strategy; most than half of
product has a clear product have a sections of the the sections of
beginning, middle clear beginning, product have a the product
and end. middle, and end. clear beginning, have a clear
middle, and end. beginning,
middle, and
end.
Grammar Graphics go well Graphics go well Graphics go well Graphics do
with the text, and with the text, but with the text, but not go with the
there is a good mix there are so many there are too few, accompanying
of text and that they distract and the brochure text or appear
graphics. from the text. seems text heavy. to be randomly
chosen.
Idea Relevant ideas are Relevant ideas are Relevant ideas are Relevant ideas
development exceptionally effectively adequately are adequately
developed. developed. developed. developed.
Exceptional use of Effective use of Adequate use of Adequate use
descriptive details descriptive details descriptive details of descriptive
and examples. Text and examples. Text and examples. details and
is exceptionally is sufficiently Text adequately examples. Text
focused on an idea, focused on an focuses on an adequately
feeling, or idea, feeling, or idea, feeling, or focuses on an
experience. experience. experience. idea, feeling,
or experience
Grade 7
Magazine Output
Goal: Your goal to demonstrate understanding on how the agent of erosion affects the
landscape of the earth through an output magazine.
Role: You are a journalist.
Audience: Readers of the magazine
Situation: You are a contributor of Science Magazine to be published and distributed during
the Earth Day celebration in school.
Product 1: A feature article on how the agents of erosion affect the landscape of the
earth.
Product 2: A 10-15 panel comic strip on the different agents of erosion
and how they affect the changes on the earth surface.
Product 3: A commercial advertisement that would show how the different
agents of erosion help sculpture the earth crust.
Rubrics
Description
Score
Criteria 4 3 2 1
Content shows deep shows shows shallow shows limited
of the concept understanding of the concept of the concept
presented. of the concept presented. presented.
presented.
Organization All elements Most Some Few elements
of Ideas in the product elements in elements in in the product
are consistent the product the product are consistent
and logically are consistent are consistent and logically
presented. A presented. A and logically presented.
very clear clear message presented. The message
message is is conveyed to The message conveyed to
conveyed to the audience. conveyed to the audience
the audience. the audience is not clear.
is clear but
lacks details.
very creative; creative; somewhat somehow
a lot of effort some effort creative; a creative; very
and detail and detail limited effort limited effort
went into the went into the and detail and detail
work. work. went into the went into the
work. work.
Grade 7
Managing Climate Change Risk
Goal: You are to display understanding of the changes in the environment through the campaign
in the climate change risks.
Role: You are volunteer from the National Disaster Risk Reduction Management Council
(NDRRMC) in coordination with the Department of Environment and Natural Resources (DENR).
Audience: High school students and teacher
Situation: The country is experiencing significant environmental changes nowadays. This
alarming change in climate has signalled NDRRMC to do a campaign to manage climate change
risk. As a volunteer, you are deployed to the different school to make students aware on how to
manage climate risks that have inevitably affected human lives and the environment.
Product 1: An infomercial on the probable cause of extreme weather conditions lately.
The infomercial should also include statistical data from the five years, pictures comparing
past and present, and lines that will surely catch the attention of the students. The
presentation should not be more than five minutes long.
Product 2: A 10 minutes speech on why climate change has become a global concern
and how it affects the Philippines. The speech should encourage the audience to act now
in order to prevent further risks and damages due to extreme changes in weather
condition. Th speech should also contain at least five facts about climate change.
Product 3: A brochure on how to manage climate risks. The brochure should present a
list of suggestion and what-to-dos in cases such as flooding, high temperatures, limited
water resources. The brochure should be trifold and of 8x11 size. It should include
references used.
Rubrics
Description
Score
Criteria 4 3 2 1
Content shows deep shows shows shallow shows limited
on why understanding of why of why
climate on why climate climate
change has climate change has change has
affected the change has affected the affected the
Philippines. affected the Philippines. Philippines.
Proposed Philippines. Proposed Proposed
ways on how The Proposed ways on how ways on how
to manage ways on how to how to to address
climate risks to address address these these issues
are explained these issues issues and and problems
accurately and problems problems are are not
and explicitly. are explained not accurately explained.
accurately but but not
not explicitly. explained.
3 2 1
Purpose All elements in the product are Most Some
logically presented and elements in elements in
consistent the product the product
are logically are logically
presented and presented
consistent
Creativity The Product is very creative. A The product The product
lot of effort and detail went draws interest draws little
into the work. from the interest from
audience. the audiences
Mechanics The product includes all One to two Three or more
required elements and elements are details are
followed the right missing missing,
specifications
Total Score=_______/13
Edit 0 10
Grade 7
Importance of Ecosystem
Goal - Persuade and explain to a local community the importance of and how to preserve the
local ecosystem.
Role - You are a reporter that researches ecosystems around the globe. You have noticed how
human and natural forces have negatively impacted the ecosystems that sustain animal and plant
life.
Audience - Persuade the local community about the importance of the ecosystem's
biodiversity and stability.
Situation - You have traveled the globe to observe how ecosystems around the world are
changing due to human interactions and natural forces. Persuade your audience to take action
and work to save the impacted ecosystem. You need to persuade them to take action by
informing them of the living and nonliving elements that live within the ecosystem you have
chosen. Explain how the elements rely on each other to sustain homeostasis. Explain how the
ecosystem is changing due to human interaction or natural forces. Describe a solution to saving
the ecosystem and explain to the community how they can get involved in the solution.
Product - Create a poster, wikipage, PowerPoint, podcast or video report using moviemaker to
share the information you have learned. Your product needs to include the following:
1) Illustration and description of the ecosystem that includes all living and nonliving
elements.
2) Explanation how living and nonliving things interact and depend one on another. You
may choose to illustrate this, but you must include captions to explain the cycles of interaction
and dependency.
3) Illustration and explanation of the energy cycle in the ecosystem.
4) Detailed description and explanation of how the ecosystem has been affected by human
interaction or natural forces.
5) Detailed description and explanation of how further devastation can be prevented and
the ecosystem can be protected in the future.
Rubrics
CATEGOR 4 3 2 1
Y
Content Student Student is Student has basic Student does not
40% demonstrates full comfortable with understanding of have grasp of
knowledge (more information. information. information,
than Student provided Student provided student does not
required).Student sufficient limit information have information
has provided in information pertaining to: pertaining to:
depth information pertaining to: 1.elements of the 1.elements of the
pertaining to: 1.elements of the ecosystem 2. ecosystem 2.
1.elements of the ecosystem 2. Stability and Stability and
ecosystem 2. Stability and interdependency interdependency
Stability and interdependency 3. Energy cycle 4. 3. Energy cycle 4.
interdependency 3. Energy cycle 4. Reason for change Reason for change
3. Energy cycle 4. Reason for change in the ecosystem in the ecosystem
Reason for change in the ecosystem 5. Solution to the 5. Solution to the
in the ecosystem 5. Solution to the preventing more preventing more
5. solution to the preventing more change. change.
preventing more change.
change
Accuracy All content Most of the The content is Content is
20% throughout the content is generally typically confusing
presentation is accurate but there accurate, but one or contains more
accurate. There is one piece of piece of than one factual
are no factual information that information is error.
errors. might be clearly flawed or
inaccurate. inaccurate.
Project Project includes all Project includes Project is missing Project is lacking
Choice material needed to most material more than two key several key
10% gain a comfortable needed to gain a elements. elements.
understanding of comfortable
the topic. understanding of
the material but is
lacking one or two
key elements.
Originalit Presentation Presentation Presentation Presentation is a
y shows shows some shows an attempt rehash of other
10% considerable originality and at originality and people's ideas
originality and inventiveness. The inventiveness. and/or graphics
inventiveness. The content and ideas and shows very
content and ideas are presented in little attempt at
are presented in a an interesting way. original thought.
unique and
interesting way.
Sequenci Information is Most information Some information There is no clear
ng of organized in a is organized in a is logically plan for the
Informati clear, logical way. clear, logical way. sequenced. organization of
on information.
10%
Spelling Presentation has Presentation has Presentation has Presentation has
and no misspellings or 1-2 misspellings, 1-2 grammatical more than 2
Grammar grammatical but no errors but no grammatical
10% errors. grammatical misspellings. and/or spelling
errors. errors.
Grade 7
Campaign to Save the Rainforest!

Situation: Hundreds of years ago, tropical rainforests encircled the globe, much like long green
arms hugging the equator and covering twenty percent of the earth's surface. Reduced to a six
percent, the diminishing rain forest provides homes for more than half of all of the plant and
animal species living in the world today. Rapid deforestation has endangered this tropical
paradise. Today's changing world has created new challenges for the survival of the rainforests.
You are fighting to preserve a section of the rainforest which is scheduled to be destroyed. You
know that somewhere in this portion of jungle lies the cure for the dreaded disease "squackalitis".
Students everywhere are counting on you to determine which plant in this area holds the cure.
You must find a way to stop the developers from destroying the forest so that you can develop the
cure. Your job is to argue for the saving of the land.
Task: You will work to develop a "campaign" to save the rainforest (A campaign is when people
get together to accomplish a purpose). This campaign will be shown through a PowerPoint project.
Project should include showing the value of the rainforest and giving alternate suggestions for
land developers.
Procedure: In order to create a well-developed campaign to save the rainforest, you must
gather as much information as you can. Before you begin your campaign, locate background
information on the following:
a. What makes a rainforest?
b. Determine areas in the world in which rainforests are located.
c. Why do we need the rainforests?
d. Why are rainforests in danger?
e. Why are the rainforest plants and animals in danger?
f. What are some alternate locations/plans for land developers?
Rubric:
CATEGORY 4 3 2 1
Content Covers topic in- Includes essential Includes essential Content is
depth with details knowledge about information about minimal OR there
and examples. the topic. Subject the topic but are several
Subject knowledge there are 1-2 factual errors.
knowledge is appears to be factual errors. Few of the
excellent. All good. All Some of the questions were
questions were questions were questions were answered.
answered answered. answered.
completely.
Persuasiven Campaign is very The campaign is The campaign is The campaign is
ess of persuasive. It persuasive. It no very not persuasive.
Campaign raises more makes the persuasive. The
questions and audience think audience does
curiosity. The about the topic not want to act
PowerPoint makes and some may and does not
the audience want want to take think about
to get involved. action. taking action.
Originality Product shows a Product shows Uses other Uses other
large amount of some original people's ideas people's ideas,
original thought. thought. Work (giving them but does not give
Ideas are creative shows new ideas credit), but there them credit.
and inventive. and insights. is little evidence
of original
thinking.
Organization Content is well Uses headings or Content is There was no
organized using bulleted lists to logically clear or logical
headings or organize, but the organized for the organizational
bulleted lists to overall most part. structure, just
group related organization of lots of facts.
material. topics appears
flawed.
Sources Source Source Source Very little or no
information information information source
collected for all collected for all collected for information was
graphics, facts graphics, facts graphics, facts collected.
and quotes. All and quotes. Most and quotes, but
documented in documented in not documented
desired format. desired format. in desired format.
Grade 10
Albino Seeds: INVESTIGATIVE LAB
Task:
Students complete lab procedure as describe in the packet in groups of 3-4

students. In this lab, students predict the phenotypes of the seeds based on the parent
genotypes. Additionally, they grow plants in two environment (light and dark) to
determine the impact of environment to the phenotypes of the plants. As students
complete the lab procedure, they should answer the question in the packet.
GRADING RUBRICS:
Excellent (3) Satisfactory Incomplete Unsatisfactory

(2) (1) (0)
Pre-Lab Answered all 3 Answered 2 Answered 1 Answered 0
question question question question
Lab set-up Both dishes 2 of the 1 of the none of the
labeled, one criteria met criteria met criteria met
covered in foil,
and calculated
expected
ratios
Data Table 1 All data 2/3 of the data 1/3 of the data none of the data
recorded in recorded recorded recorded
Data Table 1
Predictions Predicted new Predicted new No prediction
phenotypes of phenotypes of made
both seedlings one seedlings
Data table 2 All data 2/3 of the data 1/3 of the data none of the data
Data Table 2
Calculated Correctly Incorrectly Did not
Group Ratio calculated calculated calculated ratio
ratio ratio
Data table 3 All data 2/3 of the data 1/3 of the data none of the data
Data Table 3
Calculated Correctly Incorrectly Did not
Class Data calculated calculated calculated ratio
Ratio ratio ratio
Question 3- All 6 questions 4-5 questions 2-3 questions 0-1questions
9 answered answered answered answered
(x2) thoughtfully thoughtfully thoughtfully thoughtfully
(6pts) (4-5pts) (2-3pts) (0-1pts)
Collaboratio Performed Performed Performed Performed
n his/her role his/her role at his/her role at his/her role less
100% of the least 75% of least 50% of done 50% of the
time the time the time time
Grade 10
VARIATIONS OF INHERITANCE PATTERN
Task:
Arrange students in group of 2-3 students, and pass out four index cards. Students should
label each card in the center as Intermediate Inheritance, Multiple Alleles, Polygenic
Inheritance, and The Importance of Environment to represent the four section, on P. 215-217 in
the text, Biology: Exploring Life (Campbell, Williamson, & Hayden, 2004)
For each section, students start by reading aloud the section within their group. To do this,
they should take turns reading out loud to each other. When they finish a section, students should
identify words and ideas that connect with the magnet idea in the center. On the back of the
card, the group should write one sentence that includes all the main ideas of the section. The,
they repeat the same procedure until they have magnet summaries written for each of the
sections.
GRADING RUBRICS:
Criteria 2 1 0
Collaboration: Read aloud and Read aloud OR Contributed less

x2 contributed to the contributed to the than 50% of the
note card activity note card activity work time. (note; if
the entire time. the entire time. you did not
contribute at all,
you will not receive
any credit for the
assignment.)
Magnet Ideas: At least four main At least two main One idea listed on
x4 (2 pts each ideas chosen that ideas chosen that the note card or
card) are significant to are significant to not completed.
that section. that section.
Summary Sentence includes Not all words No summary
Sentence: all words chosen included or does sentence written
x4 (2 pts each and accurately not accurately on the note card.
card) portrays the main capture the main
idea for that idea for that
section. section.
Grade 10
Genetics Laboratory
Task:
Students complete the lab by using probability to predict what traits a possible
offspring could have.
The lab is designed to show students how each allele is inherited separately
according to the law of segregation, and each gene is inherited separately according to
the law of independent assortment. When students are finished drawing their offspring,
they should write a paragraph (3-4 sentences) describing how the activity relates to
Mendel`s law of heredity.
RUBRIC:
Criteria 2 1 0
Offspring Completely (90- Partially (50-90%) Less than 50%
genotypes are 100%)
correctly
listed
Offspring Completely (90- Partially (50-90%) Less than 50%
phenotypes 100%)
are correctly
listed
Drawing of All traits (90- Some traits (50- Less than 50%
offspring 100%) 90%)
Collaboration Collaborated by Some Little
with group doing equal share collaboration, but collaboration,
member of the work not shared significantly less
equally that equal share
of the work
Paragraph Related both laws Related one of Did not relate
(x2) of heredity the heredity laws of heredity
Model a Biome Project
Content Standard:
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Task:
Through a diagram or drawing, your group will be design a biome based on teacher
assignation.
When designing your biome, consider the products you will use to build your biome. After
the
Teacher has approved your plans, your group will construct your biome. Next, your group will
Give a 5-6 minute presentation on your biome and the diversity it can support. Lastly,
Individually and based on the presentations, you will evaluate which biome can support the
Greatest biodiversity and why. You should include evidence to support your evaluation.
Timeline:
Day 1- Design and get plans approved.
Day 2- Build biome.
Day 3- Group presentations of biomes.
Day 4- Reflect on which biome can support the greatest biodiversity and why. Support with
Evidence from presentations.
Rubric:
Weights 1 2 3 4
Plans (x1) The diagrams The diagrams The diagrams The diagrams
and/or drawing And/or and/or drawing and/or
of the model drawing of the of the model drawing of the
have little model have are done with model
connection to some sense of strong are done to scale
scale and scale And consideration with the
Dimension. dimension. for scale and appropriate
Some parts Some parts Dimensions. Dimensions. All
are labeled are labeled Most vital vital parts of the
Correctly. Correctly. parts of the model are
model are labeled on the
labeled on representative
the Graphics.
representative
Graphics.
Model (x1) The model is a The model is a The model is a The model is an
minimally somewhat mostly accurate
accurate with accurate accurate reproduction of
respect to the reproduction reproduction the plans,
plans, of the plans, of the plans, diagrams,
diagrams, diagrams, diagrams, And/or drawings.
And/or And/or and/or It
Drawings. drawings. It Drawings. It has great
has has attention to
some detail attention to Detail. Some
and some detail with critical aspects in
critical Place.
Components.
Presentation Does not Somewhat Mostly Thoroughly
(x1) explain biome Explains biome explains explains
Components components biome biome
or diversity it and diversity it components components
can support. Can support, And diversity it And diversity it
Presentation is but lacks can support, can Support.
less than 3 detail. but lacks Very Detailed.
Minutes. Presentation is detail. Within 5-6
3-4 minutes. Presentation is Minute
4-5 minutes. timeframe.
Evaluation of Does not Somewhat Mostly reflects Thoroughly

Biomes (x1) reflect on reflects on on which reflects
which biome which biome biome on which biome
can support can support can support can support the
the greatest the greatest the greatest greatest
Biodiversity Biodiversity Biodiversity biodiversity and
and why. Does and why. Lacks and why. Why. Supports
not evidence from Limited with evidence
support with Presentation. evidence from from
evidence from Presentations. Presentations.
Presentation.
Grade 9
Three Dimensional Miniature
Task:
A diorama is a three-dimensional miniature of a life-sized science in which figures, stuffed
wildlife, or other objects are arranged in a naturalistic setting against a painted background.
As a group, design and build a diorama that would show the path of electric power from
generation, transmission and distribution. Apply what you have learned in the previous activity
and stay as factual as possible. Use materials that can be easily obtained from your home and in
you community. Recycled materials are always welcome. Pay attention to details and make your
representation drawn to scale. Your teacher will give you the exact dimensions you will need for
your project.
RUBRIC
CATEGORY 4 3 2 1
Appearance The project`s The project`s The project`s The project`s
of the project appearance is appearance is appearance is appearance is
(15%) professional quite somewhat quite poor with
and polished professional poor with some many
without and polished distractive distractive
distractive. with a few elements. elements.
distractive
elements.
Content The project The project The project The project
Facts (20%) content is content is content is content is poor
exemplary and good and fair/poor and and suggests
suggests the suggests the suggests the the student
student has student has student has has not done
discovered the discovered not discovered sufficient
important most of the most of the research.
ideas of his/her important facts important
topic. of his/her facts.
topic.
Images & All images or All images or Some images Too few images
Model (15%) models are model are or models are or models are
effective. effective, but effective. used to be an
they appear to effective
be too few or presentation.
too many.
Style & Display is Display is Some part of Display is
Organization interesting and interesting and the display is uninteresting,
(10%) attractive. attractive. interesting, not not tidy.
Materials are Materials are tidy. Some Materials are
complete and complete and materials are incomplete
organized to well organized. complete and and not
present the Presentation organized. organized.
ideas as well. has sequence Presentation Presentation
and plan is has some has no
evident. sequence and sequence and
plan evident. plan evident.
Creativity & Project is Good creative Some attempt Little attempt
Appearance excellently effort. Project was made to was made to
(10%) presented is neat and add color and add color or
reflecting shows originality. originality.
creativity and evidence of Project is neat. Project has
a lot of time spent on sloppy
thought. it. appearance.
Knowledge The diorama The diorama The diorama The diorama
(30%) demonstrates demonstrates demonstrates demonstrates
a thorough good some very little
knowledge of knowledge of knowledge of knowledge of
the subject the subject the subject the subject
investigated. investigated. investigated. investigated.
Grade 7
Fighting with Energy

Task
You will be group into 3 each group must have 1o members. Given the time of 20 minutes
you are going to list each of the nine types of energy that we have covered in class. Following
each type of energy you need to define the type of energy and then be able to identify one
example of each type of energy. And the last will be creative drawing of how energy performs a
specific function in our daily lives.
RUBRIC
Descriptors
Criterion :
3 2 1
Identification 8-9 energy forms 6-7 energy forms 1-5 energy forms
of Energy listed listed listed
Forms
Definition of Clearly and Clearly and Clearly and

Energy Forms correctly defines correctly defines correctly defines
8-9 energy forms 6-7 energy forms 1- 5 energy
forms
Example of Correctly Correctly Correctly

Energy Forms identifies 8- 9 identifies 6- 7 identifies 1-5
energy examples energy examples energy examples
Creativity
20 pts.
Grade 10
Energy`s Company
TASK:
You are an expert in the field of energy conservation. Your consultants have come
to you and said the head of a major electricity provider has claimed there is no need to
conserve energy, because there is plenty of it.
PROCEDURE:
Your job is to, with your business partner; create a presentation that refutes this
electrical companys claim, and states why energy conservation is important. You will
then hand in a written essay, that is a minimum of one page double spaced, that has
your claims stated.
GRADING RUBRICS
Criteria 5 3 1
Present a detailed
Present a detailed
Explanation of description
description using Does not present a
without using
Why Energy evidence to description of why
evidence to
Conservation is support why energy
support why
Important to energy conservation is
energy
Our World (x5 conservation is important to our
conservation is
pts) important to our world
important to our
world
world
One person was
ready to present
and it is evident
Neither person
Both people were that one person is
was ready to
Presentation prepared to well
present and it was
present and it is practiced/Both
evident that
(x2 pts) evident that you people are ready
neither person was
are well practiced to present, but it is
practiced
not evident that
the presentation
was well
Grade 10
Newton`s Laws
TASK:
Students will apply Newtons three laws and show the relationship between them.
Students will work in small groups and design a poster that represents the relationship of two
terms. Students will provide constructive feedback during the project.
PROCEDURE:
Each group will be given terms about Newtons three laws. Your group is to design a
poster representing the relationships of the terms and later present it to the class. Your group will
decide what role each member will take. Roles consist of: researcher, material person and layout
person. The researcher will look up the meaning of the words and present them to the group. The
material person will be responsible for finding any materials needed to represent the terms. The
layout person will design the poster. As a group, you will work together to present the poster to
the class. All members should have a speaking part in the presentations and be ready to answer
any questions the class may have for you. Terms are: action/reaction, gravity/inertia,
balanced/unbalanced and frictional forces.
The following will be required:
Use of the qualities of active listening in setting

Poster representing the terms for Newtons three laws
Presentation to the class
GRADING RUBRIC
Criteri Yes, completed No, didnt

a complete
Poster with terms
represented
Explanation on poster
with the relationship of
the two terms
Clear presentation of
material given to the
class
All members had a

speaking part in the
presentation
Active listening
qualities evident
Grade 10
Reproduction Magazine
TASK:
The goal of this project is to construct an eye-catching, informative, easily
understood pamphlet.
You will select either birth control (contraception) or reproductive technologies as a topic.
You will need to give details on at least 3 different techniques/strategies related to your
topic.
The layout will be a trifold pamphlet (see examples) that must have 6 panels. You
should include many pictures, graphs, charts, etc. Don't smother the pamphlet with a
bunch of writing.
Don't cut out paragraphs or excerpts from your sources and paste them in your
pamphlet. This pamphlet should be in your own words and needs to be original and
creative.
You must use at least 2 sources other than your textbook and provide
documentation somewhere on the back panel of your pamphlet. Only 1 of the 2 sources
can be an Internet source.
This magazine will be due on ___________________
Grading Rubric
Contents (5 points)
1 3 5
1 strategy discussed, 2 strategies discussed, 3 strategies discussed,
few sides presented, no some sides presented, many sides presented,
facts presented, no some facts presented, many facts presented,
definite topic fades off topic topic is well-addressed
Organization (5 points)
1 3 5
2 or fewer panels, few all 6 panels used, many
4 panels used, some
diagrams and graphs, diagrams and graphs,
diagrams, average layout
poor layout excellent layout
Mechanics (5 points)
1 3 5
many errors, ideas are some errors, ideas flow no errors or very few,
choppy somewhat ideas flow fluently
Creativity (5 points)
1 3 5
bland, colorless, few few colors present, some very colorful, many
unique ideas unique ideas unique ideas
Total out of 20 X 2 (out of 40 points) ________
Grade 7
Abiotic and Biotic Importance
Goal:
You are display understanding on the importance of biotic and abiotic factors in
maintaining a stable ecosystem as well as the various ecological relationships that exist
among the biotic factors. You should also display awareness on the effects of human
interventions in the natural working of the ecosystem.
Role:
You can either be an Environmentalist, Visual artist, song writer/composer, or a script
writer
Audience: The General Public
Situation:
One of the most outstanding features of the provinces is the presence of the forest
inhabited by a unique species of wildlife. A government project intends to tie up with a
multinational company and share a portion of the forest to put up a power plant. You
were tasked by an aggressive NGO to conduct an information campaign on the
hazardous impact of the project on the forest ecosystem.
Product 1:
Make a concept map containing the list of abiotic factors that will be affected by the
project and show how the biotic factors depend of them.
Product 2:
Make a poster with pictures of the biotic factors of the forest and illustrate how they will
be affected by the changed that will happen to the forest.
Product 3:
Compose a poem that tells what will happen if higher order consumer will die because of
the project
Product 4:
Make a cartoon comic strip that illustrate how the biotic factors will disturbed by the
project.
Rubric
Description
Criteria Score
4 3 2 1
Accuracy The The student The students The students
students display shows shows
shows deep considerable shallow limited
understandin understandin understandin understandin
g about g about g about g about
importance importance of importance of importance
of biotic and biotic and biotic and of biotic and
abiotic abiotic factors abiotic factors abiotic
factors in in in factors in
maintaining maintaining a maintaining a maintaining
a stable stable stable a stable
ecosystem. ecosystem. ecosystem. ecosystem
The Student The Student The Student The Student
of
Display deep display display display
Content
awareness considerable shallow limited
on the awareness on awareness on awareness
effects of the effects of the effects of on the
human human human effects of
interventions interventions interventions human
in the in the natural in the natural interventions
natural working of working of in the
working of the the natural
the ecosystem ecosystem working of
ecosystem the
ecosystem.
All elements Most Some Few

in the elements in elements in elements in
product are the product the product the product
Organizat logically are logically are logically are logically
ion of presented presented presented presented
Ideas and and and and
A very clear A clear The message The message

message is message is conveyed to conveyed to
Clarity of
conveyed to conveyed to the audience the audience
the
the the audience. is clear but is not clear.
Message
audience. lacks details.
The product The product is The product is The product
Creativity is very creative somewhat lacks
creative creative creative
Total
Score:=_______/16

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Grade 7

Global Warming Debate

Level of Understanding (75%) Level Of

Accurate Critical Complete and Engaging Skillful

Audience: Second Year Students

Product 3: Makes a song/rap/jingle. The lyrics should reflect an explanation of chemical

Audience: Grade 8 Students

Product 3: A five-Minute presentation of an infomercial on the proper way to maintain a

Audience: Grade 8 Students

Product 2: A five-Minute video presentation showing the overview of mitosis and

Audience: Publishing Manager, Grade 8 Students in the country.

You can choose any of the following:

Audience: High school Students

Product 1: (Painter/Visual Artist) a 5 x10-painting or graphic design of how diversity of

Audience: All Students and teachers in your school.

Audience: Grade 8 Students

Product 2: Research on the accident that happened to space shuttle challenger in

Audience: Grade 9 Students

Criterion 7-8 5-6 3-4 1-2

1pt 2pts. 3pts 4pts

Group 1: Student reading using the study table

Lighting Students correctly Students Students Students

Role: You work in the Department of Tourism as a tourism brochure maker.

Organizatio All elements Most Some Few elements

Campaign/ Students Students Students The product

Plan of Action/ Students Students Students Students

Graphics/ Graphics go Graphics go Graphics go Graphics do

Role: You are a resource speaker on a good waste management program.

Audience: High school students

Product 2: A slideshow presentation that is a five to eight minutes explanation of an

Product 1: Prepare a brochure that contain the picture of pathogenic

Product 2: Create a jingle that would advertise the importance of microorganism

Product 3: Write a appreciation letter to a medical company for their researches

Organizati All elements in Most elements Some elements Few elements

Clarity of A very clear A clear The message The message

Role: You are a graphic designer, a resource speaker, a farmer, or horticulturalist.

Audience: High School Student

Situation: As part of the culminating activity after the lesson on Reproduction

Product 2: A 7-minute slideshow presentation on the different methods of

Product 3: A farmer to perform how to apply different methods of the

All elements Most Some elements Few elements in

Role: You are a journalist.

Audience: Grade 9 students

(4) (3) (2) (1)

CRITERIA DESCRIPTORS SCORE

Criteria Description Scor

Criteria Description Score

Organization/ All elements in Most elements in Some elements

Role: you can either a/an:

Audience: High School Students

Criteria Description Score

Role: You can either be a/an:

Audience: The general public

1.) product 1 ( web designer)

2.) Product 2 ( songwriter)

A 2 to 3 minute song with lyrics that reflect the understanding that

3.) Product 3 (environmentalist )

Rubric for Campaign of Hydrocarbons

Criteria Description score

Volcanic Eruption Awareness

Clarity of A very clear A clear message The message The message

Campaign to Save the Rainforest!

Albino Seeds: INVESTIGATIVE LAB