Semi Detailed Lesson Plan in Science 7 and 8 2nd Quarter
Semi Detailed Lesson Plan in Science 7 and 8 2nd Quarter
Semi Detailed Lesson Plan in Science 7 and 8 2nd Quarter
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
LG, page 12-13
pages
2. Learner’s Materials
LM, page 125-127
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
How are you going to relate fault movements from earthquake
presenting the
new lesson
B. Establishing a
Do the Activity entitled: Where Does An Earthquake Start?
purpose for the
See page 125-127 of the Learner's Material
lesson
VISION MISSION QUALITY POLICY
We dream of Filipinos who passionately love To protect and promote the right of every Filipino to quality, equitable, I. Providing quality product and service to our customer and meeting regulatory
their country and whose values and culture-based, and complete basic education where: and all applicable ISO 9001:2015 requirements.
competencies enable them to realize their fullStudents learn in a child-friendly, gender-sensitive, safe, and II. Considering and meeting all external and internal issues relevant to our purpose
potential and contribute meaningfully to motivating environment. strategic direction and that affect our QMS in achieving its intended results.
building the nation. Teachers facilitate learning and constantly nurture every learner. III. Determining and meeting the requirements of interested parties that are
Administrators and staff, as stewards of the institution, ensure an relevant to the ability of our QMS to meet customer and applicable
As a learner-centered public institution, the
enabling and supportive environment for effective learning to happen. regulatoryrequirements .
Department of Education continuously improves
Family, community, and other stakeholders are actively engaged IV. Continually improve our QMS by reducing operational inefficiencies and
itself to better serve its stakeholders.
and share responsibility for developing life-long learners. enhancing customer satisfaction.
Making a Fault Model following the procedures given on LM
pp. 125-126
Materials Needed:
fault model
scissors
paste
Procedure:
1. Photocopy the Fault Model (Figure 12; you can also trace it on paper).
C. Presenting
Then cut along the outlines of the two drawings.
examples/instance
2. Fold along the lines and paste where indicated. In the end, you should
s of the new
have a model consisting of two parts that fit together (Figure 13).
lesson
3. The upper surface of the model represents the surface of the Earth. The
trace of the fault on the surface of the Earth is called the fault line. Be ready
to point out the fault line when your teacher calls on you.
4. Pull the two pieces apart (Figure 14). The flat surface between the two
pieces is called the fault plane. This is where fault slip or fault movement
happens. Point out the fault plane when your teacher asks you.
5. The place where the fault begins to slip is called the focus. It is where
the first movement occurs. Thus, the focus is the origin of the earthquake.
Be ready to explain it to your teacher.
D. Discussing new
concepts and Use your model to show different types of movement along a fault. How
practicing new would the surroundings be affected?
skills #1
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
1. On which location on the ground does the initial movement
mastery (leads to
Originates during an earthquake?
Formative
2. How does this movement (shaking) spread into the surface?
Assessment 3)
Read the quotation below relate this to what you have learned.
G. Finding practical
“I am the earthquake of love. How you feel is my fault.”
applications of
― Jarod Kintz, Love quotes for the ages. Specifically ages 18-
concepts and skills
81.
in daily living
I. Evaluating
learning
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
VISION MISSION QUALITY POLICY
We dream of Filipinos who passionately love To protect and promote the right of every Filipino to quality, equitable, I. Providing quality product and service to our customer and meeting regulatory
their country and whose values and culture-based, and complete basic education where: and all applicable ISO 9001:2015 requirements.
competencies enable them to realize their fullStudents learn in a child-friendly, gender-sensitive, safe, and II. Considering and meeting all external and internal issues relevant to our purpose
potential and contribute meaningfully to motivating environment. strategic direction and that affect our QMS in achieving its intended results.
building the nation. Teachers facilitate learning and constantly nurture every learner. III. Determining and meeting the requirements of interested parties that are
Administrators and staff, as stewards of the institution, ensure an relevant to the ability of our QMS to meet customer and applicable
As a learner-centered public institution, the
enabling and supportive environment for effective learning to happen. regulatoryrequirements .
Department of Education continuously improves
Family, community, and other stakeholders are actively engaged IV. Continually improve our QMS by reducing operational inefficiencies and
itself to better serve its stakeholders.
and share responsibility for developing life-long learners. enhancing customer satisfaction.
SEMI-DETAILED LESSON PLAN
Subject SCIENCE Quarter 2ND
Grade level 8 Teaching dates September 11-12
IV. PROCEDURES
A. Reviewing
previous lesson or
Recall the differences between focus and epicenter
presenting the
new lesson
B. Establishing a Video Presentation: 2013 EARTHQUAKE VIDEO BOHOL
purpose for the CEBU 7.2 Magnitude compilation footage Philippines
lesson (youtube.com)
D. Discussing new
On pages 128 to 129 of the Learner’s module can be read the PHIVOLCS
concepts and
Earthquake Intensity Scale (PEIS), let the learners thoroughly understand
practicing new
the text and then proceed to discussion
skills #1
When an earthquake occurs, where would shaking be greater? Near the
E. Discussing new epicenter or away from the epicenter?
concepts and Where would damage be more? Near the epicenter or away from the
practicing new epicenter?
skills #2 Based on your answers to Questions A and B, where would the intensity be
higher? Near the epicenter or away from the epicenter?
F. Developing 1. When an earthquake occurs, where would shaking be greater? Near the
mastery (leads to epicenter or away from the epicenter?
Formative 2. Where would damage be more? Near the epicenter or away from the
Assessment 3) epicenter?
G. Finding practical
applications of Based on your answers to questions 1 and 2, where would the intensity be
concepts and skills higher? Near to the epicenter or away from the epicenter?
in daily living
H. Making
The intensity of the earthquake is determined by observing the effects of
generalizations
the earthquake in different places on the other hand.
and abstractions
However, its strength can be described as magnitude.
about the lesson
Write the corresponding Intensity Scale for each description:
Description Intensity scale
1. Very Strong (VI)
2. Weak (III)
I. Evaluating
3. Scarcely
learning
Perceptible
(I)
4. Very Destructive (VIII)
5. Slightly Felt (II)
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
VISION MISSION QUALITY POLICY
We dream of Filipinos who passionately love To protect and promote the right of every Filipino to quality, equitable, I. Providing quality product and service to our customer and meeting regulatory
their country and whose values and culture-based, and complete basic education where: and all applicable ISO 9001:2015 requirements.
competencies enable them to realize their fullStudents learn in a child-friendly, gender-sensitive, safe, and II. Considering and meeting all external and internal issues relevant to our purpose
potential and contribute meaningfully to motivating environment. strategic direction and that affect our QMS in achieving its intended results.
building the nation. Teachers facilitate learning and constantly nurture every learner. III. Determining and meeting the requirements of interested parties that are
Administrators and staff, as stewards of the institution, ensure an relevant to the ability of our QMS to meet customer and applicable
As a learner-centered public institution, the
enabling and supportive environment for effective learning to happen. regulatoryrequirements .
Department of Education continuously improves
Family, community, and other stakeholders are actively engaged IV. Continually improve our QMS by reducing operational inefficiencies and
itself to better serve its stakeholders.
and share responsibility for developing life-long learners. enhancing customer satisfaction.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages TG pg. 47
2. Learner’s Materials
LM, page 131-132
pages
3. Textbook pages
4. Additional
PHIVOLCS MAP on distribution of Active Faults and Trenches
Materials from
in the Philippines
Learning Resource
google.com.ph
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
Recall the PHIVOLCS Earthquake Intensity Scale (PEIS)
presenting the
new lesson
B. Establishing a
purpose for the Read the topic Do You Live Near an Active Fault on LM page 131.
lesson
C. Presenting
examples/instance
s of the new
lesson
Let the learners study the map and find out where they live.
D. Discussing new
concepts and
practicing new
skills #1
E. Discussing new
Is there an active fault passing by your town, province, or
concepts and
region? If so, are you and your family prepared for the
practicing new
occurrence of an earthquake?
skills #2
F. Developing
Study the map and find out where you live. Is there an active
mastery (leads to
fault passing by your town, province, or region? If so, are you
Formative
and your family prepared for the occurrence of an earthquake?
Assessment 3)
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
IV. PROCEDURES
A. Reviewing
previous lesson or Recall the Map of Distribution of Active Faults and Trenches in the
presenting the Philippines
new lesson
Do the Activity.
Materials Needed:
C. Presenting
examples/instance
Video presentation: JAPAN TSUNAMI 2011(you tube.com)
s of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1
E. Discussing new
concepts and
How are earthquake related to tsunami?
practicing new
skills #2
F. Developing 1. What was formed in the water by the sudden push of the plastic panel?
mastery (leads to 2. How was the water level by the rock affected by the wave?
Formative 3. What does the water represent? How about the rock?
Assessment 3) 4. What does the plastic panel represent?
G. Finding practical Since fault, earthquake and tsunamis are interrelated, when you are
applications of near the sea and you feel a strong earthquake, treat that as a warning
concepts and skills signal. Run to the highest place you can find, or if you have a vehicle,
in daily living evacuate inland.
A tsunami is a series of ocean waves generated by sudden displacements
H. Making
in the sea floor, landslides, or volcanic activity. In the deep ocean, the
generalizations
tsunami wave may only be a few inches high. The tsunami wave may
and abstractions
come gently ashore or may increase in height to become a fast moving
about the lesson
wall of turbulent water several meters high.
Choose the correct word(s) from the box associated with
the given statement below.
Tsunami
tidal wave
wavelength
phenomenon coast
I. Evaluating 1. The shore of a sea or ocean (coast)
learning 2. Any state or process known through the senses (Phenomenon)
3. An unusual (and often destructive) rise of water along the seashore
caused by a storm or a combination of wind and high tide (Tidal Wave)
4. On reaching the coast, it slows down and its__________ decreases
(wavelength)
5. The term __________ (harbor wave) comes from
Japan, where the phenomenon frequently occurs QUALITY POLICY
VISION MISSION
We dream of Filipinos who passionately love To protect and promote the right of every Filipino to quality, equitable, I. Providing quality product and service to our customer and meeting regulatory
their country and whose values and culture-based, and complete basic education where: and all applicable ISO 9001:2015 requirements.
competencies enable them to realize their fullStudents learn in a child-friendly, gender-sensitive, safe, and II. Considering and meeting all external and internal issues relevant to our purpose
potential and contribute meaningfully to motivating environment. strategic direction and that affect our QMS in achieving its intended results.
building the nation. Teachers facilitate learning and constantly nurture every learner. III. Determining and meeting the requirements of interested parties that are
Administrators and staff, as stewards of the institution, ensure an relevant to the ability of our QMS to meet customer and applicable
As a learner-centered public institution, the
enabling and supportive environment for effective learning to happen. regulatoryrequirements .
Department of Education continuously improves
Family, community, and other stakeholders are actively engaged IV. Continually improve our QMS by reducing operational inefficiencies and
itself to better serve its stakeholders.
and share responsibility for developing life-long learners. enhancing customer satisfaction.
(‘tsunami’)
J. Additional
activities for
How can the interior of the earth be determined?
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
IV. PROCEDURES
A. Reviewing
previous lesson or
Recall how are earthquake related to tsunami
presenting the
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
Let the students watch a video online at
examples/instance
http://video.mit.edu/watch/layers-of-the-earth-12670/
s of the new
If not available, watch the video file LG 10 Video10
lesson
What’s Inside the Earth?
E. Discussing new
concepts and
practicing new
skills #2
F. Developing 1. How do seismic waves behave as it pass through different
mastery (leads to layers of the earth?
Formative 2. Is using seismic data accurate in knowing layers of the
Assessment 3) earth?
G. Finding practical
Compare the layers of the earth to a hard-boiled egg cut into
applications of
half. Examine also an avocado cut into half, can you notice the
concepts and skills
similarities?
in daily living
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
I. OBJECTIVES
The Learners demonstrate an understanding of the parts and functions
A. Content Standards
of the compound microscope
B. Performance The learners should be able to: employ appropriate techniques using the
Standards compound microscope to gather data about very small objects
C. Learning
Competencies/ Identify parts of the microscope and their functions;
Objectives
Write the LC code S7LT-IIa-1
for each
Module 2: Microscopy
II. CONTENT
Lesson 1: Microscopy: Parts and Functions
III. LEARNING
RESOURCES
Department of Education. (2009). Science and Technology II
C. References textbook. (Rev. ed.). Pasig City: Instructional Materials Development
Corporation.
1. Teacher’s Guide Module 2 pp.11-14
pages
2. Learner’s Materials Module 2 pp. 9-16
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
D. Other Learning
Resources
IV. PROCEDURES
K. Reviewing Ask the class what instrument they use when they need to see minute
previous lesson or objects more clearly. How are these instruments similar to one another?
presenting the
new lesson
L. Establishing a Why the microscope is considered a powerful tool? How is it significant in
purpose for the our lives?
lesson
M. Presenting Common types of microscope
examples/instance 1. Light Microscope – consists of single lens
s of the new 2. Compound Microscope - consisting of several optical components in
lesson line
S. Evaluating
learning
T. Additional
activities for
application or
remediation
V. REMARKS
VISION MISSION QUALITY POLICY
We dream of Filipinos who passionately love To protect and promote the right of every Filipino to quality, equitable, I. Providing quality product and service to our customer and meeting regulatory
their country and whose values and culture-based, and complete basic education where: and all applicable ISO 9001:2015 requirements.
competencies enable them to realize their fullStudents learn in a child-friendly, gender-sensitive, safe, and II. Considering and meeting all external and internal issues relevant to our purpose
potential and contribute meaningfully to motivating environment. strategic direction and that affect our QMS in achieving its intended results.
building the nation. Teachers facilitate learning and constantly nurture every learner. III. Determining and meeting the requirements of interested parties that are
Administrators and staff, as stewards of the institution, ensure an relevant to the ability of our QMS to meet customer and applicable
As a learner-centered public institution, the
enabling and supportive environment for effective learning to happen. regulatoryrequirements .
Department of Education continuously improves
Family, community, and other stakeholders are actively engaged IV. Continually improve our QMS by reducing operational inefficiencies and
itself to better serve its stakeholders.
and share responsibility for developing life-long learners. enhancing customer satisfaction.
VI. REFLECTION
H. No. of learners who earned 80% in the
evaluation
I. No. of learners who require additional activities
for remediation
J. Did the remedial lessons work? No. of learners
who have caught up with the lesson
K. No. of learners who continue to require
remediation
L. Which of my teaching strategies worked well?
Why did these work?
M. What difficulties did I encounter which my
principal or supervisor can help me solve?
N. What innovation or localized materials did I
use/discover which I wish to share with other
I. OBJECTIVES
The Learners demonstrate an understanding of the parts and functions
A. Content Standards
of the compound microscope
B. Performance The learners should be able to: employ appropriate techniques using the
Standards compound microscope to gather data about very small objects
C. Learning
Competencies/ Focus specimens using the compound microscope;
Objectives
Write the LC code S7LT-IIb-2
for each
Module 2: Microscopy
II. CONTENT
Lesson 2: Proper Handling and Use of The Microscope
III. LEARNING
RESOURCES
Reyes, V.F., & Alfonso, L. G. (1979).
A. References The microscope: Part 1. Manila: Alemar-
Phoenix Publishing House
1. Teacher’s Guide Module 2 pp.11-14
pages
2. Learner’s Materials Module 2 pp. 9-16
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Ask the class what are the light system and mechanical system of the
previous lesson or microscope. What would happen if one part is damage?
presenting the
new lesson
B. Establishing a How important is the microscope in the field of biology?
purpose for the
lesson
C. Presenting
examples/instance
s of the new
lesson
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
I. OBJECTIVES
The Learners demonstrate an understanding of the parts and functions
A. Content Standards
of the compound microscope
B. Performance The learners should be able to: employ appropriate techniques using the
Standards compound microscope to gather data about very small objects
C. Learning
Competencies/ Focus specimens using the compound microscope;
Objectives
Write the LC code S7LT-IIb-2
for each
Module 2: Microscopy
II. CONTENT
Lesson 3: Focusing Specimens on the Microscope
III. LEARNING
RESOURCES
A. Recap on the
Rules to observe
Reyes, V.F., & Alfonso, L. G. (1979).
when handling or
The microscope: Part 1. Manila: Alemar-
using the
Phoenix Publishing House
microscope
References
1. Teacher’s Guide Module 2 pp.11-14
pages
2. Learner’s Materials Module 2 pp. 9-16
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Recap on the Rules to observe when handling or using the microscope
previous lesson or
presenting the
new lesson
B. Establishing a Application on the concepts learned in Microscopy.
purpose for the
lesson
VISION MISSION QUALITY POLICY
We dream of Filipinos who passionately love To protect and promote the right of every Filipino to quality, equitable, I. Providing quality product and service to our customer and meeting regulatory
their country and whose values and culture-based, and complete basic education where: and all applicable ISO 9001:2015 requirements.
competencies enable them to realize their fullStudents learn in a child-friendly, gender-sensitive, safe, and II. Considering and meeting all external and internal issues relevant to our purpose
potential and contribute meaningfully to motivating environment. strategic direction and that affect our QMS in achieving its intended results.
building the nation. Teachers facilitate learning and constantly nurture every learner. III. Determining and meeting the requirements of interested parties that are
Administrators and staff, as stewards of the institution, ensure an relevant to the ability of our QMS to meet customer and applicable
As a learner-centered public institution, the
enabling and supportive environment for effective learning to happen. regulatoryrequirements .
Department of Education continuously improves
Family, community, and other stakeholders are actively engaged IV. Continually improve our QMS by reducing operational inefficiencies and
itself to better serve its stakeholders.
and share responsibility for developing life-long learners. enhancing customer satisfaction.
The students will do an application activity in handling microscope.
Materials Needed:
lens paper
light microscope
tissue paper or old t-shirt
newspaper page
glass slide and cover slips
pencil
dropper
scissors
tap water
forceps or tweezer
C. Presenting
examples/instance A. Making a Wet Mount
s of the new
lesson A specimen is a part or sample of any material e.g. plant, animal,
paper or mineral, for study or examination under the microscope.
Specimens should be small and thin for light to pass through them.
1.Cut out a small letter “e” from a newspaper page. Using forceps or
tweezers place it in the center of a glass slide in an upright position.
2. Add a drop of tap water over the specimen. It will act as a mounting
medium and make clear the image of the specimen. Position the cover slip
at 45°with one side touching one edge of the
water on the slide.
3. Slowly lower the other edge of the cover slip until it rests on the water
and the printed letter. Bubbles are perfect circles you see on your
preparation. Remove or minimize trapped bubbles by gently tapping the
cover slip with the eraser-end of a pencil. Make the bubble move
towards the edge of the cover slip.
B.Observing Specimens
1. Put the slide on the stage. Make sure that the letter is in the center
of the hole in the stage and under the LPO. Hold it firmly with the
D. Discussing new
stage clips.
concepts and
2. Watching from the side, carefully lower the body tube until the end
practicing new
of the LPO almost touches the cover slip.
skills #1
3. Look through the eyepiece. Slowly turn the coarse adjustment
upwards to raise the objective until the letter “e” appears. Continue
until you see the letter clearly. This would indicate that you have
focused it already.
E. Discussing new
concepts and
practicing new
skills #2
1. What makes the letter “e” suitable for observation under the
F. Developing
microscope?
mastery (leads to
VISION
2. Describe the position of the letter as seen under the microscope.
MISSION QUALITY POLICY
We dream of Filipinos who passionately love To protect and promote the right of every Filipino to quality, equitable, I. Providing quality product and service to our customer and meeting regulatory
their country and whose values and culture-based, and complete basic education where: and all applicable ISO 9001:2015 requirements.
competencies enable them to realize their fullStudents learn in a child-friendly, gender-sensitive, safe, and II. Considering and meeting all external and internal issues relevant to our purpose
potential and contribute meaningfully to motivating environment. strategic direction and that affect our QMS in achieving its intended results.
building the nation. Teachers facilitate learning and constantly nurture every learner. III. Determining and meeting the requirements of interested parties that are
Administrators and staff, as stewards of the institution, ensure an relevant to the ability of our QMS to meet customer and applicable
As a learner-centered public institution, the
enabling and supportive environment for effective learning to happen. regulatoryrequirements .
Department of Education continuously improves
Family, community, and other stakeholders are actively engaged IV. Continually improve our QMS by reducing operational inefficiencies and
itself to better serve its stakeholders.
and share responsibility for developing life-long learners. enhancing customer satisfaction.
Formative 3. Compare the image of the letter that you see using your unaided
Assessment 3) eye with what you see through the microscope
4. To which direction does the image move?
G. Finding practical
applications of
The benefits of being able to observe things not seen with the unaided eye
concepts and skills
in daily living
H. Making
generalizations
and abstractions
about the lesson
I. Evaluating
learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in the
evaluation
I. No. of learners who require additional activities
for remediation
J. Did the remedial lessons work? No. of learners
who have caught up with the lesson
K. No. of learners who continue to require
remediation
L. Which of my teaching strategies worked well?
Why did these work?
M. What difficulties did I encounter which my
principal or supervisor can help me solve?
N. What innovation or localized materials did I
use/discover which I wish to share with other