SECONDARY

JHS

LEARNING STRAND 2
SCIENTIFIC AND CRITICAL THINKING SKILLS
SESSION GUIDES FOR MODULE 4:
HOW CAN WE HELP LIFE ON LAND?

ALS Accreditation and Equivalency Program: Junior High School

RTY
PE
O
PR LE
T SA
EN R
M FO
N T
E R
V NO
O
G
 LEARNING STRAND 2

SESSION GUIDES
Alternative Learning System - Accreditation and Equivalency (ALS-A&E)

JUNIOR HIGH SCHOOL: SCIENTIFIC AND CRITICAL THINKING SKILLS

SESSION GUIDES FOR MODULE 4 (HOW CAN WE HELP LIFE ON LAND?)
ALS Accreditation and Equivalency Program: Junior High School
Learning Strand 2: Scientific and Critical Thinking Skills
Session Guides for Module 4 (How Can We Help Life on Land?)

Published in 2020 by the United Nations Educational, Scientific and Cultural Organization
UNESCO Office, Jakarta
Jalan Galuh II No. 5, Kebayoran Baru, Jakarta, Indonesia

and

Department of Education
DepEd Complex, Meralco Avenue, Pasig City, Philippines

Copyright © UNESCO and DepEd 2020

This publication is available in Open Access under the Attribution-Share Alike 3.0 IGO (CC-BY-SA) 3.0 IGO)
license (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the
users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.
org/open-access/terms-use-ccbysa-en).

The designations employed and the presentation of material throughout this publication do not imply the
expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country,
territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.

The selection and presentation of the material contained in this publication, as well as the opinions expressed
herein are the sole responsibility of the authors and not necessarily those of UNESCO, nor do they commit
the organization in any way.

This educational resource material was developed and printed through the project “Better Life for Out-of-
School Girls to Fight Against Poverty and Injustice in the Philippines” with financial support from Korea
International Cooperation Agency (KOICA).

Printed by APC Printers Corporation

Printed in Makati City, Philippines

ISBN 888-888-8888-88-8
 DEVELOPMENT TEAM

Jenelyn Marasigan Baylon Master Teacher I, ALS Task Force (On-detail)

Kristine Lee S. Lumanog Education Program Specialist II, ALS Task Force (On-detail)
Judy R. Mendoza Project Development Officer III, Bureau of Learning Resources
Reyangie V. Sandoval Education Program Specialist II, Bureau of Learning Resources
Josephine C. Intino Senior Education Program Specialist, Bureau of Curriculum Development
Eric U. Labre Senior Education Program Specialist, Bureau of Learning Resources
Roderick P. Corpuz Supervising Education Program Specialist, ALS Task Force
Daisy Asuncion O. Santos Chief Education Program Specialist, Bureau of Learning Resources
Marilette R. Almayda Director III/Head, ALS Task Force
Ariz Delson Acay D. Cawilan Officer-In-Charge, Office of the Director IV, Bureau of Learning Resources
G. H. S. Ambat Assistant Secretary for Alternative Learning System Program
and Task Force
Tonisito M. C. Umali Undersecretary for Legislative Liaison Office, External Partnership Service
and Project Management Service
Leonor Magtolis Briones Secretary

Joshua Olindan Author

Ferdinand Valencia Content Expert
Bernadette Sison Admin and Finance Staff
Mildred Parbo Project Lead
Ma. Teresita Medado President

Content and Language Evaluators and Instructional Design Reviewer

Dalisay E. Esguerra Schools Division Office of Malabon City, Department of Education
Ray Butch Mahinay Regional Office X – Northern Mindanao, Department of Education
Mylene A. Manalansan University of the Assumption/DLSU

Ade Sandra Admin and Finance Assistant

Rusyda Djamhur Project Assistant
Marmon Abutas Pagunsan National Project Consultant
Remegio Alquitran National Project Officer
Maria Karisma Bea Agarao National Programme Coordinator
Mee Young Choi Head of Education Unit
Shahbaz Khan Director and Representative
User’s Guide
For the ALS Teacher/Instructional Managers/Learning Facilitator:

Welcome to the Session Guides of this Module entitled How Can We Help Life on Land? under Learning Strand
2 Scientific and Critical Thinking Skills of the ALS K to 12 Basic Education Curriculum (BEC).

This module was collaboratively designed, developed, and reviewed by select DepEd field officials and teachers
from formal school and ALS, and private institutions to assist in helping the ALS learners meet the standards set
by the ALS K to 12 Basic Education Curriculum (BEC) while overcoming their personal, social, and economic
constraints in attending ALS learning interventions.

This learning resource hopes to engage the learners in guided and independent learning activities at their own
pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

As an ALS Teacher/Instructional Manager/Learning Facilitator, you are expected to orient the learners on
how to use this module. You also need to keep track of the learners' progress while allowing them to manage
their learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included
in the module.
session guide 1

HOW CAN WE HELP LIFE ON LAND?

Session Guide No. 1

I. Objectives
1. Enumerate the strategies and guidelines in crop rotation (LS2SC
BC-PSD- LE/AE/JHS-67, LS1CS/EN-R-PSD-LE/JHS-19);
2. Describe the procedures in crop rotation (LS2SC-BC-PSD- LE/AE/
JHS-67, LS1CS/EN-R-PSD-LE/JHS-19); and
3. Explain the importance of crop rotation (LS2SC-BC-PSD-LE/AE/
JHS-62).

II. Subject
A. Lesson 1: How Can I Plant Safely and Wisely?
B. Materials: Short bond paper, ballpen/pencil, calculator

III. Procedure
1. Pre-Assessment
Let the learners answer the pre-assessment on pages 2 – 4.

2. Introductory Activity
Before starting the session, ask the learners to read Let’s Get to Know
on page 1 of the module. This will serve as a springboard to learn
about planting crops and measuring land area.

3. Activity
a. Let the learners do the activity on page 6, Trying This Out. Using
a clean sheet of paper, ask the learners to write their regular day-
to-day schedule.
b. Let the learners answer the questions given in the activity.
·· Why is it important to have time for breakfast, lunch, and
dinner?
·· What do you think will happen if you did not have time to
sleep?
·· Why is it important to spend time with friends and play games?

How Can We Help Life on Land? 1

session guide 1

c. Relate to the learners the importance of keeping a schedule of

everyday activities that will help a person to stay healthy.
d. Let the learners read Lesson 1 Understanding What You Did to
learn the importance of crop rotation to differentiate nitrogen
fixers (crops that add nitrogen to soil) from nitrogen users (crops
that consume nitrogen from soil).
e. Guide the learners in computing for the total nitrogen content
of the soil for each field (continuously adding values depending
on the given crop, see answer key).
f. Explain to the learners the differences among low, medium and
high-level soil fields based on nitrogen content.

4. Analysis
a. Initiate a discussion by asking the following questions:
·· What is crop rotation?
·· Why is it important to learn about the vegetable families?
·· Why is crop rotation so important?
·· Enumerate the different strategies and guidelines in crop
rotation.
b. Explain to the learners that:
·· The quality (fertility) of a field depends on the crops placed
on a particular area;
·· A field with a strong nitrogen-fixing crop does not automatically
mean that it is a fertile field;
·· A field with a heavy nitrogen-using crop does not automatically
mean that it is an unhealthy field; and
·· A field that is more fertile will produce healthier crops while
a field that is less fertile will produce less healthy crops.

5. Abstraction/ Generalization
Ask the learners to answer the following questions:
a. What is crop rotation and why is it important?
b. How do you do crop rotation?

2 How Can We Help Life on Land?

session guide 1

6. Application
a. Ask the learners to do the learning module's Sharpening Your
Skills Test I and Test II on page 12 and 14. Have them do it on a
separate sheet of paper.
b. After doing the activity, let the learners answer the following
questions:
·· Which of the two fields is more fertile?
·· Why is crop rotation a good practice?
·· How can Lolo Gino improve his crops for Year 2? Why?

IV. Evaluation
Let the learners answer the questions given in Treading the Road to Mastery
on page 15.

How Can We Help Life on Land? 3

session guide 2

HOW CAN WE HELP LIFE ON LAND?

Session Guide No. 2

I. Objectives
1. Enumerate the strategies and guidelines in contour farming (LS2SC
BC-PSD- LE/AE/JHS-67, LS1CS/EN-R-PSD-LE/JHS-19);
2. Describe the procedure in contour farming (LS2SC-BC-PSD- LE/
AE/JHS-67, LS1CS/EN-R-PSD-LE/JHS-19); and
3. Explain the importance of contour farming (LS2SC-BC-PSD-LE/AE/
JHS-62).

II. Subject
A. Lesson 2: How Does Water Affect Soil?
B. Materials: Short bond paper, ballpen/pencil

III. Procedure
1. Activity
a. Ask the learners to do the activity in Trying This Out on page 17
and let them answer the following questions:
·· If you are driving at a speed of 30 kilometers per hour, will
you be able to drive faster once you reach Road A?
·· If you are also driving at a speed of 30 kilometers per hour,
will you be able to drive faster once you reach Road B?
·· How do road bumps affect the speed of your car when driving?
b. After doing the activity let the learners realize the following:
·· Road bumps are important in driving;
·· A smooth road allows the driver to move faster because there
is no obstruction to slow down the car;
·· A bump on the road suggests that the the driver should slow
down while driving; and
·· A road with multiple bumps will cause the driver to move
slower than the original speed.
c. Let the learners read Lesson 2 Understanding What You Did for
them to learn the importance of contour farming.
d. Instruct the learners to determine the accuracy/correctness of

4 How Can We Help Life on Land?

session guide 2

the statement based on what they learned from the lesson; and
e. Guide the learners in analyzing the statements and how a word
or a set of words can make a statement incorrect.

2. Analysis
a. Initiate a discussion by asking the following questions:
·· What is contour farming?
·· Why is contour farming so important?
·· Enumerate the different strategies and guidelines in contour
farming.
b. Explain to the learners that:
·· Contour farming involves the influence of the direction of
farming along a slope of land on soil quality;
·· When the direction of farming is against the slope of land, it
can improve soil quality by allowing more water to be absorbed
by the soil; and
·· When the direction of farming is following the slope of land,
soil quality can decrease because water is destroying the
structure of land.
c. Explain to the learners that:
·· Contour farming requires a series of steps to make sure that
a field/land can be used for farming; and
·· Remembering the general (major) steps in contour farming
will allow easier recall of specific (minor) steps.

3. Abstraction/ Generalization
Ask the learners to answer the following questions:
·· What is contour farming and why is it important?
·· How do you do contour farming?

4. Application
Ask the learners to do the Sharpening Your Skills Test I and Test II on
page 20 and 25. Have them do it on a separate sheet of paper.

How Can We Help Life on Land? 5

session guide 2

For Sharpening Your Skills (First Formative Assessment)

a. Instruct the learners to determine the accuracy/correctness of
the statement based on what they learned from the lesson; and
b. Guide the learners in analyzing the statements and how a word
or a set of words can make a statement incorrect.

For Sharpening Your Skills (Second Formative Assessment)

a. Help learners to highlight keywords for each general (major)
step in contour farming (e.g. A-frame for step 1, seeds for step
4, crop rotation for step 9, etc.); and
b. Guide the learners in imagining each procedure (its illustrations
mostly) and determine the correct sequence in contour farming.

IV. Evaluation
Let the learners answer the questions given in Treading the Road to
Mastery on page 26.

6 How Can We Help Life on Land?

session guide 3

HOW CAN WE HELP LIFE ON LAND?

Session Guide No. 3

I. Objective
1. Relate geometric ideas to number and measurement ideas, including
the concepts of a perimeter and area, by computing the parameter
of a given piece of land (LS3MP-G-PSC-AE-5).

II. Subject
A. Lesson 3: How Do I Measure My Soil/Land?
B. Materials: Short bond paper, ballpen/pencil, calculator

III. Procedure
1. Introductory Activity
Ask the learners to do the activity in Trying This Out and let them
answer the questions:
·· How much money would you earn if you used only blue paint?
·· How high (in feet) were you able to paint if you got 750 pesos?
·· How will you be able to earn the highest income from painting
the wall of your neighbor?

2. Activity
a. Let the learners read Lesson 3 Understanding What You Did
to learn on how to relate geometric ideas to number and
measurement ideas, including the concepts of a perimeter and
area, by computing the parameter of a given piece of land;
b. Guide the learners in solving for the values of x and y;
c. Show that side x is the sum of the vertical distances on the
opposite side;
d. Show that side y is a part of the total distance of the opposite side.
e. Inform the learners that perimeter can be expressed in different
units of length such as meters, inches, feet, kilometers, etc.; and
f. Guide the learners in solving for the total payment for the job
which is the product of the perimeter and rate per meter (20
pesos per meter).

How Can We Help Life on Land? 7

session guide 3

3. Analysis
a. Using the learners' module, instruct the learners to present the
key concepts on how to compute for the length of the missing
sides of a shape before solving for its perimeter.
b. Initiate a discussion by asking the following:
·· How can we obtain the value of x?
The value of x can be obtained by getting the sum of all the
vertical distances on the opposite side.

·· How can we obtain the value of y?

The value of y can be obtained by getting the difference of the
total distance on the opposite side and the horizontal distances
of the side adjacent to side y.

·· What will happen if the perimeter of the shape increases?

What will happen to the total money earned?
{{ As the perimeter of the shape increases, the total money
earned also increases; and
{{ As the perimeter of the shape decreases, the total money
earned also decreases.

·· Why is it important to compute for the length of the missing

sides of the shape before solving its perimeter?
It is important to compute for the length of the missing sides
of the shape before solving its perimeter because the perimeter
of a shape is the total distance around (outside) a shape. We
can calculate the perimeter of a shape by adding up the lengths
of each of the sides.

·· What will happen if the area of the shape increases? What

will happen to the total money earned?
{{ As the area of the shape increases, the total money earned
also increases; and
{{ As the area of the shape decreases, the total money earned
also decreases.

8 How Can We Help Life on Land?

session guide 3

4. Abstraction/Generalization
a. Ask the learners to answer the following questions:
·· How do we compute for perimeter? Area?
·· What is the importance of perimeter? Area? in real life?
b. Explain to the learners that:
·· Any object that has a definite shape (including land) has a
perimeter;
·· The perimeter of a piece of land can be used as reference in
payment schemes and other applications (fencing, painting,
surveying);
·· Area refers to the amount of space that a shape occupies;
·· Perimeter is measured along the edges of the shape while area
is measured within the shape;
·· The area of a piece of land can be used as reference in
payment schemes and other application (tiling jobs, volume
measurements, interior designing); and
·· There can be more than one solution in finding the area of a
shape and still get the same value.

5. Application
Ask the learners to do the Sharpening Your Skills Test I and Test II on
page 33 and 36. Have them do it on a separate sheet of paper.

For Treading the Road to Mastery (Summative Assessment)

a. Guide the learners in applying concepts from the formative
assessments in coming up with the correct answer for the
assessment; and
b. Explain to the learners that they should:
·· Compute for the sides with missing values/measurements;
·· Identify that the unit being used in measurements is meters;
·· Compute for the perimeter of the land;
·· Compute for the total money earned in wall construction
based on the given rate of 4,000 pesos per meter;

How Can We Help Life on Land? 9

 session guide 3

·· Compute for the change after payment for wall construction

by getting the difference of the initial payment to the total cost;
·· Divide the shape into five parts by drawing four vertical lines
and recognize that two parts from the opposite sides have the
same measurements;
·· (Optional) also suggest other ways to divide the shape;
·· Compute for the area of the separate parts;
·· Compute for the total area of the shape by getting the sum of
the areas of the separate parts;
·· Compute for the cost of land digging based on the given rate
of 5,000 per square meter; and
·· Compute for the change after payment for land digging by
getting the difference of the initial payment to the total cost.

IV. Evaluation
Let the learners answer the questions given in Treading the Road to
Mastery on page 37.

10 How Can We Help Life on Land?

answer key

PRE-ASSESSMENT PAGE 2

1. A 11. C
2. B 12. D
3. C 13. A
4. D 14. B
5. A 15. C
6. B
7. C
8. D
9. A
10. B

LESSON I: HOW CAN I PLANT SAFELY AND WISELY?

SHARPENING YOUR SKILLS PAGE 11
ACTIVITY I

·· Field A = 35 (medium level soil) – 50 (corn) – 20 (oats) + 40 (soybean)

– 10 (peppers) = (-) 5 nitrogen units

·· Field B = 35 (medium level soil) + 25 (pinto bean) – 35 (sunflowers)

– 40 (wheat) – 15 (pumpkins) = (-) 30 nitrogen units

·· Field A is more fertile than Field B by (-) 25 nitrogen units. Although

both fields have negative values, Field A can easily regain nitrogen
in its soil than Field B.

ACTIVITY II

YEAR 2
Mung Bean Ornamental corn
Sweet corn Soybean

How Can We Help Life on Land? 11

 answer key

TREADING THE ROAD TO MASTERY PAGE 15

Field B will produce better crops and healthier soil in year 1. Because of
the alternating nitrogen fixers and users, Field B will have a balanced soil –
not having too much or too little nutrients. Also, Field B will have a lower
tendency of having pests since the crops within the same family are not
placed beside each other. Simple cyclic rotation in Field B is enough to
maintain better crops and healthy soil.

YEAR 1 soybean corn field pea barley pinto bean

FIELD B parsley garden pea cucumber mung bean cauliflower

parsley soybean corn field pea barley

YEAR2
green pea cucumber mung bean cauliflower pinto bean

12 How Can We Help Life on Land?

answer key

LESSON II: HOW DOES WATER AFFECT SOIL?

SHARPENING YOUR SKILLS PAGE 20
ACTIVITY I

1. FALSE – contour farming is performing farming activities across

the slope
2. FALSE – water is conserved in contour farming
3. TRUE – without contour farming, water can easily follow the slope
of land
4. TRUE – soil will not have enough time to absorb water that is flowing
too quickly along a slope
5. TRUE – contour farming minimizes water consumption for farmers’
convenience

ACTIVITY II

1. 9 6. 1
2. 2 7. 10
3. 7 8. 8
4. 4 9. 3
5. 5 10. 6

TREADING THE ROAD TO MASTERY PAGE 26

1. I 6. A
2. B 7. J
3. G 8. H
4. D 9. C
5. E 10. F

How Can We Help Life on Land? 13

 answer key

LESSON III: HOW DO I MEASURE MY SOIL/LAND?

SHARPENING YOUR SKILLS PAGE 33
ACTIVITY I
A. length of side x = 4 + 4 +3 = 11 meters
B. length of side y = 14 – 3 – 3 = 8 meters
C. perimeter of the house = 14 + 14 + 11 + 11 = 50 meters
D. total payment for Josh’s job = 50 x 20 = 1000 pesos
ACTIVITY II
A. Length of side x = 4 + 4 +3 = 11 meters
B. Length of side y = 14 – 3 – 3 = 8 meters
C. Area of the first floor

{{ A rea of A = 8 x 11 = 88 square meters

{{ Area of B = 3 x 7 = 21 square meters
{{ Area of C = 3 x 3 = 9 square meters

14 How Can We Help Life on Land?

answer key

{{ Area of A = 4 × 8 = 32 square meters

{{ A rea of B = 4 × 11 = 44 square meters
{{ Area of C = 3 × 14 = 42 square meters

D. Total Area = 88 + 21 + 9 = 118 square meters OR

Total Area = 32 + 44 + 42 = 118 square meters
E. Total payment for Jericko’s job = 118 × 25 = 2,950 pesos

TREADING THE ROAD TO MASTERY PAGE 37

A. length of side a = 15 − 5 − 5 = 5 meters
length of side b = 4 meters
length of side c = 2 meters
length of side d = 29 − 15 = 14 ÷ 2 = 7 meters
length of side e = 10 meters
length of side f = 7 meters
length of side g = 19 − 10 − 2 = 7 meters
length of side h = 7 meters
length of side i = 7 meters
length of side j = 7 meters
B. land perimeter = 5 + 4 + 2 + 7 +10 + 7 + 7 + 7 + 7 + 7 + 5 + 5 + 15
+ 10 + 2 + 4 = 104 meters
C. cost of irrigation = 104 × 2,000 = 208,000 pesos

How Can We Help Life on Land? 15

 answer key

D. change after payment for irrigation = 250,000 − 208,000 = 42,000

pesos
E. area of each portion of land (in square meters)

5 5
d
2 c
j 4 b
a

10 A B C D E e
19

i f
j g
15
29

{{ Area of A = 7 × 10 = 70 square meters

{{ Area of B = 5 × 19 = 95 square meters
{{ Area of C = 5 × 15 = 75 square meters
{{ Area of D = 5 × 19 = 95 square meters
{{ Area of E = 7 × 10 = 70 square meters

F. Total land area = 70 + 95 + 75 + 95 + 70 = 405 square meters

G. Cost of planting crops = 405 x 2,500 = 1,012,500 pesos
H. Change after payment for planting crops = 1,500,000 − 1,012,500 =
237,500 pesos

16 How Can We Help Life on Land?

answer key

REACH THE TOP PAGE 40

ACTIVITY I
1. G
2. I
3. I
4. P
5. G
ACTIVITY II
1. P
2. I
3. G
4. P
5. I
ACTIVITY III
1. 12 + 12 + 3 = 27
2. Perimeter = 10 + 10 + 12 + 12 = 44 units
3. Perimeter = 10 + 10 + 12 + 12 = 44 units
4. Area = 10 × 12 = 120 square units
5. Area = 10 × 12 = 120 square units

How Can We Help Life on Land? 17

The development and printing of this learning resource was made possible
with the cooperation of Asia Pacific College. This is a component of the project
“Better Life for Out-of-School Girls to Fight Against Poverty and Injustice in the
Philippines” implemented by UNESCO Office, Jakarta in partnership with the
Department of Education. This initiative received a generous financial support
from Korea International Cooperation Agency (KOICA).

For inquiries, please contact:

Department of Education, Bureau of Learning Resources (DepEd BLR)

Office Address : Ground Floor, Bonifacio Building, DepEd Complex,

Meralco Avenue, Pasig City, Philippines 1600
Telefax : +63-2-8631-1072; +63-2-8634-1054; +63-2-8631-4985
Email Address : [email protected]; [email protected]