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Classroom Policies and Requirements

Class Procedures
Students' Section
Teachers' Section
About your teacher



A.      Submission of Requirements

     Requirements that are not submitted on the specified date will be given a grace period of 1 week, upon request of the student, with a corresponding 5 point deduction per class day.  


B.     Recitation

Everyday is a recitation day. It is important for your teacher to assess if you understand or have inquiry on the lesson at hand.


The following are the criteria for active participation:

Criteria                                                   Point/s

1. one word answer                               1

2.   asks relevant question/s                    1

3. projects possible scenarios              2

4. explains a process                            3


C.     Make-up Work

Students should also be responsible in notifying their science teacher/s in requesting make-up work/s. Make-up quizzes / long tests and others shall be given during Consultation Period / schedule specified by your respective teacher/s. In case of a missed periodical exam, the Principal’s office will schedule one.


For laboratory and other related activities, students shall be given make-up lab work / other activity related to the missed topic during consultation period.


Reports shall be submitted within a week after the teacher has given the topic.


Failure to take make-up requirements shall mean a grade of 70% .


A.      Quizzes

There shall be at least five (5) quizzes with a combined total of not less than seventy (70) items. Each quiz shall not exceed 20 items. There will be a selection of test types such as puzzles, identification, enumeration, completion, multiple choice, matching type, modified true-or-false, essay, word analogy, illustrations and others.



 B.     Activities

These include laboratory activities, practical activities and experiments.

Practical activities are work related activities and can be applied in real-life. These will be assigned to a group of students composed of 5 to 6 members. Group collaboration and the individual performance of the students will be rated through the use of a scoring process and through rubrics. Purchasing and/or availing of needed materials should be equally distributed / assigned to the members of the group by the leader.

All laboratory sheets should be compiled in a folder and shall be submitted at the end of the school year for filing and for Clearance purpose.   There will be at least 7 activities/experiments per term.


A. Class Standing         Quiz/Long Test                       30%

            (70%)              Activity/Experiment                 25%

                                    Recitation                                15%

                                    Authentic Assessments         25%

                                    Homework/seatwork                 5%


B. Periodical Examination                                           30%




Science Modules provide students with an independent study learning strategy. This self-instructional material is augmented by frequent small group dynamics to complete the tasks included per module. Journal Writing / Student’s Activity / Review Questions / Laboratory Activity / Connections are all incorporated inside the modules. Because students progress at different rates, the grouping should also be flexible. Through these modules the student can determine his pace of readiness to proceed to the other parts of the modules.



 A Science Consultation Class shall be offered starting July.  All students encountering difficulties in the subject are enjoined to attend this class.


Also, a Science Remedial Class shall be offered to students with low achievement in their science subjects.


Students can be exempted from the final examination through the following criteria:

1.      An average grade not lower than 90 in the first three quarters;

2.      No grade with the line of 7 in any quarter for the Science subject;

3.      A class standing grade of at least 90 in the final quarter;

4.   Deportment grade of B+ or higher for the first three quarters.



     One of the first things you must learn is that working in the laboratory can be an exciting experience. But the laboratory can also be quite dangerous if proper safety rules are not followed at all times. To prepare you for a safe year in the laboratory, read over the following safety rules. Then read them a second time. Make sure you understand each rule. If you do not, ask your science teacher to explain any rules you are unsure of.


Dress Code

  1. Many materials in the laboratory can cause eye injury. To protect yourself from possible injury, wear safety goggles whenever you are working with chemicals, burners or any substance that might get into your eyes. Never wear contact lenses in the laboratory.
  2. Wear a laboratory apron whenever you are working with chemicals or heated substances.
  3. Tie back long hair to keep it away from any chemicals and burners or other laboratory equipment.
  4. Remove any article of clothing or jewelry that can hang down and touch chemicals and flames.

General Safety Rules

5.      Read all directions for an experiment several times. Follow the directions exactly as they are written. If you are in doubt about any part of the experiment, ask your teacher for assistance.

  1. Never perform activities that are not authorized by your teacher. Obtain permission before “experimenting” on your own.
  2. Never handle any equipment unless you have specific permission.
  3. Take extreme care not to spill any materials in the laboratory. If a spill occurs, immediately ask your teacher about the proper cleanup procedure. Never simply pour chemicals or other substances into the sink or trash container.
  4. Never eat in the laboratory.
  5. Wash your hands before and after each experiment.

First Aid

11. Immediately reports all accidents, no matter how minor, to your teacher.

  1. Learn what to do in case of specific accidents, such as getting acid in your eyes or your skin.
  2. Become aware of the location of the first-aid kit. But your teacher should administer any required first aid due to injury. Or your teacher may send you to the clinic.
  3. Know where and how to report an accident or fire. Find out the location of the fire extinguisher, phone and fire alarm. Immediately report any fires to your teacher.

Heating and Fire Safety

15. Again, never use a heat source, such as a burner, without wearing safety goggles.

  1. Never heat a chemical you are not instructed to heat. A chemical that is harmless when cool may be dangerous when heated.
  2. Maintain a clean work area and keep all materials away from flames.
  3. Never reach across a flame.
  4. Make sure you know how to light a Bunsen burner. If the flame leaps out of a burner toward you, immediately turn off the gas. Do not touch the burner. It may be hot. And never leave a lighted burner unattended!
  5. When heating a test tube, always point it away from you and others. Chemicals can splash or boil out of a heated test tube.
  6. Never heat a liquid in a closed container. The expanding gases produced may blow the container apart, injuring you or others.
  7. Before picking up a container that has been heated, first hold the back of your hand near it. If you can feel the heat on the back of your hand, the container may be too hot to handle. Use a clamp or tongs when handling hot containers.

Using Chemicals Safely

23. Never mix chemicals for the “fun of it”. You might produce a dangerous, possibly explosive substance.

  1. Never touch, taste or smell a chemical unless you are instructed by your teacher to do so. Many chemicals are poisonous. If you are instructed to note the fumes in an experiment, gently wave your hand over the opening of a container and direct the fumes toward your nose. Do not inhale the fumes directly from the container.
  2. Use only those chemicals needed in the activity. Keep all lids closed when a chemical is not being used. Notify your teacher whenever chemicals are spilled.
  3. Dispose of all chemicals as instructed by your teacher. To avoid contamination, never return chemicals to their original containers.
  4. Be extra careful when working with acids or bases. Pour such chemicals over the sink.
  5. When diluting an acid, pour the acid into water. Never pour water into an acid.
  6. Immediately rinse with water any acids that get on your skin or clothing. Then notify your teacher of any acid spill.

Using Glassware Safely

30. Never force glass tubing into a rubber stopper. A turning motion and lubricant will be helpful when inserting glass tubing into rubber stoppers/rubber tubing. Your teacher will demonstrate the proper way to insert glass tubing.

  1. Never heat glassware that is not thoroughly dry. Use a wire screen to protect glassware from any flame.
  2. Keep in mind that hot glassware will not appear hot. Never pick up glassware without first checking to see if it is hot.
  3. Never use broken or chipped glassware. If glassware breaks, notify your teacher and dispose of the glassware in the proper trash container.
  4. Never eat or drink from laboratory glassware. Thoroughly clean glassware before putting it away.

Using Sharp Instruments

35. Handle scalpels or razor blades with extreme care. Never cut material toward you; cut away from you.

  1. Immediately notify your teacher if you cut your skin when working in the laboratory.

Animal Safety

37. Clean your hands thoroughly after handling animals / the cage containing animals.


End-of-Experiment Rules

38. After an experiment has been completed, clean up your work area and return all equipment to its proper place.

  1. Wash your hands after every experiment.
  2. Turn off all burners before leaving the laboratory. Check that the gas line leading to the burner is off as well.

Science Modules
   Modules given to you during the school year will help you work independently and task your own pace of learning.
Directions in Using the Modules:
   Here are some general instructions on how to undertake all the succeeding lessons. Be sure to read them carefully and understand each step. You may go back to these instructions from time to time as yuo proceed through the module if only to remind you of them.
1. Read and understand the specific instructions before answering the questions and before performing the tasks.
2. Take your time and read the module carefully.
3. Work on each lesson carefully.
4. Do not skip any activity in the module.
5. The module has the following parts:
   a. Title
   b. Time Frame
   c. Introduction
   d. Instructional objectives
   e. Outline
   f. Student's Activity
   g. Lessons
   h. Review Questions
   i. Laboratory Activity
   j. Connections
   k. Values
   l. References
   m. Evaluation form
6. After each lessons, you will find review questions and laboratory activity to help you enrich your learning. This will help you assess whether you understood what you have seen in print.
7. If you have some questions or doubts on certain lessons, you may go ovcer the module once more or discuss them with your teacher for clarification and further explanation.
Learner-Centered Learning Environment

The Learner Centered Learning System (LCLE) system developed and implemented in La Salle Green Hills (LSGH) begins with the Grade School Department during the school year 2000-2001. By school year 2004–2005 the High School applied this instructional system in their department and by school year 2007-2008 in the Adult Night High School (ANHS).

   The LCLE system is a novel idea conceptualized by Dr. Rapatan and administered to all students of LSGH after a considerable number of orientations and training sessions to all faculty of the institution. Its conceptual basis relies heavily on the constructivism approach and in the 14 principles of learner-centered education. Many studies had pointed out the lack of responsiveness to the actual needs and learning styles of students when conventional teaching methods are utilized to any students.

   Through the LCLE system the application and interpretation of the theoretical framework of constructivism and the principles of learner-centered education will materialize. The LCLE will provide students with a systematic opportunity to elicit knowledge they already know or may have known and at the same time gain new ideas as the individual student undergo a collaborative process with peers on the tasks prescribed by a teacher. Other like the provision of activities for students to work on reduces teacher talk time to focus on how students process the activities in completion; students are also task to synthesize how and what they have learned using different resources; activities are constructed based on the real world experiences and interests of students; and finally it gives an opportunity for students to express their ideas out of their personal orientation or background.

   The LCLE has 4 main components:

Part I – Identifying the Students’ Prior Knowledge - that extracts known concepts of students’ previous learning;

Part II – Providing Engaging Interactions – where topic is delivered based on real life situations and students find meaning and relevance of it through a collaborative effort with peers;

Part III – Coaching Students’ Transformation and Mastery – where students will be guided to rethink learned concepts from prior concepts so as to correct knowledge regarding a topic;

Part IV – Evaluating and Verifying Students’ Performances – the assessment part of the system where student can track his progress.


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