PHI 002: Introduction to Philosophy & Logic

Module #4 Student Activity Sheet

Name: MARICON MORALES-OLANDRES Class number: _______

Section: UI-FB2-BSN2-4 Date: ________________

Schedule: ___________ _____________________________

Lesson title: Term: Nature, Meaning, & Inverse Relationship Materials:

Activity Sheet, TV, Whiteboard Marker
Learning Targets: References:
1. Identify and define terms in logic Hinacay, Marionito L. & Hinacay, Ma. Belen
1. 2. Discuss the nature and relationship of comprehension and S.E. Logic: A textbook-workbook for college
students. Iligan City: Vitasophia Book Center.
2. extension 2007
3. Bachhuber, Andrew H. S.J. Introduction to
Logic: New York: Appleton, Inc. 1995.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

INVERSE RELATIONSHIP OF TERMS

Extension

Substance Substance Angel Mineral Plant Brute Man

Body Corporeal Substance Minera Plant Brute Man

Organism Living Corporeal Substance Plant Brute Man

Animal Sentient Living Corporeal Substance Brute Man

Man Rational Sentient Living Corporeal Substance Man

Comprehension

This document is the property of PHINMA EDUCATION

Page 1
 PHI 002: Introduction to Philosophy & Logic
Module #4 Student Activity Sheet

Name: MARICON MORALES-OLANDRES Class number: _______

Section: UI-FB2-BSN2-4 Date: ________________

Schedule: ___________ _____________________________

B. MAIN LESSON

1) Activity 1: Content Notes (13 mins)

Comprehension—sum total of the attributes/notes by which a term/idea is known.

(this is by definition) Ex. Man is rational animal

Extension --- sum total of individuals, things or beings to which an idea is applied.
(This is by example) Example of man---Peter, John, American, Pinoy

Classification of Terms according to:

a. External Representation
1. Oral term – an articulate sound that serves as a conventional or arbitrary sign of a
concept.
2. Written Term – a printed or written word that signifies a concept

b. Ultimate structure of an element of a proposition (as the subject or the

predicate of the proposition.)
1. Simple – it has only one single word as subject or predicate.
Ex. A dog is an animal.
2. Complex – a group of words that signifies one thing or kind of thing when they are taken
together as a unit.
Ex. The quick brown fox jumps over the lazy dog.

2) Activity 2: Skill-building Activities

Direction: Create statements that have simple terms. Underline the simple subject and
simple predicate.

This document is the property of PHINMA EDUCATION

Page 2
 PHI 002: Introduction to Philosophy & Logic
Module #4 Student Activity Sheet

Name: MARICON MORALES-OLANDRES Class number: _______

Section: UI-FB2-BSN2-4 Date: ________________

Schedule: ___________ _____________________________

Ex. All scholars are students.

1.The cat slept peacefully on the windowsill.

2. John plays basketball every Saturday with his friends.

3. The tree swayed in the wind during the storm.

4.Sarah and Gigi went to the movies last night.

5.The bookshelf in the corner of the room is full of novels.

3) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Direction: Identify the predicate of the following statements either simple or complex
term.

COMPLEX 1. Men are mortal beings.

COMPLEX 2. Men are rational animal.

SIMPLE 3. Some men are black.

SIMPLE 4. Filipinos are not Americans.

This document is the property of PHINMA EDUCATION

Page 3
 PHI 002: Introduction to Philosophy & Logic
Module #4 Student Activity Sheet

Name: MARICON MORALES-OLANDRES Class number: _______

Section: UI-FB2-BSN2-4 Date: ________________

Schedule: ___________ _____________________________

SIMPLE 5. God exists.

4) Activity 4: Check for Understanding (5 mins)

Direction: Create statements that have complex terms. Underline the complex subject and
complex predicate.

Ex. All PHINMA scholars are PHINMA students.

1.Although she was tired, the athlete continued to train for the

upcoming competition.

2. Because the restaurant was closed, we had to find another place to

eat.

3. Despite the bad weather, the construction workers worked tirelessly

to finish the project on time.

4.After finishing his homework, he went to bed.

5.Although she had never traveled outside the country, she was excited

This document is the property of PHINMA EDUCATION

Page 4
 PHI 002: Introduction to Philosophy & Logic
Module #4 Student Activity Sheet

Name: MARICON MORALES-OLANDRES Class number: _______

Section: UI-FB2-BSN2-4 Date: ________________

Schedule: ___________ _____________________________

to study abroad.

C. LESSON WRAP-UP

You are done with the session! Let's track your progress

Period 1 Period 2 Period 3

1 P3
1 2 3 4 5 6 P1 Exam 7 8 9 10 11 12 13 P2 Exam 14 15 16 17 19 20 21
8 Exam

Thinking about your learning

Give your three (3) most useful takeaways from the lesson?
1. ____________________________________________________________________________________
____________________________________________________________________________________
2. ____________________________________________________________________________________
____________________________________________________________________________________
3. ____________________________________________________________________________________
____________________________________________________________________________________

KEY TO CORRECTION

Activity 2:
(Answers may vary)

This document is the property of PHINMA EDUCATION

Page 5
 PHI 002: Introduction to Philosophy & Logic
Module #4 Student Activity Sheet

Name: MARICON MORALES-OLANDRES Class number: _______

Section: UI-FB2-BSN2-4 Date: ________________

Schedule: ___________ _____________________________

Activity 3:
1. Complex
2. Complex
3. Simple
4. Simple
5. Simple

Activity 4:
(Answers may vary)

TEACHER-LED ACTIVITIES

A. If this session happens to be a face-to-face, in-classroom learning session:

1) Collect completed work in the SAS.
2) Allocate your contact time with students to individual or small group mentoring, monitoring, and
student consultations.
3) You may administer summative assessments (quizzes, demonstrations, graded recitation,
presentations, performance tasks) during face-to-face sessions.
4) You may also explore supplementary activities that foster collaboration, provided that social
distancing is observed.
5) You may provide supplementary content via videos, etc.

It is important to remember that students who cannot make it to face-to-face, in-classroom sessions for
health and safety reasons, should not be given lower grades for missing in-class activities and should
be given alternative summative tests.

B. If this session happens to be an at-home learning session for the students:

1) Check and grade collected SAS and other input from students.
2) Schedule phone calls/virtual calls/virtual chats to individual students or small groups of students to
monitor work, provide guidance, answer questions, and check understanding.

Thank you for your cooperation!

Stay safe always

This document is the property of PHINMA EDUCATION

Page 6