Directions: Write a detailed sample activity (motivation, review, evaluation, or application) for a Social Science Subject for each of the following approaches:
1. Topic-based Integration
Learning Area | Araling Panlipunan 7 |
Learning Competency | Naipapaliwanag ang konsepto ng Asya tungo sa paghahating – heograpiko: Silangang Asya, Timog-Silangang Asya, Timog-Asya, Kanlurang Asya, Hilagang Asya at Hilaga/ Gitnang Asya. |
Lesson | A. Katangiang Pisikal ng Asya 1. Konsepto ng Asya 2. Katangiang Pisikal |
Duration | 1 week |
Learning Materials | 1. EASE II Module 2 2. Asya: Pag-usbong ng Kabihasnan II. 2008. |
Motivation | Map Quiz Game. Direction: From the map try to identify the country and where they are in located Asia. Write your answer below the picture. |
Review | Students with prior learning and experience Interact with the teacher and peers to exchange information |
Evaluation | Makes an overall profile of the geography of Asia. Task: In groups, students create a map of Asia that shows the elements and characteristics of the physical environment in the regions of Asia. (Students collaborate with classmates and present them in class) |
Application | Direction: Develop a graphic organizer about the importance of studying the geography of Asia by patching five or more words that are posted on the board. |
2. Task-based Integration
Learning Area | Araling Panlipunan 10 |
Learning Competency | Naipaliliwanag ang mga dahilan ng pagkakaroon ng unemployment |
Lesson | Mga Isyung Pang-Ekonomiya: Unemployment |
Target Task | Create a concept map or diagram that shows the causes of Unemployment and Its implication on Individuals, Society, and the Economy. |
Motivation | The teacher will present a video clip to awaken students’ attention. The teacher and students will have an interactive discussion regarding the video presented. Students will have to type their answers on Google Meet’s Jam board. (Comic video presentation on Unemployment) |
Review | The teacher will employ a Question and answer session to determine whether the students have remembered and clearly understood the previous lesson. |
Pre-task | The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage. Using PowerPoint presentations, the teacher introduces the definition, types, and leading causes of Unemployment. |
During Task | Task: The students complete a task in groups using the resources provided. The class will be divided into four groups, and they will synthesize the lesson by making a concept map. Students are allowed to gather information from the internet that focuses on the implication of unemployment on individuals, society, and the economy. Each group will have a breakout room to discuss, organize, and share an analysis of the information obtained. Then the conclusion is reported to the class. Planning: Students prepare a short oral or written report to tell the class what happened during their task. Each group is given only 10-15 minutes to accomplish the assigned task.) Report: Students then report back to the class orally. Each group must select one representative to discuss and present their answers in front. |
Evaluation | After each group presentation, the teacher provides evaluative feedback and reinforces any points as necessary. The teacher also asks other members of the groups to critique or give their feedback regarding other's groups' output. |
Post-Task | Analysis: The teacher highlights relevant parts of students' output and highlights notable work that the students used during the report phase for analysis. |
Application | Practice: (Uses authentic activity). The teacher assigns a group performance task. Ask students to create a video presentation on the ways to reduce the effect of unemployment. A URL to make a video and a sample are attached, as well as the rubrics by which the performances will be judged. The students are given a task to create a short 1-3minutes informative video presentation regarding ways people can take to reduce the impact of unemployment. |
3. Theme-Based
Learning Area | Araling Panlipunan 7 |
Learning Competency | Nasusuri ang mga salik at pangyayaring nagbigay daan sa pag-usbong at pag-unlad ng nasyonalismo |
Lesson | Ang Nasyonalismo at Paglaya ng mga bansa sa Timog at Kanlurang Asya |
Motivation | Q&A Activity "Picture without a caption" After the teacher states the objectives of the day’s lesson, s/he asks students to put a caption to the image posted on the board and later explain the why and the meaning of their caption. |
Review | The teacher will review the lesson discussed in the previous meeting and connect the topic to the new lesson. |
Evaluation | Students answer a multiple-choice test. |
Application | Task: Student research around themes and the factors and events that led to the rise and development of nationalism in South and West Asia. The teacher generates a question for the students to explore. The teacher also provides resources for students. Students display the results of their research. |
4. Project-based
Learning Area | Araling Panlipunan 8 |
Learning Competency | Nauunawaan ang kasaysayan ng kinabibilangang rehiyon |
Lesson | Ang Mga Kwento Ng Mga Lalawigan Sa Sariling Rehiyon |
Motivation | The teacher will ask the students to fix the broken machine by arranging the given pictures. The teacher shows a picture of different symbols that describe one's own province and neighboring provinces in the region. Ask: What are the symbols that connect the machine? |
Review | The teacher will call students to recap the past lesson. Let the students recall different the different provinces of the Region. Let the pupils describe and identify the figures and symbols shown in the machine. |
Evaluation | The teacher let the students answer the matching type paste on the board. |
Application | The students will create a “brochure”. Direction: Create and design a brochure containing factual data, information, and stories of the provinces within Region XIII (Caraga). Include photos in the final output and important data about the province. Explain in the text-only the aspects unique to that area. Your output will judge according to the following rubrics and criteria:
Total score: 100% |
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