LP2

Subject : EDD8 - TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES

EXPERIENCE

1. Interview a social studies teacher. Ask him/her the following questions :

2. In your school, are you required to do curriculum mapping, unit planning and lesson planning? Why
or why not?

Answer : According to maam Riza it is required at thier school to do curriculum mapping, unit planning
and lesson planning to ensure that her assessment and other methods of evaluating learning progress
are based on what has actually tought to thier student.

3. What are the benefits of instructional planning?

Answer : - Provide a daily map.

- It helps to me to overcome the feeling of nervousness and insecurity.

- It ensures that teachers follow up on identified weaknesses.

- It reinforce teachers understanding content knowledge.

4. What are the challenges of instructional planning?

Answer : The challenges that I've encountered are :

- classroom needs

- Difficulties in using the standard format for preparing plans.

- Shortage of time and resources.

- Lack of cooperation among teachers.

5. If instructional planning is not required in your school, will you still do it? Why or why not?

Answer : Yes, as a former teacher i will still do it, because instructional planning will prompt me into
thinking about the best structuring of the topic, and what is the best sequence and approach of
development and selection of materials and learning methods in my lessons.

EXPERIENCE
Use the K to 12 Social Studies curriculum guide and do the following:

1. Give five examples of declarative and procedural knowledge that are found in the elementary Social
Studies curriculum.

a. Outcome d. Performance standard

b. Goals e. Learning competencies

c. Objectives

2. Choose a particular in Social Studies 1-6. Write instructional objectives that adhere to each of the
categories in Bloom’s Taxonomy of the Cognitive Domain. Ensure that the objectives complement the
given standards and competencies.

Grade One- Araling Panlipunan

a. Pagsisiyasat- Natutukoy ang mga sanggunian o pinagmulan ng impormasyon

b. Pagsusuri at interpretasyon ng datos- Nakababasa ng istatistikal na datos.

c. Pagsusuri at interpretasyon ng impormasyon- Nakauunawa ng kahulugan, uri at kahalagahan ng

primaryang sanggunian at ang kaibahan nito sa sekundaryang sanggunian.

EXPERIENCE

Observe an elementary social studies classroom, answer the following question based on your
observation.

1. What instructional model is used in the lesson? Support your answer.

Answer : She used strategy instructional model. As regards to teaching new things to students, these
model is the best one to use since it considers the level of potential that a student has and whatever the
level is they will still all arrive at the same destination which is a new enhanced self in each student.

2. What learning activities are given by the teacher? Do they adhere to the instructional planning?

Answer : 4 pic one word that showing in the vedio. Yes, they enjoy and excited to answer.

4. If you are the teacher, what instructional model will you use? Explain.
Answer : If i am the teacher, new things to students, a strategy instructional model is the best one to
use since it considers the level of potential that a student has and whatever the level is they will still all
arrive at the same destination which is a new enhanced self in each student.

EXPERIENCE

Research sample elementary social studies DLPs and DLLs on the internet. Answer tge following
questions.

1. What are the contents of the DLPs and DLLs? Are they consistent?

Answer : Detailed lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It contains a detailed
description of the steps a teacher will take to teach a particular topic while the DLL covers a day’s or a
week’s worth of lessons. The DLL that I have found is for the grade 6 pupils it contains a weeks’ worth of
lessons it also has the following parts: Objectives, Content, Learning Resources, Procedures, Remarks
and Reflection. Yes, it is consistent in every DLL and DLP that I have found o the internet it always has
the 6 parts.

2. What instructional model was used? How was it manifested in the procedure?

Answer : The instructional model that was used is the Direct instructional model it is understandable
that the teacher used this kind of model since he/she is handling elementary learners. Clearly, he will be
the one who will give his students information.

3. Is the lesson plan well-written? Can this be further improved? If yes, how?

Answer : The lesson is well- written, he stated all the necessary materials that are needed in his lessons.
I don’t think I can give more suggestions in order to improve it since it is well written and very
informative.

Assessment

L1

I. True or false. Write T if the statement is True and Write F if the statement is False.

1. T

2. F

3. T

4. T

5. T
II - Answer the following question

1. What is instructional planning?

Answer : Is the process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and learning.

2. Discribe the three types of instructional planning.

Answer : The three types of instructional planning are long-range planning, Unit planning and lesson
planning.

Long range planning is a way to identify what you are want in tge future and how are you going to get
there. Then Unit planning is cluster of related lessons organized around a central topic, theme, issue, or
problem and developed in a logical sequence. It can be designed for any length of time, some ranging
for just a week while other cover a whole quarter. And the last one it tge the lesson planning, is the
document that serve as an outline of what you will be teaching in a given day or days. It should fallow a
logical sequence that will facilitate maximum learning for students.

3. Why is instructional planning is important?

Answer : Instructional planning is important to ensure that the teachers are adequately prepared to
meet the educational goals of all students. And also can modified or made flexible in order to
accommodate the varried need of the learners.

CHALLENGE

1. Compare and contrast long range, unit and lesson planning through a venn diagram.
 Long-term planning

- Long range or course pplannin.

- shows an overview of the course, or

integrated courses for the full year.

- Help you to determine and book

resources, volunteers, excursions.

Similarities Lesson planning

Unit planning Each type - Provide dat by day detailed plans about
focuses on a each of your lessons.
- More detailed than a long range plan. different
timeline and - Evolve in style as you gain experienced
- Start with the ends in mind, first identify
purpose and confidence.
their learning (called back ground design).
- Include time fir mini-lessons as needed
- Includes overall expectations, specific
throughout the day.
expectations, assessment strategies,
resources & instructional strategies. - Start with the end in mind, consider
how will you ask students to demonstrate
- Is flexible - plans are just a guideline.
thier learning and move ahead with plans
once that is decided.

2. Many teachers in the Philippines view instructional planning as a major burden. Why do you

think this perception exists? What could be done to address it?

Answer : Yes, this perception exists because in the Philippines the instructional planning needs time and
effort to finish their plan in order to have good outcome in teaching. And also teachers should be
flexible in adapting to new ways of how students learn in the 21st Century classroom. As such, they are
required to lifelong learners, which may include even having a virtual identity and always updating their
skills in order to meet the changing demographics of students in their classrooms. To address it,
teachers in the Philippines needs to pass the board exams and have experiences before teaching, doing
an instructional planning and before teaching to the students especially in the elementary which is
differ from secondary and senior high school.

HARNESS

Read the K to 12 Curriculum Guide for Social Studies and choose one quarter or unit
from grade 1 to 6. Come up with a unit plan by using the elements given by Beal and Bolick
(2013) as a guide.
1. Unit Title:
2. Time Requirement:
3. List of Topics:
4. Target Students:
5. Rationale:
6. Goals:
7. Objectives:
8. Teaching Strategies:
9. Resources:
10.Evaluation Procedures:

I. Pagbuo ng Pilipinas bilang Nasyon

II. TOPIC. Ang mga katangian ng Aking Bansa

1.1 Ang Pilipinas Bilang isang Bansa

1.2 Ang Lokasyon at Teritoryo ng Pilipinas

1.3 Klima sa Pilipinas

1.4 Ang Katangiang Heograpiya ng Pilipinas

1.5 Mga pook sa Pilipinas na Sensitibo sa Panganib

III. TIME: Two weeks’ time frame. First week is gathering information, read some books, discuss and in
second week prepare for quizzes and assignments. 40 min/day x 5 days

IV. TARGET STUDENT: Middle School, specifically the grade 5 pupils.

V.RATIONALE: Pagkakabuo ng kapuluan ng Pilipinas at mga sinaunang lipunan hanggang sa simula ng
ika-20siglo gamit ang batayang konseptong katulad ng kahalagahang pangkasaysayan (historical
significance), pagbabago, pag-unlad at pagpapatuloy.

VI. GOALS: To know the reason why they should learn or study this topic. To understand the place the
Philippines name itself and know each culture in the Philippines’.

VII. LAYUNIN:

1. Natatalakay ang konsepto ng bansa.

2. Nakakabuo ng kahalugan ng bansa

3. Naipapaliwanag na ang Pilipinas ay isang bansa.

VIII. TEACHING STRATEGY

I`ll use a material that has connection to our topic and I’ll let them answer it. Also, I will play a video
for them to remember it. And I will use Graphic organizers. This section has a wide variety of graphic
organizers such as charts, webs, diagrams, maps, templates, grids, and wheels to help students organize
and display information and their findings. Cooperative learning and many more.

IX. RESOURCES

The resources are the K to 12 curriculum guide.K to 12 Araling Panlipunan Gabay Pangkurikulum
Mayo 2016 Pahina 10ng 240Learning Materials are uploaded at http://lrmds.deped.gov.ph/.

X. EVALUATION PROCEDURE

1. Read carefully the direction.

2. Identify location of the territory.

3. Participate in the class.

4. Answering homework and activities.

L2
True or False. Write T if the statement is true and F if the statement is false.

1. F 4. T

2. T 5. T

3. F 6. F

II - Complete the table

Things to consider in planning Why is it important to teachers How should teacher take this
the Instruction to consider this? into account?

Content One of the primary Teachers provide high level of

elements that should be procedural knowledge to the
considered in instructional students to ensure that they will
planning is the content. Basically,
produce learners equipped with
teachers need to know what
they will teach in order to 21st century skills.
effectively prepare their lesson.
In talking about content, it is
important to distinguish
between two types of
knowledge: declarative and
procedural.

Objectives It is important of a teachers to Taking into account the

consider of an objective because objectives of the lesson is
it specify the statement of a important because these
learning outcome. It describes statements are vital in assessing
what we want our students to do student learning and evaluating
and how we will know if they are the effectiveness of instruction.
already there.

Classroom environment It is important for a teacher to They have to ensure that they
consider or foster positive have a welcoming and
classroom environment because stimulating classroom, one
having this it can be easily where students feel regarded
achieved through the and represented and at the same
establishment of classroom rules time excited to learn new things.
and routines at the start of the
school year. Aside from They should also foster a
healthy social environment
promoting a healthy social and
 emotional environment, this also where students interact with
adds structure and organization each other and no child is
to the instruction. excluded.

Materials It is important to a teacher to - Materials should be ready to

consider materials in planning use and located nearby before
instruction because the beginning the instruction. -
materials defined as any item, Every student should have an
tool, or piece of equipment used equal chance to see and/or
to support the lesson before, access the materials. -
during, or after instruction. Teachers should preview the
materials in order to explain
difficult terms to students,
anticipate misconceptions,
answer queries, and make
meaningful connections. -
Materials should be age
appropriate, culturally
responsive, and gendersensitive.

Student It is important because the Teachers should take into

student is the heart of the account the following in the
learning process. As such, they planning process: student
should be given utmost readiness, student interest,
consideration in instructional intelligence preferences or
planning. In order to effectively learning style.
facilitate learning,

Teachers It is important for teachers to Taking into account the teacher's

take into account their own knowledge is important not only
knowledge for instruction to in assessing one's state of
become more effective. current knowledge and skills but
According to Mishra and Koehler also in ensuring the effective
(2006), a teacher's knowledge is delivery of instruction to
comprised of three components: students.
content knowledge, pedagogical
knowledge, and technological
knowledge.
CHALLENGE
Write a reflection essay that assesses your own technological pedagogical content knowledge
( TPACK). You may refer to http://matt - koehler. Com /tpack 2/assessing teachers - tpack /for
instruments that will help gauge your level. As a future teacher, what can you do to further develop
your tpack?
Answer :
Most instructors in higher education have not had the benefit of formal pedagogy and technology
training. Although content knowledge has historically been considered adequate training for instructors
in higher education, our ever-expanding information age no longer allows instructors this complacency.

To summarize the TPACK indicates that a teacher can find the best pedagogies to support the
students’ content learning, such as group activities, Socratic methods, discussions, visual organizers, or
direct instruction. Then, a teacher can find the best technologies to support both the pedagogical choice
and the content. Packing your TPACK with the appropriate pedagogies and technologies for specific
students requires an investment of time, trial, and error. Moreover, pedagogy and technology for
teaching are not often explicitly introduced in typical graduate instruction. This means that an instructor
will need to search out resources to meet these needs.Whether you choose to use instructional and
technological resources from your institution, online resources, or a personal learning network,

For me as a student we can further develop ourt TPACK through creating a learning and sharing
culture where there are opportunities for students to develop their technological skill. now would be a
great time to set some goals to pack your TPACK with knowledge of the best pedagogies and
technologies to support the content and learning experience for your students.

HARNESS
Choose a particular topic in social studies 1-6 develop an activity that you will incorporate
differentiation in your instruction. Think of how you Will group your students and write the content,
task, and /or outcome that you will assign to them.

1. Topic: Pupils will be able to learn about different community helpers that work to provide service to
others.
2. Grade level:Grade I

3. Students’ Groups and their Assigned Content/Task/Outcome:

- Each Group has 4 members and 1 leader.

- Ask them what job would like to do when they grow up and the group leader will be the one who
write the responses of his/her groupmates on a web.

L3
True or False. Write T if the statement is true and F if the statement is false.
1. T
2. T
3. T
4. T
5. F

II - Complete the table

Model Description Benefits Procedure
Direct instruction model Direct instruction - It convey facts and 1. Anticipatory set
model defined as a details. 2. Objective and
highly structured, - Demonstrate skill and purpose
teacher-centered learning. 3. Input
strategy that capitalizes - Provide immediate 4. Modeling
on such behavioral feedback. 5. Checking for
techniques as - Give guided and Understanding
modelling, feedback, independent practices 6. Guided Practice
and reinforcement to to test student learning. 7. Independent practice
promote basic skill
acquisition.

Inquiry model Inquiry model defines - It can increase - posed a question for
as an investigative student motivation and inquiry.
process based on the active participation. - Encourage student to
examination of formulate hypothesis,
evidence, often using - It promotes the gather and analyze
questioning, hypothesis development of data.
testing and data research skills. - Determine whether to
gathering often arrive at accept or reject the
an evidence-based hypothesis based on
conclusion. the conclusion.
Cooperative learning Cooperative learning - Promotes positive - Direct instruction
defines as a popular relationship with peer - teams
 instructional approach and foster individual - Quiz
in which small groups of accountability. - Individual progress
student work together - emphasizing that score
towards a common everyone should - team recognation
learning goal. equally contribute and
free riding should be
discouraged.

CHALLENGE
1. Choose one grade level in the curriculum guide for social studies 1 to 6. Which topics in that
grade level could best taught through direct instruction, inquiry, and cooperative learning? Give
at least two lessons for each model and explain your answer.

Answer :

 Direct instruction - Grade level 1

1. Pagkilala sa sarili
2. Ang aking kwento

- I choose these lesson for direct instruction, because the presentation of academic content to students
by teachers. Such as in lecture or demonstration like for instance teacher instruct their student to
introduce thier self in front of their classmates. In other words teacher directing the instructional
process or instruction is being directed at students. For inquiry model these lesson give your students
the opportunity to consider and think creatively and use their intuition, while in cooperative learning
these topic need to feel free to communicate openly with each other to express concerns as well as to
accomplish their task.

2. Many teachers in the Philippines rely on the direct instruction model im teaching social studies.
What do you think is the reason for this? What could be done to promote other model of instruction
such inquiry and cooperative learning.

HARNESS

Choose a particular topic in social studies 1 - 6. Write a unit or lesson plan that adhere that adhere to
one of instructional models. Enumerate the procedure and explain how you will approach the topic
using the model.

1. Instructional model : Direct instructional model

2. Topic: Pagkilala sa sarili

3. Grade level: 1

4. Competencies : Nasasabi ang batayang impormasyon tungkol sa sarili: pangalan,

magulang, kaarawan, edad, tirahan, paaralan, iba pang pagkakakilanlan at mga katangian

bilang pilipino.

5. Procedures and applications :

1. Present the objectives

2. Model the presentation

3. Give them evaluation

ABBREVIATED
4. Answering homework and activities
COMPREHENSIVE Both should LESSON PLAN
have objectives
LESSON PLAN clearly stated - Less detailed
and the
- Time consuming -Less time Consuming
strategies used
- Detailed to achieve them -Still require thought
LP4 True or False. Write T if the statement is true and F if the statement is false.
and careful planning.
1. T

2. F

3. F

4. T

5. F

CHALLENGE

Compare and contrast the comprehension lesson plan and the abbreviated lesson plan through a
venn diagram.
HARNESS

Read the k-12 curriculum guide for social and choose the lesson from grades 1 - 6 Develope a
detailed lesson plan or daily lesson log by filling out the following.

Grade level 2

Learning area Pamumuhay sa kumunidad

Quarter Ikatlong markahan

I. Objective

Content Standard Ang mga mag- aaral ay naipamamalas ang pag

unawa sa konsepto ng hanapbuhay at serbisyo sa
bansa.

Performance Standard Ang mga mag- aaral ay natutukoy kung ano- ano
ang mga hanapbuhay at serbisyo ang mayroon sa
kanilang komunidad.

Learning Competencies /Objectives Natutukoy at natatalakay ang iba’t ibang uri ng

hanapbuhay at serbisyo sa kanilang komunidad
gamit ang mga direksyong ibinigay ng guro.
II. Content Mga Hanapbuhay sa Aking Komunidad

III. Learning resources Kayamanan 2

References Antonio E. D et. al (2015) Kayamanan 2 (p.306).

Rex BookStore.

Other learning resources Mga larawan ng iba’t ibang hanapbuhay, masking

tape, chalk at libro

IV. Procedure

Before the lesson Pagbati

Pagdarasal

Pamamahala ng silid- aralan.

Pagtsetsek ng lumiban at hindi lumiban.

Guro: “Magandang umaga mga bata!”

Mga mag-aaral: “Magandang umaga rin po!”

Guro: “Maari bang tumayo muna tayo upang

magdasal.”

(Nagdasal ang mga mag-aaral.)

Guro: Kung may nakikitang basura sa ilalim ng

inyong upuan maari bang pulutin ito at itapon sa
basurahan.

(Ang mga mag-aaral ka nagsitayuan upang pulutin

ang mga kalat.)

Guro: Tayo ay magsisimula kung kaya naman ay

magsiayos na tayo ng upo at humanda para
makinig sa leksyon.

Mga mag-aaral: Opo Ma’am.

During the lesson Guro: “Ok mga bata, pamilyar ba kayo sa mga
larawan na nakapaskil sa pisara?
Mga mag-aaral: “Opo ma’am”

Guro: Ano sa tingin ninyo ang hanapbuhay ng tao

sa unang larawan? Itaas ang kamay ng gustong
sumagot.

(Tatawag ang guro ng isang mag aaral na nagtaas

ng kamay.)

Guro: Tama ang nasa larawan ay isang guro

katulad ko. Ano naman sa tingin ninyo ang nasa
pangalawang larawan?

(Tatawag ulit ang guro ng isang mag- aaral

hanggang sa maubos ang limang lawaran sa
pisara.)

Guro: Ok very good mga bata, ngayong alam niyo

na kung paano tukuyin ang iba’t- ibang mga
hanapbuhay. Ngayon naman ay tatanugin ko kayo
kung ano gusto niyong maging hanapbuhay sa
 hinaharap.

(Ang mga bata ay iba-iba ang sagot.)

Guro: Magaling mga bata, ngayon naman

tatanugin ko kayo, ano sa tingin niyo ang ibig
sabihan ng hanapbuhay? Itaas ang kamay ng
gustong sumagot.

Mag-aaral: Ang hanapbuhay po ay ang

pinagkakakitaan ng isang tao.

Guro: Ok tama. Ngayon tatanungin ko ulit kayo

ano ang hanapbuhay ng inyong mga magulang?

(Iba-iba ang sagot ng mga mag-aaral.)

Guro: Ok ayan magaling mga bata. Bibigyan ko

kayo ng limang minute upang alalahanin ang ating
pinag aralan ngayong araw at pagkatapos ay
magkakaroon tayo ng maikling pagtataya.

After the lesson Guro: Makinig kayong lahat mga bata, kunin ang
inyong lapis at papel mag maghanda sa pagsusulit.

(Sumunod ang mga mag-aaral)

Guro: May ipapakita ulit akong mga larawan at

kailangan ninyong tukuyin kung ano ang kanilang
mga hanapbuhay isulat ang inyong mga sagot sa
inyong papel.
Guro: Kung tapos na ang lahat ipasa ang papel sa
unahan.

Mga mag-aaral: Opo Ma’am.

(Natapos na ang pagsusulit.)

Guro: Ngayong tapos na ang lahat kunin ang

inyong kwaderno at isulat ang inyong takdang
aralin.

Takdang- Aralin:

Tukuying kung sino ang kailangan mo sa

sumusunod na sitwasyon.

_________1. Sumasakit ang iyong ngipin.

_________2. Nasusunog ang bahay ng inyong

kapitbahay.

_________3. Gusto mong matutong bumasa at

sumulat.

_________4. Masakit ang iyong ulo.

_________5. May nakita kang ninakawan.

Guro: Dito na nagtatapos ang ating leksyon

magkita kita tayo ulit bukas, Tumayo ang lahat at
magdasal mag paiwan ang mga maglilinis ngayon.

(Sumund ang mga bata.)

Guro: Good day class.

Mga Mag-aaral: Goodbye Ma’am, goodbye
classmates see you tomorrow.