Name: Cheene Kay B.

Oga September 30, 2024

Ms. Lucia G. Bello Teaching Social Studies

Activity 1. Thesis-Proof Statement

Try to complete the matrix below.

Topic Thesis (Argument) Proof (At least 2) Conclusion

Social Studies Social Studies is an 1. It incorporates Social Studies equips

Definition interdisciplinary history,geography, students with the
subject that combines economics,and knowledge and skills
various fields of study political science. needed for
to promote civic responsible
competence. 2. The curriculum is citizenship.
designed to develop
critical thinking and
informed decision-
making in students.
Myths on the Origin of The misconceptions 1. Some believe Social Clearing these myths
Social Studies about the origin of Studies is only focused is essential for
Social Studies distort on history, appreciating the value
its purpose. overlooking its and intent of Social
interdisciplinary Studies education.
nature.

2. Others think it has

no relevance to
modern life, while it is
actually vital for
understanding
contemporary societal
issues.
Challenges of Social Social Studies faces 1. Lack of resources, Addressing these
Studies Education in multiple challenges in such as updated challenges is crucial to
the Country the education system. textbooks and improving the quality
materials, hampers of Social Studies
effective teaching. education.

2. Insufficient teacher
training on
interdisciplinary
approaches weakens
the delivery of the
curriculum.
Activity 2: Thinking Venn
Compare and contrast integrated curriculum from interdisciplinary curriculum to accomplishing
the thinking Venn below.
Integrated curriculum Interdisciplinary curriculum

draw together Focuses on explicit

Emphasizes holistic knowledge, connections between
learning experiences and perspectives, and different disciplines,
blends subjects into methods of teaching concepts through
unified lessons. inquiry from an inquiry-based approach.
more than one
Subjects remain distinct but
discipline to
are intentionally connected
Promotes student- develop a more
through overarching
centered learning with powerful
concepts or projects.
themes. understanding of

Activity 3: Experience
Using the curriculum guide, assess if the learning competencies from Grade 1-6 support the grade
level standards. Use the template Below.

Grade Level Sample (at least three) competencies Analysis/ Recommendation

which do not support the grade level
standard
1 Nailalarawan ang pisikal na katangian sa These competencies are
pamamagitan ng iba’t ibang malikhaing developmentally appropriate and
pamamaraan. seem to support the grade level
standard, which focuses on self-
Nailalarawan ang mga personal na gamit awareness and description.
tulad ng laruan, damit at iba pa mula However, to deepen
noong sanggol hanggang sakasalukuyang understanding, more concrete
edad competencies on critical thinking
or social skills could be
Naihahambing ang sariling kwento o recommended, like recognizing
karanasan sa differences in people's
buhay sa kwento at karanasan ng mga backgrounds and experiences.
kamagaral
2 Nailalarawan ang panahon at kalamidad The competencies focus too much
na nararanasan sa sariling komunidad on the local aspect, which is
suitable, but they could be
Nasasabi ang pagkakapareho at expanded to involve more
pagkakaiba ng sariling komunidad sa interaction with a wider
mga kaklase community. Recommendations
include adding competencies on
Naiuugnay ang mga pagbabago sa broader national events or
pangalan ng sariling komunidad sa comparisons with other regions
mayamang kuwento ng pinagmulan nito in the country.
3 Nailalarawan ang kinalalagyan ng mga These competencies focus more
lalawigan ng sariling rehiyon batay sa on geographic and regional
mga nakapaligid dito gamit ang knowledge. While important,
pangunahing direksiyon (relative more emphasis on critical
location) thinking (e.g., comparing regions)
or on environmental issues could
Natutukoy ang mga katawagan sa iba’t enhance learning. Recommending
ibang layon sa kinabibilanagng rehiyon competencies like analyzing the
(e.g. paggalang, paglalambing, pagturing) effects of geography on local
livelihood would help connect
Natatalakay ang pinanggalingan ng abstract geography to real-life
produkto ng kinabibilagang lalawigan applications.
4 Nakapagbubuo ng kahulugan ng bansa These competencies are
appropriate but might need to be
Naipaliliwanag ang katangian ng more specific. Recommendations
Pilipinas bilang bansang maritime o include adding competencies on
insular the global relationships of the
country or how economic
Natatalakay ang mga hamon at challenges impact different
oportunidad sa mga gawaing regions of the country, which
pangkabuhayan ng bansa. could better support critical and
analytical thinking for Grade 4
students.
5 Nailalarawan ang klima ng Pilipinas The competencies are
bilang isang bansang tropikal ayon appropriate for the grade level,
salokasyon nito sa mundo but to deepen critical analysis
skills, it may be beneficial to
Naipaliliwanag ang katangian ng include competencies that focus
Pilipinas bilang bansang archipelago on the interaction between
colonial legacies and current
Nakapagbibigay ng sariling pananaw societal challenges. Adding more
tungkol sa naging epekto ng opportunities for students to
kolonyalismo sa lipunan ng sinaunang research or present their
Pilipino perspectives on historical
influence could enhance this level
of thinking.
6 Naipaliliwanag ang kahalagahan ng These competencies are well-
lokasyon ng Pilipinas sa ekonomiya at aligned with Grade 6 standards,
 politika ng Asya at mundo which focus on both historical
and current events. However, to
Nasusuri ang mga ginawa ng mga build further analysis skills,
makabayang Pilipino sa pagkamit ng competencies related to
kalayaan evaluating the long-term impacts
of historical events on current
Natatalakay ang pagtatag at paglaganap policies or global relationships
ng Katipunan would be beneficial.
Recommendations include
integrating competencies that
encourage discussions on the
contemporary relevance of
historical movements.

Activity 4: Thesis-Proof Statement

Try to complete the matrix below.

Topic Thesis (Argument) Proof (At least 2) Conclusion

Constructivist Constructivist 1. It promotes hands- Constructivist

Pedagogy pedagogy emphasizes on learning where pedagogy is effective
student-centered students actively for fostering deep,
learning and active engage with the meaningful learning.
knowledge content.
construction.
2. The approach
encourages critical
thinking and problem-
solving skills.

Social Constructivism Social constructivism 1. Knowledge is Social constructivism

highlights the role of constructed through enhances learning by
social interactions in collaboration and promoting peer
learning. dialogue. interaction and shared
understanding.
2. Teachers serve as
facilitators, guiding
group discussions and
activities.
Radical Radical 1. Learners create Radical
Constructivism constructivism posits their own constructivism
that knowledge is understanding based encourages
subjective and on their experiences. personalized learning
 personally and critical reflection.
constructed. 2. It challenges the
idea of objective
knowledge,
emphasizing that
reality is interpreted
individually.

Activity 5: Harness
Read the K-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: Understanding Philippine Geography

2. Time Requirement: 3 Weeks
3. List of Topic: Major Islands, Regions, Landforms, and Waterforms of the Philippines

4. Target Students: Grade 3

5. Rationale: Understanding the geography of the Philippines is crucial for fostering national
pride and awareness of cultural diversity.
6. Goals: Students will be able to identify and locate the major islands and regions of the
country.
7. Objectives: 1. Identify the three major island groups of the Philippines.
2. Describe the key landforms and waterforms in each region.
8. Teaching Strategies: Interactive map activities, group discussions, multimedia presentations.
9. Resources: Maps, textbooks, video documentaries.
10. Evaluation Procedures: Quizzes, group presentations, map-reading exercises.
Activity 6:
Complete the table.

Things to consider in planning Why is it important for How should teachers take this
instructions teachers to consider this? into account?

Content Ensures alignment with Select topics that build on

standards and relevance to students' prior knowledge and
students. interests.
Objectives Guides the direction of Create clear, measurable
learning and assessment. objectives that support
curriculum goals.
Classroom environment Affects student engagement Foster a positive, inclusive
and learning effectiveness. atmosphere conducive to
learning.
Materials Supports learning and helps Use varied materials to
achieve objectives. accommodate different
learning styles.
Students Understanding their needs Differentiate instruction based
helps tailor instruction. on student needs and abilities.
Teacher The teacher's role is central to Engage in reflective practices
facilitating learning. and continuous professional
development.

Activity 7:
Complete the table

Model Description Benefits Procedures

Direct instruction Teacher-centered Clear structure, Demonstration,
model approach, emphasizes effective for practice, feedback.
explicit teaching of foundational
skills. knowledge.
Inquiry Model Encourages students Promotes critical Pose questions, guide
to explore, ask thinking, active exploration, evaluate
questions, and learning. findings.
 discover answers.

Cooperative Learning Students work in Builds teamwork, Group tasks, roles

Model groups to achieve communication, and assigned,
shared learning goals. social skills. collaborative
problem-solving.

Activity 8: Harness
Read the K-12 Curriculum Guide for Social Studies and choose one lesson from Grades 1 to 6.
Develop a Detailed Lesson Log by filling out the following components.

Grade Level Grade 2

Learning Area Social Studies
Quarter Q1

I. Objectives

Content Standards Demonstrate understanding of local culture and history.

Performance Create a map of the community with key landmarks.

Standards
Learning *Locate important community landmarks.
Competencies/ *Discuss the historical relevance of these sites.
Objectives
II. Content Key landmarks in the community.

III. Learning Textbook, community maps, photos.

Resources
References Local history books, community guides.

Other Learning Videos or documentaries on community history

Resources
IV. Procedure

Before the Lesson Preparation:

1. Set up the classroom with visual aids such as photos of local landmarks,
maps, and historical information.
2. Prepare any multimedia resources, such as videos or slideshows, for
presentation.
3. Arrange materials for group activities (e.g., printed maps, markers).

Motivation:

1. Begin with a brief discussion by asking students, "What makes a place

 important or special in a community?"
2. Show pictures of famous landmarks from other places (e.g., Eiffel Tower,
Pyramids of Egypt) and ask the class why these are significant to the local
culture and history.
3. Encourage students to think about places in their own community that
may have similar importance.
Lesson Proper Introduction (5 minutes):

Define the term "landmark" and explain that landmarks can be buildings,
monuments, or natural features important to a community’s culture and
history.
Ask students to give examples of landmarks they have visited or know
about.
Discussion (15 minutes):

Show photos or use Google Maps to display significant landmarks in the

local community (e.g., municipal hall, church, historical parks, or
monuments).
Explain the history and cultural relevance of each landmark. For example,
"This monument was built to honor the heroes of our town who fought in
the revolution."
Encourage students to ask questions and engage in discussion about the
landmarks.

Group Activity (20 minutes):

Divide students into small groups and give each group a printed map of the
community.
Ask them to mark the landmarks discussed during the lesson and add any
additional ones they know.
Each group will create a simple presentation about one landmark,
including its location, significance, and what it represents in the
community.
Presentation (10 minutes):

Allow each group to present their landmark to the class. Encourage them
to explain why it is important and what they learned about its history.

Provide feedback, asking follow-up questions to deepen their

understanding.
After the Lesson Reflection (5 minutes):

Ask students to reflect on how these landmarks contribute to their

understanding of their community's history and culture.
Encourage them to think about how they can help preserve or promote
awareness of these important places.
Assignment:

Ask students to go home and talk to their family members about a

significant landmark or place in their community that was not covered in
the lesson. They will write a short paragraph about what they learned and
bring it to the next class for discussion.