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Module 2 Study Notebook

This document provides an overview of Module 2 from a study notebook on learning delivery modalities. The module objectives are to explain the background and development of the Most Essential Learning Competencies (MELCs), unpack the MELCs, and combine related competencies into learning objectives. The module contains two lessons, the first on the background, rationale, and development of the MELCs, and the second on unpacking and combining the MELCs into learning objectives. Activities in the lessons include reflective questions, familiarizing with documents on the MELC development, and comparing original curriculum guides to the MELCs to determine which competencies were retained, dropped, or merged.
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0% found this document useful (0 votes)
106 views

Module 2 Study Notebook

This document provides an overview of Module 2 from a study notebook on learning delivery modalities. The module objectives are to explain the background and development of the Most Essential Learning Competencies (MELCs), unpack the MELCs, and combine related competencies into learning objectives. The module contains two lessons, the first on the background, rationale, and development of the MELCs, and the second on unpacking and combining the MELCs into learning objectives. Activities in the lessons include reflective questions, familiarizing with documents on the MELC development, and comparing original curriculum guides to the MELCs to determine which competencies were retained, dropped, or merged.
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVES:

By the end of this Module, you will be able to:


1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives
MODULE CONTENT:
Lesson 1. Background, Rationale, and Development of MELCs
Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS


ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious challenges on the delivery
of quality basic education. As a teacher, what do you think are the fundamental concerns in terms of
curriculum standards that need to be addressed in order to ensure learning continuity? Cite a specific
example. Do you think these concerns could be solved by teachers alone? Why or why not?

-The greatest challenge for a teacher is the unavailability of personal contact with the learners to be able to
present the context well. During face to face, majority of students has the difficulty in comprehension. This
new normal can lead them to more difficult situation by understanding context by themselves without the
support of the teachers.
By this time, support from parents and collaboration from stakeholders are very essential.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide, the congested
curriculum has been a perennial problem of teachers (Andaya, 2018). This is perceived to be one of the
hindering factors on the poor performance of Filipino learners. Do you agree with this observation? Why or
why not?

- Yes, I Agree. The purpose of the curriculum is to achieve the standard education and to produce a
competitive learner but due to limited time frame, the teacher cannot finish the module and the students as
well

ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs. After going through the
document, provide a brief and concise response to the following guide questions. Write your answers in your Study
Notebook.

1. What are the general and specific purposes of the development of MELCs?
- The MELC is designed to help students make advances on the lesson based on their ability to master
competencies regardless of the environment and situations. This Method is designed to meet different
learning abilities and can lead to better outcomes.

2. What is the difference between essential learning competencies and desirable learning competencies?
- The review covered the following:
Mapping of the essential and desirable competencies within the curriculum;
Identification of prerequisite knowledge and skills to prepare students for essential learning competencies.
Analysis of the interconnectedness of prerequisite knowledge and skills among the learning competencies for
each subject area.

3. How were the most essential learning competencies identified? What were the decisions made in order to
trim down the number of the essential learning competencies further?
- The review covered the following:
Mapping of the essential and desirable competencies within the curriculum;
Identification of prerequisite knowledge and skills to prepare students for essential learning competencies.
Analysis of the interconnectedness of prerequisite knowledge and skills among the learning competencies for
each subject area.
4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
-It started in identification and desirable learning competencies. Then, essential learning competencies to
most essential learning competencies. As a rule, a learning competency is retained if it satisfies the
endurance criterion which greatly contributes to life-long learning and is a prerequisite skill to the next grade
level. Two or more learning competencies are merged or clustered if they have the same objective or
learning intention and can therefore be combined into one comprehensive learning competency. However,
learning competencies are removed/dropped due to the following reasons:

- These are too specific (and the articulation is similar to that of a learning objective)
- These are deemed appropriate to be introduced in an earlier quarter or grade level.
- These are recurring
- These are subsumed in another learning competency

ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs. Go to
the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy and accomplish
the following table in your Study Notebook and compare the two documents to determine which learning
competencies were retained, dropped, or merged.

K TO 12 LEARNING
Q1 MELCS
COMPETENCIES
 differentiate potential and  Identify and explain the
kinetic energy (S8FE-Id-22) factors that affect potential
MERGED/CLUSTERE  relate speed and position of and kinetic energy
D object to the amount of energy
possessed by a body (S8FE-
Id-23)
RETAINED  Investigate the relationship  Investigate the relationship
between the amount of force between the amount of force
applied and the mass of the applied and the mass of the
objects to the amount of change objects to the amount of change in
in the object’s motion; (S8FE-Ia- the object’s motion; (S8FE-Ia-15)
15)  Infer that when body exerts on
 Infer that when body exerts on another, an equal amount of force
another, an equal amount of force is exerted back on it; (S8FE-Ia-16)
is exerted back on it; (S8FE-Ia-  Relate the Laws of Motion in
16) Uniform circular motion;
 Relate the Laws of Motion in (S8FE-Ib-18)
Uniform circular motion; (S8FE-  Describe how work is related to
Ib-18) power and energy (S8FE-Ic-21)
 Describe how work is related to  investigates the effect of
power and energy (S8FE-Ic-21) temperature to speed of sound
 investigates the effect of through fair testing;( S8FE-Ie-
temperature to speed of sound 25)
through fair testing;( S8FE-Ie-  explain the hierarchy of colors in
25) relation to energy;( S8FE-If-27)
 explain the hierarchy of colors in  differentiate between heat and
relation to energy;( S8FE-If-27) temperature at the molecular
 differentiate between heat and level;( S8FE-Ig-29)
temperature at the molecular  infer the relationship between
level;( S8FE-Ig-29) current and charge; (S8FE-Ih-
 infer the relationship between 30)
current and charge; (S8FE-Ih-  explain the advantages and
30) disadvantages of series and
 explain the advantages and parallel connections in homes;
disadvantages of series and (S8FE-li-31)
parallel connections in homes;  explain the functions of circuit
(S8FE-li-31) breakers, fuses, earthing, double
 explain the functions of circuit insulation, and other safety
breakers, fuses, earthing, double devices in the home. (S8FE-li-33)
insulation, and other safety
devices in the home. (S8FE-li-
33)
 Demonstrate how a body responds  N/A
to changes in motion ( S8FE-Ib-
17)

 Infer that circular motion requires


the application of constant force
directed toward the center of the
circle; (S8FE-Ib-19)

 Identify situations in which work is


done and in which no work is done
( S8FE-Ic-20)

 infer how the movement of


particles of an object affects the
speed of sound through it; (S8FE-
DROPPED Ie-24)

 demonstrate the existence of the


color components of visible light
using a prism or diffraction
grating; (8FE-If-26)

 explain that red is the least


bent and violet the most bent
according to their wavelengths
or frequencies; (S8FE-If-28)

 differentiate electrical power and


electrical energy; and (S9FE-li-
32)

K TO 12 LEARNING
QUARTER 2 MELCS
COMPETENCIES
 explain how typhoons  Explain how typhoons
develop; (S8ES-IId-18) develops and how it is
 infer why the Philippines is affected by landmasses and
MERGED/CLUSTERE prone to typhoons; bodies of water
D (S8ES-IId-19)
 explain how landmasses and
bodies of water affect
typhoons; (S8ES-IIe-20)
RETAINED  using models or illustrations, 
explain how movements along
faults generate earthquakes; (
S8ES-IIa-14 )
 2. differentiate the
2.1 epicenter of an earthquake
from its focus;
2.2 intensity of an earthquake
from its magnitude;
2.3 active and inactive faults;
(S8ES-IIa-15 )
 explain how earthquake waves
provide information about the
interior of the earth (S8ES-
IIc-17)
 trace the path of typhoons
that enter the Philippine Area
of Responsibility (PAR) using a
map and tracking data;
(S8ES-IIf-21)
 compare and contrast comets,
meteors, and asteroids;
(S8ES-IIg-22)
 demonstrate how underwater N/A
earthquakes generate tsunamis;
(S8ES-IIb-16)
 predict the appearance of comets
DROPPED based on recorded data of
previous appearances; and
(S8ES-IIh-23)
 explain the regular occurrence of
meteor showers (S8ES-IIi-j-24)
K TO 12 LEARNING
QUARTER 3 MELCS
COMPETENCIES
MERGED/CLUSTERE N/A N/A
D
 explain the properties of solids,  explain the properties of solids,
liquids, and gases based on the liquids, and gases based on the
particle nature of matter; particle nature of matter;
S8MT-IIIa-b-8 S8MT-IIIa-b-8
 explain physical changes in terms  explain physical changes in terms
of the arrangement and motion of of the arrangement and motion of
atoms and molecules; atoms and molecules;
S8MT-IIIc-d-9 S8MT-IIIc-d-9
RETAINED
 determine the number of protons,  determine the number of protons,
neutrons, and electrons in a neutrons, and electrons in a
particular atom; particular atom;
S8MT-IIIe-f-10 S8MT-IIIe-f-10
 use the periodic table to predict  use the periodic table to predict
the chemical behavior of an the chemical behavior of an
element. element.
S8MT-IIIi-j-12 S8MT-IIIi-j-12
 determine the number of protons, N/A
neutrons, and electrons in a
particular atom;
S8MT-IIIe-f-10
DROPPED  trace the development of the
periodic table from observations
based on similarities in properties
of elements; and
S8MT-IIIg-h-11
K TO 12 LEARNING
QUARTER 4 MELCS
COMPETENCIES
MERGED/CLUSTERE N/A N/A
D
RETAINED  explain ingestion, absorption,
assimilation, and excretion;
(S8LT-IVa-13)
 compare mitosis and meiosis, and
their role in the cell-division cycle;
S8LT-IVd-16
 explain the significance of meiosis
in maintaining the chromosome
number;
S8LT-IVe-17
 predict phenotypic expressions of
traits following simple patterns of
inheritance;
S8LT-IVf-18
 explain the concept of a species;
S8LT-IVg-19
 classify organisms using the
hierarchical taxonomic system;
S8LT-IVh-20
 explain the advantage of high
biodiversity in maintaining the
stability of an ecosystem;
S8LT-IVh-21
 describe the transfer of energy
through the trophic levels;
S8LT-IVi-22
 analyze the roles of organisms in
the cycling of materials;
S8LT-IVi-23
 explain how materials cycle in an
ecosystem; and
S8LT-IVi-24
 suggest ways to minimize human
impact on the environment.
S8LT-IVj-25
 explain how diseases of the
digestive system are prevented,
detected, and treated;
S8LT-IVb-14
DROPPED
 identify healthful practices that
affect the digestive system;
S8LT-IVc-15

ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any questions about the
MELCs that need clarification as well. Share your thoughts and let your co-teachers articulate their insights regarding
your questions. Jot down all the insights shared in the discussion, including your own, in your Study Notebook.

- MELCS are long term response to the call. It is already envisioned even before COVID-19 pandemic. There is a big
difference between online learning and digital modular distance learning and strong internet connection is needed in
the online learning.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the document,
provide a brief and concise response to the following guide questions in your Study Notebook:

1. What is the importance of unpacking and combining the MELCs?

- To unpacked competencies and combining MELC, you are simplifying broad context. This will make learning
easier. This provides deeper understanding about the topic in a systematic way.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.

- The MELC should be aligned in the content and the performance standard, connects to higher concept
across curriculum.

3. Do all the MELCs need to be unpacked or combined? Why or why not?


- Yes it is essential for it gives a systematized learning activities.

ACTIVITY 2
1. Form a group of four members within your LAC, preferably with fellow teachers in your respective learning
area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpack these into
learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing will follow each
presentation. Suggestions and insights from each group will be considered in enhancing the learning
objectives.

Repeat the above process but instead of unpacking, each team will now combine at least two MELCs of their choice.
Group deliberation will be observed in order to arrive at a consensus. Discuss and jot down the synthesis of the
presentations in your Study Notebook.

QUARTER 1
MELCs LEARNING OBJECTIVES
Investigate the relationship  differentiate balanced and unbalanced forces;
between the amount of force  investigate the effects of force and mass to the
applied and the mass of the object motion of the object;
to the amount of change in the  relate first law of Newton to the second law; and
object’s motion ( S8FE-Ia15)  cite situations in life where Newton’s laws are
applied.
to infer that when a body exerts a  state the third law of motion;
force on another, an equal amount  identify action-reaction force pairs; and
of force is exerted back on it  infer that when a body exerts a force on another, an
(S8FE-Ia-16). equal amount of force is exerted back on it.
Relate the laws of motion to  define circular motion;
bodies in a uniform circular motion.  identify the factors affecting circular motion;
(S8FE-Ib-18)  relate the laws of motion to bodies in uniform motion;
 infer that circular motion requires the application of
constant force directed towards the center of the
circle; and
 explain why the object in uniform circular motion
accelerates toward the center of the circle.
Describe how work is related to  identify if work is done in a given situation;
power and energy (S8FE-Ic-20)  describe how work is related to power and energy;
and
 use equations to compute work and power.
identify and explain the factors that  differentiate potential and kinetic energy;
affect potential and kinetic energy.  describe the factors that affect potential energy;
 determine the mathematical variation between
potential energy and mass and height from the
ground;
 compare the values of potential energy of varying
masses at the same elevation from the ground;
 describe the factors that affect kinetic energy;
 determine the mathematical variation between kinetic
energy and mass and velocity;
 create and explain a concept map involving the terms
potential energy, kinetic energy, mass, gravity,
height, and velocity; and
 Demonstrate and explain the law of conservation of
energy using a pendulum.
investigate the effect of  infer that sounds can move through solids, liquids
temperature to the speed of sound and gases;
(S8FE-Ie-25)  describe the effect of temperature on the speed of
sound; and
 compare the speed of sound at different
temperatures.
Explain the hierarchy of colors in  Demonstrate bending of light, to show the existence
relation to the energy of visible and correct order of its color components;
light (S8FE-If-27).  Infer that light is made up of different colors, the red
is the least bent and the violet is the most bent colors
of light; and
 Deepen understanding of light concepts through
reading facts and varied lab performance activities.
differentiate heat and temperature  define heat and temperature
at the molecular level (S8FE-If-27).  describe the effect of heat to an object
 differentiate heat and temperature
Infer the relationship between  Describe current, voltage, and resistance.
current and charge. (S8FE-Ih-30)  Determine the relationship between electric current,
voltage, resistance.
 Measure the electric current and voltage in a circuit
using ammeter and voltmeter.
 Apply Ohm’s Law to real life problems.
Explain the advantages and  Describe an electrical circuit.
disadvantages of series and  Construct parallel and series connection.
parallel connections in homes.  Compare parallel connection and series connection.
 Explain the advantages and disadvantages of series
and parallel connections in the homes.
explain the function of circuit  describe short circuit, overloading and its effect;
breakers, fuses, earthing, double  identify common electrical safety devices used in the
insulation, and other safety home;
devices in the home (S8FE-li-33).  explain the functions of circuit breaker, fuse,
earthing, double insulation and other safety devices
in the home.

QUARTER 2
MELCs LEARNING OBJECTIVES
explain how movement of faults  define fault;
generates earthquakes using  explain how fault generate earthquakes;
models or illustrations. (S8ES-IIa-  describe the effects of fault movements in the Earth’s
14) surface; and
 relate fault movements and earthquakes.
Differentiate the epicenter of an  Differentiate the epicenter and focus of an
earthquake from its focus; intensity earthquake;
of an earthquake from its  Differentiate the magnitude and intensity of an
magnitude; and active and inactive earthquake;
faults (S8ES-IIa)  Differentiate active from inactive faults of an
earthquake;
 Familiarize active and inactive faults in the locality;
 Perform activities pertaining to earthquakes; and
 Develop family disaster preparedness plan for
earthquake occurrence.
Explain how earthquake waves  identify and describe the properties of earthquake
provide information about the waves;
interior of the Earth. (S8ES-llc-17)  describe how primary wave (P wave) and shear wave
(S wave) move
 through the Earth’s interior;
 name and describe the layers of the Earth using the
seismic waves; and
 explain how seismic waves determined the layers of
the Earth interiors.
Explain how typhoon develops and  Explain how typhoons develop.
how it is affected by landmasses  Explain how landforms and bodies of water affect
and bodies of water (S8ES-IId, typhoon; and
S8ES-IIe)  Infer why Philippines is prone to typhoons.
trace the path of typhoons that  explain what is meant when a typhoon has entered
enter the Philippine Area of the Philippine Area of
Responsibility (PAR) using a map  Responsibility.
and tracking data (S8ES-IIf-21).  plot the Philippine Area of Responsibility given the
latitude and longitude;
 track the location of tropical cyclone or typhoon as it
moves from day to day;
 determine the path of a tropical cyclone, given the
latitude and longitude position; and
 explain why PAGASA regularly monitors when a
tropical cyclone is within the Philippine Area of
Responsibility.
compare and contrast comets,  Describe the characteristics of asteroids, comets,
meteors, and asteroids (S8ES-IIg- and meteors; and
22)  Discuss the origin of asteroid, comets and meteor
based on their location in
 the solar system.

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