BRAIAN BANHAO BSED SS3-A

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: [email protected]
COURSE GUIDE 2nd Cycle

MODULE IN SS19- PRODUCTION OF SOCIAL STUDIES INSTRUCTIONAL MATERIALS

2ND YEAR BSED – SOCIAL STUDIES

Module 3: PLANNING, DEVELOPMENT, PRODUCTION AND EVALUATION OF INSTRUCTIONAL DESIGNS IN SOCIAL STUDIES
Intended Learning Outcomes: At the end of this module, the student must have:
1. defined the term instructional design and enumerated its functions and purpose using chart analysis;
2. identified and explain the parts of a lesson plan in Araling Panlipunan using table and example;
3. explained the steps in planning and instruction using table and example;
4. compared and differentiated traditional lesson plans from backward lesson plan using the guided questions, and
5. constructed a lesson plan based on Grade 7 to 10 lessons in Araling Panlipunan.

A. Introduction
Instructional design is a technology for the development of learning experiences and environments which promote the acquisition of specific
knowledge and skill by students. It is the art and science of creating an instructional environment and materials that will bring the learner from the state of
not being able to accomplish certain tasks to the state of being able to accomplish those tasks. Instructional Design is based on theoretical and practical
research in the areas of cognition, educational psychology, and problem solving. Instructional Design is the systematic development of instructional
specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and
the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all
instruction and learner activities.
The instructional design theory is theory that offers explicit guidance on how to better help people learn and develop. The kinds of learning and
development may include cognitive, emotional, social, physical and spiritual…There are two major aspects of any instructional situation: the conditions
under which the instruction will take place and the desired outcomes of the instructions.

Instructional design is a technology which incorporates known and verified learning strategies into instructional experiences which make the
acquisition of knowledge and skill more efficient, effective, and appealing.
BRAIAN BANHAO BSED SS3-A

B. Activity No. 1: Let Us Find Out!

Instruction: Using your own words define instructional design and enumerate its functions and purpose using the chart below. Write your answers on
the space provided. Instructional design is the creation of learning experiences and materials in a
manner that results in the acquisition and application of knowledge and skills.
The discipline follows a system of assessing needs, designing a process,
Definition of developing materials and evaluating their effectiveness. In the context of
workplace learning, Instructional Design provides a practical and systematic
Instructional process for effectively designing effective curricula. Instructional designs are
responsible for creating the course design and developing all instructional
Design materials, including presentation materials, participant guides, handouts, and
job aids or other materials. Instructional designers are commonly also
responsible for evaluating training, including assessing what was learned and
whether the learning solution led to measurable behavior change.

Instructional designers are paramount in the process of learning. They are

Functions of
tasked with redesigning courses, developing entire courses or curriculums
and creating training materials, such as teaching manuals and student guides.

Instructional The Association for Educational Communications and Technology (AECT)

defines the responsibilities of instructional designers as “the theory and
Design practice of design, development, utilization, management and evaluation of
processes and resources for learning.” Essentially, instructional designers
implement theory and research processes to design and implement learning
materials that produce greater outcomes for a specific group of people.

Purpose of Three Purposes of the Instructional Design Process: 1. To identify the

outcomes of the instruction 2. To guide the developing the instructional
Instructional content (scope and sequence) 3. To establish how instructional
effectiveness will be evaluated
Design
BRAIAN BANHAO BSED SS3-A
B. Activity No. 2: Let’s Us Make a Plan!
Instructions: Using the table and example as your guide identify and explain the parts of the lesson plan.

Parts of the Lesson Plan Explanation

Learning objectives are a way for teachers to structure, sequence, and plan out learning goals
for a specific instructional period, typically for the purpose of moving students toward the
Example: Layunin or Learning Objectives achievement of larger, longer-term educational goals such as meeting course learning
expectations, performing well on a standardized test, or graduating from high school prepared
for college.
I. Layunin or Learning Objectives Learning Objectives are brief statements that describe what students will be expected to learn by the
end of a course, unit, or subject matter. It also contain the broad and specified scope of learning
competencies, standards and skills that are goaled to be achieve.
A. Pamantayan sa Pagganap/ Performance Standard Performance Standard are concrete objectives of how well students must learn in line with the content
standard or what can they be able to do.
B. Kasanayan sa Pagkatuto/Learning Skills Learning skills or learning objectives or behavioral objectives that must performed by the students at
the end of every lesson broken down into cognitive objectives usually refers to the learning facts and
information, psychomotor objectives to habits and skills, and affective objectives to attitudes and
appreciations
II. Nilalaman/ Content Content is a part of a lesson plan that contains the topics and concepts of the lesson to be discuss or
the subject matter.
III. Kagamitang Panturo/Teaching Materials Materials are necessary for a lesson plan. It includes teaching aids and devices such as maps, graphs,
flash cards, pictures, objects, slides, radio, TV, learning references, instructional materials and movies
that will be used in the lesson discussion.
A. References References are simply the sources of information and concepts used in the discussion of the subject
matter like textbooks pages, online articles and sites.
B. Other Instructional Materials Instructional materials refers to the objects or tools that serve as instructional aids used for a particular
purpose in the educational process
C. Value Focus Value focus in lesson plan contains the morals and values integrated in the lesson that students
needed to develop during and after the class.
I. Procedure Procedures is the body and a very important part of lesson plan that includes the teacher or both
teacher and student activity. Procedure shows the definite steps of the method being used in the
lesson, what activities, strategies and instructions are planned to use and it can be in a form detailed,
semi-detailed, or brief summaries of procedures.
A. Balik-Aral/ Review This part aims to renew study of the same subject matter or to recall what has been taken up in the
past and view this again from a different perspective or point of view.
B. Paghahabi sa layunin ng aralin (Pagganyak)/Motivation Motivation part of the lesson planning is where students’ psychological state are focus to their own
volition to listen and learn to what teacher wants to teach. This is where teacher need to do anything
BRAIAN BANHAO BSED SS3-A
possible in order to establish a foreground that will grab students’ attention and willingness motivating
them to participate in the lesson discussion.
C. Pag- uugnay ng mga halimbawa sa bagong aralin Presentation is when the teacher introduces new concepts and information in relation to the lesson
( Presentation) that will give more ideas, insights and knowledge to students.
D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong Modeling is where teacher does most of the work to introduce new skills and concepts while
kasanayan (Modeling) presenting it to the students then gradually the students will do most of the work giving them a
valuable gift of learning to learn instead of relying on the teacher for learning.

E. Paglilinang sa Kabihasahan/ Discussion Discussion is an activity where teacher asked students to work in group and discuss specific topic
assigned and each student have a part to take in the preparation and discussion of ideas and concepts.

F. Paglalapat ng aralin sa pang araw araw na buhay In this phase after most of the concepts, information and ideas are presented and discussed the
(Application/Valuing) students will apply their learnings and skills acquired in the real life situations in and out of the
classroom or value the learning and skills acquired.

G. Paglalahat ng Aralin (Generalization) Generalization is the ability to use skills that a students has learned in new and different environments.
In this part the whole lesson concepts and information are being some up specific to general approach.

H. Pagtataya ng Aralin/Evaluation Evaluation is when the teacher will assess the learning of students in ensure that the learning
objectives are achieved whether in a form of paper pencil tests or performance tasks.

I. Karagdagang gawain para sa takdang aralin ( Assignment) The assignment is that part of the lesson plan which tells the students what they are to do and what
they are to accomplish in the lesson. Assignment is the chief means of stimulating and directing
learning activities inside and outside the classroom.

C. Activity No. 3: Let us follow the Steps!

Instruction: Using the table and example as your guide explain each steps in planning and instruction in making your lesson plan.

Steps in Planning and Instruction Explanation

 Before you plan your lesson, you will first need to identify the learning objectives for the lesson. A
learning objective describes what the learner will know or be able to do after the learning experience
Example: Identify the learning objectives rather than what the learner will be exposed to during the instruction (i.e. topics).
 Typically, it is written in a language that is easily understood by students and clearly related to the
program learning outcomes.
 Identify the learning objectives. The objectives must be clear to students. They ALL must know WHAT they are
learning and WHY they are doing it. They also need to see the point of the objectives in the bigger picture; that
1. Identify the Learning Objectives
is, how they relate to the last lesson’s learning, the course they are following and the big overall goal. This
means that you can’t simply write the objectives on the board and hope that the students copy them down. It
BRAIAN BANHAO BSED SS3-A
implies that you have fully explained them in context; the students have engaged with them and can explain
them to any observer.

 It is the learning activities in a unit that are used to teach the students the things that we want them to know,
understand and be able to do. It is useful to keep in mind that if you want your students to be able to do
something, you must make sure that you teach them how, especially when it is an element of an assessment
2. Plan the Specific Learning Activities task. For example, if you have an assessment task that requires students to write an essay, then it will be
important for the learning activities in your unit to include elements and aspects of essay writing skills, including
critical analysis, presenting arguments, supporting ideas with evidence etc.

Plan to assess student understanding. Assessments (e.g., tests, papers, problem sets, performances) provide
opportunities for students to demonstrate and practice the knowledge and skills articulated in the learning objectives,
and for instructors to offer targeted feedback that can guide further learning. Planning for assessment allows you to find
out whether your students are learning. It involves making decisions about:
3. Plan to Assess Student Understanding
the number and type of assessment tasks that will best enable students to demonstrate learning objectives for the
lesson
Examples of different assessments
Formative and/or summative
Plan to sequence the lesson in an engaging and meaningful manner. Robert Gagne proposed a nine-step
process called the events of instruction, which is useful for planning the sequence of your lesson. Using Gagne’s
4. Plan to Sequence the Lesson in an Engaging
9 events in conjunction with Bloom’s Revised Taxonomy of Educational Objectives (link) aids in designing
and Meaningful Manner
engaging and meaningful instruction.

Create a realistic timeline. A list of ten learning objectives is not realistic, so narrow down your list to the two or
three key concepts, ideas, or skills you want students to learn in the lesson. Your list of prioritized learning
objectives will help you make decisions on the spot and adjust your lesson plan as needed. Here are some
5. Create a Realistic Timeline strategies for creating a realistic timeline:
Estimate how much time each of the activities will take, then plan some extra time for each
When you prepare your lesson plan, next to each activity indicate how much time you expect it will take
Plan a few minutes at the end of class to answer any remaining questions and to sum up key poin
Plan for a lesson closure. Lesson closure provides an opportunity to solidify student learning. Lesson closure is
useful for both instructors and students.
You can use closure to:
Check for student understanding and inform subsequent instruction (adjust your teaching accordingly)
6. Plan for a Lesson Closure
Emphasise key information
Tie up loose ends
Correct students’ misunderstandings
Preview upcoming topics
BRAIAN BANHAO BSED SS3-A
C. Analysis
Instruction: using the Venn Diagram, compare and differentiate Traditional Lesson Plan from Backward Lesson Plan and answer the following guide
questions.

Traditional Lesson Plan

Backward Lesson Plan

One useful method for planning meaningful

lessons is backwards design. With it, teachers
Traditional lesson planning begins with teachers
can integrate subject matter with technology
looking at standards and learning objectives, and then
and critical thinking activities. The idea behind
planning their instructional activities based on those
backwards design is to teach and plan towards
standards. Assessment is often an afterthought, and if The traditional and backward lesson
the “end goal” or learning point.The premise of
implemented at all, it is not always tied directly to the plan are the most useful method for
backwards design is simple: planning starts with
standards or the activities that the students went planning a lesson.These two lesson
the focus on the end product. As educators, we
through. Research strongly suggests, however, that as could help the teachers on how they
cannot decide which materials or methods to
teachers, we need to begin by looking at the standards would plan their lessons.
utilise during instruction until we have
and develop content objectives and plan our
pinpointed specific concepts and skills we want
assessments first. These planned assessments must
our students to learn. By focusing on the
evaluate whether or not our students mastered the
required end result, Backwards design allows
content. Only once the assessments have been
the educator to address what the student needs
planned, can we truly plan the most effective
to learn and what data can be collected to show
instructional activities. This type of planning is referred
that the “end goal” has been achieved, while
to as backwards design. Backwards design consists of
thinking about how to ensure students learn
three critical steps.
effectively.
BRAIAN BANHAO BSED SS3-A

1. What is traditional lesson plan?

Traditional lesson planning begins with teachers looking at standards and learning objectives, and then planning their instructional activities based on those
standards. Assessment is often an afterthought, and if implemented at all, it is not always tied directly to the standards or the activities that the students went
through. Research strongly suggests, however, that as teachers, we need to begin by looking at the standards and develop content objectives and plan our
assessments first. These planned assessments must evaluate whether or not our students mastered the content. Only once the assessments have been planned,
can we truly plan the most effective instructional activities. This type of planning is referred to as backwards design. Backwards design consists of three critical
steps.

Rubric 4 3 2 1
Organization of Ideas
Content
Total

2. What is backward lesson plan?

One useful method for planning meaningful lessons is backwards design. With it, teachers can integrate subject matter with technology and critical thinking
activities. The idea behind backwards design is to teach and plan towards the “end goal” or learning point.The premise of backwards design is simple: planning
starts with the focus on the end product. As educators, we cannot decide which materials or methods to utilise during instruction until we have pinpointed
specific concepts and skills we want our students to learn. By focusing on the required end result, Backwards design allows the educator to address what the
student needs to learn and what data can be collected to show that the “end goal” has been achieved, while thinking about how to ensure students learn
effectively.

Rubric 4 3 2 1
Organization of Ideas
Content
Total
3. How does traditional lesson Plan differ from Backward Lesson Plan?
Traditional lesson planning begins with teachers looking at standards and learning objectives, and then planning their instructional activities based on those
standards. Assessment is often an afterthought, and if implemented at all, it is not always tied directly to the standards or the activities that the students went
through. Research strongly suggests, however, that as teachers, we need to begin by looking at the standards and develop content objectives and plan our
assessments first. These planned assessments must evaluate whether or not our students mastered the content. Only once the assessments have been planned,
can we truly plan the most effective instructional activities. This type of planning is referred to as backwards design. Backwards design consists of three critical
BRAIAN BANHAO BSED SS3-A
steps. While the background lesson planThe idea behind backwards design is to teach and plan towards the “end goal” or learning point.The premise of
backwards design is simple: planning starts with the focus on the end product. As educators, we cannot decide which materials or methods to utilise during
instruction until we have pinpointed specific concepts and skills we want our students to learn. By focusing on the required end result, Backwards design allows
the educator to address what the student needs to learn and what data can be collected to show that the “end goal” has been achieved, while thinking about how
to ensure students learn effectively.
Rubric 4 3 2 1
Organization of Ideas
Content
Total

4. In what particular aspects of learning and instructional planning will these plans contribute to an effective delivery of the lesson in standard of
teaching?
The instructional design can contribute through of teaching this will help the teacher in preparing their lesson, instructional design is the practice of systematically
designing, developing and delivering instructional products and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient,
effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the
end goal of instruction, and creating some "intervention" to assist in the transition. While the impact of each of these fields is difficult to quantify, it is argued that
the language and the "look and feel" of the early forms of instructional design and their progeny were derived from this engineering discipline. Specifically, they
were linked to the training development model used by the U.S. military, which were based on systems approach and was explained as "the idea of viewing a
problem or situation in its entirety with all its ramifications, with all its interior interactions, with all its exterior connections and with full cognizance of its place in
its contex. The instructional planning could help the teacher in designing their own lesson and it can help them to be an effective and competitive teacher.

Rubric 4 3 2 1
Organization of Ideas
Content
Total
C. Abstraction
Instructional design (ID), also known as instructional systems design (ISD), is the practice of systematically designing, developing and
delivering instructional products and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective,
appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining
the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable
and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model
with the five phases: analysis, design, development, implementation, and evaluation.
BRAIAN BANHAO BSED SS3-A
As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology, though recently constructivism
has influenced thinking in the field. This can be attributed to the way it emerged during a period when the behaviorist paradigm was dominating
American psychology. There are also those who cite that, aside from behaviorist psychology, the origin of the concept could be traced back to
systems engineering. While the impact of each of these fields is difficult to quantify, it is argued that the language and the "look and feel" of the
early forms of instructional design and their progeny were derived from this engineering discipline. Specifically, they were linked to the training
development model used by the U.S. military, which were based on systems approach and was explained as "the idea of viewing a problem or
situation in its entirety with all its ramifications, with all its interior interactions, with all its exterior connections and with full cognizance of its place in
its context.

The role of systems engineering in the early development of instructional design was demonstrated during World War II when a considerable
amount of training materials for the military were developed based on the principles of instruction, learning, and human behavior. Tests for
assessing a learner's abilities were used to screen candidates for the training programs. After the success of military training, psychologists began to
view training as a system and developed various analysis, design, and evaluation procedures. In 1946, Edgar Dale outlined a hierarchy of
instructional methods, organized intuitively by their concreteness. The framework first migrated to the industrial sector to train workers before it
finally found its way to the education field.
A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Then, you
can design appropriate learning activities and develop strategies to obtain feedback on student learning. Having a carefully constructed lesson plan
for each 3-hour lesson allows you to enter the classroom with more confidence and maximizes your chance of having a meaningful learning
experience with your students. A successful lesson plan addresses and integrates three key components:
Learning Objectives
Learning activities
Assessment to check for student understanding
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no
means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn
from each other. You may refer to an example of a 3 hour lesson plan.

Listed below are 6 steps for preparing your lesson plan before your class.
1) Identify the learning objectives. The objectives must be clear to students. They ALL must know WHAT they are learning and WHY they
are doing it. They also need to see the point of the objectives in the bigger picture; that is, how they relate to the last lesson’s
learning, the course they are following and the big overall goal. This means that you can’t simply write the objectives on the board and
hope that the students copy them down. It implies that you have fully explained them in context; the students have engaged with
them and can explain them to any observer.
BRAIAN BANHAO BSED SS3-A
2) Plan the specific learning activities. It is the learning activities in a unit that are used to teach the students the things that we want
them to know, understand and be able to do. It is useful to keep in mind that if you want your students to be able to do something,
you must make sure that you teach them how, especially when it is an element of an assessment task. For example, if you have an
assessment task that requires students to write an essay, then it will be important for the learning activities in your unit to include
elements and aspects of essay writing skills, including critical analysis, presenting arguments, supporting ideas with evidence etc.
Regardless of where and when learning activities that make up a high impact learning experience take place, they all have a set of
common features.
a) They are planned in advance
b) They have clearly defined session/module outcomes
c) The focus is on what the students are doing (they are engaged in active, authentic learning)
d) Students receive feedback on their learning as part of the experience
3) Plan to assess student understanding. Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students
to demonstrate and practice the knowledge and skills articulated in the learning objectives, and for instructors to offer targeted
feedback that can guide further learning. Planning for assessment allows you to find out whether your students are learning. It involves
making decisions about:
 the number and type of assessment tasks that will best enable students to demonstrate learning objectives for the lesson
o Examples of different assessments
o Formative and/or summative
 the criteria and standards that will be used to make assessment judgements
o Rubrics
 student roles in the assessment process
o Self-assessment
o Peer assessment
 the weighting of individual assessment tasks and the method by which individual task judgements will be combined into a final
grade for the course
o information about how various tasks are to be weighted and combined into an overall grade must be provided to students
 the provision of feedback
o giving feedback to students on how to improve their learning, as well as giving feedback to instructors how to refine their
teaching
4) Plan to sequence the lesson in an engaging and meaningful manner. Robert Gagne proposed a nine-step process called the events of
instruction, which is useful for planning the sequence of your lesson. Using Gagne’s 9 events in conjunction with Bloom’s Revised
Taxonomy of Educational Objectives (link) aids in designing engaging and meaningful instruction.
BRAIAN BANHAO BSED SS3-A
5) Create a realistic timeline. A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts,
ideas, or skills you want students to learn in the lesson. Your list of prioritized learning objectives will help you make decisions on the
spot and adjust your lesson plan as needed. Here are some strategies for creating a realistic timeline:
 Estimate how much time each of the activities will take, then plan some extra time for each
 When you prepare your lesson plan, next to each activity indicate how much time you expect it will take
 Plan a few minutes at the end of class to answer any remaining questions and to sum up key points
 Plan an extra activity or discussion question in case you have time left
 Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be more productive rather than
sticking to your original plan
6) Plan for a lesson closure. Lesson closure provides an opportunity to solidify student learning. Lesson closure is useful for both
instructors and students.
You can use closure to:
 Check for student understanding and inform subsequent instruction (adjust your teaching accordingly)
 Emphasise key information
 Tie up loose ends
 Correct students’ misunderstandings
 Preview upcoming topics
Your students will find your closure helpful for:
 Summarizing, reviewing, and demonstrating their understanding of major points
 Consolidating and internalising key information
 Linking lesson ideas to a conceptual framework and/or previously-learned knowledge
 Transferring ideas to new situations

Traditional lesson planning begins with teachers looking at standards and learning objectives, and then planning their instructional activities
based on those standards. Assessment is often an afterthought, and if implemented at all, it is not always tied directly to the standards or the
activities that the students went through. Research strongly suggests, however, that as teachers, we need to begin by looking at the standards and
develop content objectives and plan our assessments first. These planned assessments must evaluate whether or not our students mastered the
content. Only once the assessments have been planned, can we truly plan the most effective instructional activities.
As teaching moves further into the 21st century it continues to evolve and change. In order to design lessons with measurable results,
teachers need to shift their thinking. Collaboration, along with the integration of content and technology, are the trends that now drive most
planning sessions. One useful method for planning meaningful lessons is backwards design. With it, teachers can integrate subject matter with
technology and critical thinking activities. The idea behind backwards design is to teach and plan towards the “end goal” or learning point.
BRAIAN BANHAO BSED SS3-A

The premise of backwards design is simple: planning starts with the focus on the end product. As educators, we cannot decide which
materials or methods to utilise during instruction until we have pinpointed specific concepts and skills we want our students to learn. By focusing on
the required end result, Backwards design allows the educator to address what the student needs to learn and what data can be collected to show
that the “end goal” has been achieved, while thinking about how to ensure students learn effectively.

The process is logical – if teachers focus on the desired learning then the appropriate teaching methods will follow. With backwards design,
teachers shift their thinking from a content-focused design to a result-focused approach. In this way, the integration of different subject matter and
the use of technology become organic in the design of the unit. Backwards design focuses on the destination and then plans the route, rather than
the other way around.
Backwards Design Step One: Effective Learning Objectives
Whether you use Common Core standards, or your own state standards, you undoubtedly have very specific content standards for which you
are responsible for teaching. The first step in backwards design is to take a look at those standards and create a more student-centred learning
objective. This is one of the critical differences between traditional planning and backwards planning. Traditional planning is focused on the teaching
aspect of standards….in other words, what do I need to teach? In contrast, backwards planning is focused on student learning…in other words, what
do my students need to learn or be able to do?

D. Application
Instruction: Construct Lesson Plan based on Grade 7-10 Lessons in Araling Panlipunan. Choose a specific grade level and grading period (7-10). Use
the sample below as your guide in the construction of your lesson plan.

Sample Lesson Plan in the K to 12 Revised Basic Education Curriculum

Banghay Aralin sa Araling Panlipunan: 7
Markahan: Unang Markahan
Aralin Bilang: 2

I. LAYUNIN
Naipamalas ng mag aaral ang pag unawa sa paghahating heograpikal ng Asya.
A. Pamantayang Pangnilalaman
BRAIAN BANHAO BSED SS3-A
Naipapaliwanag ang konsepto ng Paghahating heograpikal ng Asya at naipapaliwanag Ang
B. Pamantayan sa Pangganap limang Rehiyon sa Asya.

Naipaliliwanag ang konsepto ng Asya tungo sa paghahating heograpiko: Silangang Asya, Timog-
Silangang Asya, Timog Asya, Kanlurang Asya, Hilagang Asya at Hilaga/Gitnang Asya.

1. nasusuri ang batayan ginamit sa paghahating heograpikal ng Asya;

C. Kasanayan sa Pagkatuto
2. nakagagamit ng mapa sa pagtukoy ng mga rehiyon at bansa sa Asya; at

3. Natutukoy ang iba't ibang lugar sa Asya

PAGHAHATING HEOGRAPIKAL NG ASYA

II. NILALAMAN

Araling Panlipunan: ASYA: Pagkakaisa Sa Gitna Ng Pagkakaiba

III. KAGAMITANG PANTURO
A. Sanggunian

Laptop, Projector, PowerPoint, Learning modules

B. Iba pang Kagamitang Panturo

Magandang Umaga sa inyo!

Para sa ating balik-Aral. Ating sagutan Ang mga sumusunod na katanungan.

IV. PAMAMARAAN
A. Balik-aral sa mga unang natutunan
1. Ano Ang inyong natutunan sa ating nakaraang leksiyon?
2.Bakit mahalaga Ang globo at mapa

Gawain 1: Pagmasdan mo!

B. Paghahabi sa layunin ng aralin (Pagganyak)
Suriing maigi ang larawan
BRAIAN BANHAO BSED SS3-A

Sagutin ang mga tanong.

1. Ilang kontinente mayroon ang daigdig?

2. Sa anong kontinente nabibilang ang Pilipinas?

Suriin ang bawat lugar o bansa sa Aysa gamit ang isang mapa.

C. Pag- uugnay ng mga halimbawa sa bagong aralin ( Presentation) Ano-anong mga relihiyon Ang nakapaloob sa kontinenting Asya?

1. Ano ano Ang mga kontinenti sa Asya?

2. Bakit mahalagang malaman natin ang mga Rehiyon sa Asya?

D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan No I
(Modeling) 3. Ano Ang naging dahilan Ng Paghahati rito?
BRAIAN BANHAO BSED SS3-A

Gawain 2. Rehiyon Ko! Itala Mo!

Panuto: Isulat mo sa loob ng mga ulap ang mga rehiyon sa Asya na iyong natutunan sa ating
aralin ayon sa Silanganing Pananaw.

E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan No. 2. (

Guided Practice)

Gawain 3: Punan Ang Aking Kailangan

Panuto: Punan ng sagot ang talahayan. Ilsulat Ang mga bansang nabibilang sa bawat rehiyong
nasa kahon.

Hilagang Timog Asya Kanlurang Silangang Timog-

F. Paglilinang sa Kabihasan(Tungosa Formative Assessment)( Independent Asya Asya Asya Silangang
Practice ) Asya
BRAIAN BANHAO BSED SS3-A
Sa pagkabatid ng iyong kaalaman tungkol sa Paghahating heograpikal ng Asya, Ano ang mga
mahalagang bagay na inyong natutunan? At Bakit?

G. Paglalapat ng aralin sa pang araw araw na buhay (Application/Valuing) Bilang Asyano bakit mahalagang malaman natin ang mga Rehiyon at mga bansa sa Asya?

Sa pangkalahatan ano Ang limang Rehiyon sa Asya at ano Ang mga bansa na nakapaloob dito?
Mahalaga bang pag aralan natin Kung ano Ang Paghahating heograpikal sa Asya? Bakit?
H. Paglalahat ng Aralin (Generalization)

A. Panuto: Piliin ang letra ng tamang sagot. Isulat sa 1/4 na papel

1.Ano Ang pinakamalaking kontinenti sa Mundo?

A. Africa B. North America C. Asya. D. Australia

2.Anong rehiyon sa Asya matatagpuan ang bansang India?

A. Hilagang Asya B. Kanlurang Asya C. Timog Asta D. Timog-Silangang Asya

3.Ilang bansa ang bumubuo sa kontinente ng Asya?

A. 48 B. 49 C.50 D. 51

4.Sa anong rehiyon nabibilang ang Tsina na pinakamalaking bansa sa Asya?

I. Pagtataya ng Aralin
A. Hilagang Asya B. Silangang Asya C. Timog Asya D. Timog-Silangang Asya

5. Ilang bansa ang mayroon sa Timog Asya?

A. 7 B. 5 C. 8 D. 9

B. Panuto: ilsulat Ang mga bansa na bumubuo sa mga sumunod:

Timog Asya:

Silangang Asya:

Hilagang Asya:
BRAIAN BANHAO BSED SS3-A
Timog-Silangang Asya:

Kanlurang Aysa:

Magsaliksik tungkol sa mga Vegetation sa Asya?

J. Karagdagang gawain para sa takdang aralin (Assignment)

Note: Download the Curriculum Guide (CG), Teacher Guide and Learners Module of Araling Panlipunan in your chosen grade level as your basis in your
lesson plan.

E. Evaluation
Instruction: Using a video type set up; conduct a demonstration teaching based on the lesson plan with focus on the display of traditional and innovative
instructional materials that develop critical, creative thinking and higher-order thinking skills of your learners. This graded based on the given rubrics.
Rubric Scoring for Demonstration Teaching of Mr./Ms. ______________________
Beginning Developing Accomplished Exemplary
CRITERIA Rubric Score
4 6 8 10
Lesson Plan
1. Standards (Timeliness)
2. Objectives
3. Materials/Technology
4. Introduction
5. Procedures
6. Assessment
7. Closure
8. Differentiation
9. Correctness/Neatness
10. Quality writing
Did not meet Exceeds Greatly
Lesson Presentation Below Expectation Meets expectation
expectation Expectation Exceeds Total
( Criteria) 12 14
8 16 expectation
BRAIAN BANHAO BSED SS3-A
20

Demonstrates DemonstratesDemonstrates
Demonstrates below
Demonstrates ve mastery of above/adequate above average
masterful
average knowledge
1. Knowledge of Subject Matter subject matterry poor knowledge of subject knowledge of
knowledge of
of subject matter
matter subject matter
subject Matter
Demonstrates
Demonstrates a superior
Demonstrates below
Demonstrates poor ability Demonstrates average above average ability to
2. Communication Skills average ability to
to communicate with the ability to communicate ability to communicate/
( Clarity) communicate with
audience with the audience communicate the teacher is
the audience
bwith the audience easily
understood
Demonstrates
Demonstrates
Demonstrates below Demonstrates an an extremely
Demonstrates an poor above average
3. POISE /CONFIDENCE average display of average display of poised and
display of confidence poise and
confidence confidence confidence
confidence
demeanor
Demonstrates
Demonstrates
superior
Demonstrates below Demonstrates above average
Demonstrates poor ability ability to use
average ability to use averageability to use ability to use
4. Method of Presentation to use creative and effective creative and
creative and effective creative and effective creative and
teaching methods effective
teaching methods teaching methods effective teaching
teaching
methods
methods
Speaks using Speaks using
Speaks using below
Speaks using poor Speaks using average above average superior
5. Voice average modulation
modulation of volume and modulation of volume level of modulation modulation of
of volume and with
with clarity and with clarity of volume and volume and
clarity
with clarity with clarity
The teacher
The teacher has The teacher has has superior
The teacher has
6. Effective use of The teacher has poorability below average ability above average ability to use
average ability to use
Materials/Technology to use IMs for effective to use IMs for ability to use IMs IMs for
IMs for effective
conduct of class effective conduct of for effective effective
conduct of class
class conduct of class conduct of
class
7. Activity-based/Student- The teacher has poor ability The teacher has The teacher has The teacher has The teacher
BRAIAN BANHAO BSED SS3-A
Centered presentation to conduct student-centered below average ability average ability to above average has superior
-differentiated class activity to conduct student- conduct student- ability to conduct ability to
centered - centered - student-centered - conduct
differentiated class differentiated class differentiated student-
activity activity class activity centered -
differentiated
class activity
Total

Prepared by:

EDUARDO D. QUIDTA JR., M.A.Ed, M.Ed

Part Time Instructor

NILO R. CARMONA, M.Ed

Part Time Instructor