Modular/Online Learning Plan

Subject: Science Grade Level: 8

Unit Topic: Laws of Motion Quarter: First

UNIT STANDARDS AND COMPETENCIES DIAGRAM

TRANSFER
Create an infographic
about road safety. Infographic

PERFORMANCE
TRANSFER GOAL PERFORMANCE TASK
STANDARD

The learners shall be able

to:
EQ:
How does Laws of Motion influences
develop a written plan and our daily lives?
The learners should be able to: implement a “Newton’s EU:
A.1 Identify the Three Laws of Olympics” Newton’s Laws of Motion influences
Motion one’s physical activities in terms of
UNIT TOPIC safety and recreation.
LAWS OF MOTION

ACQUISITION MAKE MEANING

The learners demonstrate an
understanding of:
Newton’s three laws of
motion

CONTENT
STANDARD

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 LEARNING PLAN

Unit I: Laws of Motion

Content Standard

The learners demonstrate an understanding of:

· Newton’s three laws of motion

Performance Standard

The learners shall be able to:

· develop a written plan and implement a “Newton’s Olympics”

Learning competencies

The learners should be able to:

A.1 Identify the Three Laws of Motion

M.1 Investigate the relationship between the amount of force applied and the mass of the object to the amount of change
in the object’s motion.

M.2 Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.

M.3 Prove that motion is governed by Newton’s laws of motion.

T.1 Create an infographic about road safety.

Transfer Goals

The learner will be able to independently use their learning to:

· Create an infographic about road safety.

Essential Questions (EQ)

The students will keep considering the following questions:

1. How do Laws of Motion Influence Our Daily lives?

Enduring Questions (EU)

The students will understand that:

1. Newton’s Laws of Motion influences one’s physical activities in terms of safety and recreation.

LEARNING PLAN
EXPLORE

Learning Targets:

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 I can learn the concepts, Activity 1: Caught on Camera
terms and principles
applied in Newton's Laws Click this link: https://www.youtube.com/watch?v=Z177LGeLruI
of Motion.
This video shows several road accidents.

Process Questions:

1. How did you feel about the victims? The culprits?

2. What causes of accidents are shown in the video?

3. In the video, what pieces of advice are implied to avoid getting into horrific
accidents?

4. Can we control motions? In what way?

5. How can we take advantage of our knowledge on motion?

Activity 2: Word Search

Find the words that are related to force and motion from the puzzle. Describe each
word in at least 2 sentences. There are at least nine words associated with force and
motion in the puzzle. (Tension, Contact, Newton, Galileo, Friction, Gravity, Normal,
Magnetic, and Inertia).

1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

4. _________________________________________________________

5. _________________________________________________________

6. _________________________________________________________

7. _________________________________________________________

8. _________________________________________________________

9. _________________________________________________________

LEARNING FIRM-UP (ACQUISITION)

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 COMPETENCY Provide activities and assessment related to acquiring knowledge and process
skills and competencies
Follow-up on EQ
LC1. Identify the Three
Activity 3: Predict-Watch-Explain: Law of Inertia
Laws of Motion and its
application. - http://www,physicsclasssroom.com/mmedia/newtlaws/il.cfm

Learning Targets:
I can identify the Three
Laws of Motion and its
application.
-

This video clip shows in which direction the unstrapped ladder on top of a truck falls off.

Process Questions:

1. On which side did the ladder fall – the car at the back or the car in front?

2. What explains your observation?

3. Would there be a possibility that the unstrapped ladder would fall to the back
part of the truck? Why or why not?

4. How do we avoid such a scenario?

Activity 4: Reading Activity-Law of Inertia

- http://www.physics4kids.com/files/motion_laws.html - This describes the law of

Inertia.

- http://www.biologycorner.com/worksheets/articles/newtons_laws.html - This article

briefly talks about each Newton’s law of motion

- http://www.encyclopedia.com/topic/Newtons_laws_of_motion_aspx - In this article,

the law of inertia is explained by citing situations in outer space.

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 Activity 5: Video-Law of Inertia

- http://www.youtube.com/watch?v=2QAVAdq5aAe – This website explains

Newton’s 1st Law of Motion and the difference of the Inertia of varying masses.

- http://www.youtube.com/watch?v=u6rbrFgudLg – This video shows the effect of

inertia when you are riding a vehicle.

- http://www.youtube.com/watch?v=xyKkyFqKbX4 – This video explains the different

types of forces that make an object move.

Process Questions:

1. What is inertia?

2. Which has a greater inertia – a small stone or a huge rock?

3. What does the Law of Inertia state?

4. Why are we thrown forward if the vehicle we are riding suddenly stops?

5. Is there a way for us to control motion?

6. How can we use our knowledge on the Law of Inertia to our advantage?

Activity 6: The “Law of Acceleration” Explained

- https://suite.io/paul-a-heckert/j5x2dj - This article describes the Law of

Acceleration.

- http://www.physicsclassroom.com/class/newtlaws/Lesson-3/Newton-s-Second-Law
- This is a more detailed discussion about the law.

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 - http://www.youtube.com/watch?v=nO7XeYPi2FU – This video explains the Law of
Acceleration. It further discusses the relationship among force, mass and
acceleration.

- http://www.youtube.com/watch?v=-Kxbllw8hlc – In this video, Professor Mac uses

an experiment to explain the law.

Process Questions:

1. What does the Law of Acceleration state?

2. With constant mass, how does net force acting on the body affect its
acceleration?

3. With constant force, how does the mass of the object affect the acceleration?

4. How would your motion compare if you run with and without camping backpacks
on?

5. How can we then use our knowledge about motion to our advantage?

Assessment: Practice Problem

Let the students study the following situations and illustrate using a free-body
diagram.

1. A grocery pushcart being pushed with an applied force of 825 N, S. If the friction
between the cart and the floor is 37 N, then what is the resultant force?

2. Two kids are fighting over a toy. If the first kid is pulling the toy towards him at 25,
W and the other kid is pulling the toy towards him at 25 N, E. where will the toy go?

3. A huge stone is pushed with 30 N of force. If there is only 5N of friction, and the
stone’s mass is 88 kg, what is the acceleration of the table?

4. A car being towed. If its mass is 1750 kg and it accelerates at 5 m/s 2, how much
net force is involved?

5. What is the mass of an object if it accelerated at 7.5 m/s 2, and the force applied is
12.5 N.

Activity 8: Direct Instruction/ Simple Demonstration

Let the students state the third law of motion: “For every action, there is an equal and
opposite reaction.” Remind the students that there isn’t any force if there is no
interaction involved. That is, forces in nature always come in pairs. Do a simple

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 demonstration: when I push the wall, does the wall push me back?

Remind the students the action-reaction forces act on different objects. I push the wall,
the wall pushes me back.

Process Questions:

1. What does the Law of Interaction state?

2. Why do you think the wall didn’t move even a small distance?

3. What do you think will happen if you exert more force to the wall?

Assessment: Multiple Choice

DIRECTIONS: Choose the letter of the correct answer. Write your answer in the
space provided before the number.

_____1. Newton's third law states that for every action there is _____.

a. an equal and opposite reaction

b. an unbalanced force

c. an unequal and unbalanced force

d. an equal force pointing in the same direction

_____2. Consider a bullet shot from a gun. The acceleration of the bullet is _____.

a. greater than the acceleration of the gun

b. equal to the acceleration of the gun

c. equal but opposite to the acceleration of the gun

d. less than the acceleration of the gun

_____3. Consider a fish swimming forward in the ocean. Which of the following
describes the basic action/reaction forces between the fish and the water?

a. The force of the fish's swimming and the force of the water are equal but in
opposite directions.

b. The only force is the activity of the fish moving forward.

c. The force of the fish points upward while the force of the water pulls
downward.

d. The forces point in the same direction because forces in liquid media
behave differently than forces in air.

_____4. Which of Newton's Laws gives the reason for why you can feel things that you
touch?

a. First Law b. Second Law c. Third Law d. Motion

_____5. A horse pulls forward on a carriage with a given force. By Newton's Third Law,

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 the carriage must be pulling on the horse backward with an equal and opposite force.
Given this, what explains why the horse and carriage can move forward?

a. The cart's force is only in reaction to the horse's force so it does not define
direction of movement

b. The forward and backward forces are equal, so it actually can't move
forward

c. The forward force of the horse is just big enough to overcome the
backward force of the cart and start the cart forward

d. The cart is rolling on wheels while the horse's hooves have traction with
the ground.

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
Have students analyze different texts or problems with C-E-R and close
reading
Follow up on EQ and have students develop EU in a Guided Generalization
Instructions:

LC1. Investigate the GUIDED GENERALIZATION TABLE

relationship between Essential Text 1 Text 2 Text 3
the amount of force Question
applied and the mass
of the object to the
Examples and Examples and
amount of change in Applications of Applications of
the object’s motion. Newton’s First Law of Newton’s Second Law Examples and
Motion In Our Daily Life of Motion In Our Daily Applications of
Learning Targets: Life Newton’s Third Law of
https:// Motion In Our Daily Life
blog.praxilabs.com/ https://
I can investigate the https://
2021/02/24/ blog.praxilabs.com/
relationship between applications-of- 2021/02/24/ blog.praxilabs.com/
the amount of force newtons-laws-of- applications-of- 2021/02/24/
motion-in-daily-life/ newtons-laws-of- applications-of-
applied and the mass newtons-laws-of-
#_Real_Life_Examples_ motion-in-daily-life/
of the object to the of_Newtons_First_Law #The_Text_Its_Interpre motion-in-daily-life/
amount of change in _inertia tation_and_The_Mathe #The_Text_Its_Interpre
matical_Expression-2 tation_and_The_Mathe
the object’s motion.
matical_Expression-3

LC2. Infer that when a

body exerts a force on
another, an equal
amount of force is Answer:
Answer: Answer:
exerted back on it.

Learning Targets:
I can infer that when a 1. How do Laws
of Motion Supporting Texts: Supporting Texts: Supporting Texts:
body exerts a force on Influence Our
another, an equal

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 Daily lives?

LC3. Prove that motion

is governed by Reason: Reason: Reason:

Newton’s laws of
motion.

Common Ideas in Reasons:

Enduring Understanding/Generalization:Newton’s Laws of Motion influences one’s physical

activities in terms of safety and recreation.

C-E-R Questions:
1. Do the three laws of motion affect our safety?
2. How will you support your claim?
3. Explain your claim.
EQ: How do Laws of Motion influence one’s safety?
Prompt for Generalization:
1.
2.
3.

ASYNCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insertlearning, kami, wizer.me)
Text 1: Examples and Applications of Newton’s First Law of Motion In Our Daily Life
Link: (https://www.physicsclassroom.com/class/newtlaws/Lesson-1/Newton-s-
First-Law#insertlearning)

Text 2: Examples and Applications of Newton’s Second Law of Motion In Our Daily Life
Link: (https://www.physicsclassroom.com/class/newtlaws/Lesson-3/Newton-s-
Second-Law#insertlearning)

Text 3: Examples and Applications of Newton’s Third Law of Motion In Our Daily Life
Link: (https://www.physicsclassroom.com/class/newtlaws/Lesson-4/Newton-s-
Third-Law#insertlearning)

Instructions:
Step 1: Click the link.

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 Step 2: Read the articles given.
Step 3: Answer the following questions in each text.

Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3:

Map of Conceptual Change (same in Explore but with specific instruction)

Complete the table below by summarizing in what ways or situations can each
Newton’s Law of motion be applied in our daily lives. Then, write your generalization in
the fourth row.

1st Law of Motion:

Law of Inertia

2nd Law of Motion:

Law of Acceleration

3rd Law of Motion:

Law of Interaction

In all situations, I can generalize that. . .

“How can we take advantage of our knowledge about motion?”

Learning Competency TRANSFER

Provide GRASPS Performance Task, scaffolds to accomplish it and rubric

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 Show again map of conceptual change and ask students to answer next parts
Do values integration in line with school mission/vision and core values.
Provide closure and self-evaluation
of learning.
PERFORMANCE Transfer Goal: Create an infographic about road safety.
STANDARD:

Performance Task
The learner should be
1. One Product
able to:
Your school celebrates Science month annually. This year’s theme is focused on road safety
awareness to prevent some road accidents. It has come to your knowledge that safety measures
and traffic rules and regulations are not usually followed which can cause untoward accidents, and
Develop a written plan it is important to do an activity that will help greatly to disseminate information which helps
and implement promote road safety awareness, one thing is by creating an infographic material. As a science club
Newton’s Olympics. officer you are tasked to create an infographic that depicts road safety measures which will be
available to the whole school population which includes students, teachers, school authorities, and
members of the community. The product must manifest the following characteristics: accuracy of
content, relevance to the topic, creativity of the design, and organization.

2. Differentiated Products
3. Modality-based Products

Level 1 Level 2 Level 3 Level 4

Directed Prompt Open Prompt Guided Transfer Independent
Transfer

Task: Article Task: Analysis of Task: Workshops on Your school celebrates

Science month annually.
research on the gathered research how to make
This year’s theme is
different road articles. infographics using focused on road safety
safety measures. different web awareness to prevent
applications. some road accidents. It
has come to your
1. Gather 3 1. Identify all
knowledge that safety
published road safety measures and traffic
materials (print precautionary 1. Canva rules and regulations are
or non-print) measures 2. Kami not usually followed
which can cause
about different applicable. 3. Microsoft
untoward accidents, and
road safety 2. Explain why it Publisher it is important to do an
measures. is important in activity that will help
2. Identify which our daily lives. greatly to disseminate
information which helps
laws of motion
promote road safety
are observed in awareness, one thing is
the article by creating an
given. infographic material. As
a science club officer you
are tasked to create an
infographic that depicts
road safety measures
which will be available to
the whole school
population which
includes students,
teachers, school
authorities, and
members of the
community. The product
must manifest the
following characteristics:
accuracy of content,
relevance to the topic,
creativity of the design,
and content
organization.

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 4. Integrated Subjects (REG only)

Use of Web 2.0 App for Output (Ex. InShot, etc)

Phet interactive

Analytic Rubric:

CRITERIA1 4 3 2 1 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
It shows a deep It shows It shows a it shows
Accuracy of understanding considerable shallow limited
the of the concepts understanding understanding understanding
content of road safety. of the concepts of the concepts of the concepts
of road safety. of road safety. of road safety
Established a Partially attempted to Failed to
Relevance to clear purpose establish a establish a establish a
the topic that is very clear purpose clear purpose clear purpose
relevant to the and relevant to and relevant to and relevant to
goal and the goal and the goal or did the goal and
demonstrated a demonstrate an not show a did not
clear understanding clear demonstrate an
understanding of the topic. understanding understanding
of the topic. of the topic of the topic.

The work is The work is The work is a The work is not

Creativity of interesting, somewhat little bit interesting,
the design engaging, and interesting, interesting, engaging, and
visually engaging, and engaging, and visually
stimulating. It visually visually stimulating.
is aesthetically stimulating. stimulating.
appealing

All information Most Some ideas are ideas are not

Content is presented in information is not presented presented in
Organization a logical and generally in proper order, proper order,
detailed way. logical and information no clear plan
understandable seems out of for
. place. organization of
information.

Total

End of Transfer
How did you find the performance task? How did the task help you see the real
world use of the topic? Write a reflective journal of your experience and the things
you learned about the task.

1
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 5A-C.
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 Self-Assessment:

Value Integration:

Open- mindedness, Consistency, Environmentalism

CALENDAR OF ACTIVITIES
WEEK 1

MON TUE WED THU FRI

WEEK 2

MON TUE WED THU FRI

WEEK 3

MON TUE WED THU FRI

WEEK 4

MON TUE WED THU FRI

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 UNIT ASSESSMENT SAMPLES
1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY: I can learn the concepts, terms and principles applied in Newton's Laws of Motion.

KNOW SHOW
Direction:Write in this column the word/ Direction:Give the meaning or definition of each
terminologies that you have learned in this unit. word/terminology that you have learned.

FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

KNOW-SHOW 1. The learning target or competency is stated.
“Students are able to…”
2. A table with 2 columns is provided with the
left for KNOW and the right for SHOW.
3. Instructions are given to students in each
column on how to answer KNOW and
SHOW. KNOW: Here is what I know about
the competency. (The KNOW column may be
answered or left blank.)
SHOW: I can show what I know about the
competency by…
4. A minimum number of answers under each
column is stated.

2. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM

1. Investigate the relationship 1. Problem Solving
between the amount of force

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 applied and the mass of the
object to the amount of
change in the object’s motion.

2. Infer that when a body exerts 2. Multiple Choice

a force on another, an equal
amount of force is exerted
back on it.

3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM:

QUESTION:

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidence supports your claim.

REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE 1. An article or problem is given to the student to

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 read and analyze.
2. Question(s) related to the Make Meaning
competency are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each
part may have prompts that student can use to
begin his or her answer.

4. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M)

NAME______________ GRADE __________ SUBJECT:

DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the third ar
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT a
relatives or any other adult. Before submitting, make sure you have followed the instructions on how to answer.

ARTICLE 1: https://www.physicsclassroom.com/class/newtlaws/Lesson-1/Newton-s-First-Law#insertlearning

ARTICLE 2:https://www.physicsclassroom.com/class/newtlaws/Lesson-3/Newton-s-Second-Law#insertlearning

ARTICLE 3:https://www.physicsclassroom.com/class/newtlaws/Lesson-4/Newton-s-Third-Law#insertlearning

DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your choice and support yo
article.

ANSWER:
Article no. ______ about the _________________ is the best because…
 
 
 
 

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS The Make Meaning competency is stated.
Three selections related to the Make Meaning
competency are given to the student to read and
analyze.
Directions ask the student to determine which
selection is the best in line with the Make Meaning-
type of learning competency. Student is also asked to
support answer by citing important parts of the

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 selection.
Directions also contain permission to the student to
use references and the Internet. Directions also clearly
state persons or materials the student is not allowed to
consult.
The length and readability of the selections are
developmentally appropriate. As much as possible, the
selections are contextualized in the Philippine setting.
6. A table is given for students to discuss their
choice. A prompt on how to begin the answer
may or may not be found.
7. Students have to do C-E-R in their answer. They
make a claim on which is the best. They have to
give Evidence citing texts and Reason to justify
their choice.

5A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD: The learner should be able to: Develop a written plan and implement Newton’s
Olympics.

SITUATION: Your school celebrates Science month annually.

This year’s theme is focused on road safety awareness to prevent some road accidents.
It has come to our knowledge that safety measures and traffic rules and regulations are not
usually followed which can cause untoward accidents, this activity will help
greatly to disseminate information.

GOAL: Create an infographic that depicts road safety.

ROLE:Science club officers

PRODUCT: Infographic that depicts road safety

AUDIENCE: School population, including students, teachers and school authorities, members of the community

STANDARDS:The product must manifest the following characteristics accuracy of content, relevance
to the topic, creativity of the design, organization.

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the

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 product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The
PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.

5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS): NOT INCLUDED IN THE GROUP

TASK

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those that are
mentioned. The student will work on the chosen PRODUCT. The PRODUCT is aligned with the
Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with

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 the Unit Performance Standard.

5C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE
STANDARD:The learner should be
able to: Develop a written plan and
implement Newton’s
Olympics.

SITUATION:Your school
celebrates Science month annually.
This year’s theme is focused on
road safety awareness to prevent
some road accidents.
It has come to our knowledge that
safety measures and traffic rules
and regulations are not
usually followed which can cause
untoward accidents, this activity
will help
greatly to disseminate information.

GOAL:Create an infographic that

depicts road safety.

ROLE:Science club officer

Level 1 Level 2 Level 3

Directed Prompt Open Prompt Guided Transfer

Task: Article research on the different road Task: Analysis of gathered research articles. Task: Workshops on how to make
safety measures. infographics using different web
applications.

3. Gather 3 published materials (print or

3. Identify all road safety precautionary
non-print) about different road safety
measures applicable.
measures.
4. Canva
4. Explain why it is important in our daily
4. Identify which laws of motion are
lives. 5. Kami
observed in the article given.
6. Microsoft Publisher

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 STANDARDS: The product must
manifest the following
characteristics accuracy of
content, relevance
to the topic, creativity of the
design, organization.

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in line with his or
her modality. The PRODUCT is aligned with the Performance Standard.
Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular with online,
and 1 for purely online).
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 5A-C)

CRITERIA2 4 3 2 1 0 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING MISSING

It shows a deep It shows It shows a it shows

understanding considerable shallow limited
Accuracy of
of the concepts understanding of understanding understandin
the
of road safety. the concepts of of the concepts g of the
content road safety. of road safety. concepts of
road safety
Established a Partially establish attempted to Failed to
clear purpose a clear purpose establish a establish a
Relevance to
that is very and relevant to clear purpose clear purpose
the topic
relevant to the the goal and and relevant to and relevant
goal and demonstrate an the goal or did to the goal
demonstrated a understanding of not show a and did not
clear the topic. clear demonstrate
understanding understanding an
2
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 5A-C.
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 of the topic. of the topic understandin
g of the
topic.
The work is The work is The work is a The work is
interesting, somewhat little bit not
Creativity of
engaging, and interesting, interesting, interesting,
the design
visually engaging, and engaging, and engaging,
stimulating. It visually visually and visually
is aesthetically stimulating. stimulating. stimulating.
appealing
All information Most information Some ideas are ideas are not
is presented in is generally not presented presented in
Content
a logical and logical and in proper order, proper order,
Organization
detailed way. understandable. information no clear plan
seems out of for
place. organization
of
information.

TOTAL:

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