ACTIVITY MATRIX

Workshop on the Development of Contextualized Learning Delivery Guides for

Learners with Disabilities (LWDs) in the Inclusive Setting (K, Grades 1, 4, and 7)

September 24-26, 2024 * Great Eastern Hotel, Quezon City

I. Objectives:

This activity is on the Development of Contextualized Learning Delivery Guides for Learners with Disabilities (LWDs) in the Inclusive Setting
(K, Grades 1, 4, and 7) aims to produce comprehensive teacher resource material. Specifically, this series of activities aims to:

• To provide the participants with a shared understanding of Universal Design for Learning (UDL) principles and how they apply to curriculum
design and instruction, through the identification and implementation of accommodations and modifications aimed at producing a prototype
contextualized learning delivery guide across learning areas.
• To equip the participants with practical skills to adapt existing lesson exemplars (and other lesson materials currently being used) in designing a
more accessible and inclusive learning delivery guides for learners with disabilities (LWDs) setting, that will serve as resource guide for teachers
in communicating learning contents; and
• To foster a school-wide commitment to inclusive practices and a culture of support for learners with disabilities.

1
 Checklist for Teacher’s Awareness and Reflection
The goal of this checklist is to understand the learner's progress and guide future instruction.

Students with Learning 2. Students with Students with Physical Students with Students with Emotional
Disabilities: Sensory Processing Disabilities: Communication Disorders: and Behavioral Disorders:
Differences:
• Reading: • Mobility: • Speech: • Emotional
o Do students • Noise: o Do students have o Do students have Regulation:
frequently struggle with o Do students become difficulty accessing difficulty articulating o Do students have
decoding words, easily distracted or materials or moving words clearly or difficulty
reading fluency, and overwhelmed by noise around the classroom? speaking fluently? managing their
comprehension? in the classroom? (Yes/No/Sometimes) (Yes/No/Sometimes) emotions, such as
(Yes/No/Sometimes) (Yes/No/Sometimes) anger, frustration,
o Do students require o Do students struggle or sadness?
o Do students avoid o Do students cover assistive devices, such with understanding (Yes/No/Sometime
reading aloud or their ears or exhibit as wheelchairs or spoken language or s)
engaging in reading other behaviors to walkers, to participate following verbal
activities? block out noise? in activities? instructions? o Do students exhibit
(Yes/No/Sometimes) (Yes/No/Sometimes) (Yes/No/Sometimes) (Yes/No/Sometimes) frequent outbursts
or tantrums?
o Do students exhibit o Do students have o Do students struggle (Yes/No/Sometime
difficulty with spelling, difficulty focusing or with fine motor skills, s)
especially common completing tasks in such as writing,
words? noisy environments? drawing, or o Do students express
(Yes/No/Sometimes) (Yes/No/Sometimes) manipulating objects? anxiety, fear, or
(Yes/No/Sometimes) depression?
(Yes/No/Sometime
• Writing: • Light: o Do students require • Language: s)
o Do students have messy o Do students squint, adaptive tools, such as o Do students have
or illegible handwriting, shield their eyes, or pencil grips or limited vocabulary or • Behavior
making their work complain about the specialized keyboards, difficulty expressing Management:
difficult to read? brightness of lights? to complete tasks? themselves verbally? o Do students
(Yes/No/Sometimes) (Yes/No/Sometimes) (Yes/No/Sometimes) (Yes/No/Sometimes) struggle to follow
classroom rules or
o Do students struggle o Do students become o Do students struggle expectations?
with organizing their agitated or with grammar, (Yes/No/Sometimes)
thoughts and ideas in uncomfortable under syntax, or
writing? certain lighting understanding o Do students engage
(Yes/No/Sometimes) conditions? complex language? in disruptive or off-
(Yes/No/Sometimes) (Yes/No/Sometimes)
2
o Do students exhibit task behaviors?
difficulty with grammar • Touch: • Communication: (Yes/No/Sometimes)
and punctuation? o Do students avoid o Do students require
(Yes/No/Sometimes) physical contact or alternative o Do students have
exhibit strong communication difficulty controlling
• Math: reactions to certain methods, such as their impulses or
o Do students struggle textures? sign language, managing their
with basic math facts, (Yes/No/Sometimes) picture exchange behavior?
number sense, and systems, or assistive (Yes/No/Sometimes)
place value? o Do students seek out technology?
(Yes/No/Sometimes) sensory input through (Yes/No/Sometimes) • Relationships:
o Do students have fidgeting, rocking, or o Do students have
difficulty solving multi- other repetitive o Do students have difficulty forming or
step problems or word movements? difficulty initiating or maintaining positive
problems? (Yes/No/Sometimes) maintaining relationships with
(Yes/No/Sometimes) conversations? peers or adults?
o Do students exhibit o Do students have (Yes/No/Sometimes) (Yes/No/Sometimes)
inconsistent difficulty with
performance in math, activities involving o Do students exhibit
showing gaps in messy play or tactile social isolation or
foundational skills? exploration? withdrawal?
(Yes/No/Sometimes) (Yes/No/Sometimes) (Yes/No/Sometimes)

• Other Academic o Do students

Subjects: struggle with social
o Do students struggle to skills, such as turn-
complete assignments taking, sharing, or
or demonstrate conflict resolution?
understanding of (Yes/No/Sometimes)
concepts?
(Yes/No/Sometimes)

o Do students require
frequent reminders or
extra support to stay on
task?
(Yes/No/Sometimes)

3
 Group of Learners Description
Students with Learning Disabilities These learners may struggle with reading,
writing, math, or other academic subjects.
Examples include dyslexia, dysgraphia,
dyscalculia, and ADHD.

Students with Sensory Processing These students may have difficulties with
Differences sensory input, such as noise, light, or touch.
Examples include sensory processing disorder,
autism spectrum disorder, and attention
deficit hyperactivity disorder (ADHD).

Visual impairment is classified as a sensory

disability. This category encompasses
disabilities that affect the senses, including
vision, hearing, touch, taste, and smell.

Students with Physical Disabilities:

These students may have difficulty with
mobility, dexterity, or other physical
functions. Examples include cerebral palsy,
spina bifida, and muscular dystrophy.

Students with Communication Disorders These students may have difficulty with
speech, language, or communication. Examples
include autism spectrum disorder, hearing
impairment, and speech-language
impairments.
Students with Emotional and Behavioral These students may have difficulty with
Disorders managing their emotions, controlling their
behavior, or forming relationships. Examples
include anxiety disorders, depression, and
conduct disorder.

4
 MATATAG School Grade Level 7
K to 10 Curriculum
Weekly Lesson Log Name of Teacher Learning Area Science

Teaching Dates and Time 3 Quarter 4

Name of Learner: ______________________________________________ Grade Level: ______________________________

Disability/Learning Difficulty: ______________________________________

Specific Needs: (e.g., assistive technology, Strengths: (e.g., strong visual learner, enjoys Areas of Challenge: (e.g., reading comprehension,
visual aids, modified assignments, hands-on activities, excels in collaborative fine motor skills, attention span, social interaction)
preferential seating) work)

5
 LESSON EXEMPLAR / MATERIAL TEMPLATE

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners learn that the damage or effects on communities depend on the magnitude of and distance from an earthquake.
A. Content
Standard
s
By the end of the Quarter, learners will appreciate the value of using systems to analyze and explain natural phenomena and demonstrate
their understanding of the dynamics of faults and earthquakes. They are confident in identifying and assessing the earthquake risk for their
local communities using authentic and reliable secondary data. They use the country’s disaster awareness and risk reduction management
B. plans to identify and explain to others what to do in the event of an earthquake. Learners explain the cause and effects of secondary impacts
Performa that some coastal communities may experience should a tsunami be produced by either local or distant earthquake activity. Learners use
nce reliable scientific information to identify and explain how solar energy influences the atmosphere and weather systems of the Earth and use
Standard such information to appreciate and explain the dominant processes that influence the climate of the Philippines.
s
C. Learning Learning Competencies:
Competen Explain how earthquakes result in tsunamis that devastate shoreline communities
cies
1. Predict the different 1. Identify the different 1. Explain how tsunamis 1. Explain how earthquakes 1. Realize
D. Learning types of seismic waves. types of seismic waves. occur. result in tsunamis how tsunamis
Objectives devastate
shoreline
communities and
understand the
precautionary
measures before,
during, and after
tsunamis.
Topic: Earthquake Topic: Earthquake Scenarios Topic: Earthquake Topic: Earthquake Scenarios Topic: Earthquake
II. CONTENT Scenarios and Tsunami and Tsunami Scenarios and Tsunami and Tsunami Scenarios and Tsunami
Sub Topics: Sub Topics: Sub Topics: Sub Topics: Sub Topics:
1. Types of Seismic 1. Types of Seismic Waves 1. Types of Seismic Waves 1. Types of Seismic Waves 1. Types of Seismic
Waves 2. Occurrence of Tsunami 2. Occurrence of Tsunami 2. Occurrence of Tsunami Waves
6
 2. Occurrence of 2. Occurrence of
Tsunami Tsunami

III. LEARNING RESOURCES

A. Bhuyan, S. (2020, April 11). Bhuyan, S. Bhuyan, S. (2020, Tsunamis. (n.d.). Libretexts. (2022, May 6). 8.3: Tsunami | Run-up and
References Seismic Waves: Definition, April 11). Seismic Waves: Environment. Seismic waves. Geosciences Inundation, tidal wave,
Types, Examples, and diagram. Definition, Types, Examples, https://www.nationalgeograph LibreTexts. sea level & inundation.
Science Facts. and diagram. Science Facts. ic.com/environment/article/tsu https://geo.libretexts.org/Book (n.d.).
https://www.sciencefacts.net/seis https://www.sciencefacts.net/s namis shelves/Geology/Fundamental https://www.sms-
mic-waves.html eismic-waves.html (2020, s_of_Geology_(Schulte)/08% tsunami-
April 11). Seismic Waves: 3A_Earthquakes/8.03%3A_Se warning.com/pages/run
Definition, Types, Examples, ismic_Waves upinundation
and diagram. Science Facts.
https://www.sciencefacts.net/s
eismic-waves.html
B. Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
It’s a Picture Puzzle! The Share Ko Lang! Watch and Learn! Flashback Thursday! Flashback Friday! Warning
learners will complete the Ask the learner to recall The teacher will play a short The teacher will ask Signs Picture Analysis
puzzle and answer the what they learned from the video clip to understand how questions related to the The learners will analyze the
following questions to previous lesson on the tsunamis are generated and how previous lesson and prior given picture of natural tsunami
review the past lesson. After anatomy of an earthquake they affect the shoreline knowledge to the upcoming warning signs. Based on the
completing the puzzle, the and how it is generated and community, then answer the lesson. picture, relate the occurrence of
learners will answer the share it with the class. guide questions. a tsunami during an earthquake.
guide questions. 1. Who would like to
Picture Analysis explain how
Image retrieved at:
https://cdnph.upi.com/svc/sv/upi_com/9441556007245/2 tsunamis occur?
019/1/a6dc84a722520eec3b235c1a3320f90c/
Philippines-rocked-by-second-earthquake-in-two-
days.jpg
2. Can you enumerate
the steps of tsunami
formation?

7
 Video link:
https://www.youtube.com/watch?v=oWzdgBNfhQU

If television is not available, the

teacher may provide illustrations
and ask learners
questions relating to what they
already know about tsunamis
Let the learners recall what and the possible damage they
they learned about the may cause to the community
anatomy of an earthquake. near the shoreline. Image retrieved at:
This diagram will lead them https://www.phivolcs.dost.gov.ph/index.php/news/9291-press-
release-are-you-ready-know-what-to-do-in-case-of-a-
Image retrieved at https://www.pmfias.com/tsunami-2004-
to the idea that seismic indian-ocean-tsunami-tsunami-waves-warning-systems/
tsunami?cookie_40d1b2d83998fabacb726e5bc3d22129=accep
ted
waves radiate from the focus
of an earthquake. If the
learners cannot present the
idea on their own, you may
remove the label and ask
them the leading questions
provided in the lesson
exemplar.

During/Lesson Proper
Unlocking Content Mix and Match! I-Demonstrate-Mo! Tsunami Simulation My Preference!
Vocabulary The learners will attempt to The teacher prepares the Model Learners can choose among the
Decode the mystery word. match the description with materials needed for the The learners will do performances below focusing
The learners will decode the the appropriate figure using demonstration about how the Activity No. 3.2: Tsunami on the impacts of tsunamis in
mystery word by altering the the provided illustrations. water reacts with vibrations.Simulation Model using the shoreline communities and
numerical value with the realia (large shallow the precautionary measures
vowels assigned. A Demonstration. container, sand or soil, before, during, and after the
Demonstrate how water reacts small toy buildings, trees, tsunamis:
with vibrations. Materials and people (optional), 1. Song/jingle
needed: water, plastic spoon, rag) 2. Poem/spoken poetry
3. Poster-making

8
 A shallow tray or dish (clear, if Procedures: 4. Role-play
possible), water, a speaker with 1. Prepare the simulation 5. Brochure
a strong bass output, a music area by filling half of the
player or device to play low- shallow container with sand Rubric in Rating the
frequency sounds, and a rag. or soil tilted to one end to Performance:
Procedures: represent the shoreline. Relevance to the Topic: 5
• Fill the shallow tray or dish points
2. Optionally, set up small
with water until it's about half Originality of the content: 5
toy buildings, trees, and
full. points
• Place the tray on top of the people on the sand to Creativity and impact: 5 points
speaker. represent a coastal Time-bound: 5 points
• Connect the speaker to a community. 3. Pour a layer Total: 20 points
music player or device. of water into the other end
• Choose a song or sound clip of the container to represent
with a strong and steady bass the ocean.
line. Make sure it's something 4. Predict what might
that produces low-frequency happen when a tsunami
vibrations. strikes the coastline.
• Play the selected sound 5. Using the plastic spoon or
through the speaker at a stick, create waves in the
moderate volume.
water to simulate the arrival
• Observe the water's surface in
the tray as the sound plays. of the tsunami.

After the teacher’s Make sure to demonstrate

demonstration, encourage the how the waves approach the
learners to perform. shoreline and increase in
height as they come closer.
After watching the Observe what happens to
demonstration, who would like your set-up.
to perform in front of the class?
After/Post-Lesson Proper

9
 Provide definitions and Seismic Wave Simulation Lead the learners to form the After the simulation activity Learners will perform the
examples for each term, The learners will perform concept of water movement due guide the learners in activity in groups or
Making encouraging students to ask Activity No. 3.1 provided in to vibrations by asking the answering the guide individually.
Generalizat questions and clarify the lesson exemplar. guide questions. An illustration questions.
ions and misunderstandings. may be used to further visualize
Abstraction Materials Needed: Slinky, the scenario. The learner's output will be
s and large flat surface (such graded using a scoring
Image retrieved at:
as a table or floor) https://www.shutterstock.com/video/search/vibration-speaker rubric.

Simulation
1. Place the slinky on a flat
surface with enough space.
Observe and describe the
motion of the slinky for each
wave type.
2. Use the slinky to simulate Guide Questions:
how each waves move. 1. What did the speaker 1. What happened to the
produce that made the buildings and infrastructure
water move? when the tsunami struck?
2. What will happen if 2. How did the waves
there are bigger affect the shoreline and the
vibrations produced? area inland?
3. Thinking big: Is it 3. What challenges might
possible for bodies of the community face after
Set-up A. Hold one end of the tsunami?
the slinky and shake it side water to be moved by
4. What measures could be
to side horizontally. vibrations? taken to mitigate the impact
Set-up B. Hold one end of of tsunamis on shoreline
the slinky and quickly push communities?
and pull it back and forth
horizontally. Additional illustrations
Set-up C. Push the slinky may be beneficial to
horizontally along its length, learners.
causing it to compress and
stretch sideways.

10
 Set-up D. Hold one end of
the slinky firmly in place.
Using your other hand, move
the end of the slinky up and
down vertically while also
moving it side to side
horizontally in a circular
motion.

Guide Questions:
1. Which type of seismic
Imaged retrieved at:
waves is represented by: https://www.preventionweb.net/news/rising-seas-boost-
tsunami-impacts-distant-shorelines
Set-up A? _____________
Set-up B? _____________
Set-up C? _____________
Set-up D? _____________

The learner's output will be

graded using a scoring
rubric.
Evaluating Multiple choices are Multiple choices are Multiple choices are provided Multiple choices are Learners' performance will be
Learning provided in the lesson provided in the lesson in the lesson exemplar. provided in the lesson evaluated using the scoring
exemplar. exemplar. exemplar. rubric.

Recommen The lesson activities vary depending on the learners' difficulty level. It can be modified according to learners' needs and preferences.
dations

Remarks:

11
12
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

A. Content The learners learn that the damage or effects on communities depend on the magnitude of and distance from an
Standards earthquake.
By the end of the Quarter, learners will appreciate the value of using systems to analyze and explain natural
phenomena and demonstrate their understanding of the dynamics of faults and earthquakes. They are confident
in identifying and assessing the earthquake risk for their local communities using authentic and reliable secondary data. They
B. Performance use the country’s disaster awareness and risk reduction management plans to identify and
Standards explain to others what to do in the event of an earthquake. Learners explain the cause and effects of secondary
impacts that some coastal communities may experience should a tsunami be produced by either local or
distant earthquake activity. Learners use reliable scientific information to identify and explain how solar
energy influences the atmosphere and weather systems of the Earth and use such information to appreciate
and explain the dominant processes that influence the climate of the Philippines
C. Learning The learners will be able to explain how earthquakes result in tsunamis that devastate shoreline communities.
Competencies

Day 1 Day 2 Day 3 Day 4 Day 5

Students with Learning Learning Learning Learning Learning

Learning Disabilities Objective: Objective: Objective: Objective: Objectives:
Students will be able to
(These learners may Students will be able Students will be Students will be able to Students will be able to explain how tsunamis
struggle with reading, to predict the able to identify the explain how tsunamis explain how tsunamis occur and enumerate
writing, math, or other different types of different types of occur. occur. the precautionary
seismic waves seismic waves. measures before,
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

academic subjects. during, and after

Examples include tsunamis.
dyslexia, dysgraphia, Accommodations and Modifications:
dyscalculia, and ACCOMMODATION ACCOMMODATION ACCOMMODATION ACCOMMODATION ACCOMMODATION
ADHD.) • ADHD: • ADHD: • ADHD: • ADHD: • ADHD:
• Use a visual • Use a picture • Increase the • Increase the • Increase the
timer to signal to reinforce space between space between space between
the end of key terms. desks and desks and desks and
activities. • Provide a worktables. worktables. worktables.
• Provide fidget toy or • Allow breaks • Allow breaks • Allow time to
frequent sensory tool
move without
movement for students to • Dyslexia: • Dyslexia:
classroom
breaks. use during the • Use a short • Use pictures to
• Dyslexia: activity. video clip to understand the destructions
• Present • Dyslexia: Use understand the lesson. • Dyslexia:
information in a multi- lesson. • Provide a • Use a short
multiple sensory • Provide a written copy of video clip to
formats approach with written copy of the guide understand the
(visual, visual aids, the guide questions for lesson.
auditory, auditory questions for students to • Provide a
kinesthetic). prompts, and students to follow. written copy of
• Use color hands-on follow. • Dysgraphia: the guide
coding and activities. • Dysgraphia: • Allow students questions for
visual • Dysgraphia: • Allow students to use a graphic students to
organizers. • Allow to use a graphic organizer or a follow.
• Dysgraphia: students to organizer or a drawing to • Dysgraphia:
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

• Allow use a word drawing to illustrate • Allow students

students to bank or spell illustrate tsunamis and to use a graphic
use alternative checker. tsunamis and the possible organizer or a
methods for • Buddy system the possible damage it may drawing to
demonstrating damage it may cause. illustrate
understanding cause. tsunamis and
(drawing, the possible
verbal damage it may
explanations, cause.
etc.).

Activities: Activities: Activities: Activities: Activities:

• ADHD • ADHD • AHDH • ADHD • ADHD

MODIFICATION MODIFICATION MODIFICATION MODIFICATION MODIFICATION

"It’s a Picture "Mix and "Watch and “Tsunami “My Preference”
Puzzle: Match": Learn”: Simulation The learners will
Match the shapes, The learners will The teacher will Model” choose among the
colors, and patterns try to match the play a short video The learner performances from
required to sustain description with the clip to understand will perform the given choices
focus and the correct figure by how tsunamis are tsunami simulation focusing on the
ability to hold using colored yarn impacts of tsunamis
using realia (large
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

multiple pieces of and begin by generated and how shallow container, in shoreline
information in mind connecting the yarn they affect the sand, soil, small communities:
simultaneously around the letter shoreline toy buildings, trees 1. Song/jingle
multiple times and community. and people 2. Poem/spoken
be sure to hold it in (optional), water, poetry
place at the Before watching the plastic spoon, rag). 3. Poster-making
beginning or by video clip, provide the 4. Role-paly
selecting the learners the following 5. Brochure making
• Use step-
appropriate word in questions: • Allow the learner
the box. • What is your reaction by-step to choose his/her
about the video? and
Image retrieved at: preference
https://cdnph.upi.com/svc/sv/upi_com/9
441556007245/2019/1/a6dc84a722520e
• Based on the video, simplified according to
ec3b235c1a3320f90c/ Philippines- how are tsunamis instruction
rocked-by-second-earthquake-in-two- his/her choice.
generated? .
days.jpg
• Provide ample
• What are the possible
damages brought by a Procedures: time to do the
tsunami? 1. Prepare the task.
simulation area by
filling half of the Rubric in Rating the
shallow container Performance:
with sand or soil Relevance to the Topic:
tilted to one end to 5 points
represent the Originality of the
shoreline. content: 5 points
• Provide an Video link: Creativity and impact:
actual picture of https://www.youtube.com/watch?v=oWzdgBNf 5 points Time-bound: 5
hQU points
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

the puzzle for • If the learners Total: 20 points

If television is not
the learners. cannot available, the teacher
present the may provide
idea on their illustrations and ask • Dyslexia
“Unlocking
own, you may learners
Content 2. Optionally, set up “My Preference”
Vocabulary: remove the questions relating to small toy buildings, The learners will
Decode the label and ask what they already know trees, and people on choose among the
Mystery Word” them the about tsunamis and the the sand to represent performances from
leading possible damage they a coastal given choices
The learners will questions may cause to the community. focusing on the
decode the provided in community near the impacts of tsunamis
mystery word by the lesson shoreline. in shoreline
altering the exemplar. Image retrieved at
communities:
numerical value https://www.pmfias.com/tsunami-2004-indian-
ocean-tsunami-tsunami-waves-warning-
1. Song/jingle
with the vowels "Seismic Wave systems/ 2. Poem/spoken
assigned to them Simulation": poetry
providing short • For this 3. Poster-making
breaks. activity, read 4. Role-paly
a short text on 3. Pour a layer of 5. Brochure making
a screen and water into the other • Allow the learner
end of the container to choose his/her
try to retain
to represent the
key points in preference
ocean.
the according to
• The learner will
procedures. his/her choice.
be placed or
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

Materials Needed: seated in front • The teacher will

Slinky, and large flat near the teacher. explain the
surface (such as a table directions
or floor) Provide the guide
carefully.
questions before
Simulation playing the video. Rubric in Rating the
1. Place the slinky on a Performance:
flat surface with • Dyslexia Relevance to the Topic:
enough space. Observe "Watch and 4. Predict what 5 points
• Provide and describe the motion Learn”: might happen when Originality of the
definitions and of the slinky for each a tsunami strikes the content: 5 points
wave type. The teacher will coastline. Creativity and impact:
examples for
2. Use the slinky to play a short video 5 points Time-bound: 5
each term, clip to understand
encouraging simulate how each 5. Using the plastic points
waves move. how tsunamis are spoon or stick, Total: 20 points
students to ask generated and create waves in the
questions and how they affect water to simulate
clarify the shoreline the arrival of the • Dysgraphia
misunderstand community. tsunami.
ings. Note: Same video “My Preference”
• Allow time to will be used.
• Time The learners will
move and Before watching the choose among the
modification can
exercise. Set-up A. Hold one video clip, provide the performances from
learners the following be to complete
end of the slinky and given choices
questions: the task can be focusing on the
shake it side to side
horizontally. accepted. impacts of tsunamis
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

• Minimize Set-up B. Hold one • What is your reaction in shoreline

distractions in end of the slinky and about the video? • Dyslexia communities:
the quickly push and pull it • Based on the video, “Tsunami 1. Song/jingle
classroom. back and forth how are tsunamis Simulation 2. Poem/spoken
horizontally. generated? Model” poetry
Set-up C. Push the • What are the possible 3. Poster-making
The learner will
• Dyslexia slinky horizontally damages brought by a 4. Role-paly
"It’s a perform the
along its length, tsunami? 5. Brochure making
Picture causing it to compress tsunami Allow the learner to
Puzzle”: and stretch sideways. simulation using choose his/her
Introduce a Set-up D. Hold one realia (large preference
simple diagram end of the slinky firmly shallow according to his/her
illustrating the in place. Using your container, sand, choice.
causes and impact other hand, move the soil, small toy
of earthquakes. end of the slinky up buildings, trees • The teacher will
Imaged retrieved at:
and down vertically Video link:
https://www.jagranjosh.com/general-
knowledge/earthquake-causes-effects-and-
https://www.youtube.com/watch?v=oWzdgBNf and people explain the
magnitude-measurement-1571222303-1 while also hQU (optional), water, directions
moving it side to side If television is not plastic spoon, carefully.
horizontally in a available, the teacher rag). • Provide extra
circular motion. may provide time to take notes
illustrations and ask Procedures:
Guide Questions: and copy
learners 1. Prepare the
1. Which type of simulation area by material.
questions relating to
seismic waves is what they already know filling half of the • Allow the
represented by: about tsunamis and the shallow container student to use an
Set-up A? __________ possible damage they with sand or soil
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

“Unlocking Set-up B? __________ may cause to the tilted to one end to audio recorder or
Content Set-up C? __________ community near the represent the a laptop in class.
Vocabulary: Set-up D? __________ shoreline. shoreline. • Provide paper
Decode the • If the learner with different-
Mystery Word” Image retrieved at
did not finish https://www.pmfias.com/tsunami-2004-indian- colored or raised
ocean-tsunami-tsunami-waves-warning-
the task allow systems/ lines to help form
The learners will short letters in the right
decode the assignments
mystery word by 2. Optionally, set up space.
that provide a small toy buildings,
altering the
numerical value
little trees, and people on Rubric in Rating the
with the vowels challenge the sand to represent Performance:
without being a coastal Relevance to the Topic:
assigned to them 5 points
using simple too hard may community.
Originality of the
words and work well. • Guide questions content: 5 points
allowing • Dyslexia can be presented Creativity and impact:
computerized "Seismic Wave audio recorder or 5 points Time-bound: 5
spell-check Simulation": read-a-loud by the points
support. • The learner will teacher or Total: 20 points
classify the classmates.
different types of
seismic waves • Dysgraphia 3. Pour a layer of
"Watch and water into the other
through a hands-
Learn”: end of the container
on simulation
following the
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

given The teacher will to represent the

procedures. play a short video ocean.
• Use step-by-step clip to understand
and simplified how tsunamis are
instruction. generated and
how they affect
Materials Needed: the shoreline
Slinky, and large flat community.
surface (such as a table 4. Predict what
• Provide or floor) Before watching the might happen when
definitions and video clip, provide the a tsunami strikes the
examples for Simulation learners the following coastline.
each term, 1. Place the slinky on a questions:
encouraging flat surface with • What is your reaction 5. Using the plastic
enough space. Observe about the video? spoon or stick,
students to ask
and describe the motion • Based on the video, create waves in the
questions and how are tsunamis water to simulate
of the slinky for each
clarify wave type. generated? the arrival of the
misunderstand 2. Use the slinky to • What are the possible tsunami.
ings. simulate how each damages brought by a
waves move. tsunami? • Use a
• Dysgraphia video
supplemen
"It’s a Picture t in place
Puzzle”:
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

• Break down tasks of reading

into smaller text.
components or
“chunks.” Before
and during the
activity, the teacher Set-up A. Hold one
can dictate the end of the slinky and Video link:
instructions and shake it side to side
https://www.youtube.com/watch?v=oWzdgBNf

guide questions. horizontally.

hQU • Video link
If television is not https://www.youtube.com/
Set-up B. Hold one watch?v=SlwZzbGh7Cw
available, the teacher
end of the slinky and
may provide
quickly push and pull it • Highlighting
illustrations and ask
back and forth important words
learners
horizontally. or phrases in
questions relating to
Set-up C. Push the reading the
what they already know
slinky horizontally instructions.
about tsunamis and the
along its length,
possible damage they
Image retrieved at: causing it to compress • Dysgraphia
https://cdnph.upi.com/svc/sv/upi_com/9 may cause to the
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shoreline.
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in place. Using your Image retrieved at
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• The learner will
other hand, move the ocean-tsunami-tsunami-waves-warning-
perform the
systems/
end of the slinky up tsunami
simulation using
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

and down vertically realia (large

while also shallow
moving it side to side container, sand,
horizontally in a soil, small toy
circular motion. buildings, trees
and people
Guide Questions:
(optional),
1. Which type of
water, plastic
seismic waves is • The guide
represented by: spoon, rag).
questions will
“Unlocking Set-up A? __________ be given before
Content Set-up B? __________
Vocabulary: the video Procedures:
Set-up C? __________ presentation 1. Prepare the
Decode the Set-up D? __________
Mystery Word” • Use of graphic simulation area by
organizer can be filling half of the
• The learners will accepted in the shallow container
• Dysgraphia with sand or soil
decode the presentation of
tilted to one end to
mystery word by the outputs.
"Seismic Wave represent the
altering the shoreline.
Simulation":
numerical value
with the vowels • The learner
assigned to them will classify
using a word bank the
of choices for different
types of
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

answers to the seismic 2. Optionally, set up

mystery words. waves small toy buildings,
• A learning buddy through a trees, and people on
system can be hands-on the sand to represent
used. simulation a coastal
following the community.
given
procedures.
Materials Needed:
Slinky, and large flat
surface (such as a table
or floor)

Simulation 3. Pour a layer of

• Provide water into the other
1. Place the slinky on a
definitions and end of the container
flat surface with
examples for enough space. Observe to represent the
each term, and describe the motion ocean.
encouraging of the slinky for each
students to ask wave type.
questions and 2. Use the slinky to
clarify simulate how each
misunderstand waves move.
ings.
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

4. Predict what
might happen when
a tsunami strikes the
coastline.

5. Using the plastic

Set-up A. Hold one spoon or stick,
end of the slinky and create waves in the
shake it side to side water to simulate
horizontally. the arrival of the
Set-up B. Hold one tsunami.
end of the slinky and
quickly push and pull it • Use a video
back and forth
supplement in
horizontally.
place of reading
Set-up C. Push the
slinky horizontally text.
along its length,
causing it to compress
and stretch sideways.
Set-up D. Hold one
end of the slinky firmly
in place. Using your • Video link
other hand, move the https://www.youtube.com/
watch?v=SlwZzbGh7Cw
end of the slinky up
and down vertically
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

while also moving it • Allow the learner

side to side horizontally to answer the
in a circular motion. guide questions

Guide Questions:
1. Which type of
seismic waves is
represented by:
Set-up A? __________
Set-up B? __________ using outlining
Set-up C? __________
instead of writing
Set-up D? __________
the answer.
• Oral • Projects/graphic
presentation organizers can
of the outputs also be used in
and guide answering the
question guide questions.
answers will
be accepted. • Drawings and
cut-out pictures
can be accepted.
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

Accommodations and Modifications

Teaching and Learning Procedure
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

Students with Sensory (Suggested Activities)

Processing Day 1 Day 2 Day 3 Day 4 Day 5
Differences ACCOMMODATION\ ACCOMMODATION ACCOMMODATION ACCOMMODATION ACCOMMODATION
• Visual schedules • Visual schedules • Visual schedules • Visual schedules • Visual schedules
These students may • Limit distractions • Limit distractions • Limit distractions • Limit distractions • Limit distractions
have difficulties with • Breaks • Breaks • Breaks • Breaks • Breaks
sensory input, such as
• Positive • Positive • Positive • Positive • Positive
noise, light, or touch.
Examples include reinforcement reinforcement reinforcement reinforcement reinforcement
sensory processing • Sensory support • Sensory support • Sensory support • Sensory support • Sensory support
disorder, autism • Chunking • Chunking • Chunking • Chunking • Chunking
spectrum disorder, assignments assignments assignments assignments assignments
and attention deficit • Extra time for • Extra time for • Extra time for • Extra time for • Extra time for
hyperactivity disorder exams exams exams exams exams
(ADHD). • Sensory breaks • Sensory breaks • Sensory breaks • Sensory breaks • Sensory breaks
Visual impairment is • Social skills • Social skills • Social skills • Social skills • Social skills
classified as a sensory training training training training training
disability. This
category encompasses
MODIFICATION MODIFICATION MODIFICATION MODIFICATION MODIFICATION
ASD
disabilities that affect
the senses, including "It’s a Picture ASD ASD ASD ASD
Puzzle”: "Seismic "Watch and “Tsunami “My Preference”
vision, hearing, touch,
taste, and smell. • Provide a visual Wave Learn”: Simulation The learners will
schedule of the Simulation": • The teacher will Model” choose among the
play a short performances from
day's activities.
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

• Use clear, concise • The learner will video clip to • The learner will given choices
language and classify the understand how perform the focusing on the
visuals. different types tsunamis are tsunami impacts of tsunamis
• Use simple of seismic generated and simulation using in shoreline
waves through a how they affect realia (large communities:
pictures of the
the shoreline 1. Song/jingle
puzzle. hands-on shallow
2. Poem/spoken
• Let the learner simulation community. container, sand,
poetry
know what will following the • Avoid loud soil, small toy 3. Poster-making
happen next, like given noises and high buildings, trees 4. Role-paly
for example “In procedures. frequency and people 5. Brochure making
five minutes it is sounds while (optional), water,
time to answer the • The teacher viewing to plastic spoon, • The teacher will
guide questions. will engage avoid rag). explain the
• The learners will learners by discomfort. • The teacher will directions
complete the puzzle showing how • Use a consistent read ALL the carefully.
and answer the to perform a routine and supporting • Keep class
following questions to skill while predictable material for the rules/activities
review the past lesson. describing structure. simulation simple and clear
Before watching the • Provide a visual
After completing the each step with and use
puzzle, the learners a rationale. flow chart with motivational
video clip, provide the
will answer the guide • Provide a learners the following clear steps and strategies.
questions visual aid with questions: labels. • Provide written
clear pictures • What is your reaction • Avoid sensory rules or pictures
about the video? overload like of expectations of
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

• Processing and limited • Based on the video, fluorescent lights, behavior in the
text. how are tsunamis smells, and noises classroom while
Questions:
• Use repetitive generated? from other learners. doing the activity.
1. What causes language and • What are the possible
earthquakes? clear damages brought by a Procedures: Rubric in Rating the
2. How does the tsunami? 1. Prepare the Performance:
instructions. simulation area by Relevance to the Topic:
magnitude of the
earthquake affect the Materials Needed: filling half of the 5 points
damage that it causes in Slinky, and large flat shallow container Originality of the
the community? surface (such as a table with sand or soil content: 5 points
3. What happens if the or floor) tilted to one end to Creativity and impact:
earthquake is generated represent the 5 points Time-bound: 5
underwater? Simulation shoreline. points
Image retrieved 1. Place the slinky on a Video link: Total: 20 points
https://www.youtube.com/watch?v=oWzdgBNf
at: https://cdnph.upi.com/svc/sv/upi_com/9441
556007245/2019/1/a6dc84a722520eec3b235c1 flat surface with hQU
a3320f90c/ Philippines-rocked-by-second-
earthquake-in-two-days.jpg enough space. Observe If television is not
and describe the motion available, the teacher
of the slinky for each may provide 2. Optionally, set up
wave type. illustrations and ask small toy buildings,
2. Use the slinky to learners trees, and people on
simulate how each questions relating to the sand to represent
waves move. what they already know a coastal
Image retrieved at: about tsunamis and the community.
https://cdnph.upi.com/svc/sv/upi_com/9
441556007245/2019/1/a6dc84a722520e
possible damage they
ec3b235c1a3320f90c/ Philippines- may cause to the
rocked-by-second-earthquake-in-two-
days.jpg
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

community near the

shoreline.
Image retrieved at
https://www.pmfias.com/tsunami-2004-indian-
ocean-tsunami-tsunami-waves-warning-
systems/

Set-up A. Hold one

end of the slinky and
shake it side to side 3. Pour a layer of
horizontally. water into the other
Set-up B. Hold one end of the container
“Unlocking end of the slinky and to represent the
Content quickly push and pull it ocean.
Vocabulary: back and forth • The guide
Decode the horizontally. questions will
Mystery Word” Set-up C. Push the
be given before
slinky horizontally
• The learners the video
along its length,
will decode presentation
causing it to compress
the mystery and stretch sideways. • Use of graphic 4. Predict what
word by Set-up D. Hold one organizer can be might happen when
altering the end of the slinky firmly accepted in the a tsunami strikes the
numerical in place. Using your presentation of coastline.
value with other hand, move the the outputs.
the vowels end of the slinky up 5. Using the plastic
assigned and down vertically spoon or stick,
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

providing while also moving it create waves in the

small breaks side to side horizontally water to simulate
to maintain in a circular motion. the arrival of the
focus in the tsunami.
activity. Guide Questions:
• For some
1. Which type of • Use a video
seismic waves is
learners it is
represented by:
helpful to set Set-up A? __________
a timer so the Set-up B? __________
child can Set-up C? __________
keep track of Set-up D? __________
how much supplement in
time is left. place of reading
• Allow the text.
learner to use • Video link
a fidget toy https://www.youtube.com/
watch?v=SlwZzbGh7Cw
while
decoding the • Highlighting
mystery important words
word/s. or phrases in
reading the
instructions.
Procedures:
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

1. Prepare the
simulation area by
filling half of the
shallow container
with sand or soil
tilted to one end to
represent the
shoreline.

2. Optionally, set up
small toy buildings,
trees, and people on
the sand to represent
a coastal
community.
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

https://www.pinterest.com/pin/22039497
5484443542/

3. Pour a layer of
water into the other
end of the container
to represent the
ocean.

4. Predict what
might happen when
a tsunami strikes the
coastline.

5. Using the plastic

spoon or stick,
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

create waves in the

water to simulate
the arrival of the
tsunami.

Students with Accommodations and Modifications

Physical Disabilities: Teaching and Learning Procedures (Suggested Activities)
Day 1 Day 2 Day 3 Day 4 Day 5
These students may
ACCOMMODATION ACCOMMODATION ACCOMMODATION ACCOMMODATION ACCOMMODATION
have difficulty with
mobility, dexterity, or
other physical • Provide a • Orient the class on • Use an assistive or • Learners should • Allow the learner
functions. Examples corner where he the condition of the adaptive occupy the first- to choose his/her
include cerebral palsy, can stand learner with a technological level classroom preference
spina bifida, and comfortably. physical disability. devices in the and be seated according to
muscular dystrophy. (For back pain • Ensure the learner is classroom for near the door. his/her skills.
problem) positioned for writing the • Allow the • Allow the learner to
• Chunk written optimum answers in the learner to use use assistive or
work into parts participation. guide questions. assistive or adaptive
and place • Give ample time adaptive technological
materials within • Place the materials to finish the task. technological devices in the
the learners’ within the learners’ devices in the classroom.
reach. reach. classroom.
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

MODIFICATION • Incorporate • Make available the • Require tutoring • Require tutoring

activities that use of large flat and a buddy and a buddy system.
"It’s a Picture require a desks for writing. system. • Engage the learner
Puzzle”: •
coordinated • Provide a corner Engage the in a suitable,
• Use simple response from arms learner in a productive, and
where he can stand
pictures of the and or legs. suitable, enjoyable task.
comfortably. (For
puzzle.
back pain productive, and • Give ample time to
• The learners will Permit the use of a problem) enjoyable task. finish the task.
computer and provide a
complete the
physical mouse instead • Give ample • Encourage peer
puzzle and answer of a touchpad on laptops MODIFICATION time to finish interaction and
the following if the learner cannot the task. teach how to
questions to "Watch and
perform the simulation. • Encourage peer interact.
review the past Learn”:
interaction and
lesson. After MODIFICATION The teacher will teach how to
completing the •
play a short video interact.
puzzle, the "Seismic Wave clip to understand MODIFICATION
learners will Simulation": how tsunamis are
answer the guide The learner will MODIFICATION
generated and how “My Preference”
questions classify the different they affect the The learners will
types of seismic “Tsunami
• Processing waves through a
shoreline
community. Simulation Model”
choose among the
Questions: performances from
hands-on simulation The learner will
given choices
following the given Before watching the perform the
1. What causes focusing on the
procedures or using video clip, provide the tsunami
earthquakes? impacts of tsunamis
a video clip. simulation using
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

2. How does the learners the following realia (large in shoreline

magnitude of the Materials Needed: questions: shallow communities:
earthquake affect the Slinky, and large flat • What is your reaction container, sand, 1. Song/jingle
damage that it causes in surface (such as a table about the video? soil, small toy 2. Poem/spoken
the community? or floor) • Based on the video, buildings, trees poetry
3. What happens if the how are tsunamis and people 3. Poster-making
earthquake is generated Simulation generated? (optional), water, 4. Role-paly
underwater? 1. Place the slinky on a • What are the possible plastic spoon, and 5. Brochure making
• flat surface with damages brought by a rag). The teacher
enough space. Observe tsunami? will read ALL the • Allow the learner
and describe the motion supporting to choose his/her
of the slinky for each material for the preference
wave type. simulation. according to
2. Use the slinky to • Provide a visual his/her skills.
simulate how each flow chart with • The teacher will
waves move. clear steps and explain the
Video link: labels. directions
• Teach skills that
Image retrieved at:
https://www.youtube.com/watch?v=oWzdgBNf
https://cdnph.upi.com/svc/sv/upi_com/9
441556007245/2019/1/a6dc84a722520e
carefully.
hQU
ec3b235c1a3320f90c/ Philippines- are at the level • Pre-determine
rocked-by-second-earthquake-in-two- If television is not of the learner.
days.jpg
available, the teacher peer groupings to
• Encourage the maximize
may provide
illustrations and ask learners to chances of
Set-up A. Hold one present the success.
learners
end of the slinky and report orally,
questions relating to
what they already know and use
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

shake it side to side about tsunamis and the drawings to

horizontally. possible damage they illustrate their
Set-up B. Hold one may cause to the thoughts.
end of the slinky and community near the • Require tutoring
quickly push and pull it shoreline. and a buddy
back and forth
Image retrieved at system.
horizontally. https://www.pmfias.com/tsunami-2004-indian-
ocean-tsunami-tsunami-waves-warning-
Set-up C. Push the systems/

slinky horizontally
along its length,
• Provide copies causing it to compress
of notes. and stretch sideways.
Set-up D. Hold one • Permit the use
end of the slinky firmly of a computer
“Unlocking Content
in place. Using your and provide a
Vocabulary”: Decode
other hand, move the physical mouse
the Mystery Word”
end of the slinky up • The guide instead of a
and down vertically questions will
• The learners touchpad on
while also moving it be given before
will decode the laptops if the
side to side horizontally the video
mystery word learner cannot
in a circular motion. presentation
by altering the perform the
numerical value • Use of graphic simulation.
Guide Questions:
with the vowels 1. Which type of organizer can be • Use a video
assigned. seismic waves is accepted in the supplement in
represented by:
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

• Place the Set-up A? __________ presentation of place of

learner at the Set-up B? __________ the outputs. reading text.
side of the Set-up C? __________ • Video link
classroom near Set-up D? __________ https://www.youtu
the doorway for be.com/watch?v=S
• Video link lwZzbGh7Cw
easy access.
• Allow a https://www.youtub • Highlighting
voluntary e.com/watch?v=g8G
important
Buddy System cMn7K0u4
words or
for note-taking.
phrases in
• Assistive reading the
devices can be instructions.
used during the
activity.
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

• Provide
definitions and
examples for
each term,
encouraging
students to ask
questions and
clarify
misunderstand
ings.

Accommodations and Modifications

Students with ACCOMMODATIO ACCOMMODATIO ACCOMMODATIO ACCOMMODATI ACCOMMODATIO

Communication N N N ON N
Disorders: • Use visual • Use visual • Use visual • Use visual • Use visual
aids, picture aids and aids and aids and aids and
These students may cards, and alternative alternative alternative alternative
have difficulty with alternative communicatio communicat communicat communicat
speech, language, or communicat n methods to ion methods ion methods ion methods
communication.
ion support to support to support to support
Examples include
methods. understanding understandi understandi understandi
autism spectrum
. ng. ng. ng.
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

disorder, hearing • Use of • Use of • Use of • Use of • Use of

impairment, and assistive assistive assistive assistive assistive
speech-language devices devices devices devices devices
impairments. • Use of • Use of • Use of • Use of • Use of
computer computer for computer computer computer
for completion of for for for
completion test/assignme completion completion completion
of nts of of of
test/assignm • Minimize test/assignm test/assignm test/assignm
ents background ents ents ents
• Minimize noises • Minimize • Minimize • Minimize
background • Interpreters background background background
noises noises noises noises
MODIFICATION
• Interpreters • Interpreters • Interpreters • Interpreters
"Seismic Wave MODIFICATION MODIFICATION MODIFICATION
MODIFICATION Simulation": •
• "Watch and “Tsunami “My Preference”
"It’s a Picture The learner will Learn”: Simulation Model” The learners will
Puzzle”: classify the different• The learner will choose among the
types of seismic The teacher will perform the performances from
• Introduce waves through a play a short video tsunami given choices
hands-on simulation clip to understand simulation using focusing on the
the activity
following the given how tsunamis are realia (large impacts of tsunamis
procedures
using generated and how shallow
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

assistive procedures or using they affect the container, sand, in shoreline

technologie a video clip. shoreline soil, small toy communities:
s. community. buildings, trees 1. Song/jingle
• Use simple • Video link Before watching the and people 2. Poem/spoken
pictures of the https://www.y video clip, provide the (optional), water, poetry
outube.com/w learners the following plastic spoon, and 3. Poster-making
puzzle.
atch?v=g8Gc questions: rag). The teacher 4. Role-paly
• The learners will • What is your reaction will read ALL the 5. Brochure making
Mn7K0u4
complete the about the video? supporting The teacher will
puzzle and • Based on the video, material for the explain the
answer the Materials Needed: how are tsunamis simulation. Use directions carefully.
following Slinky, and large flat generated? visual aids and Use visual aids and
questions to surface (such as a table • What are the possible alternative alternative
review the past or floor) damages brought by a communication communication
lesson. After tsunami? methods to methods to support
completing the Simulation support understanding
1. Place the slinky on a understanding.
puzzle, the
flat surface with Procedures:
learners will
enough space. Observe 1. Prepare the
answer the guideand describe the motion simulation area by
questions of the slinky for each filling half of the
• Processing wave type.
Video link:
shallow container
Questions: 2. Use the slinky to https://www.youtube.com/watch?v=oWzdgBNf
with sand or soil
simulate how each hQU tilted to one end to
1. What causes waves move. If television is not represent the
earthquakes? available, the teacher shoreline.
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

2. How does the may provide

magnitude of the illustrations and ask
earthquake affect the learners
damage that it causes in questions relating to
the community? what they already know
3. What happens if the about tsunamis and the 2. Optionally, set up
earthquake is generated Set-up A. Hold one possible damage they small toy buildings,
underwater? end of the slinky and may cause to the trees, and people on
• shake it side to side community near the the sand to represent
horizontally. shoreline. a coastal
Set-up B. Hold one community.
end of the slinky and Image retrieved at
https://www.pmfias.com/tsunami-2004-indian-
quickly push and pull it ocean-tsunami-tsunami-waves-warning-
systems/
back and forth
horizontally.
Set-up C. Push the
slinky horizontally
Image retrieved at: along its length,
https://cdnph.upi.com/svc/sv/upi_com/9
441556007245/2019/1/a6dc84a722520e
causing it to compress
ec3b235c1a3320f90c/ Philippines- and stretch sideways. 3. Pour a layer of
rocked-by-second-earthquake-in-two-
days.jpg Set-up D. Hold one water into the other
end of the slinky firmly end of the container
• The guide
in place. Using your to represent the
questions will ocean.
other hand, move the
be given before
end of the slinky up
the video
and down vertically
presentation
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

while also moving it • Use of graphic

side to side horizontally organizer can be
in a circular motion. accepted in the
presentation of
Guide Questions: the outputs. 4. Predict what
1. Which type of might happen when
seismic waves is a tsunami strikes the
represented by: • Use visual aids coastline.
Set-up A? __________ and alternative
Set-up B? __________ communication 5. Using the plastic
• Provide Set-up C? __________ spoon or stick,
methods to
copies of Set-up D? __________ create waves in the
support
notes. • Use of understanding.
water to simulate
graphic the arrival of the
organizer and tsunami.
“Unlocking
Content oral
Vocabulary: presentation • Use a video
Decode the of outputs and
Mystery Word” guide
• The learners question
will decode answers.
the mystery
supplement in
word by
place of reading
altering the
text.
numerical
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

value with • Video link

the vowels https://www.youtube.com/
watch?v=SlwZzbGh7Cw
assigned to
them using
Highlighting
a word bank
important words or
of choices
phrases in reading
for the the instructions.
answers.
• The learners
will decode
the mystery
word by
altering the
numerical
value with the
vowels
assigned.
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

• Provide
definitions and
examples for
each term,
encouraging
students to ask
questions and
clarify
misunderstandi
ngs.

Students with ACCOMMODATIO ACCOMMODATIO ACCOMMODATIO ACCOMMODATIO ACCOMMODATIO

Emotional and N N N N N
Behavioral Disorders
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

• Emotional • Emotional • Emotional • Emotional • Emotional

These students may and and and and and
have difficulty with Behavioral Behavioral Behavioral Behavioral Behavioral
managing their Disorders: Disorders: Disorder Disorder Disorder
emotions, controlling • Create a calm • Use positive
their behavior, or and reinforcement • Create a calm • Create a calm • Create a calm
forming relationships. predictable and behavior and and and
Examples include environment. management predictable predictable predictable
anxiety disorders, • Use positive strategies to environment. environment. environment.
depression, and reinforcement encourage • Use positive • Use positive • Use positive
conduct disorder. and behavior participation. reinforcement reinforcement reinforcement
management • Asks simple and behavior and behavior and behavior
strategies. questions management management management
• Ask simple regarding strategies. strategies. strategies.
questions learners’ • Ask simple • Ask simple • Ask simple
regarding knowledge. questions questions questions
learners’ regarding regarding regarding
knowledge. learners’ learners’ learners’
knowledge. knowledge. knowledge.
MODIFICATION MODIFICATION

"It’s a Picture MODIFICATION MODIFICATION MODIFICATION

Puzzle”: "Seismic Wave
• Use simple Simulation": "Watch and “Tsunami “My Preference”
pictures of Use • The learner will Learn”: Simulation Model” The learners will
classify the choose among the
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

simple pictures of different types of • The teacher • The learner performances from
the puzzle. seismic waves will play a will perform given choices
• The learners will through a hands- short video the tsunami focusing on the
complete the puzzle and on simulation clip to simulation impacts of tsunamis
answer the following following the understand using realia in shoreline
questions to review the given procedures how tsunamis (large shallow communities:
1. Song/jingle
past lesson. After and provide are generated container,
2. Poem/spoken
completing the puzzle, positive feedback and how they sand, soil,
poetry
the learners will answer and reward affect the small toy 3. Poster-making
the guide questions the system for the shoreline buildings, 4. Role-paly
puzzle. first student/group community. trees and 5. Brochure making
• Processing to finish the task. people Allow the learner to
Before watching the
Questions: (optional), choose his/her
The learner will video clip, provide the
water, plastic preference
1. What causes classify the different learners the following
spoon, rag). according to his/her
earthquakes? types of seismic waves questions:
choice. The teacher
2. How does the through a hands-on • What is your reaction
will explain the
magnitude of the simulation following about the video? Procedures: directions carefully.
earthquake affect the the given procedures or • Based on the video, 1. Prepare the Keep class
damage that it causes in using a video clip. how are tsunamis simulation area by rules/activities
the community? generated? filling half of the simple and clear and
3. What happens if the • Video link • What are the possible shallow container use motivational
earthquake is generated damages brought by a with sand or soil
https://www.youtub strategies.
underwater? tsunami?
e.com/watch?v=g8G tilted to one end to • Use positive
cMn7K0u4 reinforcement
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

represent the and behavior

Materials Needed: shoreline. management
Slinky, and large flat strategies to
surface (such as a table encourage
or floor) participation.
• Keep classroom
Simulation rules simple and
1. Place the slinky on a Video link: 2. Optionally, set up easy.
Image retrieved at: https://www.youtube.com/watch?v=oWzdgBNf
https://cdnph.upi.com/svc/sv/upi_com/9 flat surface with small toy buildings, The learners will
441556007245/2019/1/a6dc84a722520e hQU
enough space. Observe trees, and people on choose among the
ec3b235c1a3320f90c/ Philippines- If television is not
rocked-by-second-earthquake-in-two-
and describe the motion the sand to represent performances from
days.jpg available, the teacher
of the slinky for each a coastal given choices
may provide
wave type. community. focusing on the
illustrations and ask
2. Use the slinky to learners impacts of tsunamis
simulate how each questions relating to in shoreline
waves move. what they already know communities:
about tsunamis and the 1. Song/jingle
possible damage they 2. Poem/spoken
may cause to the poetry
community near the 3. Poster-making
shoreline. 4. Role-paly
3. Pour a layer of
• Provide copies 5. Brochure making
water into the other
of notes.
Image retrieved at
The teacher will
Set-up A. Hold one
https://www.pmfias.com/tsunami-2004-indian-
end of the container
ocean-tsunami-tsunami-waves-warning-
explain the
end of the slinky and
systems/
to represent the
directions carefully.
ocean.
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

“Unlocking shake it side to side

Content horizontally.
Vocabulary: Set-up B. Hold one
Decode the end of the slinky and
Mystery Word” quickly push and pull it
• The learners back and forth
will decode horizontally.
the mystery Set-up C. Push the
word by slinky horizontally • The guide
altering the along its length, questions will
numerical causing it to compress be given
and stretch sideways. before the
value with the
Set-up D. Hold one video 4. Predict what
vowels might happen when
end of the slinky firmly presentation
assigned in place. Using your a tsunami strikes the
providing • Use of
other hand, move the coastline.
small breaks graphic
end of the slinky up
to maintain and down vertically organizer can 5. Using the plastic
focus in the while also moving it be accepted in spoon or stick,
activity. side to side horizontally the create waves in the
• The learners in a circular motion. presentation water to simulate
will decode the of the the arrival of the
mystery word Guide Questions: outputs. tsunami.
by altering the 1. Which type of
seismic waves is • Use a video
numerical value
represented by: supplement in
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

with the vowels Set-up A? __________ • Instruct the place of

assigned. Set-up B? __________ learners to do reading text.
Set-up C? __________ note taking • Video link
Set-up D? __________ while viewing https://www.youtube.com/
watch?v=SlwZzbGh7Cw
to stay
focused
Highlighting
during the
important words or
activity. phrases in reading
Allow them the instructions.
to be seated • The teacher will
in front read ALL the
• Provide beside the supporting
definitions and teach material for
examples for the
each term, simulation.
encouraging • Provide the
students to ask learner with a
questions and buddy to
clarify facilitate
misunderstand social
ings. interaction.
Use positive
reinforcement and
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

behavior management
strategies to encourage
participation.
Keep classroom rules
simple and easy.

Prepared and submitted by:

RECHEL A. RIVERA
Master Teacher I
Division of San Pablo City
Region IV-A CALABARZON
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY