BUILDING BRIDGES ACROSS

DISCIPLINES IN BASIC

EDUCATIONDR. RAY SAMUEL GRECALDA,

ASC

UNIT ICURRICULUM INTEGRATION

INTEGRATED CURRICULUMThe concept of an integrated curriculum and its significance to the learners was expounded by educators like Beane (1992), Johnson and Johnson (1998), and Kellough (2003).

a. An integrated curriculum refers to a single course that

contains one or more disciplines. It consist of one set of objectives and assessment that covers a number of related disciplines (Johnson and Johnson, 1998)

b. An integrated curriculum is an educational approach that cuts across and draws multiple areas for for learning and instruction. Its purpose is to realistically link various disciplines into the study and exploration of certain aspects of the world (Beane, 1992)

c. An integrated curriculum is a way of teaching a way of planning and organizing the instructional program. This enables the discrete disciplines of subject matter related to one another design that matches the developmental needs of the learners to connect to their learning's in ways that are meaningful to their current and past experiences. This is an antithesis of the traditional, disparate, subject-matter oriented teaching and curriculum designation. (Kellough, 2003)

INTEGRATION IN BASIC EDUCATIONTo integrate is to make up, combine, or

complete to produce a whole or a larger unit as parts do. Integration is applied in education to facilitate the integrative and interactive learning process in the classroom. To Johnson and Johnson (1998), integration is the process of linking new information to prior learning, and linking different parts of learning to each other.

SPECTRUM OF INTEGRATED CURRICULUM

Level 1: This is the traditional organization of curriculum and classroom instruction. In this level the teachers plan and arrange the subject through a specific scope and sequence which uses a topic outline format.

Level 2: In this level the theme is one discipline are not necessary planned to correspond with the themes in another.

Level 3: In this level, the class is studying two or more core learning areas or subjects around a common theme.

Level 4: Teacher teaching different subjects collaborate on a common theme and its content.

Level 5: A common theme likewise chosen by a team of teachers. The content and discipline boundaries are blurred during the teaching-learning process.

Theories Supporting Curriculum Integration1. Experiential Learning. Carl Roger

(2004), the proponent of this theory, believe that all individual have a natural propensity to learn. John Dewey (1938), posits that school learning should be experiential because students learn from what they experience.

2. Multiple Intelligences. Howard Gardner, affirms that there are more kind of intelligence that what we thought before.

The nine categories of intelligences presented by Gardner and Associates

Linguistic intelligenceLogical-Mathematical IntelligenceSpatial IntelligenceBodily-kinesthetic IntelligenceMusical Intelligence Interpersonal IntelligenceIntrapersonal IntelligenceNaturalistic IntelligenceExistentialist Intelligence

3. Constructivism. This theory expounds that development and learning occur through constructive process and that knowledge is constructed from experience. Constructivist like John Dewey (1938), Jean Piaget (1960), and Lev Vygotsky 91934) maintain that children learn by actually constructing meaning from their simultaneously embedded experiences. Teaching in a constructivist mode has a slower pace, uses varied strategies and resource materials, and provides opportunities for the new creation of new ideas.

Principles in Integrating Big Ideas and Strategies

To ensure effective instruction. Beane (1992) expounds the significance of the following principles in integrating big ideas and strategies.

1. Integrate several ideas and strategies.2. Match content with strategies3. Integrate relevant concepts.4. Integrate big ideas across multiple contents of

instructions.5. Provide opportunities to establish connections.

Common Elements of an Integrated Curriculum

Listed below are the common elements of an Integrated Curriculum as expounded by Lake (2000)

A combination of subjects or learning areasAn emphasis on projectsRelationships among conceptsThematic units as organizing principlesSources that go beyond textbooksFlexible schedulesFlexible student grouping

Planning Integrated Instruction1. Draw content of instruction in basic education

from the learning competencies.2. Identify a theme drawn from a core discipline.3. Identify the related disciplines or learning areas

that can help unfold the chosen theme into instruction.

4. Collaborate with the teachers teaching the identified learning area addressing the chosen theme.

5. Look for appropriate reading materials.6. Use an approach to instruction that will facilitate

integrative teaching-learning in the classroom.

UNIT IICURRICULUM

INTEGRATION IN MAKABAYAN

MAKABAYANMakabayan, the fifth learning

area in the basic education, has learning components that are interdisciplinary in nature. The interdisciplinary of Makabayan makes it a touchstone for integration in basic education.

Makabayan Learning ComponentsMakabayan provides many opportunities for integrative and interactive learning.

Elementary Makabayan• Civics and Culture 1 to 3. The competencies of Civics and Culture are clustered around three major values: (1) national identity and self-esteem; (2) national unity; and (3) loyalty to the nation.

Geography, History and Civics 4 to 6.

In Grade 4, the geographic features of the Philippines as the Southeast Asia and the world, utilization of our natural resources and the relationship of physical geography to local culture.In Grade 5, the history of the Philippines from pre-historic period down to our contemporary times.In Grade 6, Democratic system of the government and on the rights, duties and responsibilities of citizens in Philippine society.

Home Economics and Livelihood Education. This component of Makabayan from Grade 4 to 6 focuses on the development of the desirable work attitudes and basic work skills and habits through learning situations relevant to everyday chores at home, in school, and in community. Likewise, this learning component covers phases of work in elementary agriculture, home economics, industrial arts, retail trade, computer education, and other livelihood and entrepreneurship skills designed to develop awareness of and interest in productive work.

Music, Art, and Physical Education (MAPE). This component in Makabayan in Grade 1 to 6 will enable the child to express his feelings, imagination, and ideas through music, art and physical activities. The children will learn basic body movements, games, musical skills, and art concepts.

Secondary MakabayanSocial StudiesValues EducationTechnology and Livelihood Education

(TLE)Music, Art, Physical Education and

Health

Makabayan Teaching TeamsSchools principals both in elementary

and secondary schools are tasked to organized Makabayan teaching teams to handle the following learning areas (subjects).

Elementary Makabayan• Civics and Cultures 1-3 (Sibika at Kultura, SK)• Geography, History, and Civics 4-6• Home Economics and Livelihood Education 4-6• Music, Arts and Physical Education (MAPE) 1-6•Character Education 1-6

Secondary MakabayanSocial Studies I-IV (Araling

Panlipunan)Values Education I-IV (Edukasyong

Pagpapahalaga)Technology and Livelihood Education

(TLE) I-IVMusic, Art, Physical Education and

Health (MAPEH) I-IV

Modes of Integrative Teaching1. Content Based Instruction (CBI). This

refers to the integration of content learning with language teaching aims. It refers to the concurrent study of language and subject matter with the form and sequence of language presentation dictated by the content materials.

2. Focusing Inquiry. Inquiry teaching is an interdisciplinary approach that uses questions to organize learning.

3. Generic Competency Model. In this models, the learners are enrolled in three to four linked courses. The links between the courses rest essentially on “general competencies”.

4. Thematic Teaching. Thematic themes organize learning around ideas. It provide a broad framework for linking content and process from a number of disciplines.

UNIT IIITHEMATIC

TEACHING IN BASIC

EDUCATION

THEMATIC TEACHINGThematic teaching starts with the identification of a theme, the underlying concept that allows for the structure and organization of specific content across disciplines. A theme is the topic of interest that provides the core for group activities. It helps learner see meaningful connections across disciplines or learning areas (subjects). More importantly, themes provide relevance for the learners by drawing together concept under one umbrella.

THEMATIC UNITSThematic means that the same topic

is used to develop the teaching plan(content and instruction) for each of the different subjects in which students are enrolled. Presented in this unit are two models in presenting thematic units: (1) the integrated multidisciplinary thematic unit. And (2) the integrated interdisciplinary thematic unit.

Both approaches use the following steps in planning instruction (Kellough).

a. Select a suitable topic or theme.b. Select the goals of the unit.c. Select suitable specific learning

objectives.d. Detail the instructional procedures.e. Plan for pre-assessment and assessment

of student learning.f. Provide for the materials of instruction.

1. Integrated Multidisciplinary Thematic Unit. This modification of multidisciplinary teaching unit which addresses a single discipline. This attempts to provide two or more disciplines in one single approach.

2. Integrated interdisciplinary Thematic unit. This unit gives a sense of cohesiveness and structure to student learning and avoids to piecemeal approach that might otherwise unfold.

Friegberg (2000) points that interdisciplinary units can help achieve the following objective:

1. Emphasize that the process of learning is sometimes best pursued as an interconnected whole rather than as a series of specific subjects.

2. Encourage students to work cooperatively in partnership and in small groups that focus on the social value of learning.

3. Teach students to be independent problem solvers and thinkers.

4. Assist students to develop their own individual interests and learning styles.

5. Help students find out what they need to know and what they need to learn rather than always expecting the teacher to give it to them.

Interdisciplinary Teaching teamsComprising Interdisciplinary Teaching teams on the school-based level could be two or five teachers from different subject areas working together to plan the units of study.

UNIT IVCOMPONENTS IN

DESIGNING INTEGRATED

THEMATIC UNITS

Instructional Objectives- are statements that describe what learners shall be able to do upon completion of a given learning experience. These are the objectives formulated by teachers for a particular lesson or unit of study that drive the performance of learners. Essentially, instructional objectives are the actual behaviors that the learners are expected to accomplish.

Classification of Instructional Objectives

1. Cognitive Domain- This refers to the intellectual operation from the lowest level of simple recall of information to complex, high-level thinking process. The six levels of cognitive objectives in Bloom’s taxonomy include knowledge, comprehension, application, analysis, synthesis, and evaluation.

2. Affective Domain- The affective domain hierarchy includes from the least internalized to the most internalized like receiving, responding, valuing, organizing, and internalizing (Krathwohl, Bloom, and marsh, 1984).

3. Psychomotor Domain- The hierarchy in the psychomotor domain ranges from simple gross locomotor control to the most creative and inventive behaviors.include naming, manipulating, communicating, and creating.

Preparing Instructional Objectives

Kellough (2003) advocates the ABCDs of writing objectives using four components, namely, audience (A), behavior (B), condition (C), and degree or level expected performance (D).

A= refers to the audience (students) for whom the objective is intended.

B= refer to the expected behavior or performance that should be written with verbs that are measurable.\

C= refers to the condition or setting in which the behavior will be demonstrated by the student and observed by the teacher.

D= refers to the degree or level of expected performance.

Choosing ThemesThemes are important in planning a

thematic unit of study. These serve as the core in undertaking group activities. With the use of themes students see meaningful connections across disciplines and even in skill learning areas. Further, themes serve as reference points in conceptualizing, analyzing, synthesizing, and consolidating learning experiences for a given unit.

When selecting themes that are drawn from a given discipline or learning area, teachers should consider the interest of the students and the broad scope of the lesson to enable the planners to further subdivide a given topic into smaller subtopics for further investigation.

Be guided by the questions below in selecting a theme for a unit of study (Kellough, 2003).

A. Is the theme within the realm of understanding and experience of the teachers involved?

B. Will the theme be of interest to all members of the teaching team?

C. Are there sufficient materials and resources to supply the needed information?

D. Does the theme lend itself to active learning experiences?

E. Can the theme lead to a unit of proper duration; that is, not to short and not to long?

F. Is the theme helpful, worthwhile, and pertinent to the instructional objectives?

G. Is the theme one with which teachers are not already so familiar that they cannot share in the excitement of the learning?

H. Will the theme be of interest to students and will it motivate them to do their best?

Organizing Bodies of KnowledgeOrganizing bodies of the knowledge

drawn from multiple disciplines is the key to effective instruction. These are topics that combine facts, concepts, generalizations, and the relationships among them. In planning thematic units, the content of instruction could be presented this way.

Teaching ApproachesIntegrative teaching and learning requires

particular teaching models for its effectively. These teaching models are larger than a particular strategy, method, or tactic and are supported by theories of instruction.

Teaching Strategies are the means techniques, or procedures used in presenting data collected reflecting interactive aspects of teaching.

Graphic OrganizersGraphic Organizers are also called

learning organizers. Teachers use them when presenting the scope of the lesson, in giving the lectures, and during closure. Students use them in presenting an individual or group report and even in formulating generalizations.

Study SkillsStudy Skills, which are important in

planning instruction, are teachable. By and large, study skills are competencies associated with acquiring, recording, organizing, synthesizing, remembering, and using information and ideas found in schools (Divine, 1981).

Integrating ValuesValues are integrated today in all learning

areas in the elementary and secondary schools. Values are the standards or criteria that we use in making judgments about whether something is positive or negative, good or bad, pleasing or displeasing.

Assessment and EvaluationAssessment is the ongoing process of

gathering and analyzing evidence of what students know and what they do not know. (Burke, 1993)

Evaluation is the process of interpreting the evidence and making judgments and decisions based on the evidence. It is the process of making judgment about the quality of performance.

UNIT VWidely Applicable Teaching

Models, instructional Strategies, and Graphic

Organizers

Teaching ModelsTeaching Models are larger than a

particular strategy method, or tactic. These are broad overall approaches to instruction that do not only help teachers in planning instruction, but also guide them in acquiring information, developing skills, internalizing values, and engaging in other forms of learning activities.

Teaching models (Joyce and Weil, 2004)

Teaching Model are patterns or plans that are used to shape a course, to select instructional materials, and to guide teacher actions.

A. Discovery Learning. This teaching model is based on the idea that content is not given to learners in learners in finished form.

B. Inquiry Learning. This is commonly known as the inquiry process which is apparently the application of scientific method to teaching.

C. Problem-based Learning (PBL). The essence of this model consists of presenting students authentic and meaningful problem situations to serve as springboards for investigation.

D. Cooperative Learning. This is the procedure whereby learners work together in small groups and are rewarded for their collective accomplishments. The key characteristics or attributes of cooperative learning are the ways the groups or teams are made up.

E. Decision-making. This is an intellectual process that requires students to select the best alternative choice on a set of conditions or circumstances.

F. ACES Teaching Approach. The ACES teaching Approach (Four As) follows a logical sequencing of learning activities from the mood-setting activity to the closing activity. (Activity, Analysis, Abstraction, Application)

INSTRUCTIONAL STRATEGIES/PRESENTATION

TECHNIQUESInstructional Strategies are the means, techniques or procedures used in presenting data interactive aspects of teaching.

A. Lectures are used when introducing a topic, defining an issue, presenting a dilemma, explaining a process, and in summarizing key points.

B. A roundtable discussion usually involves a small number of students, perhaps no fewer than 3 and no mote than 8.

C. A panel discussion is similar to roundtable discussion in many aspects, but there are some differences.

D. A brainstorming technique is often used by teacher in analysing an issue, an event or problem that calls for a solution.

E. A role playing technique helps students understand the perspective of others.

F. Socio-drama strategy used in summarizing highlights of learning experience through pantomime, skits, and dramatization.

DESIGHNING GRAPHIC ORGNIZERS

Graphic organizers are essential tool of learning. These are forms of visual representations that help both teacher and students in teaching learning process.

1. A concept map define a concept or illustrate an idea drawn from a given lesson.

2. A concept cluster illustrate a major concept together with its sub-concepts to show the coverage of a given lesson or a given study.

3. A wheel map show the division of a lesson into sup-topics to facilitate individual or group investigation in the classroom.

4. A cycle graph presents a series of connected events that occur in sequence and procedure a repeated result.

5. A fact storming web fact storm the sub-concepts under major concepts to show the coverage of the lesson.

6. A discussion web helps students organize arguments or evidence in connection with the given lesson.

7. A bubble tree web represents relationship among concepts.

8. A ladder web answer questions than call for answers in enumerations.

9. A semantic web response to the core questions are web strands.

10. A venn diagram compares two sets of ideas or concepts.

11. A flow chart show a flow of a big ideas.

MEASUREMENT OF LEARNING: ASESSMENT AND EVALUATION

Assessment is the ongoing process of gathering and analyzing of what students know and do not know.

Evaluation is the process of interpreting the evidence and making judgments.

UNIT VIAUTHENTIC

ASSESSMENT

Assessment is a systematic process of getting information about student performance .

Assessment (Burke, 1993) is of great importance in teaching-learning process because it sets standards which sets serve as the basis in evaluating the learning.

Authentic Assessment is likewise called alternative assessment or performance assessment.

Authentic Assessment utilizes two instruments to evaluate the teaching-

learning process like:

1. Performance based test assessments. These are authentic assessments that measure skills and understanding by directly measuring students performance in a natural setting (Kauchak and Eggen, 1998).

2. Portfolio Assessment. This is the second form of authentic assessment.

Guidelines in Using Portfolio for Assessment

1. The portfolio should not be graded or compared in any way with those of other students.

2. Determine what materials should be kept in the portfolio and announce clearly when, how, and by what criteria portfolios will be reviewed.

3. Contents of the portfolio should reflect grade level goals, learning standards, and target objectives.

4. Everything that goes into the portfolios should be dated by the students.

5. Portfolio maintenance should be the students’ responsibility.

6. Portfolio should not leave the classroom.

7. Students should be encouraged to personalize their portfolios.

Rating ScalesBoth performance-based tasks

portfolios are commonly used for student self-assessment and for showing progress of learning as a result of instruction.

UNIT VIIPLANNING

MULTIDISCILPLINARY AND INTERDISCIPLINARY THEMATICS UNITS

THEMATIC TEACHINGHighlighting the 2002 Basic

Education Curriculum (BEC) is integration with thematic teaching as one of its mode of delivery of instruction.

THEMATIC UNITThematic unit are units of instruction that address a central theme.Kellough (2003) suggest the following components of a units that lead to the development of the integrated study.

1. Topics. These are the subjects drawn from a textbook or curriculum guide.

2. Goals ad Objectives. These are the lists of learning intentions in broad and specific terms.

3. Content outline. This is an outline of the materials to be covered.

4. Learning Activities. These include teacher and student activities comprising introductory, developmental, and culminating activities.

5. Resources and Materials. These include the list of materials to be selected and prepared for the unit.

6. Evaluation. This includes an outline of evaluation procedures.

Approaches in Curriculum Construction

1. Multidisciplinary Approach. When teachers attempt to combine two or more disciplines into one instructional approach, they are using the multidisciplinary approach.

2. Interdisciplinary Approach. When teachers purposely draw knowledge, perspectives, and methods from more than one disciplinary together to examine a central theme, problem, person, or event, they are using the interdisciplinary thematic approach.

Planning Sequence in Unit Development

I. Overview of the Unit1. Presenting the knowledge content2. Selecting a unifying theme or concept3. Stating the skills to be developed

II. Objectives1. Presenting instructional Objectivesa. Cognitiveb. Affectivec. Psychomotor

III. Content1. Identifying the theme2. Identifying the core discipline3. Establishing the core discipline4. Preparing content outline5. Making reading available6. Presenting materials about the unit of study.

UNIT IXA Model Integrated

Interdisciplinary Thematic Units

Theme: Landforms in the Philippine Territory (Eight Seasons: Third Year High School)

I. Objectives The students during the development of the unit shall be able to: Discuss clearly the significance of location, size, and shape of the

Philippine territory with the use of globe and maps. Explain the theories supporting the origin of the Philippine

landforms using an outline map of the Philippine territory. Present in a chart the geologic events that took place during the

Permian Revolution with the use of an outline. Discuss the significance of major and minor landforms in the

country’s economic development by citing specific examples. Identify distinctly the different landforms of our country on the

Philippine map. Show understanding of nationhood and nationalism in Philippine

music through discussion of the song text. Sing the song with appropriate expression.

II. Content.A. Theme: Landforms in the Philippine

TerritoryB. Concepts:

Territory BaselineLocation OriginSize TheoryShape RevolutionDoctrine Earth’s processes

C. Content Outline:

1. The Philippine Territory1.1 Location1.2 Size1.3 Shape2. Origin of the Philippine Landforms2.1 How the Present Landforms Came About2.2 Theories About the Origin of the Philippine Landforms2.3 Outline of the Philippine Archipelago2.4 Permian Revolution2.5 Bodies of Water Surrounding the Philippines3. The Philippine Landforms3.1 Major Landforms3.2 Minor Landforms3.3 Landforms and Economic Development

D. Readings:Landforms in the PhilippinesOrigin of Philippine LandformsSong: “Philippines, My Philippines”

E. Materials:Maps, picturesReproduction of a painting by Fernando

AmorsoloA copy of Noli Me Tangere by Jose Rizal

III. Procedure (ACES Teaching Approach)Day 1A. Activities

1. Show the Philippine map to the class.Ask:a. What can you say about the structure of the Philippine map?b. In what part of the world is the Philippines located?c. In what region in the Philippines do you live?d. How would you compare the Philippines with other countries

of the world in –◦ size?◦ shape?◦ structure?

2. Show to the class pictures about the different physical features of the country. Ask the students to choose a picture portraying the physical features of the barangay where they live.

3. Encircle the words on the blackboard that refer to landforms.

Arctic oceans plainHill butte continentEquator mountain plateauCanyon Valley

4. Ask the class again if the landforms in their region are also found in other regions. Give Examples.

5. Match the words on column A with the words in Column B. Write the answer on the line before the number.

AB___e____1. Plain a. Baguio City___f____2. Hills b. Mt. Apo___b____3. Mountain c. Cagayan___c____4. Valley d. Caraga___a____5. Plateau e. Central Luzon

f. Carmen, Bohol6. Divide the class into five groups. Ask each

group to choose their leader.

B. Analysis1. Present to the class the topic of the study. Ask

each group to choose one. Address the theme of the unit in the study of each topic.

Group A-1: Location of the Philippine TerritoryGroup A-2: Size of the Philippine TerritoryGroup A-3: Shape of the Philippine TerritoryGroup B: Origin of the Philippine LandformsGroup C: The Philippine Landforms

2. Give the guide questions below each group:

Group A-1: Location of the Philippine Territory

a. What is a territory?b. What is the location of the Philippine Territory?c. What is the neighboring countries of the Philippines?d. What are the northernmost and southernmost islands in the Philippines?e. Of what importance is the location of the Philippines to the country?

Group A-2: Size of the Philippine Territory

a. Why is size an important factor in evaluating the economic and political potentials of the state?

b. Where are the present boundaries and limits of the Philippine Archipelago defined?

c. What is the Archipelago Doctrine? What does it state?

d. What is the underlying principle of the Archipelago Doctrine?

e. What is the total land area of the Philippines? Compare its size with other countries of the world?

Group A-3: Shape of the Philippine Territory

a. What is shape? What are the two extremes in shape?

b. What are the classifications of countries that have more than one unit?

c. What is the shape of the Philippine Archipelago?

d. What are the advantages and disadvantages of elongated and fragmented structure of the Philippines?

Group B: Origin of the Philippine Landforms

a. How did the present landforms of the Philippines come about?

b. What are the minor landforms of the Philippines?

c. When was the outline of the Philippine Archipelago first marked?

d. What big bodies of water meet in the Philippines?

Group C: The Philippine Landforms

a. What are the major landforms in the Philippines?b. What are the minor landforms in the Philippines?c. How important are landforms to the country’s

economic development?3. Ask each group to read the selection entitled

“Landforms in the Philippines” and “Origin of the Philippine Landforms.”

4. Tell the members of each group to answer their question/s using the graphic organizers.

5. Ask each group to choose the presentation strategy/technique that can be used in reporting.

C. Abstraction

1. Ask the class to identify the landforms that are found in their communities.

Ask the class:a. What are the landforms in your community?b. How do the people use these landforms?c. What benefits do they get from these landforms?d. What protection should be given to our landforms?2. Guide the class in preparing inventory of

landforms in their respective regions.3. After completing the chart ask the students to give

statements drawn from the data in the chart.

4. Guessing game: Have the students match the creation (song, book, painting) with the name/picture (optional) of person on the board.

(Answer: Santiago –painting, Rizal –Noli Me Tangere)a. Give a background of Dr. Francisco Santiago (First Filipino Dean of

the now U.P. College of Music, Nationalistic composer of kundiman of the Philippine Art Song).

b. Have the students draw images on their notebooks as the teacher sings “Philippine, My Philippines” in English the in Filipino.

c. Discuss the images drawn by the students and relate these to textual meanings in the song: nationalism (Ang bayan ko’y tanging ikaw…) and patriotism (Ang puso ko at buhay ma’y sa iyo ibibigay…)

d. Ask the students how they can show nationalism and patriotism in everyday situations.

e. relate how these feelings of nationalism can be shown through singing. (crescendo-descendo dynamics for intense feeling and proper phrasing and vocal projection)

f. Sing the song in English then in Filipino reflecting proper expressions.

5. Summarize the lesson by asking the students what they have learned for the day.

6. Singing test in groups of five Singing rubrics (20 points)20-19 =correct lyrics, timing and melody (whole song), proper dynamics

and vocal projection, 1-2 mistakes only in lyrics, timing or melody.18-16 = correct lyrics, timing and melody (3/4 of the song), proper

dynamics and vocal projection, 3-5 mistakes only in lyrics or melody.15-13 = correct lyrics, timing and melody (1/2 of the song), proper

dynamics and vocal projection, 6-9 mistakes (wrong text / unsteady beat / shaky intonation of melody) but maximum effort was seen in singing properly.

12-10 = correct lyrics, timing and melody (1/4 of the song), proper dynamics and vocal projection, 10 or more mistakes (wrong text / unsteady beat / shaky intonation of melody) but effort was seen in singing properly.

9-6 = mostly wrong lyrics, timing and melody but effort was seen.5-1 = wrong lyrics, timing and melody (whole song) but effort was seen.0 = wrong lyrics, timing and melody and no effort was expected.

D. Application1. Ask the class to give ways and means on how we could –a. give care and protection to our landforms.b. show appreciation for the landforms in our respective communities.c. value in the Philippine landforms.2. Guide the class in formulating generalizations about the unit of the

study.a. The Philippines is a country in Southeast Asia.b. . The Philippines has a strategic location with reference to

Southeastern Asia and Australia.c. . The Philippines is physically separated from Asiatic mainland.d. The combined land and water areas in the Philippines within the

treaty limits is about 1, 800, 000 km2 of which the water areas comprise about 5 times the land areas.

e. The underlying principle of archipelago Doctrine is the unity of land, water, and people into a single unit,

f. The total land area of the Philippines is 300, 000 km2 or 30, 000, 000 hectares.

g. The location, size and shape of a country influence its socioeconomic, social and political development.

h. The present landforms of the Philippines have come about through the complex processes of diatrophism, vulcanism, and graduation.

i. The Asiatic theory posits that the Philippines was once a part of the continental shelf of Asia.

j. The outline of the Philippine Archipelago was first marked at the close Paleozoic Era during the Permian Revolution.

k. The outline of the Philippines is roughly triangular with Batanes Island in the north as the apex and with Tawi-Tawi and Saranggani Islands as the base.

l. The major landforms in the Philippines are plains, plateaus, hills, and mountains.

m. The minor landforms in the country are valleys, buttes, basins, and canyons.

n. The nature of landforms is the deciding factor if the area has to be developed as agricultural, residential, or commercial.

o. Landforms are utilized for settlements, agriculture, and industrial purposes in meeting the needs of the country and its people.

E. EvaluationI. Match the words in Column A with group of words in the Column

B. Write on the blank the letter that represents the correct answer.

A___c__1. Y’ami a. An important event in geologic history 200

million years ago___f__2. Saluag b. An elevation that does not exceed 600 meters___a___3. Permian Revolution c. The northernmost island in the

Philippines___e__4. Mountains d. A valley between high steep hills___b__5. Hills e. The highlands of the continent___g__6. Valley f. The southernmost island in the Philippines___d__7. Canyon g. A large tract of land between ranges of hills

and mountains___h__8. Archipelago h. A group or chain of islands___i__9. Sierra Madre i. A mountain range in Eastern Luzon___j__10. Plain j. A wide level land

II. Identify the following. Write the answer on the line before the number.

Chocolate Hills 1. Elevations not exceeding 600 meters in Carmen, Bohol.

Mt. Arayat 2. A high elevation towering in Central Plain of Luzon.

Lanao-Bukidnon Plateau 3. A high table land in Mindanao. Baguio City 4. A high table land in CAR. Treaty of Paris 5. The treaty that ceded that Philippines

to the US by paying Spain the sum of $ 20, 000, 000. Fragmented Elongated 6. The shape of the Philippine Archipelago. 17,460 km. 7. The length of the Philippine Coastline. Central Plain of Luzon 8. The largest level land in the Philippines. Mt. Pinatubo 9. The volcano that erupted in 1991 in

Zambales. Philippines 10. The center of the blending of East and

West.

III. Write an editorial about “Landforms in the Philippine Territory.” Choose one from the following themes.

Description of the Philippine TerritoryOrigin of the Archipelago: Its Geographic

HistoryMajor and Minor LandformsLandforms and Economic Development