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Learning Task 1

1-8
1. What is an integrated curriculum?
It is a learning process which has the ability to relate various knowledge that
meets and sub contains the ideas needed by the learner.
2. How does an integrated curriculum differ from the unidisciplinary curriculum
of regular courses?
Integrated curriculum is a general method that can even expand a single
knowledge into more knowledge while the second one learner needs to
tackle various knowledge one by one.
3. What is integration?
Linking or relating one knowledge or idea to another with an objective of
generalizing or synthesizing different knowledge into an excellent one that is
prior to learning.
4. How is curriculum integration undertaken?
It is undertaken by combining, linking and various knowledge to produce a
complete learning process facilitates by teacher.
5. What are the results of curriculum integration?
Students shall discover or know that knowledge can be related or linked into
knowledge with the idea of not revising its main thought.
6. What are the theories supporting curriculum integration? Explain each one.
The theories supporting curriculum integrated are;
a. Experiential Learning Students are not only learning or acquiring
knowledge from a pencil paper technique but they can also learn from their
personal life experiences.
b. Multiple Intelligence Learner is good in different fields of knowledge He or
She has different intelligence, example He or She excels not only in
communication skills but also in arithmetic knowledge.
c. Constructivism It has to do with Latent Learning where in learner
integrates or relates His or Her learning experience into what they already
know in order to form a better knowledge.
7. How does curriculum integration improve basic education?
It expands the knowledge of learners on how to generalize or synthesize
certain ideas or knowledge by relating, linking and integrating this ideas and
also it gives them idea on how to relate these knowledge into their lives.
Write below two definition of an integrated curriculum.
1. It is a way of teaching and planning and organizing the instruction program that
learners need to connect their learnings in a meaningful way that they are
related to their past experience.

2. Education approach that cuts across and draws on multiple subject areas for
learning and instructions.

1. Experiential Learning Learners integrate or link their lifes


personal experience in the process of
learning.
2. Multiple Intelligence This theory justifies that a learner is capable
of having various skills or ability.
3. Constructivism Educates learners how to connect his or her
learning experiences from their past
experiences.

What are the common elements


of an integrated curriculum
1. A combination of subjects or learning areas
2. An emphasis on projects
3. Relationships among concepts
4. Thematic units
5. Organizing principles
6. Sources that go beyond text books
7. Flexible schedules
8. Flexible student grouping
Statement about the common elements of an integrated
curriculum.

- The emphasis is on a comprehensive understanding of a whole rather than


many unrelated parts. Teachers and students are working together to build
and education build upon what students experiences are and what they
know so that learning becomes meaningful.
-

CURRICULUM INTEGRATION
Level 1 The teacher makes a sequence on the steps needed in the learning process
used a topic out line in teaching.
Level 2 Knowledge acquisition is efficient among students when they learn it the
context in a holistic way that they can even associate whatever they learn
to their real life experiences.
Level 3 In a learning process, the teacher has a single theme for two or more
topics, but he or she teaches the topic in different ways.
Level 4 It shows a frame work, with goal and outcomes that specify what students
are expected to learn as a result of learning experience.
Level 5 Teachers try to compose a common theme that dissolves confusion among
students common theme serves a bridge of ideas from different topics
that creates a single or general idea.

Five basic understanding about integrated curriculum.

1. Attempts to break down barriers between subjects and make learning more
meaningful to students.
2. Relates whatever you learn from a learning process and life experiences.
3. Learning is gathering new informations from different fields of studies
combined with the prior knowledge.
4. Learners are multiple intelligent.
5. Prior learnings are integrated with new learning in order to create a more
useful knowledge.
Categories of Multiple Intelligences and their
examples.
MULTIPLE INTELLIGENCE
1. Linguistic Intelligence Highly developed oral and written
communication skills.
2. Logical Mathematical Intelligence Ability to understand numbers to
logical concepts well.
3. Spatial Intelligence Recognizes image and
comprehend
4. Bodily Kinesthetic Intelligence Good in body movements and
performing actions.
5. Musical Intelligence Enjoy singing and playing musical
instruments.
6. Interpersonal Intelligence Good in understanding and
interacting with other people.
7. Intrapersonal Intelligence Good at analyzing their strengths
and weaknesses.
8. Naturalistic Intelligence Interested in subjects such as
botany, zoology and biology.
9. Existentialist Intelligence Strong interest about the society
and outside them.
Learning task 2
1-7
Answer the following:
1. What is Makabayan? What is the significance of Makabayan to the learners?
- The fifth learning area in basic education, which draws content knowledge
from the social sciences, natural sciences and other related subjects.

2. Give the learning components of Makabayan in the following:


a. Elementary school level Elementary Makabayan, Civics and Culture (Sibika at
Kultura, SK), Geography, History, and Civic 4-6 (Heograpiya, Kasaysayan at
Sibika), Home Economics and Livelihood Education 4-6 (Edukasyong
Pantahanan at Pangkalusugan, EPP), Music, Arts, and Physical Education (MAPE)
1-6, Character Education 1-6
b. Secondary school level Social Studies I IV (Araling Panlipunan), Values
Education I IV (Edukasyong Pagpapahalaga), Technology and Livelihood
Education (TLE) I IV, Music, Arts, Physical Education, and Health (MAPEH) I
IV.

3. Who are the members of the Makabayan team on the school based level?
- School Principal both in the Elementary and Secondary school.

4. What are learning competencies? How do the learning competencies help


teachers in planning instruction?
- Focuses on the long term enhancement of skill and behaviors. It convinces
learners to study well their lessons.

5. What are the modes of integrative teaching in basic education?


a. Content Based Instruction (CBI) This refers to the integration of content
learning with language teaching aims.
b. Focusing Inquiry Inquiry teaching is an interdisciplinary approach that uses
questions to organize learning.

6. Discuss why Makabayan is the touchstone for integrative teaching and learning.
- Makabayan encompasses all the related social skills or knowledge. It is in fact
they said subject portray or collaborates real life experiences and learning
integrated to what learners acquire in the traditional manner of teaching.

Similarities and differences of Elementary & Secondary Makabayan

1 2
3
Elementary Makabayan Secondary Makabayan
Similarities
Home Economics Increase each
Teknolohiya, Pantahanan
individuals
ability to cope Pankabuhayan
in a fast
changing
world.

Commonalities of elementary and secondary Makabayan.


- Both are efficient and essential in teaching learners to know more about our
history, to preserve our Culture and to be nationalistic.

1. Who are the members of the


Makabayan team in the elementary
school?

School Principal

Teacher in Civics and Culture 1-3

Teacher in Geography, History, and Civics 4-6

Teacher in Home Economics and Livelihood


Education 4-6
Teacher in MAPE ( Music, Arts, PE and Health )
1-6

Teacher in Character Education 1-6

2. Who are the members of the Makabayan


team in secondary school?

School Principal

Teacher in Social Studies 1-4

Teacher in values Education 1-4

Teacher in Technology and Livelihood


Education 1-4

Teacher in Music, Arts, PE, and Health 1-4

A. Content Based Teaching focuses on the language proficiency that learners


Instruction should be aware of.
B. Focusing The interaction between the teachers to his or her students is
Inquiry strong when there is a question and answer portion. Questions
make a discussion more organized.
C. Generic Learners could be able to integrate experience into another field
Competency of intelligence thru competencies.
Model
D. Thematic It breaks down barriers among various discipline. Theme is he
Teaching source of coherence.
Basic understandings about Makabayan
1. Its Interdisciplinary Nature

- Makabayan to the learners because the said subjects are both include Social
life and the learnings of students during a learning process. It has to do with
the integration of experience and knowledge from learning.

2. Modes of Integrative Teaching

- Learners can combine their prior knowledge and experiences with the
recently acquired knowledge or idea right after a learning process in creating
more meaningful information.

3. As he fifth learning area in basic education

- It is useful because students will not only be focusing on their verbal and non
verbal and arithmetic skills but also to the culture, norms and other social
activities that Makabayan has to offer.
LEARNING COMPONENTS OF ELEMENTARY AND SECONDARY MAKABAYAN

Home Economics
and Livelihood
education

Geography
History and
ELEMENTARY Character
Civics MAKABAYAN Education

Music Arts
and P.E
Music arts
P.E and
Health

Technology
SocialStudies SECONDARY and Livelihood
EDUCATION education

Values
Education
Learning Task 3
1-7

Answer the question below:


1. What are themes? Give examples.
- Connection across disciplines or learning areas that provide relevance for the
learners to combine ideas in one concept.
2. What should be taken into consideration when choosing a theme?
- Choose a common theme with knowledge content drawn from two or more
disciplines starts the planning of integrated unit of study.
3. What are thematic units?
- Having the same topic used to develop a teaching plan.
4. What should be followed when planning thematic units? Give examples.
- A
5. What are the kinds of thematic units?
- Integrated interdisciplinary thematic unit and Integrated multidisciplinary
thematic unit.
6. What objects are addressed by integrated interdisciplinary thematic units in the
unfolding of the unit of study in the classroom?
- It links the learning experience of students in many ways to engage them
fully in the learning.
7. What steps in planning the integrated interdisciplinary thematic unit should be
considered by teachers?
- Help students find out what they need to know and what they need to learn
rather than expecting the teacher to give it to them.
Themes for the following disciplines.

Disciplines Themes

1. Geography The Earth and its region

2. History Ancient Times

3. Political Science Governance

4. Economics Worlds Production of Import and Export

5. Anthropology Origin of Human Existence

6. Sociology Man and its Society

7. Psychology Minds Reflexes

8. Music Types of Voices

9. Art Calligraphic Style

10. Health The effects of cancer to humans life

11. Physical Bodys Fitness


Education

12. Science Modern Technology


Themes for each of the following knowledge contents.

Knowledge Content Themes

1. Products and Quality of the Products


Industries

2. Peace and order Society and its fast changing environment

3. Human Rights Laws that supports Human Rights

4. Environmental Preserving Natural Resources


Problems

5. Protection of Colonization
Territory

6. Conflicts or War Fundamentals of Peace and Order

Write inside the chart the reasons you considered in choosing the theme
Theme Reasons for Choice

1. Civic and Culture Justifies the importance of culture nowadays specially to the
new generation.

2. National Unity To know the advantages of having a national unity to the


society.
Ladder Web

What are the steps in planning and


developing thematic units?

1. Select a suitable topic or theme.

2. Select the goals of the unit

3. Select suitable specific learning objectives.

4. Detail the instructional procedures.

5. Plan for preassessment and assessment of


student learning

6. Provide for the materials of instruction.

Differences of an integrated multidisciplinary thematic unit and


an interdisciplinary thematic unit.

2
1 Integrated
Integrated Interdisciplinary
Multidisciplinary 3 Thematic Unit
Thematic Unit Similarities
They both Gives a sense of
Addresses a complement cohesiveness
single what students
discipline. and structure to
need or if student
there is learning.
something Links the
Combines two they didnt
or more students
understand. learning
disciplines into
one single experiences in
approach. many ways to
engage them
Connecting fully in the
with other learning
subjects. process.
Discover by
their own.
Cause by human activities.
Absence of natural awareness

Theme 1
Causes of natural
calamities

Loss of property Observe self discipline.


Scarcity Be a nature lover

Theme 4 What are Theme 2


Prevention of natural
Effects of natural
calamities natural calamities
calamities?

Theme 3
Examples of natural
calamities

Earth quake

Typhoon
Learning Task 4
1-10
Answer the questions below:
1. What are instructional objectives? How are they classified? Give examples for
each level.
- Knowledge, comprehension, analysis, application, synthesis, evaluation,
receiving, responding, valuing, organizing, internalizing, naming,
manipulating, communicating and creating.

2. What guide lines should be followed in writing instructional objectives?


- Cognitive domain, Affective domain, psychomotor

.
3. What are themes? What should we remember when choosing themes give
examples.
- Serve as the core in undertaking group activities use to see meaningful
connections across disciplines. Consider the interest of the students and the
broad scope of the lesson to enable the planner to further subdivide a given
topic.
- EXAMPLES: * Conversion of Valleys in Urban Centers * Development and
Progress of the Region * Prevention of Forest Fire

4. How should we organize the content of instruction for a given lesson or unit of
study?
- By using a graphic organizer to reach the proper flow of the teaching process.
5. What are teaching approaches?
- These are methods or ways of teaching. Serve as a medium of transferring
knowledge to the students in a more meaningful and creative way.

6. How does a teaching model differ from teaching strategy? Give examples.
- Teaching models are larger than strategies and are supported by theories of
instruction while teaching strategies are the techniques used in presenting
data gathered reflecting interactive aspects of teaching.
- EXAMPLES: Teaching Model decision-making, discovery learning,
cooperative learning, inquiry learning and ACES teaching model.
- EXAMPLES OF TEACHING STRATEGIES role-playing, simulation, socio-
drama, discussion, brain-storming.

7. What are Graphic Organizers? When do teachers use graphic organizers? Give
examples.
- Also called as learning organizers used by teachers during the presentation
of the lessons scope, lecture delivery and synthesis.
- EXAMPLES: Semantic Map and Concept Map

8. What are Study Skills? Of what importance are study skills to the teacher? To the
students?
- Discrete techniques that can be learned usually in a short time and applied to
all or most fields of studies.
- It helps teachers to conserve time and energy.
- Students would be enhance to study without a teachers supervision.

9. What are Values? Why should Values be integrated in all learning areas in basic
education?
- Important and lasting beliefs or ideals shared by the members of the culture
about what is good or bad, desirable and undesirable. It should be integrated
because it influences a persons attitude and behavior and serves as a broad
guideline in all situations.

10. What are the skills used for-


- A. INTRODUCTORY ACTIVITIES: understanding and learning.
- B. DEVELOPMENTAL ACTIVITIES: writing an essay and word building
- C. CONCLUDING ACTIVITIES: reasoning skills and problem solving
11. What is Assessment? Give examples.
- Ongoing process of gathering and acquiring information on what students
know and do not know. Ex. Asking questions and demonstration, group
discussion, observations, anecdotal record.
12. What is Evaluation? Give examples.
- Process of interpreting the evidence and making judgment based on
students performance. Ex. Examination, quizzes

Three instructional objectives in the three learning domains. Be


guide by the ABCDs of writing instructional objectives
A. COGNITIVE DOMAIN:
1. Behavior
2. Condition
3. Degree

B. AFFECTIVE DOMAIN:
1. Audience
2. Behavior
3. Condition

C. PSYCHOMOTOR DOMAIN:
1. Degree
2. Condition
3. Audience
5 THEMES FROM LEARNING COMPONENTS OF MAKABAYAN

Physical Values
Health Music
Education Education

Civic and
Culture

CONTENT OF INSTRUCTION
A. THEME: Civic and Culture

B. CONCEPTS: National Identity and Self-esteem, national unity and loyalty to the
nation.

C. CONCEPT CLUSTER:
National
identity

Self- National
esteem unity
CIVICS
AND
CULTURE

Loyalty
to the
nation
D. Content Outline
1. National identity and self-esteem
2. Loyalty to the nation
3. National unity

E. Reading or Selection: Civic and Culture

F. Materials: Book and Internet

Differentiate teaching models from teaching strategies. Give examples.


1. Teaching models prescribed tested steps and procedures to effectively generate
desired out comes.
Example:
Instructor directed model students are failed to challenge students to think at
high level.

2. Teaching Strategies- Methods used to allow learners to access the information you
are teaching.
Example:
Experiential Learning includes reflective exercise.

Design two graphic organizers. Explain each one.


1. At the middle is the topic or idea to be discussed the subdivided parts are the concepts
or thoughts describing or supporting the topic.

TOPIC
2. At the top, the topic is written. It involves the fact concepts, ideas or statements which
are true or cant be changed nor revised. This is always accepted. And opinion which
hasnt undergone a serious study and justified by many people. It is partly true, and
partly unacceptable.
TOPIC
FACT OPINION

Define study skill using a concept map. Write the explanation of the
concept map.

Is the study of skills.

Very important in
planning instructions.

- A diagram showing the relation among concepts, graphical tool for


organizing and representing knowledge.
Concept cluster showing the universal values. Write the explanation of
the concept cluster below:

Non Violence

Everybody finds it
valuable.

Universal Values All people have the


reason to believe.

All people have it has


reason to value non
violence.

Concept Cluster There is a topic you are going to justify or necessarily be given with
value through different concept supporting the concepts.

Assessment is an ongoing process of acquiring informations of what learners know and


do not know. It is done by asking question to the students during discussion or right after
the class discussion.

Evaluation is the way of interpreting or giving judgments to students performance.


Choosing a theme

Cognitive skills Memorization skills

Oratorical Teaching Learning Object Classification


Skills

Theatrical Arithmetic Knowledge

Composition
Learning task 5
1-6

1. What are Teaching Models? Of what importance are teaching models in


instruction?
- Are ideal processes of instruction. It guides the teachers in unfolding lessons.

2. What are presentation strategies? How do these strategies enhance the


unfolding of teachers?
- Enhancing the teaching models are the different instructional strategies
which enliven the conduct of the lesson or unit of study.

3. What are the suggested teaching models that easily lend to integrative teaching
and learning?
- * Discovery Learning
- * Inquiry Learning
- * Problem-based learning
- * Cooperative learning
- * Decision-making
- * ACES Teaching Approach

4. What are Graphic organizers? Of what significance are graphic organizers in


instruction?
- Also called as learning organizers, in which are used by teachers to create a
more organized lesson outline. Learners could actually acquire knowledge
creatively and meaningfully.

5. What are the different kinds of graphic organizers?


- * Concept Map: it illustrates an idea drawn from a given lesson and it shows
logical connections.
- * Concept Cluster: used to illustrate major concept and its sub concepts to
show the coverage of the whole lesson.
- * Wheel Map: used to show the division of the lesson into subtopics to
facilitate individual or group investigation in the classroom.
- * Cycle Graph: presents a series of connected events that occur in sequence
and produces a repeated result.
- * Fact storming Web: shows the sub concepts under a major concept to
know the coverage of the lesson.
- * Discussion web: used in addressing issues which are not resolved or
balanced.
6. What is assessment? How does it differ from evaluation?
- It is an ongoing process of acquiring information about the students
feedback, to know what theyve learn and not. On the other hand, evaluation
is on how you are going to give an appropriate judgment on students quality
performance through tests and quizzes.

Answer the following:


1. The application of scientific method in teaching. (discovery learning)
2. Reflects the higher form of higher order thinking or critical thinking. (decision-
making)
3. Helps students discover how knowledge becomes known. (discovery learning)
4. Uses authentic and meaningful problem situations to serve as springboards for
investigation. (ACES teaching)
5. The procedure whereby learners work together in small groups and are rewarded
for their collective accomplishments. (Cooperative learning)
6. Provides benefits to both low and high-achieving students who work together in
academic tasks. (ACES teaching)
7. Learning experiences in the cognitive affective ad psychomotor domains which are
embedded simultaneously together in the development of the lesson. (ACES
teaching)
8. The intellectual process that requires students to select the best alternative choice.
(Decision-making)
9. Provides logical presentation of the lesson. (Inquiry learning)
10. Requires students to review and describe the issue or problem to be resolved. (
ACES teaching)
Answer the following:
Panel discussion 1. Sharing ideas with the group; accepting all ideas.

Fact storming web 2. To fact storm sub concepts under a major concept.

Concept Cluster 3. To define a concept

Cycle graph 4. To present a series of connected events.

Discussion Web 5. To organize arguments of events.

Bubble Tree Web 6. To present information that is categorized beneath a core or main
understanding.

Ladder Web 7. To answer a core question using web strands.

Venn diagram 8. To compare two sets of people, events, or things.

Flow Chart 9. To show the flow of ideas on a certain event or procedure.

Wheel Map 10. To categorize information into conceptual blocks.

COMPARISON OF ASSESSMNENT AND EVALUATION

ASSESSMENT EVALUATION

PROCESS Acquires information about what Gives a judgment to the


learners know and they do not performance of a learner.
know.

Asking questions, asking for Examinations


EXAMPLES Essays
examples
Quizzes
LESSON: DECISION MAKING

TEACHING PRESENTATION GRAPHIC ORGANIZERS


MODEL STRATEGIES

Decision- Lecture
making SUB
TOPIC CONCEPTS
CONCEPTS

reflection
wisdom
decision- good mind-setting
making
trust deep understanding
Learning Task 6
1-5
1. What is Assessment? Of what importance is assessment to instruction?
- Ongoing process of acquiring information of what student does know and
they do not know. Teachers would know the things to be improved and
maintained.
2. What is Authentic Assessment? How does it make the teaching learning
processes effective and meaningful?
- Is also called performance assessment which is different from the traditional
way of teaching or the paper-pencil technique. Performance is the basis of
giving interpretation or judgment.
3. What is performance-based assessment? How does it compare with the
traditional assessment?
- It measures skills and understandings by directly measuring students
performance unlike the traditional skill which is measured by by students
score on a paper-pencil technique.
4. What are portfolios? How are portfolios used in assessment?
- Collection of students works that can be used to document achievement
overtime.
5. What are the guidelines in preparing portfolios?
- A. The portfolios should not be graded or compared in any way with those of
other students.
- B. Determine what materials should be kept in the portfolio and announce
clearly when, how, and by what criteria portfolios will be reviewed.
- C. Contents of portfolio should reflect grade level goals, learning standards,
and target objectives.
- D. Everything that goes into the portfolios should be dated by the students.
- E. Portfolio maintenance should be the students responsibility.
- F. Portfolios should not leave the classroom.
- G. Students should be encouraged to personalize their portfolios.
6. What are scoring rubrics? What are the scoring rubrics used by the teacher in
the classroom? Give examples.
- These are applicable in assigning marks to evaluate essay tests, portfolios,
and other performance tasks.
- Example: OUTSTANDING, VERY GOOD, GOOD, FAIR, POOR.
DEFINING THE FF. TOPICS USING CONCEPT MAP.
1. ASSESSMENT

acquiring information
about what students
Assessment
know and they do not
know.
ongoing process

Assessment is an ongoing process of acquiring information about what


students know and they do not know.

2. AUTHENTIC ASSESSMENT

measures directly the


Authentic performance assessment
performance of a learner and
Assessment not by a paper pencil
technique.

Authentic assessment is also called the performance assessment which


measures directly the students performance not by using the paper-pencil
technique.
Ladder Web
Q: What does authentic assessment do when
applied to instruction?

1. Provides meaningful performance tasks.

2. Emphasizes metacognition to self-evaluation

3. Manifests quality products and performance

4. Adheres to clear standards and criteria for


excellence

5. Ensures learning that transfers

6. Provides positive interaction between the


teacher and the learner
Venn Diagram

PERFORMANCE ASSESSMENT PORTFOLIO ASSESSMENT


SIMILARITIES
Application of
Need to have a Show the
knowledge to
performance learners ability in
Real life.
problem-solving
standards
Compilation of
Alternative way
learners works
Of teaching
and
accomplishments
SCORING RUBRIC FOR ARTS

CRITERIA INDICATORS POINTS ASSIGNED POINTS EARNED


Creativity Shows 20 17
resourcefulness of
materials used.

Originality Observe respect to 20 15


ones work

Quality Consider the 20 15


consistency of the
creation

Visual Impact Combination of 20 19


colors and textures

Cleanliness No erasures and 20 20


editions
Learning Task 7
1-6
1. What is Thematic teaching? When does it start?
- Starts with the identification of a theme.
2. What is the significance of thematic teaching in the teaching-learning process?
- It help learners see meaningful connections across disciplines or learning
areas.
3. What are the educational goals that thematic teaching addresses?
- The teacher should need to supplement if there is something which student
didnt understand.
4. What are the thematic curricular approaches to instruction? How do they differ?
- Integrated multidisciplinary Thematic Unit: It has a single discipline;
attempts to combine two or more disciplines into one single approach.
Integrated Interdisciplinary Thematic Unit: It links the learning
experiences of students in many ways to engage them fully in the learning
process.

5. What is Thematic Unit?


- Same topic is used to develop the teaching plan for each of the different
subjects in which students are enrolled.
6. What are the components of a unit plan?
- Integrated Multidisciplinary Thematic Unit
- Integrated Interdisciplinary Thematic Unit
7. What are the steps in developing a multidisciplinary Thematic Unit?
- Select a suitable topic or theme.
- Select the goals of the unit.
- Select a suitable specific learning objectives
- Detail the instructional procedures
- Plan for preassessment and assessment of student learning
- Provide for the material of instruction
8. What are the steps in designing interdisciplinary thematic unit?
- Emphasize that the process of learning is sometimes best pursued a an
interconnected whole rather than as a series of specific objectives.
- Encourage students to work cooperatively in partnership and in small groups
that focus on the social values of learning.
- Teach students to be independent problem solvers and thinkers.
- Assist students to develop their own individual interests and learning styles.
- 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.

Q: How does thematic teaching help learners and curriculum


planners?

It builds a bridge across different disciplines to have a single theme or idea,


in order to get the thought more comprehensively.

Help students to become independent learners.

It reflects how students naturally learn.

It stretches students minds as they grapple with important issues, ideas


and questions.
Thematic Unit
Units of instruction that address a central
theme.

It facilitates the crossing of boundaries of


two or more disciplines.

Thematic Units are units that address a central theme, which facilitates the
crossing of boundaries of two or more disciplines.

Overview
of the
Unit

Evaluation Objectives
Unit
Plan

Procedure Content
Approaches to Description
Instruction
1. Multidisciplinary It attempts to combine two or more disciplines into one
instructional approach.
2. Interdisciplinary It draws knowledge, perspectives, and methods from more
than one discipline together to examine a central theme,
problem, person, or event.

TITLE: Wasto at maayos na Kasuotan ng Mag-anak. (edukasyong Pantahanan at


Pangkabuhayan 5)

Overview of the Unit:


Ang isang nagdadalaga at nagbibinatang katulad mo ay lalong mapili sa uri, kulay at tabas,
at disenyo ng damit na isinusuot. Kung noong mga nakaraang taon, ang iyong mga
magulang ang siyang namimili ng mga ito, iba na sa panahon ngayon, sapagkat mayroon ka
nang sariling gusto.

Objectives:
I. Matutunan ang wastong pagpili ng kasuotan upang makilala ang pagkatao ng
bawat isa.
II. Malaman ang kasuotang naaayon sa edad, panahon, lugar, Gawain at kakayahan
ng magsusuot.

Content:
MGA PANUNTUNAN SA PAGPILI NG KASUOTAN:

1. Pumili ng kasuotang nababagay sa iyong edad.


2. Iangkop ang kulay ng iyong balat sa kasuotang pipiliin.
3. Ang mga disenyong patayo ay nababagay sa mga di kataasan at may mabibilog na
pangangatawan sapagkat ito ay nakapagpapaliit ng paningin.
4. Ang mga damit na may linya at disenyong pahalang ay nababagay sa matatangkad at
balingkinitang pangangatawan.
5. Kasuotang may maliliit na disenyo ang nababagay sa may malaking pangangatawan
at malalaking disenyo naman ang para sa maliliit.
6. Ang kasuotang nakapagbibigay ng ginhawa ay dapat ding isaisip. Hindi nababagay
ang masyadong masikip o maluwang, o kaya naman ay napakaiksi o napakahaba.
7. Ang kasuotan ay nararapat na angkop sa okasyon, oras, lugar at panahon at
gawaing gagampanan.

Procedure:

Isinusuot sa paaralan
Kailangang itoy ay matibay, madaling labhan at plantsahin
Uniporme

Isinusuot kung nasa bahay


Kailangang ito ay malinis at matibay.
Simleng damit

Nararapat sa mga pormal na pagtitipon at okasyon.


Magagarang damit
mga damit na pantulog
Padyama, Kailangang manipis at maginhawang isuot.
duster at
nighties

Bathing suits, swimming trunks at shorts


Pang- Gamit sa paliligo sa beach o swimming pool.
swimming

Damit na may manggas, may tamang aba at payak na tabas ang dapat
gamitin.
Pansimba Iwasan ang mga damit na may malalim na uka sa harap at likod.

Evaluation
Gumuhit ng mga ibat-ibang klase ng damit at tukuyin ang mnga
naaangkop na lugar o panahon para suotin ang mga ito.
Ilagay ito sa portfolio at disenyuhan gamit ang ibat-ibang kulay o
anumang palamuting maaaring ipandisenyo sa portfolio.
L G
TASK
E N
A R N I

Dr. Jean Rachel Barroga

( Instructor)

Kristine Urcia

(Student)