Instructions

ACTIVITIES:
Experience
Using the curriculum guide, assess if the learning competencies from Grade 1- 6
support the grade level standards. Use
the template below.

Grade Sample (at least three) competencies which do Analysis/

Level not support the grade level standard Recommendation
I think the given
abilities isn't fitting for
grade1 understudy
 Nabibigyang buhay ang mga naiwang since its excessively
kontribusyon at kahalagahan nito sa wide and muddled. I
kasalukuyan. recommend to make it
1  Nalalaman ang mahahalagang kontribusyon ng more explicit in light of
mga sinaunang kabihasnan. the fact that it may
 Nasusuri ang mahahalagang pang yayari mula prompt the disarray of
sa sinaunang kabihasnan. the understudies
especially that they are
only a starter they
cannot get a handle on
everything.
I figure the skills didn't
upheld the grade2
level standard since I
 Naiiugnay ang pag bibigay serbisyo/pag simply believe that the
lilingkod ng komunidad . evaluation 2
 Naipaliliwanag na ang mga karapatang understudies are not
tinatamasa ay may katumbas na tungkulin yet completely mindful
2
bilang kasapi ng komunidad about the privileges of
 Nakapagbibigay ng mga mungkahi at dahilan everybody or as an
upang palakasin ang tama, maayos at individual locally that is
makatwirang pamumuno. the reason they can't
give such idea in the
sensible
administration.
I figure the capabilities
didn't uphold the
3  Nakagagawa nang maagap at wastong evaluation level norm
pagtugon sa mga panganib na madalas for grade 3because I
maranasan ang sariling rehiyon . don't figure they can do
  Natutukoy ang mga lugar na sensitibo sa an activity as far as the
panganib batay sa lokayon at topographiya threat in their own
nito. district.
 Nasasabi O natataluntun ang mga lugar ng
sariling rehiyon na sensitibo sa panganib
gamit ang hazard map.

 Nakagagawa ng nang maagap at wastong

pagtugon sa mga panganib I think it doesnt
 Natutukoy ang mga lugar sa pilipinas na support the evaluation
sensitibo sa panganib gamit ang hazard map. l.evel standard since
4
 Nakagagawa ng nang maagap at wastong this abilities is more on
pag tugon sa mga panganib idea and making an
activity in light of peril.

I think these 3 abilities

 Naipapaliliwanag ang pag kakaiba ng that I pick didn't uphold
panahon at klima sa ibat ibang bahagi ng the evaluation level
mundo standard on the
5  Nilalarawan ang klima ng pilipinas bilang isang grounds that in the
bansang tropical ayon sa lokasyon nito sa evaluation level
mundo standard it doesnt
 Natutukoy ang mga salik na may kinalaman sa notice about the
klima ng bansa tulad ng temperature dami ng environment or climate
ulan humidity. in the philippines

I figure those abilities

didn't upheld the
evaluation level
 Napahahalagahan ang pang yayari sa
digmaang Pilipino amerikano standard on the
grounds that the
 Natatalakay ang kasunduang batas (1830-
conflict between the
1901)
pilipino and americans
At ang motibo ng pananakop ng amerikano sa
occurred around 1899-
bansa sa panahon ng paglawak ng kanyang
1916 on the skills the
6 political empire
continuation of the
 Natutukoy ang mga pang yayari nagbigay
arrangement and
daan sa digmaang ng mga Pilipino laban sa
enthusiasm for the
estados unidos
Philippines history will
begin in twentieth
century thusly the
capabilities included
here expected to be in
the lower grade level
Activity 1: Thesis- Proof Statement
Complete the matrix below.

Thesis
Topic Proof (At least 2) Conclusion
(Argument)
 Understanding
the distances
As an essential
and direction
result, we could
using skills
maybe arrive at
towards in
the resolution that
Key Stage 1 and depth of self
in spite of the
2 Standards The students understanding
lower level
memory retention and physical
mindfulness and
was not strong and social
understanding
enough to cultural
won't turn into an
remember things environment as
obstruction to
at this stage but member of own
proceeding to help
learning this step community and
the key stages
will help the thhe wider
however rather be
students with society.
a gigantic
these advantages.  Demonstrated assistance in
basic
widening the
understanding
perception
and self
towards explicit
esteem, family
theme.
school and
community.

Seven Themes of  Expanding

Araling environment The topics repeat
Panlipunan How ever each model , in a few evaluation
theme should concepts ideas levels in which the
explained so as are explained in level of
not to cause any the context of assessment is
confusion and physical socio- subject to
misconception cultural and substance and
political abilities center.
dynamics taking
 into account the
age
appropriateness
of learners

Activity 2: Thinking Venn

Using the curriculum guide, compare and contrast the elementary from the secondary
social studies curriculum by accomplishing the thinking Venn below.

Furnish Permits the

understudies understudies to
with essential comprehend
thoughts and and think about
key defining
ideas Both has
moments of the
comparative intricacy and
world form
with the trouble of the associations and
improvement guidelines connect with
community contemporary
skill social and monetary
patriotism and issues.
citizenship.

Challenge:
Answer the following question. Substantiate your point by providing relevant facts/ data.
 1. Are the themes in Araling Panlipunan relevant to the context of the Philippine
society?

Yes , based on the module intends to demonstrate knowledge and skills as

productive responsible , such as critical thinking skills , souns, decision making ,
creativity among others .

2. Is the expanding environment model appropriate for elementary social Studies

curriculum? Prove your answer.

Yes according to the seven themes of araling panllipunan “people and

environment and society” is one of the fundamental concepts in social studies.
This theme puts premium on how human decisions on how interacts not only with
his environment but also to a bigger society thus providing learners opportunities.

3. Suggest ways on how to make the elementary social studies curriculum more
relevant for 21st century Filipino learners.

Social Studies is a key tool in this changing world. It serves as the foundation of social
development across the country and acts as an agent of change that transforms an
individual into an effective citizen of the nation. Moreover, the Philippine K to 12
curriculum accentuates the role of social studies in developing the learners’ literacy and
effective engagement as a citizen of the country. This study aims to elicit the junior high
school students' perspectives on the significance of social studies in 21st-century
society