1

Introduction
This module discusses the strategies, methods, and techniques to help make
teaching Social Studies in the primary grades effective. This module is designed to
prepare Teacher Education students for handling Social Studies (Araling
Panlipunan) subjects in the K-12 Curriculum. Topics are arranged into units based
on Social Studies themes covered in each grade level. Each unit covers a theme or
component of Social Studies as specified in the K-12 Araling Panlipunan Kurikulum.
This module's primary purpose is to suggest time-tested and research-based
teaching strategies and techniques to teach the concepts covered in the Araling
Panlipunan subjects in Grades 1- 6. Since Araling Panlipunan is taught in Filipino,
most examples, including a detailed lesson plan for each unit, are written in Filipino.
Social Studies (Araling Panlipunan) is a vast subject encompassing many different
Social Science fields, including geography, history, culture and society, civics,
government, and economics.

General Objective:

1. Enrich the knowledge, skills, and competencies of the students who will use this
module to learn the basics of teaching Social Studies in grade school by studying
lessons on:

A. Social Studies Education

B. Themes of Social Studies
C. Essential Social Studies Teaching Methods
D. Creating lesson plans that incorporate learning experiences intended to develop
the learners' higher-order thinking skills as applied to social studies
E. Traditional and authentic assessment tools

Course Outline:

Unit 1. Araling Panlipunan in K-12 Curriculum

Unit 2. Essential Social Studies Teaching Methods

 2

Unit 3. Instructional Planning for Social Studies

Unit 4. Strategies for Teaching the Concept of Individual Development and Identity

Unit 5. Strategies for Teaching the Concept of Social Institutions (Family)

Unit 6. Strategies for Teaching the Concept of Social Institution (community)

Unit 7. Strategies for Teaching Geographic Concepts and Skills
Unit 8. Strategies for Teaching Elements of Culture

Unit 9. Strategies for Teaching History

Unit 10. Strategies for Teaching Current Events (Local and Global Issues)

Learner’s Guide
1. Read the introduction and the general objective of this module. It will help you get
a good idea regarding the nature and concept of this module.

2. Read the course syllabus and the course outline. These sections will show you
the specific lessons the module covers and the sequence from Unit 1 to Unit 10.
The module is composed of 10 units of lessons and an additional unit for model
lesson plans. The course syllabus shows the time allotted for each unit. Plan your
study period. Study the lessons following the sequence.

3. Each unit comes with a pretest. After reading the introduction to the unit, answer
the pretest. The pretest is intended to give you an idea of how much of the lesson
you already know or which part of the lesson you still need to focus on. You will be
checking your answers to the pretest yourself. The answer key is located at the end
of the module.

4. Go over the reading assignments (lessons) very carefully. Once done, answer the
questions or do the activities that go with the lesson. The main activity that you are
expected to accomplish is a detailed lesson plan (masusing banghay-aralin).
Instructional planning is discussed in Unit 3. Furthermore, you are given models of a
detailed lesson plan at the end of this module. You may use it as a guide for the
lesson plan you are to write. Your lesson plan will be submitted for checking. If it
needs revision, you will immediately work on it and have the revised lesson plan
checked. The lesson plan that you will write will be used for your microteaching
demonstration, which will be the final output of this course. Please refer to the course
syllabus for the schedule and the rubrics.
 3

5. Each unit comes with a posttest. Just like with the pretest, you will be checking
your answers using the answer key provided. The score you get will indicate how
much you have learned of the discussion in the readings. A good mark means you
are now ready to move on to the next unit. Conversely, a low score indicates that
you need to go back to the part or parts of the lesson you need to study some more.
 4

TABLE OF CONTENTS
Introduction …………………………………………………………………………. 1
Course Outline ……………………………………………………………………… 1
Learner’s Guide …………………………………………………………………….. 2
Table of Contents …………………………………………………………………... 4
UNIT 1
Araling Panlipunan in the K-12 Curriculum………………………………………. 5
UNIT 2
Essential Social Studies Teaching Methods……………………………………. 16
UNIT 3
Instructional Planning for Social Studies…………………………………………. 31
UNIT 4
Strategies for Teaching the Concept of Individual Development and Identity.. 44
UNIT 5
Strategies for Teaching the Concept of Social Institutions, part 1 (family)…… 55
UNIT 6
Strategies for Teaching the Concept of Social Institutions, part 2 (community, 67
government) ……………………………………………………………………….

UNIT 7
Strategies for Teaching Geographic Concepts and Skills……………………… 76
UNIT 8
Strategies for Teaching Elements of Culture…………………………………….. 95
UNIT 9
Strategies for Teaching History……………………………………………………. 104
UNIT 10
Strategies for Teaching Current Events (local and global issues)…………….. 115
Model Lesson Plans 124
Appendix
Answer Key 148
 5

UNIT 1
Araling Panlipunan
in the K-12 Curriculum

INTRODUCTION

Welcome! This is your learning module for Teaching Social Studies in the
Primary Grades. If you are using this module, you must be a BEED student. Since
you are not specializing in Social Studies, you may not have extensive knowledge of
the field apart from the lessons you have had during your grade school and high
school years. But don't worry! This module will teach you all the essential things you
need to know about teaching Social Studies in the primary grades. Likewise, this unit
will give you the K-12 Curriculum background, particularly the Social Studies (Araling
Panlipunan) curriculum.

So, are you ready? Begin by reading the objectives for this unit.

OBJECTIVES

When you have completed this course, you will be able to:

1. trace the history of Social Studies as a part of the school curriculum,

2. define social studies and explain its primary purpose, and

3. describe the K to 12 Kurikulum for Araling Panlipunan particularly its basis, scope,
goals, themes, competencies, and core area learning standards.

You have already seen the full scope of the lesson. Now you will
do an important task - answering the pretest. Ready?

PRETEST
1 Social Studies was first created as a basic subject education in ______
A. Britain
B. Canada
C. France
D. United States
 6

2 Social Studies was created as a subject in basic education to develop

________ among the students.
A. teamwork
B. unity
C. friendship
D. citizenship
3 Social Studies is ________.
A. study of man as a social person.
B. the social science simplified for pedagogical work.
C. part of the curriculum pertaining to human life.
D. all of the above
4 The main purpose of Social Studies is to help students in:
A. organization of social science literature.
B discussing science lessons.
C. performing household chores.
D. showing nationalism as Filipino people and citizens of the world
5 Social Studies is very broad subject encompassing many different fields of
Social Science EXCEPT _____
A. geography
B. history
C. geology
D. civics

B. Give concise answers to the questions below.

1. What is the K-12 Program?

___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

2. Why are we now implementing 13 years of basic education?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
 7

Before we begin our lesson, let’s play 4 Pics 1 Word. Are you familiar with this
game? Look closely at each set of 4 pictures and use it as clue to guess which
component of social studies do the pictures describe.

Set 1

Set 2

If your answer for Set 1 is economics, then you are correct! How about Set 2? Did you say
history? Your answer is correct!
 8

SOCIAL STUDIES EDUCATION

A. Historical Foundation of Social Studies

Social Studies was first created as a subject in basic education in the United
States. Initially, it was called by various names. During the colonial period, primary
education was focused on the teaching of religion and morality. But after the
Revolutionary War, a deep desire to teach in the hearts and minds of the young
students' love for the country and extensive knowledge of a new nation, schools
started teaching history and geography. This became the teaching trend in schools
in the United States for a long time. When the Civil War ended, the US government
established free elementary education to reunite its citizens. It was during this time
the teaching of civics was added to the study of history and geography.

In 1916 the National Education Academy (NEA) created a board that will
review schools' curriculum. This was the board assigned to check if the curriculum in
primary schools dominated by history and geography meets the challenges in
cultivating citizenship among students. The research conducted by the committee
revealed that the curriculum only meets the preparation of students in their
admission to colleges and universities and gaining skills in reflective thinking. To
achieve the primary aspiration towards cultivating citizenship among the students,
the board proposed to create Social Studies as a subject in basic education. As a
result of such a study, there was a gradual revision in the curriculum until Social
Studies was created.

B. Definitions of Social Studies

The history of Social Studies is fascinating, isn't it? It also has several
definitions based on the results of thorough studies conducted by primary educators
in the subject.

1. Social Studies is the social sciences simplified for pedagogical work (Wesley,
1951).
 9

2. Social Studies is part of the curriculum dedicated to studying how man and his
neighbor lived in the past, live in the present, and will live in the future (Lewenstern,
1981).

3. Social Studies is the study of people in their interactions with one another and the
process they use in participating in activities, exchanges, and discussions (Schunks,
1981).

4. Social Studies is the subject whose purpose is focused on global citizenship;

lessons learned from social science, humanities, and natural sciences; and taught
using students' personal, social, and cultural experiences (Savage and Armstrong,
1981).

5. Social Studies is the study of man as a social being and his lifestyle and
interaction with others and with his environment at a particular time and place
(Marsh, 1981).

6. Social Studies is the integrated study of selected lessons derived from social
sciences and humanities for the development of students’ civic competencies
(National Council for Social Studies, 1993).

All the above definitions of Social Studies are in line with the “vision
statement” of the National Council for Social Studies in 1995. It is expressed in two
primary goals. First is social understanding, and the second is civic efficiency. The
vision statement states:

“Powerful social studies teaching helps develop social

understanding and civic efficiency.”

So, it can be said that social understanding is about knowledge in the human
world; civic efficiency, on the other hand, is about readiness and willingness to
perform citizenship duties.

C. K to 12 BASIC EDUCATION CURRICULUM

What is the K to 12 Program? The K to 12 Program covers 13 years of basic

education with the following key stages:
• Kindergarten to Grade 3
• Grades 4 to 6
• Grades 7 to 10 (Junior High School)
• Grades 11 and 12 (Senior High School)
 10

We are currently implementing 13 years of basic education because we can

no longer ignore the fact that the Philippines is the last country in Asia and one of
only three countries worldwide with a 10-year pre-university cycle (Angola and
Djibouti are the other two). A 13-year program is found to be the best period for
learning under basic education. It is also the recognized standard for students and
professionals globally (www.officialgazette.gov.ph).

Basis of K to 12 Social Studies Curriculum

Social Studies (Araling Panlipunan) is one of the subjects taught in the K-12
Program. The goal of “Education for All 2015” and the K-12 Philippine Basic
Education Curriculum Framework became the bases of the K-12 Social Studies
Curriculum. They aim to develop the skills needed in the 21st century to cultivate
"functionally literate and developed Filipino.” Basic education also aims for lifelong
learning after achieving formal education. The strategy to attain these goals is in line
with some learning theories like constructivism, collaborative learning, experiential,
and contextual learning.

Purpose of Social Studies (Araling Panlipunan) Curriculum

The purpose of Social Studies is to help shape people to be critical thinkers,

reflective, responsible, productive, environment-friendly, nationalistic, and humane,
with a national and global perspective and appreciation of past and present social
issues towards forging a brighter future.
To achieve these goals, it is important to emphasize the related skills in Social
Studies: (i) investigation; (ii) analysis and interpretation of information; (iii) research;
(iv) communication, especially essay writing; and (v) adherence to ethical standards.

Social Studies Curriculum Themes

To explore the vast and varied topics covered in Social Studies, this set of
themes was chosen to guide the entire Social Studies curriculum. Based on themes
developed by the National Council for Social Studies (United States), it is not
expected that all themes will be used in each grade level. Some of these themes, for
example, the sixth theme, Production, Distribution, and Consumption are more
appropriate to a course (Economics) than others. However, some of its concepts will
also be discussed in the history of the Philippines, Asia, and the World.
 11

1. People, Places, and Environments (Tao, Lipunan at Kapaligiran)

The relationship of man to society and the environment is a fundamental
concept in Social Studies. This theme emphasizes that man is part of not only of his
community and environment but also of a bigger society. Thus, the student will
understand the following:
1.1 The basic concepts of geography, using maps, atlas and simple
technological instruments
1.2 The influence of the physical environment on man and society and the
impact of human activities on nature
1.3 The mobility of man and population, and the causes and effects of
mobility; and
1.4 The responsibility of the individual as a member of society and custodian
of the environment for sustainable development

2. Time, Continuity and Change (Panahon, Pagpapatuloy at Pagbabago)

It is important a student to see the development of society from ancient times
to the present so that he can better understand himself and his country and thereby
be able to form an identity as an individual and a member of society, nation and the
world. Central to the study of history is the concept of time, which serves as the
basic context and foundation of understanding the changes in one's life, of the
society he belongs to, and his environment. Chronological thought does not mean
memorizing human dates or names and place, although there are important
historical facts that the student should learn, rather the understanding of the
significance of historical events and appreciation of the context of the event whether
past or present.

3. Culture, Identity and Nationality (Kultura, Pagkakakilanlan at Pagkabansa)

Related to the two previous themes is the concept of culture, which refers to
the totality of beliefs, values, traditions, and ways of living of a group or society, with
its products such as language, art, and so on. There are aspects of culture that
change while others continue to exist in the present. By studying this theme, it is
expected that the student will develop a unique identity as an individual and Filipino
and understand and respect the different cultures in the Philippines. Identity as a
Filipino will be the basis of a nationalistic perspective, which in turn will help develop
a broader worldview.
 12

4. Civic Ideals and Practices (Karapatan, Pananagutan at Pagkamamamayan)

Psychological ability is based on understanding the role of each other as
citizens and members of society and on recognizing and fulfilling rights and duties as
a person and citizen. It is the citizen's responsibility to respect the rights of others,
regardless of their faith, political beliefs, culture, gender, ethnicity, skin color, dress
and personal preference. This includes respecting the opinion of others even if they
do not agree. Understanding human rights and the responsibilities associated with
them is an integral part of the Social Studies curriculum so that the learner can
participate fully and meaningfully in the life of the community, nation, and the world.

5. Power, Authority and Governance (Kapangyarihan, Awtoridad at Pamamahala)

Part of citizenship is understanding the concept of power and its use in the
country and in daily life. The concept of citizenship also covers understanding the
meaning and importance of democratic governance and the type of government in
the Philippines. This theme also covers the Constitution. The concept of authority
and leadership at various levels and aspects of government, including the role of a
leader, will be discussed in the Social Studies curriculum. Also, the experience of
countries in Asia and in other parts of the world today and in the past is the source of
many examples and lessons on this theme.

6. Production, Distribution and Consumption (Produksyon, Distribusyon at

Pagkonsumo)
How do you spend your own allowance? What does your family do to
augment the family income? The answer to these simple questions relates to the
basic concepts of choice, necessity, expenditure, cost and benefit covered mainly by
Economics, but also used in the study of Philippine history and societies in the Asian
region and the world. In the study of the theme Production, Distribution and
Consumption, the student can apply these concepts in his personal life and
understand other concepts such as inflation, GDP, deficit, which are commonly read
in the newspaper or heard on news programs.

7. Global Connections (Ugnayang Panrehiyon at Pangmundo)

This theme supports the purpose of the AP curriculum to develop the
student's national and global perspective and appreciation of the major social and
world issues. Asian Studies in Grade 7, World History in Grade 8, Economics in
Grade 9 and Contemporary Issues in Grade 10. Knowledge of other countries can
 13

help in understanding the place and role of the Philippines in the region and the
world.

Scope and Sequence of the Social Studies Curriculum

Grade Level Sequence of Topics Theme

K Ako at ang Aking Kapwa 1-2
1 Ako, ang Aking Pamilya at Paaralan 1-3
2 Ang Komunidad, Ngayon at Noon 1-5
3 Ang Mga Lalawigan sa Aking Rehiyon 1-6
4 Ang Bansang Pilipinas 1-6
5 Pagbuo ng Pilipinas Bilang Nasyon 1-6
6 Mga Hamon at Tugon sa Pagkabansa 1-6
7 Araling Asyano 1-7
8 Kasaysayan ng Daigdig 1-7
9 Ekonomiks 1-7
10 Mga Kontemporaryong Isyu 1-7

Think About It
Direction: Answer the questions below.
1. Why is it important to study social studies?
2. Is social studies one of your favorite subjects when you
were in elementary school?
3. Compare social studies with other school subjects.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
 14

Which Social Science field do you find most interesting? Why?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

Now that you have finished this section of the module, be ready
to answer the questions below to test your understanding of the
topics.

T F Direction: Determine whether the statement is true or false. Shade the

circle corresponding to your answer.

O O 1 The teaching of Social Studies as a school subject started in the US.

O O 2 The National Council for Social Studies was created to review the
curriculum of schools in the US in 1916.
O O 3 Social understanding is about knowledge in the human world; while
civic efficiency is about readiness and willingness to perform
citizenship duties.
O O 4 Grades 11 and 12 are classified as senior high school.

O O 5 Prior to the K-12 Curriculum, the Philippines was the only remaining
Asian country with 10 years of basic education.
O O 6 Araling Asyano is taught in the 8th Grade.

O O 7 Psychology is one of the fields of social science that composes social

studies.
O O 8 All Social Studies themes are used in each grade level.

O O 9 The theme Production, Distribution, and Consumption is best suited for

the Economics subject.
O O 10 Only Philippine history is covered in the K-12 AP Kurikulum.
 15

Suggested Readings:
K to 12 Gabay Pangkurikulum: Araling Panlipunan Baitang 1 – 10 in pdf form downloadable
at www.deped.gov.ph

References

Agno, L. N., & Tadena, R. D. (n.d.). Module 6.6 Curriculum and Instruction: Ang
Pagtuturo ng Araling Panlipunan (C. D. Alip, Ed.; G. E. C. Mateo, Reviewer).
Teacher Education Council, Department of Education.

K to 12 Basic Education Curriculum. K to 12 Araling Panlipunan Gabay

Pangkurikulum (May, 2016). Retrieved from www.deped.gov.ph

K to 12 Basic Education Curriculum . Retrieved from https://www.officialgazette.gov.

ph/k-12/#:~:text=The%20K%20to%2012%20 Program,prepare%20graduates
%20for%20tertiary%20education%2C

Smith, B. A., Palmer, J. J., & Correia, S. T. (n.d.). Social Studies and the Birth of
NCSS: 1783-1921. Socialstudies.Org. Retrieved August 26, 2020, from
https://www.socialstudies.org/sites/default/files/publications/se/5907/590702.h
tml#:~:text=He%20asserts%20that%20the%20%22foundations,both%20by%
20Americans%20and%20others.
 16

UNIT 2
ESSENTIAL SOCIAL STUDIES
TEACHING METHODS

INTRODUCTION

Social Studies is a broad set of subject-matter courses. It includes economics,

history, geography, civics or government, sociology, anthropology, and even political
science. It is very unusual for a teacher to achieve mastery of more than two or three
of those fields at the elementary or even high school level. Its coverage makes it a
very challenging subject to teach. Added to is that is the negative perception most
students have towards the subject. Let's face it; very few students find studying
social studies interesting. The subject has been regarded as relatively unimportant
compared to sciences, math, and languages. Yet, in the overall development of a
student's intellect, no other subject matter content can do better than Social Studies.
Hence, Social Studies teachers have to make extra effort to make the subject not
only more interesting to students, but also live up to its primary objective, i.e., to aid
students to develop "positive values that will lead them to make good decisions, do
the right thing, and be decent, moral, caring, and involved citizens" (Kizlik, 2018).
This part of the module will be devoted to helping you develop your pedagogical
skills so that you will not only understand the content but also have the skills to teach
the content.
So, are you ready? Begin by reading the objectives for this unit.

OBJECTIVES

When you have completed this course, you will be able to:

1. categorize teaching methods into four areas based on two major factors: a
teacher-centered approach versus a student-centered approach, and high-tech
material use versus low-tech material use,
2. give the pros and cons of different teaching methods, and
3. choose the best teaching methods that will engage and motivate students.
 17

1 Which of the following is not an example of a student-centered (high tech)

learning approach?

A. expeditionary learning
B. game-based learning
C. Inquiry-based learning
D. kinesthetic learning

2. Which of the following is not an example of a teacher-centered learning

approach?

A. differentiated instruction
B. direct instruction
C. flipped classroom
D. kinesthetic learning

3. This learning approach focuses on skills and practices that enable lifelong
learning and independent problem-solving. It is based on the constructivist
learning theory that emphasizes the learner's critical role in constructing
meaning from new information and prior experience.

A. Constructivist Approach to Learning

B. Student-Centered Approach to Learning
C. Student-Teacher Approach to Learning
D. Teacher-Centered Approach to Learning

4. It is a type of blended learning where students are introduced to content at

home and practice working through it at school.

A. Differentiated Instruction
B. Direct Instruction
C. Flipped Classrooms
D. Kinesthetic Learning

5. This method requires teachers to build lessons, develop teaching materials,

and use different approaches so that students, no matter where they are
starting from, can learn content effectively, according to their needs.

A. Differentiated Instruction
B. Direct Instruction
C. Flipped Classrooms
D. Kinesthetic Learning

6. This method is teacher controlled and information centered approach in which

 18

the teacher works as a role resource in classroom instruction. This method is

economical and can be used among a large number of students.
A. Demonstration method
B. Discussion method
C. Laboratory method
D. Lecture method

7. In this method, instructional scenarios are used so that

a learner is situated in a "world" that is defined by the teacher. This world
represents a reality within which students interact. The teacher controls this
"world" parameter and uses it to achieve the desired instructional results.

A. Inquiry method
B. Laboratory method
C. Project method
D. Simulation method

8. It is a teaching method used to communicate an idea with the aid of visuals

such as flip charts, posters, PowerPoint presentations, etc. The process
involves of teaching someone how to make or do something in a step-by-step
process.

A. Demonstration method
B. Discussion method
C. Laboratory method
D. Lecture method

9. This method assumes that firsthand experience in observation and

manipulation of science materials is superior to other forms of developing
understanding and appreciation.

A. Demonstration method
B. Discussion method
C. Laboratory method
D. Lecture method

10. It is a teacher-facilitated collaborative approach in which students acquire and

apply knowledge and skills to define and solve realistic problems using
extended inquiry.

A. Inquiry method
B. Laboratory method
C. Project method
D. Simulation method
 19

Before we begin our lessons, let’s solve the word search puzzle below. Look
for the following words:

demonstration laboratory differentiated lecture inquiry

discussion simulation flipped direct project

U G K U Q B A A V C O S E P Z

D F F Q J P F J B E U V I R J

D I S C U S S I O N K V B O S

D E M O N S T R A T I O N J I

I M Y R O T A R O B A L O E M

H N G D E P P I L F E S Y C U

A A Q C R T Q E Z A P U E T L

E I U U O N C U Z E D W K N A

D E T A I T N E R E F F I D T

T J D R U R L C R U L C L X I

V B Q R R T Y V Y I B Z M J O

Y H E X I T A J W D D T R Z N

Do you want to be an effective teacher? Of course, you do. Then you must
remember these three major concepts that every teacher should know and adhere to
based on the article written by Kizlik (2018):
First, you must understand the social studies' content at a level appropriate
to that which you intend to teach. After all, you can't teach what you don't know. To
understand content means more than just memorizing facts. For Social Studies
teachers, it will be so easy to fall into this trap. There are so many facts, concepts,
generalizations, principles, theories, themes, and so on to remember. But more than
remembering these facts, it is more vital for you to be able to explain things in more
 20

ways than one. You can't claim that you understand a subject matter unless you
know it more than one way. To reach this level, you need to read, think, reflect, and
teach. That is why microteaching demonstration is always included in most of your
courses. It would help if you trained to gauge the level of your understanding.
Second, you must be able to translate the content. Translate it in such a
way that the content becomes learnable, engaging, and challenging for students at
the age and grade level you are teaching. Many topics in Social Studies may be too
complicated for young learners to grasp, so you need to rearrange what you know to
suit their level. You may know a lot about the Philippine Revolution of 1896, but the
way you know it may not be in a form that a typical 5 th or 6th grader may understand.
Third, you must consider pedagogy. You must have the skills to teach the
content. Merely knowing your content will not be enough. You need to develop your
skills to be able to explain events, ideas, principles, and social interrelationships.
Social Studies is not a very popular subject among students, so it is extra
challenging for teachers to find ways to make it more exciting and challenging. If you
can make it more fun and, at the same time, intellectually stimulating, then so much
the better for your students. Thus, you must develop a range of teaching methods
and strategies that you can use depending on the content and the situation.

Teaching Methods

In this module's succeeding units, you will learn some of the most effective
methods that can be used to teach lessons or topics in different areas of Social
Studies. In this unit, you will be given an overview of these methods.
A teaching method consists of the principles and techniques used by teachers
to enable student learning. The technique is usually based on the subject matter to
be taught, and the learner (Westwood, 2008).
Your choice of a teaching method is often influenced by your educational
philosophy, characteristics of the learners, subject area, and your school's mission
statement.
We shall use the article on teaching methods published by teach.com as a
reference for our discussion.
 21

Teaching methods can be

categorized into four areas based
on two major factors: a teacher-
centered approach versus a
student-centered approach, and
high-tech material use versus low-
tech material use.

A. TEACHER-CENTERED APPROACH TO LEARNING

In a teacher-centered instruction method, the teacher assumes the prominent
authority figure's role in the classroom. Students are regarded as "empty vessels"
that must be filled with knowledge while passively listening to their teachers' lectures
and direct instruction. Students' learning will be measured using objectively scored
tests and assessments.
Let’s look at some teacher-centered methods of instruction.
• Direct Instruction (Low Tech) – This is a general term for a traditional
teaching strategy that relies on explicit teaching through lectures and
teacher-led demonstrations. Teachers act as the sole provider of
knowledge and frequently use systematic and scripted lesson plans.
Since there is little opportunity for a hands-on activity, direct instruction
is heavily teacher-centered and low tech. It often relies on textbooks
and workbooks instead of computers and other devices.
• Flipped Classroom (High Tech) – In a flipped classroom, students
watch pre-recorded lessons at home. Teachers film their instructional
videos but pre-made videos from online sources can also be used. One
good thing about flipped classrooms is that it allows students to study
at their own pace. Flipped classrooms are still teacher-centered
because they are mostly based on teachers' ideas of how learning
should occur and what information students need. Technology-wise, it
uses pre-recorded lessons and online activities that require an internet
connection and devices to access it.
• Kinesthetic Learning (Low Tech)- It is sometimes called tactile
learning or "hands-on learning." Based on the theory of multiple
 22

intelligences, students must perform physical activities instead of

listening to lectures or watching demonstrations. Hands-on
experiences like drawing, role-playing, and sports activities are some
examples of kinesthetic classroom activities. It is not based on
technology, so it's low tech. It is still teacher-centered because
students are not given the choice of how to use movement to learn new
information or experience new skills. Hence, it is always compliant with
a teacher's classroom preference.
B. STUDENT -CENTERED APPROACH TO LEARNING
The teacher is still an authority figure in this approach, but students are more
active in the learning process. The teacher becomes as a coach and facilitator of
student learning. He could use both formal and informal forms of assessment to
measure student learning. Assessment can take the form of group projects, student
portfolios, and class participation. Instruction and evaluation go hand in hand in a
student-centered classroom because it continuously measures student learning
while teaching.
Listed below are some examples of student-centered methods of instruction:
• Differentiated Instruction (Low Tech) is a teaching practice that
tailors instruction to individual student needs. Differentiation can be
achieved in several ways: how students access content, types of
activities students do to master a concept, what the end product of
learning looks like, and how the classroom is set up. Differentiated
activities include: having students read books at their reading levels,
giving different vocabulary lists to students, or meeting in small groups
to reteach topics.
• Inquiry-based Learning (High Tech) is a teaching method that allows
the teacher to provide guidance and support for students during the
learning process instead of being the sole authority figure. In inquiry-
based learning, the teacher encourages the students to ask questions
of their own, then research to answer the problem created. Students'
findings may be presented as self-made videos, websites, or formal
presentations of research results. It is student-centered because the
students play an active and participatory role in their learning. Teachers
are expected to guide them through the process by asking high-level
questions and make research suggestions. It is high tech because it
 23

uses technology through online research and social media, depending

on the subject they choose to study.
• Expeditionary Learning (High Tech) - It is a form of project-based
learning. Students go on expeditions to engage in an in-depth study of
topics that impact their schools and communities. Since it involves
research, technology is very much needed, especially internet access.
• Personalized Learning (High Tech) – It is a new teaching model.
Students follow personalized learning plans designed to cater to their
interests and skills. Student self-direction and choice of the curriculum
are the core of personalized learning. Even assessment is tailored to
the individual student. Assessment is competency-based so students
can progress based on how fast or slow he could master what he is
currently working on. It is hugely student-centered and requires the use
of technology for online lessons and programs.
• Game-based Learning (High Tech) - In game-based learning,
students work on quests to achieve a specific goal or a learning
objective. As students play the game, they earn badges and points just
like in a video game. Since teachers play a significant role in planning
and creating content, it isn't student-centered; however, students still
work on their own pace and make independent choices in a gamified
environment.

C. High Tech Approach to Learning

We have experienced significant advancements in technology over the years,

which has dramatically affected the education sector. Teachers can now utilize
different technology to aid students in their classroom learning. Computers and the
internet are used extensively to access teaching resources, and computer
applications can be used as teaching tools. Such technology is especially useful
when face-to-face interaction in a physical classroom is not feasible. Teachers can
conduct classes using the internet. There are hundreds of digital education tools
created to give the student autonomy, improve the administration of academic
processes, encourage collaboration, and facilitate communication between teachers
and learners.
Here are some of the most popular digital education tools for teachers and
learners.
 24

1. Edmodo, Socrative, Thinglink, TED-

Ed, cK-12, ClassDojo, eduClipper,
Storybird, Animoto, Kahoot!, Prezi,
SelfCad, Quizlet, Google
Classroom, Adobe Spark Video,
Khan Academy, Seesaw

2. Adobe Connect, Blackboard

Collaboration, Meeting Burner,
GoToMeeting, AnyMeeting, Yugma,
WebEx, Vyew, Skype, Zoom,
Google Meet

D. Low Tech Approach to Learning

Even when technology has changed education, many educators still prefer to
use a more traditional, low tech approach to learning. Low tech approaches require
the physical presence of the teacher and students in the classroom. Some research
has shown that low-tech classrooms have advantages. For instance, students who
take handwritten notes have better recall than students who typed their notes. They
also tend to spell better compared to students exposed to spell check and
autocorrect features of computers.

Teaching Social Studies

There is no single best method to teach Social Studies. Still, a combination of

several strategies will make your delivery of the lesson more interesting, challenging,
and intellectually stimulating for your students. In this section, you will be given
descriptions of some teaching methods that will help you achieve your instructional
objectives insofar as teaching Social Studies is concerned.

A. Simulation Method
There are concepts, principles, and theories that are best understood when
applied in real-world situations. Simulations are teaching scenarios where the learner
is situated in a "world" that the teacher defined. These scenarios represent a reality
 25

within which students interact. The teacher controls this "world" parameter and uses
it to achieve the desired instructional results. Simulations may use elements of a
game, a role-play, or an activity that acts as a metaphor(representation or symbol).
There are three major types of simulation methods. These are historical
simulation, simulation activities, and simulation games. Historical simulations are
dramatizations in which past incidents are relived and real characters portrayed.
Simulation games or instructional games are used for educational purposes. They
are activities that involve rules, competitions, and players. The game's outcome is
determined less by chance and more by a decision made by the players. There are
simulation games that are commercially sold like the board game "Monopoly"
Abstract concepts like morality, democracy, patriotism, followership, leadership,
conflict prejudice, etc. can be best understood if demonstrated through simulation
activities. However, you must know that it is time-consuming, tends to create a lot of
noise, and can be challenging to control. Therefore, students should be prepared,
and instructions on conducting themselves during simulation activities should be
made very clear to the students.

B. Laboratory Method
To use this method, you will need source materials, supplementary
references, mechanical devices, audiovisual aids, etc. to supplement textbook
instructions and to increase the effectiveness of presentation and mastery. You don’t
need a specific place or a special class period to implement the activity. The activity
can occur in a regular classroom, outside the school, or in a specially designed
room. Though, what is essential is that students manipulate concrete objects,
equipment, etc. under the teacher's direction. This method can be challenging to use
due to the lack of facilities, materials, and equipment. Primary resources are tough to
acquire. However, technology makes it possible for teachers and students to access
materials via internet sources. Digital images of artifacts, paintings, dwellings,
sounds, and places are now available. Many museums provide digital pictures of
much of their collection and written documentation and even sound or video clips to
add meaning to the image. Students and their teachers can take virtual tours of
historical sites or structures, often listening to diary excerpts or travelogues as they
"walk" through rooms of historic structures. Many historic sites, museums, national
monuments, and art galleries have created multi-media "tours" available on CD-
ROMS for students and teachers (Mauch & Tarman, 2016).
 26

C. Project Method
The project method involves producing tangible things that can be carried out
by an individual student or by a group of students co-operating to create something
much larger than an individual student's project. The project method can include
writing a group story, interpreting and making maps, and building up an album for an
event e.g., marriage or installation ceremony. Teachers must understand that the
success of any project-based learning results from careful and thorough planning.
Simply throwing students into groups with a question and a deadline is not project-
based learning. At the same time, micro-managing every step of the way defeats the
purpose of such an activity. However, there is a lot of pre-planning to be done so that
students have a clear understanding of what they are to accomplish, the resources
to be used, the benchmarks, and the expected product.

D. Demonstrations

A demonstration is a process of teaching students how to make or do

something following a step-by-step process. As teachers “show” how, they “tell"
what they are doing. A demonstration always has a finished product. Demonstration
involves showing reason or proof, explaining, or making clear using examples or
experiments. Put more simply, demonstration means 'to show.' Teachers or students
can do the demonstrations. Topics like cultural patterns such as mode of dressing of
a tribe, music, dancing, etc. can be effectively taught by demonstration.

E. Question and Answer Method

The Question and Answer Method is one of the most frequently used
methods. The teacher asks a question and then calls a student to answer the
question. The teacher then reacts verbally to the student's response. The sequence
can continue with the teacher asking questions and one student at a time responding
to the question. This method can be used throughout the lesson or during some
parts of it. This is the right way of testing the extent and depth of the students'
knowledge. The questions used should be clear and precise to elicit satisfactory
answers from the students.

F. Field Trips
Fieldtrips involve going out to explore, observe, and investigate the situations
outside the classroom. Field trips do not always entail traveling to distant places.
Such outings might go no further for small children than the school corridor, the
school building, or playgrounds. Within the school itself, the teacher may find
 27

illustrative examples for the students. The school's community may also be an ideal
place for examination and observation of such things as different soils, vegetation, a
river, etc. The usual field trip sites include zoos, nature centers, community agencies
such as fire stations and hospitals, government agencies, local businesses,
amusement parks, science museums, and factories. Field trips provide students with
vivid and lasting experiences; they are real-life situations. There are three stages to
the field trip: preparation, the fieldtrip itself, and recapitulation stages. The
preparation stage must be done carefully. At this stage, the teacher collects all the
information possible about the area to be visited, and secure necessary permission,
decide for transport and accommodations (If required). During the field trip, activities
often include lectures, tours, worksheets, videos, and demonstrations. The third
stage is the recapitulation done through discussion, an exhibition of specimens
collected, or sketches and diagrams drawn during the trip.

G. Discussion Method
This method is done through small groups where students discuss topics
among themselves with occasional teachers' occasional intervention. The teacher
ensures that some students do not dominate the discussion. Every member of a
small group should be given equal opportunity to contribute to any discussion. The
discussion method can be used for almost every topic in Social Studies.

H. Lecture Method
This method is often used when the topic is quite abstract, like faith, reason,
supernaturalism, justice, etc. Giving lectures will be easier for the teacher to explain
the topic thoroughly. At the same time, the students listen attentively and take down
notes. This method can be done quickly, even with a large class. It's uncomplicated
and can be done with minimum teaching aids. However, it's very teacher-centered
and can become dull if not combined with other methods and good teaching aids.

I. Problem - Solving Method

In this method, students think about a problem, understand the problem, and
finally evaluate information to find the solution(s) to the problem identified. The use
of a scientific approach is needed in this method to ensure that an orderly procedure
is followed. Students go through arranging, classifying, sorting, and interacting with
facts to find a logical answer to a specific problem. The problem to be solved must
be relevant and within the students' experience. This method is supposed to be
student-centered, so teachers must limit their involvement insofar as the choice of
 28

the problem is concerned and let the students think for themselves and arrive at a
deeper understanding of the information available in the process of solving a
problem.

J. Dramatization Method

This method is a good option when the topic is dry. Dramatization could add
life to it and effectively help to sustain students' attention and interest. Students can
do skits, short plays, soap operas, musicals, newscasts, commercials, infomercials,
talk shows, interviews, etc. This method is especially suitable for students who are
less active in academic work. This method can be time-consuming, so the teacher
must see that the students follow a schedule not to waste time. Engaging students in
dramatization will develop many positive values like respect for others' opinions,
cooperation, confidence, and leadership.

Think About It

Using art and Images is also a powerful teaching method.

The cartoon below is an image that conveys an important
message.

Direction: Comment on what you think the message is, what

does the artist trying to convey?

https://www.cornerstoneondemand.com/rework/cartoon-coffee-break-working-and-learning-home

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
 29

How will knowledge of different teaching methods help you as a future teacher?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Now that you have finished this section of the module be ready
to answer the questions below to test your understanding of the
topics.

1. It is a teaching method in which course materials are introduced

outside of class. In-class time might involve helping students
______________
work through course material individually and in groups. Course
materials might include readings, pre-recorded video lectures, or
research assignments.
______________ 2. This method involves the explanation of a topic to the students.
Teachers are more active, and students are passive, but the
teacher also asks questions to keep the students attentive.
______________ 3. This method entails tailoring instruction to meet individual needs.
Teachers can tailor instruction based on content, process,
products, or the learning environment.
______________ 4. It is an instruction method where the teacher shows the students
what to do, how to do it, and explains why, where, and when.
______________ 5. It is a process of asking and answering critical social studies
questions. Students develop problems, collect and organize data
related to the items, analyze the data, and draw inferences or
conclusions about the data to answer their questions.
______________ 6. Students use facts, concepts, and generalizations to find
solutions to problems and reach decisions about issues. It
involves a series of steps a student follows to some conclusion.
It generally requires students to use facts, concepts, and
generalizations they already know to arrive at a solution or
decision.
______________ 7 It is a planned learning experience that involves going to places
where students can observe firsthand and study directly in a
real-life setting. Students go to the site to collect data, take
careful notes of their observations, systematically record
information, take pictures, sample in a scientific way to gather
evidence, etc.
______________ 8 This method allows students to act out key historical people,
events, etc., or their interpretations of related themes, bringing
history alive. They can come up with skits, plays, soap operas,
musicals, newscasts, commercials/infomercials, talk shows,
interviews, etc. that they present to the class.
 30

______________ 9 The class is divided into small groups. A question is given, and
students are given time to think about possible responses. After
the "think time," members of the team share responses with one
another round-robin style.
______________ 10. The motivational psychology involved in this method allows
students to engage with educational materials playfully and
dynamically. It is about designing learning activities that can
incrementally introduce concepts and guide users towards an
end goal. It can incorporate competition, points, incentives, and
feedback loops.

REFERENCES

2U,Inc. (n.d.). Teaching Methods. Teach.Com. Retrieved August 22, 2020, from
https://teach.com/what/teachers-know/teaching-methods/#top

Cole, P. (2016, May 12). Bringing Project Based Learning to Life in the Social
Studies Classroom. Emergingedtech.Com. https://www.emergingedtech.
com/2016/05/project-based-learning-social-studies-classroom/

Kizlik, B. (2018, January 1). Ideas About Becoming a Good Social Studies Teacher.
Adprima.Com. http://www.adprima.com/socialteach.htm

Mauch, J., & Tarman, B. (2016). A Historical Approach to Social Studies Laboratory
Method. Research in Social Sciences and Technology, 1(2).
https://doi.org/10.46303/ressat.01.02.2

Norris, C. H. (2012, May). Tips and Tricks for Engaging Students in Social Studies
Instruction. NC Civic Education Consortium. https://civics.sites.unc.edu/files
/2012/05/ SocialStudiesStrategies1.pdf

Sivakumar, R. (2018). Methods and Resources in Teaching Social Studies. Journal

of Contemporary Educational Research and Innovations, 8(2), 207–216.
https://www.jceri.com

SSCED Tool Kit, Curriculum, Instruction, and Assessment: Strategies to Teach

Social Studies. (n.d.). Uintahbasintah.Org. Retrieved August 21, 2020, from
http://www.uintahbasintah.org/papers/ssstrategies.pdf
 31

UNIT 3
INSTRUCTIONAL PLANNING
FOR SOCIAL STUDIES

INTRODUCTION

Teaching begins even before the teacher steps into the classroom. Before
each lesson, unit, or school year, teachers plan instructional objectives, select
instructional materials, design learning activities, allocate instructional time, and
decide on assessment tools and methods. In other words, teachers conduct
instructional planning. For instructional planning to be effective, teachers carefully
consider three essential questions. First, what should be taught? Second, how
should it be taught? Third, how should instruction and student learning be assessed?

This unit will show you how to conduct instructional planning for social
studies.

So, are you ready? Begin by reading the objectives for this unit.

OBJECTIVES

When you have completed this course, you will be able to:

1. differentiate the three domains of Bloom’s Taxonomy of Objectives,

2. compare the original Bloom’s Taxonomy of Objectives with the Revised
Taxonomy,
3. give examples objectives for Social Studies under each level of the three domains,
4. identify the areas under instructional content,
5. describe the teaching strategies suitable for Social Studies,
6. differentiate formal from informal assessment and formative from summative
assessment, and
7. name forms of assessment other than objective and subjective tests.
 32

1. What do teachers need to plan?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

This unit is about instructional planning. It will contain discussions on how to prepare
instruction plans. There are two types of instruction plans - long-term instruction plans:
yearly and monthly plans and short-term instruction plans: weekly and daily plans. In this
unit, you will learn many important aspects of preparing short-term instruction plans or
lesson plans for Social Studies. But before we start, read the words written below and write
what you think of it, especially about preparing for a class.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

INSTRUCTIONAL PLANNING

In general terms, planning means the “act or process of making or carrying

out plans.” Instructional planning is a process that teachers follow using appropriate
curricula, instructional strategies, teaching resources, and assessment tools to
 33

address the learners' different needs. In this unit, you will have lessons on planning
instruction for Social Studies. We shall divide this into four sections: First,
instructional objectives; Second, content; Third, strategies, and Fourth, assessment.

A. INSTRUCTIONAL OBJECTIVES

You will notice that examples in this lesson will be given in Filipino because Social
Studies is taught in our national language. Social Studies is referred to as Araling
Panlipunan in the K- 12 curriculum.

In developing instructional objectives, we follow the framework published as Bloom’s

Taxonomy of Educational Objectives. This framework classifies educational goals and
objectives into a hierarchical structure representing different forms and levels of learning.
The framework consists of three domains:

▪ Cognitive Domain – knowledge-based domain, encompassing intellectual or

thinking skills
▪ Affective Domain – attitudinal-based domain, encompassing attitudes and
values
▪ Psychomotor Domain – skills-based domain, encompassing physical skills
or the performance of actions

THE ORIGINAL TAXONOMY OF THE COGNITIVE DOMAIN

Bloom’s original Taxonomy of Educational Objectives identified the following

levels of cognitive learning (arranged from lower-order to higher-order levels of
learning):

▪ Knowledge – remembering previously learned material; this involves

recalling a wide range of material, from specific facts to theories.
▪ Comprehension – ability to comprehend materials that were learned
previously; this may be exhibited by being able to translate a material from
 34

one form to another, interpreting material (explaining or summarizing), or

predicting consequences or effects.
▪ Application – ability to use learned material in new and concrete situations;
this may include applying rules, methods, concepts, principles, laws, and
theories.
▪ Analysis – the ability to break down the material into its parts so that its
organizational structure may be understood; this may include identifying the
features, analyzing the relationships between elements, and recognizing the
organizational principles involved.
▪ Synthesis – ability to combine parts to form a new whole; this may involve
the production of a unique communication (thesis or speech), a plan of
operations (research proposal), or a set of abstract relations (scheme for
classifying information).
▪ Evaluation – The ability to judge the value of material for a given purpose;
the judgments are based on definite internal and external criteria.

THE REVISED BLOOM’S TAXONOMY

In the 1990s, another group of educators revised Bloom's Taxonomy. The

revisions included some changes in terminology, structure, and emphasis. In terms
of vocabulary, they changed the levels; instead of "knowledge," they used
"remembering." Note that they transform the name into an action verb instead of a
noun. They also swapped the position of the two highest levels. Evaluation is the
highest level in the original taxonomy, but it was moved down one level and was
replaced by "creating." Creative thinking is a more complex form of thinking than
critical thinking (evaluating level).
 35

INSTRUCTIONAL OBJECTIVES FOR ARALING PANLIPUNAN

We have here a list of some action verbs that you can use when you write
instructional objectives. Our primary reference for this section is a module called
Curriculum and Instruction: Ang Pagtuturo ng Araling Panlipunan, released by the
Teacher Educational Council (Department of Education) for a Teacher Induction
Program.

Mga Layuning Kognitibo (Cognitive Objectives)

1. Kaalaman (Knowledge/Remembering). Pagtanda/pag-alaala/paggunita

matatandaan maililista matutukoy

masasabi mailalarawan mapapangalanan

2. Komprehensyon (Comprehension/Understanding). Pag-unawa/pag-intindi

makabubuo makikilala maikakategorya

mahahango makapaglalahat maipaliliwanag

3. Aplikasyon (Application/Applying). Paggamit sa natutunan sa ibang sitwasyon

maiuugnay maihahanda matatalakay

makalalahok matutuklasan mapag-iiba-iba

4. Pagsusuri (Analysis/Analyzing). Pagkilala sa mga elemento, pag-uugnayan at

prinsipyo
maisasaayos masusuri mapipili
mahihinuha maaanalisa matitipon

5. Pagbubuo (Synthesis/Creating). Pagsasama-sama ng iba’ t ibang bahagi sa

isang
makabuluhang kabuuan

makalilikha maisasaayos matitipon

makabubuo madedebelop mapagsasama-sama

6. Pagtaya (Evaluation/Evaluating). Paggawa ng kapasiyahan ayon sa itinakdang

kraytrerya

mapatutunayan masusuportahan matataya

madidisenyuhan mapupuna mapapakahulugan
 36

Mga Layuning Apektib (Affective Objectives)

1. Pagtalima (Attend). Pagdinig, kamalayan, pagtanggap

matutukoy didinggin maitatanong

mamimili mahahanap maririnig

2. Pagtugon (Respond). Pagtugon, pagkilala, pagsagot

masasagot makatutugon magagawa

makikilala matatanggap masasalo

3. Pagpapahalaga (Valuing). Pagsasaloob, pagsasapuso

mangangako mapupuri mapasasalamatan

maisasagawa magugunita maihahalimbawa

4. Paglinang sa Pagpapahalaga (Developing Values). Pagkilos ayon sa

pagpapahalaga

maimumungkahi maipakikita makakikilos

mailalarawan maisasaayos matutulungan

Mga Layuning Saykomotor (Psychomotor Objectives)

1. Paggalaw (Movement). Kabuuang koordinasyon

mabubuhat matatakbo makukuha

madadala malalakad maisasantabi

2. Manipulasyon (Manipulation). Pinong koordinasyon

maidudugtong makatutulong masisindihan

maikakabit makagagawa mapagsasama-sama

3. Komunikasyon (Communication). Komunikasyon ng mga ideya at damdamin

maisusulat maaanalisa maiguguhit

maitatanong mailalarawan maipaliliwanag

4. Paglikha (Creation). Paglikha ng mga orihinal na gawain

makalilikha maibabalangkas maitatayo

madedebelop matutuklasan maididisenyo
 37

B. INSTRUCTIONAL CONTENT
Once you’re done writing your instructional objectives in the three domains,
you can now start organizing the content. Learning Content includes the topic
(paksa), mga konsepto (concepts), outline (balangkas ng aralin), reading selection
(babasahin), and materials (kagamitan).

1. Paksa (Topic) - Ang paksang-aralin na hango sa isang seleksyon o yunit ng

instruksyon.

Halimbawa: Pagtataguyod sa Demokrasya

Pagmamahal sa Inang Bayan

2. Mga Konsepto (Concepts) - Ang mga abstrak na salita o parirala na nagagamit

sa pagkakategorya ng mga grupo ng bagay, ideya o pangyayari

Halimbawa: paaralan katarungan pamahalaan

demokrasya kapayapaan nasyonalismo

karapatan kalinisan pagkakaisa

3. Balangkas (Outline) - Ang kaayusan ng mga pangunahin at sumusuportang

ideya na hango sa isang seleksyon o aralin

4. Babasahin (Selection) - Ang istorya o seleksyon na pag-aaralan

5. Kagamitan (Materials) - Ang mga bagay na gagamitin sa pagtuturo tulad ng

mga chart, mapa, larawan, pelikula at iba pa.

C. TEACHING STRATEGIES
Strategies are the goals-directed and consciously controllable processes that
facilitate performance. Strategies are intended to perform a definite function.
Strategies are processes that, when matched to task requirements, improve
performance. You can do things better, more comfortable, and quicker when you use
a strategy. A strategy is simply a tool used to accomplish a task. A strategy
concentrates and enhances effort (cehs.unl.edu, 2020).

1. Tri-Questions Approach. This strategy that was developed by Gary

Goulson is best used when teaching history or even contemporary issues. It is called
Tri-Questions because it uses three logical questions. Here’s the format:

• A. Introductory Tasks (Panimulang Gawain)

• B. Inquiry / Discussion (Pagtatanong/Talakayan)

Tanong 1. What happened? (Ano ang nangyari?)

 38

Tanong 2. Why did this happen? (Bakit ito nangyari?)

Tanong 3. What was the outcome of the incident? (Ano ang kinahinatnan
ng pangyayari?)

• C. Conclusion (Pagtatapos)

2. Concept Mapping

Concepts are easily identified through concept mapping. It is a design to

show the relationship of concepts in a lesson. In this way, students can easily
understand the lesson being discussed. Here are the steps to using concept
mapping in teaching:

• A. Recognizing the Concept (Pagkilala sa Konsepto)

• B. Developing Conceptual Relationships (Pagbubuo ng Ugnayan ng mga
Konsepto)
• C. Interpreting Concepts (Pagbibigay ng Interpretasyon sa mga Konsepto)
• D. Synthesis (Pagbubuo)

3. Cognitive Mapping

Walter Parker's cognitive mapping can be used to discuss cognition

lessons. This model is commonly used in issue-oriented lessons. In cognitive
mapping, the topic is brainstormed, and the information organized. Here are the
steps:

• A. Topic Selection (Pagpili ng Paksa)

• B. Brainstorm about the Topic (Pag-uusap tungkol sa Paksa)
• C. Organizing the Information (Pagsasaayos ng mga Impormasyon)
• D. Conclusion (Pagtatapos)
4. Social Analysis Model

James Shaver's social analysis model is a good strategy for analyzing social
issues at the local, national, or global level. This is done by following these steps:

• A. Issue / Situation Statement (Paglalahad ng Isyu/Sitwasyon)

• B. Issue / Situation Identification (Pagtukoy sa Isyu/Sitwasyon)
• C. Issue / Situation Analysis (Pagsusuri sa Isyu/Sitwasyon)
• D. Conclusion (Pagtatapos)

5. ACES Teaching Approach

This is a teaching strategy for developmental and experiential learning

focusing on cognitive and affective aspects. The teacher can use it in developmental
lessons that require logical discussion. Here are the steps:

• A. Activity (Gawain)
 39

• B. Analysis (Pagsusuri)
• C. Abstraction (Paghahalaw)
• D. Application (Paglalapat)

6. Inquiry Model

This model involves the use of scientific method / problem solving. This is
often used in the disciplines of natural sciences and social sciences. Here are the
steps:

• A. Problem Identification (Pagtukoy sa Suliranin)

• B. Developing Hypotheses (Pagbuo ng mga Hipotesis)
• C. Information/Data Collection (Pangungulekta ng Impormasyon)
• D. Testing the Hypotheses (Pagtaya sa mga Hipoteses)
• E. Formulation of Conclusion (Pagbuo ng Konklusyon)

7. Valuing Model

It can be used in lessons / issues / problems / situations that require decision-

making. Values are fundamental beliefs that people use to guide or motivate their
attitudes or actions. Values help us to determine the things that are important to us.
Values, in a narrow sense, is that which is good, desirable, or worthwhile. This model
can be used in most lessons in Social Studies. Here are the steps:

• A. Problem / Issue Identification (Pagtukoy sa Suliranin/Isyu)

• B. Issue Clarification (Paglilinaw sa Isyu)
• C. Collection of Evidence (Pangungulekta/Pag-oorganisa sa Ebidensya)
• D. Assessment of Evidence of Evidence (Pagtasa sa Katotohanan ng
Ebidensya)
• E. Choosing an Alternative Solution (Pagpili ng Alternatibong Solusyon)
• F. Consideration of the Consequences of Each Alternative
(Pagsasaalang-alang ng Kahihinatnan ng Bawat Alternatibo)
• G. Choosing the Best Alternative (Pagpili ng Pinakamagaling na Alternatibo)

8. Moral Dilemma Model

Barry K. Beyer 's moral discussion model is ideal in processing issues with
complex dilemmas. The dilemma is an issue / situation that presents two alternatives
or choices for solving difficult problems / situations / issues. Here are the steps:

• A. Explaining the Dilemma (Paglalahad sa Dilema)

• B. Creating an Action Division (Paglikha ng Dibisyon sa Aksyon)
• C. Group Discussion (Talakayan ng mga Grupo)
• D. Class Discussion (Talakayan sa Klase)
• E. Conclusion (Pagtatapos)
 40

D. ASSESSMENT AND EVALUATION IN SOCIAL STUDIES

Although, the terms "assessment" and "evaluation" are used interchangeably,

but they do not always mean the same thing. Assessment refers to how data are
collected, for example, on student performance that is then used to evaluate (make
judgments about) the attainment of certain expectations, objectives, or outcomes.

Assessment and evaluation are activities that are done continuously in the
classroom. They can be both informal and formal. Informal assessment occurs when
a teacher collects information to use to help shape ongoing instruction. A simple
question-and-answer method at the end of a part of a lesson, for example, works as
an informal assessment. Answers to the questions will give the teacher a sense of
how well the class has learned the information, concept, or skill in question and
whether they are ready to move on. Observation is another way of conducting an
informal assessment. Teachers can tell who among the students need corrective
feedback or extra help on a task. On the other hand, formal assessment is more
systematically planned, like quizzes, tests, essays, and projects. It could also take
the form of something less academic, as a teacher's observation of students'
improvement in attitude or behavior due to lessons taken up in class.

There are also two types of assessment in terms of purpose: formative and
summative. Formative assessment is used to provide teachers and students with
feedback that can direct future teaching and learning. Summative assessment gives
an accounting of student progress at a point in time when compared against
standards like curriculum outcomes. Unit tests, for example, assess how well the
students accomplished the objectives of the unit. Report cards at the end of a term is
a form of summative assessment.

Tests as a form of assessment can be categorized into two general

categories:

1. Objective items require students to choose the correct response from

several alternatives or supply a word or short phrase to answer a
question or complete a statement.

Objective items include:

o multiple choice
o true-false
o matching
o completion
 41

2. Subjective or essay items which allows the student to organize and

present an original answer.

Subjective items include:

o short-answer essay
o extended-response essay
o problem-solving
o performance test items

When to Use Essay or Objective Tests

A. Essay tests are suitable when:

✓ the number of students to be tested is small, and the test will not
be reused.
✓ You wish to develop student's writing skills.
✓ You are more interested in knowing the student's attitudes than
in measuring his/her achievement.

B. Objective tests are suitable when:

✓ the number of students to be tested is large, and the test may be

reused.
✓ Highly reliable scores must be obtained as efficiently as
possible.
✓ Impartiality of evaluation, fairness, and freedom from possible
test scoring influences are essential.

Other Forms of Assessment

A. AN AUTHENTIC ASSESSMENT aims to evaluate students' abilities in the

'real world' contexts. It measures whether students have learned how to apply their
skills to authentic tasks and projects. Accurate assessment goes beyond
memorization skills and taking tests passively. Rather, it focuses on students'
analytical skills, ability to integrate what they learn, creativity, ability to work
collaboratively, and written and oral expression skills.

1. PERFORMANCE TESTS

Performance tests assess students' ability to use skills in different real-

life situations. These tests frequently require students to work
collaboratively and to apply skills and concepts to solve complex
problems. Short- and long-term tasks may include:

▪ planning, drafting, writing, revising, and presenting a report,

▪ conducting a science experiment and analyzing the results
▪ working with a team to prepare a classroom debate
 42

2. PORTFOLIOS

A portfolio documents learning over time. This type of authentic

assessment is a purposeful collection of work that shows students'
achievement or growth. A portfolio contains a collection of a student's
work. Students decide what examples to include that characterize their
development and accomplishment over the term. This long-term view
shows student improvement and teaches students the value of self-
assessment, editing, and revision. A student portfolio may include:

▪ journal entries and reflective writing

▪ peer reviews
▪ artwork, diagrams, charts, and graphs
▪ group reports
▪ student notes and outlines
▪ rough drafts and polished writing
▪ electronic, video, and digital items

Authentic assessment is most beneficial when students know just what is

expected. Thus, teachers should clearly define standards and expectations. This is
when rubrics will come handy. Rubrics are established sets of criteria to assess a
student's work. It is a scoring guide that is used to evaluate a student's performance
based on the criteria rather than a single numerical score.

Think About It

Directions: Answer the following questions:

A. What teaching strategy can be used to:

1. analyze an issue?
(pagsusuri ng isyu)
2. asking about an incident that took place?
(pagtatanong tungkol sa isang naganap na pangyayari)
3. providing insight into an event that requires
information?
(pagbibigay ng pananaw tungkol sa isang pangyayaring
nangangailangan ng impormasyon)
4. investigation towards finding a solution?
(pagsisiyasat tungo sa paghanap ng solusyon)
5. Solving a Dilemma?
(pagbibigay solusyon sa isang dilema)
 43

Why do teachers spend much time in preparing instructional

plans?______________________________________________________________
___________________________________________________________________
___________________________________________________________________

Test Item Quiz

Circle the correct answer
T=True F=False ?=Unsure T F ?
1 The Cognitive Domain is the knowledge-based domain
encompassing intellectual or thinking skills. T F ?
2 Evaluation is the highest level in the cognitive domain. T F ?
3 Creating is the equivalent level of Evaluation in the Revised
Taxonomy T F ?
4 The revised taxonomy of objectives uses verbs instead of
nouns. T F ?
5 Remembering, understanding, and analyzing belong to the
lower order thinking skills T F ?
6 Movement, manipulation, command, and creation are levels of
the affective domain. T F ?
7 Essay exams are easier to create than are objective exams. T F ?
8 Essay exams will require more thorough student preparation
and study time than objective exams. T F ?
9 Essay and objective exams can both be used to measure the
same content or ability. T F ?
10 Objective exams encourage guessing compared to essay
exams. T F ?

REFERENCES

Agno, L. N., & Tadena, R. D. (n.d.). Module 6.6 Curriculum and Instruction: Ang
Pagtuturo ng Araling Panlipunan (C. D. Alip, Ed.; G. E. C. Mateo, Reviewer).
Teacher Education Council, Department of Education.

Clay, B. (2001). Is This a Trick Question? A Short Guide to Writing Effective Test
Questions. Kansas Curriculum Center: Kansas State Department of
Education. https://www.k-state.edu/ksde/alp/resources/Handout-Module6.pdf

Teaching Strategies. (2020). University of Nebraska-Lincoln. https://cehs.unl.edu

/secd/teaching-strategies/#2
 44

UNIT 4
Strategies For Teaching The Concept Of
Individual Development And Identity

INTRODUCTION

The concept of individual development and identity is crucial for the holistic
development and character build-up of a student. Students need to understand who
they are before they can understand their surroundings. They must learn how to be
responsible for their deeds and decisions. Make an identity out of their personalities
for their growth.

This unit will help you discover some practical strategies that will help you
teach the concept of family and self-identity, which is the central theme of Araling
Panlipunan for Grade 1. This theme covers the students' need to identify themselves
as part and a role player of their family, community, and society. Careful and
meaningful lesson planning will lead to a successful teaching/learning process. It will
significantly help both you, the future teachers, and your prospective students
because it will put you in the right tracks leaning towards beneficial learning
experience.

OBJECTIVES:

When you have completed this lesson, you will be able to:

1. demonstrate a complete understanding of individual development and

identity as shaped by one’s culture, institutional influences, and lived
experience,

2. select instructional strategies for the development of learner’s critical and

creative thinking skills as applied to social studies,

3. create lesson plans that incorporate learning experiences intended to

develop the learners' higher-order thinking skills as applied to social studies,
and

4. utilize both traditional and authentic assessment tools and techniques.

 45

True or False (Theme of AP Curriculum)

______1. The connection between environment/society and people is fundamental in

Social Studies.
______2. The influence of the physical environment on people is what shapes its
identity as a person.
______3. The only importance of learning the past is to provide knowledge to
students.
______4. Chronological thought does not mean memorizing dates or names of
people and places.
______5. The identity of the group and its members is culturally anchored.

How well do you know yourself? Please

describe yourself in one word.

Teaching the development of self-identity to our young students requires

meaningful, mindful, and careful lesson planning. It will serve as a foundation of
them knowing themselves as a different human being compared to others. You will
learn in this unit how to teach self-identity to Grade 1 students, so here are examples
of suggested strategies. The example lessons, activities, and images cited here are
 46

taken from the compiled list of Grade 1 Teacher’s Guide (TG) 2019 – 2020 by
DepEd Tambayan, an organization of teachers that aims to provide free resources
for fellow teachers. In part, these resources are used in this module as model
lessons to illustrate the use of the different teaching strategies described in this unit.

1. Simulation Method

The Simulation Method is a model of a real-world scenarios. Simulation is

often used for teaching concepts and principles that are not readily observable, such
as theoretical concepts. They are dynamic and lively ways of presenting ideas,
problems, issues, and realities in our past and present societies. Its purpose is to
bring the real-life situation to the students and make them decide about the case,
and the evaluation will be on the behavior they have shown during the process.

Here is an example: “Ako ay Katangi-tangi”

Sabihin sa mga mag-aaral na pagmasdan ang nasa larawan

Itanong sa mga mag-aaral kung tuwing kailan nila nararamdaman ang mga
damdaming ito. Magpalaro sa mga mag-aaral. Tulungan silang bumuo ng
dalawang pangkat sa klase na may magkasindami ng miyembro. Bawat
pangkat ay bubuo ng isang bilog tulad ng larawan na ipinapakita sa ibaba.
 47

Nakatala rito ang mga sitwasyon.

a. May inuwing pasalubong para sa iyo ang iyong tatay.
b. Inagaw at sinira ng iyong kalaro ang paborito mong laruan.
c. Nabalitaan mong nagkasakit ang iyong matalik na kaibigan.
d. Lumabas ka ng kwarto at biglang sumigaw nang malakas ang iyong
kapatid.

Basahin ang unang sitwasyong nakatala. Matapos itong basahin, bumilang ng

isa hanggang sampu habang dalawang pangkat ng mga mag-aaral ay umiikot
na ng magkasalungat. Pagkabilang ng sampu, sabihan ang mga mag-aaral
na ipakita sa katapat na kamag-aral ang maaaring maramdaman sa
binangggit na sitwasyon. Ulitin ang gawaing ito sa sumusunod pang
sitwasyong babasahin. Maaaring mag-isip pa ng ibang mga sitwasyon
maliban sa mga nakatala.

Itanong sa mga mag-aaral ang mga sumusunod:

a. Ano ang naramdaman mo habang ikaw ay naglalaro?
b. Magkatulad ba ang damdaming ipinakita mo at ng iyong mga nakatapat na
kamag-aral sa iba‘t ibang sitwasyong nabanggit? Bakit o bakit hindi?

2. Inquiry Method

This method is one of the essential methods used in Social Science. They are
mostly used by social scientists to gather information. Inquiry or discovery method
encourages divergent thinking, allows students to find out information by themselves,
and generates students' enthusiasm for examining issues logically.

Here is an example: “Ang pagbabago sa aking sarili”

Atasan ang mga mag-aaral na ipakwento sa kanilang mga magulang o

tagapag-alaga kung ano-ano ang mga pagbabago sa kanilang sarili ang
kanilang napansin mula nang sila ay bata pa hanggang sa kanilang
kasalukuyang edad.

Magpadala ng damit, laruan, tsinelas, o sapatos noong ikaw ay sanggol o

edad isa o dalawa o tatlo pa lang. Ipakumpara ang mga ito sa kasalukuyang
mong mga gamit.

Batay sa impormasyong kanilang nalaman tungkol sa mga pagbabago sa

kanilang sarili, magpagawa ng isang timeline ng mga mahahalagang
pagbabago na kanilang napansin.

3. Laboratory Method

In Social Studies, we mostly used concrete facts and concepts, so it is only

natural to put the information we gather in a laboratory to strengthen the facts and
ideas further. The vital point to note in this method is that students manipulate
concrete objects, equipment, etc. under the teacher's direction. By using this
 48

strategy, we are trying to teach our students about individuality under scientific
procedures.

Here is an example: “Ako ay katangi-tangi”

Itanong sa mga mag-aaral kung napagmasdan na nila ang kanilang mga daliri
sa dalawang kamay? Ipasuring mabuti ang mga guhit sa kanilang hinlalaki.

Sabihin sa mga mag-aaral ang mga sumusunod

Lahat tayo ay may kani-kaniyang “thumb print” tulad ng sinisiyasat ng

imbestigador sa larawan. Subukin mong ikumpara ang iyong sariling “thumb
print” sa iyong mga kamag-aral.

Gabayan ang mga mag-aaral na bumuo ng isang pangkat na may limang

kasapi. Bigyan ang bawat grupo ng isang malinis na papel at maghanap ng
maaring ipangkulay sa kanilang hinlalaki tulad ng stamp pad o uling. Maaari
ring ipagamit ang alinmang pangkulay na matatagpuan sa inyong paligid.

Matapos pakulayan ang kanilang hinlalaki, ipadiin ito sa isang malinis na

papel tulad ng nasa larawan.

Hikayatin ang mga mag-aaral na siyasating mabuti ang mga guhit mula sa
kanilang hinlalaki.

Itanong ang mga sumusunod:

a. Ano ang natuklasan mo?
b. Magkapareho ba ang thumb print ninyo ng iyong mga kamag-aral?
c. Maliban sa thumb print, may naiisip ka pa bang ibang mga katangiang
pisikal na naiiba sa iyong mga kamag-aral?

4. Role Modelling/Modelling

Teachers must always be role models whenever they stand before their class.
In this case, you will use role models like famous persons and highlight whatever
accomplishment they have achieved. You are inspiring your students to be like them
in the future.
 49

Here is an example: “Ang aking mga pangarap”

Sabihin sa mga mag-aaral na pagmasdan ang mga taong nasa larawan.

Sabihin sa mga mag-aaral—

Minsan din silang naging isang batang katulad ninyo. Sa kanilang pagsisikap,
natupad nila ang kanilang mga pangarap. Ang mga pangarap ay mga bagay
na nais mong magawa, makamit o matupad sa iyong buhay. Anoano ang
iyong mga pangarap?

5. Collaborative Learning

Working together means work will be more comfortable. As the saying goes,
"two heads are better than one." Students like working with their peers. They realize
that they can depend upon and use each other’s strengths to solve problems and
complete tasks.

Here is an example: “Ang aking mga paboritong bagay”

Hikayatin silang isipin ang kanilang mga paboritong bagay. Ipaguhit ito sa
isang graphic organizer—larawan ng kamay—tulad ng kanilang paboritong
gawain, pagkain, at matalik na kaibigan. Ipasulat din dito ang kanilang
pangalan at edad.
 50

Pagkatapos gawin ang graphic organizer, atasan ang mga mag-aaral na

bumuo ng pangkat na may tig-10 miyembro.

Itanong sa bawat pangkat ang mga sumusunod:

a. Mayroon ba sa inyong mga ka-grupo ang may eksaktong kapareho ng
nilalaman ng inyong graphic organizer?
b. Bakit walang mag-aaral na may eksaktong kapareho ng mga isinagot sa
graphic organizer?

6. Demonstrations

Demonstrations are the repetition of a series of planned actions designed to

illustrate certain phenomena. The students or teachers can present demonstrations.
The use of a demonstration is to make some information clear.

Here is an example: “Pagkilala sa sarili”

Gabayan ang mga mag-aaral sa pagbuo ng pangkat na may apat na kasapi.

Hikayatin silang isadula ang mga babasahin mong sitwasyon:

a. Unang araw ng klase, kailangan ninyong ipakilala ang inyong sarili sa
inyong mga kamag-aral
b. Hindi sinasadyang napahiwalay ka sa iyong nanay sa palengke. Sa
kabutihang palad, nakita mo ang nanay ng iyong kaklase. Nagmagandang
loob siyang ihatid ka sa inyong bahay ngunit hindi niya alam kung saan ka
nakatira. Tinanong niya sa iyo kung saan matatagpuan ang inyong bahay.
c. Nakita mo ang iyong lola na matagal mo nang hindi nakakasama. Tinanong
niya kung ilang taon ka na.
d. Naglalagay ng dekorasyon sa inyong silid-aralan ang guro ninyo.
Sinabi niyang ilalagay niya sa isang bahagi ng silid ang talaan ng

7. Visual Strategies

Visual strategies work best when students are actively engaged while the
images are displayed. Students will need you to model image analysis first, then with
little encouragement they will be able to interpret what they see independently. Using
this method teaches your students to become great at analyzing things. It also
encourages independent learning.
Here is an example: “Ang aking pangangailangan”

Ipasuri ang larawan na nagpapakita ng mga bagay na ginagamit

sa araw-araw. Pabilugan ang mga bagay na kailangan nila
upang manatiling malakas at malusog ang kanilang
pangangatawan at pag-iisip.
 51

8. Using a Graphic Organizer

A graphic organizer is proven to be one of the most successful teachers'

strategies because it is convenient to use both for the teachers and students. It can
be designed artfully to catch the students' attention, and it can lessen the amount of
information given about the topic when properly used.

Here is an example: “Ang aking paglaki”

Ipasuri at ipalarawan sa mga mag-aaral ang timeline ng pagbabago sa buhay

nina Mimi at Buboy.

Itanong sa mga mag-aaral ang sumusunod:

a. Ano-ano ang mga napansin mong pagbabago sa mga larawan sa

dalawang timeline?
b. Ano ang napansin mong pagbabago sa anyo nina Mimi at Buboy?
c. Nagsimula sa anong taong gulang ang timeline?
d. Kailan nagsimula ang timeline? Kailan ito nagtapos?
e. Sina Mimi at Buboy pa ba ang ipinakikita sa huling larawan sa mga
timeline?
f. Bakit kaya nagbago ang kanilang anyo?
g. Nakararanas ba ang lahat ng tao ng ganitong mga pagbabago? Ipasuri ang
sumusunod na mga larawan. Ipagupit at ipadikit sa tamang kahon ang bawat
larawan ayon sa pagkakasunod-sunod ng mga pagbabagong nagaganap sa
isang tao.

9. Games

Games help students develop a disposition toward collaboration, problem-

solving, communication, experimentation, and exploration of identities, all attributes
 52

that promote success in a rapidly changing, information-based culture (Horizon

Report, 2011). In games, they can learn team building and collaboration, which is
vital in Social Studies Education. The ability to be part of a team and collaborate are
among the principal components of becoming a part of society (Gee, 2003).

Here is an example of its use in a lesson: “Ang aking mga paboritong bagay”

Charades

Ipaliwanag sa mga mag-aaral ang larong charades. Pahulaan ninyo sa inyong

mga kaklase ang iyong paboritong gawain sa pamamagitan ng larong
charades. Ang larong ito ay pagpapahula ng isang bagay sa pamamagitan
lamang ng paggawa ng aksyon nang hindi nagsasalita. Bibigyan ko ang
bawat kalahok ng isang minuto upang pahulaan ang paboritong gawain.

Matapos ang larong charades, pagsama-samahin ang mga mag-aaral na may

magkakatulad na paboritong gawain. Atasan ang bawat pangkat na magplano
ng isang malikhaing presentasyon kung saan maipapakita ang kanilang
paboritong gawain.

10. Storytelling

Stories are a great provider of real-life situations that students can ponder on.
Proper utilization of this will lead to a great learning experience, especially on young
students.

Here is an example of its use in a lesson: “Ang pagpapaunlad sa aking kakayahan”

Isalaysay ang kuwento ng buhay ni Roselle Ambubuyog.

Itanong sa mga mag-aaral ang mga sumusunod:

a. Bakit nabulag si Roselle?
b. Ano ang naramdaman mo pagkatapos mong malaman ang kuwento ng
buhay ni Roselle?
c. Ano-ano ang nakamit niyang tagumpay?
d. Paano siya nagtagumpay bilang mag-aaral?

You Can Do It !
It is time for you to apply what you have learned in this unit. Aside
from the strategies we have studied, what other teaching strategies
do you think you can use to teach the concept of self-identity?
Describe the strategy/strategies and explain how to use it.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 53

Based on your opinion, how can the development of self-identity be helpful to

young students?
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

You have now completed this segment of the module. Be ready to answer the
test below to determine what you have learned. Fill Column B with a sentence that
will best describe the learning experience that the student will have using the
strategies on Column A.

Column A Column B
INQUIRY METHOD
LABORATORY METHOD
DEMONSTRATIONS
SIMULATION METHOD
ROLE MODELLING
VISUAL STRATEGIES
GAMES
STORYTELLING
USING GRAPHIC ORGANIZERS
COLLABORATIVE

Suggested readings/website
✓ SSCED Tool Kit, Curriculum, Instruction, and Assessment, Strategies to
Teach Social Studies
✓ NC Civic Education Consortium, Tips and Tricks for Engaging Students in
Social Studies Instruction
 54

References

DepEd Tambayan. (2019, April 14). Grade 1 Teacher’s Guide (TG) K to 12

Curriculum. Depedtambayan.Org. https://depedtambayan.org/grade-1-
teachers-guide-tg-k-to-12-curriculum/

Gee, J.P. ( 2003) What video games have to teach us about learning and literacy?
Macmillan, pp. 225. Retrieved from https://citl.indiana.edu/teaching-
resources/teaching-strategies/games-learning/index.html

K to 12 Gabay Pangkurikulum ARALING PANLIPUNAN Baitang 1-10

Muhammad, Y. (2019). Choosing an appropriate teaching methodology. Retrieved

from https://www.researchgate.net/publication/332548905_ Choosing
_an_appropriate_teaching_methodology

NC Civic Education Consortium (n.d.). Tips and Tricks for Engaging Students in
Social Studies Instruction SSCED Tool Kit, Curriculum, Instruction, and
Assessment, Strategies to Teach Social Studies

Sivakumar, R. (2018). Methods and Resources In Teaching Social Studies.

SSCED Tool Kit, Curriculum, Instruction, and Assessment, Strategies to Teach

Social Studies
 55

UNIT 5
Strategies for Teaching the Concept
of Social Institutions (family)

INTRODUCTION

Family is the basic unit of society. In the Philippines, it is apparent that family
is one of society's most vital units. The students need to recognize what roles a
family plays in society. It will affect the way they appreciate the role that they will play
in the future. That's why it is imperative to make them fully understand what family is.

This unit will help you discover some practical strategies that will help you
teach the concept of family and self-identity, which is the central theme of Araling
Panlipunan for Grade 1. This theme covers the students' need to identify themselves
as part of their family, community, and society. Choosing the right methods and
strategies is affected by many factors, so you must familiarize yourself with the
different aspects of lesson planning.

OBJECTIVES

When you have completed this lesson, you will be able to:

1. demonstrate complete understanding and full knowledge of the roles of

families in the society and ways they can make their students understand
it too, that can be seen through participating on the discussions or writing
a reflection paper,

2. select instructional strategies for the development of learner’s critical and

creative thinking skills as applied to social studies,

3. create lesson plans that incorporate learning experiences intended to

develop the learners’ higher order thinking skills as applied to social
studies, and

4. utilize both traditional and authentic assessment tools and techniques.

 56

1. It is a teaching strategy that uses the visual dimension of the students' learning style.
What is it?

A. Games B. Using Graphic Organizer

C. Storytelling D. Visual Strategies

2. It is a teaching strategy that uses challenging yet entertaining task that most of the

students like because it is excellent for catching their attention, they can learn team-

building and collaboration here, what is it?

A. Direct Instructions B. Games

C. Community-based Instruction D. Storytelling

3. It is a teaching strategy that is said to be the first step towards instruction delivery. It
should start on simple ideas going to complex ideas, what is it?

A. Role Play and Simulations B. Inquiry Teaching

C. Collaborative Learning D. Teaching Facts, Concept and

Generalizations

4. It is a teaching strategy that promotes the formulation of tasks centered on the student's
groupings to perform an undertaking successfully.

A. Discussion Formats B. Community-based Instruction

C. Collaborative Learning D. Games

5. It is a teaching strategy that centers on making students ask questions on the people
around him/her, about a specific topic, what is it?

A. Inquiry Teaching B. Role Play and Simulations

C. Visual Strategies D. Using a Graphic Organizer

6. It is a teaching strategy that makes the students involved by portraying different

characters and putting them in a real-life situation. What is it?

A. Games B. Teaching Facts, Concept and

Generalizations
C. Direct Instructions D. Role Play and Simulation

7. It is a teaching strategy that emphasizes the use of lecture as a useful teaching tool.
What is it?

A. Direct Instructions B. Storytelling

C. Inquiry Teaching D. Community-based Instruction

 57

8. It is a teaching strategy that involves the locality where the students live.

A. Collaborative Learning B. Community-based Instruction

C. Role Play and Simulation D. Using Graphic Organizers

9. It is a teaching strategy that uses fiction or nonfiction narrative that contains human

emotions and values. What is it?

A. Direct Instructions B. Visual Strategies

C. Storytelling D. Teaching Facts, Concept and

Generalizations

10. It is a teaching strategy that uses concept maps, webs, thinking maps, mind maps to

execute a lesson. What is it?

A. Games B. Storytelling

C. Using Graphic Organizers D. Collaborative Learning

We are all members of a family. Our family structure may not necessarily be
the same, but it is still a family. Let's start by checking what you know of a family.
Your knowledge is vital because you will be discussing this concept to your future
students who happen to be very young children in their first year or so of formal
schooling.
Complete this KWL chart with necessary information about the topic: "Family."

Know Want to Know Learned

 58

The teacher's choice regarding teaching strategies that will be used in

a lesson should be paralleled on the students' cognitive abilities and other factors
such as availability of resources, duration of the course, classroom demographics,
teachers' educational philosophy, subject and mission of the school (Muhammad,
2019). In this unit, you are about to teach Grade 1 students, so here are examples of
suggested strategies to be used. The example lessons, activities, and images cited
here are taken from the compiled list of Grade 1 Teacher’s Guide (TG) 2019 – 2020
by DepEd Tambayan, an organization of teachers that aims to provide free
resources for fellow teachers. These resources are used in part in this module as
model lessons to illustrate the use of the different teaching strategies described in
this unit.

1. Teaching Facts, Concept, and Generalizations

Every discussion must start with the teacher discussing the facts, concepts,
and generalization, but make sure to start with simple ideas towards complex ideas.
Of course, it must always be at par at the students' level of cognitive ability. If
teachers failed to do this, they would be having a hard time progressing on their
lessons. It applies to every subject area and topic.

Here is an example:

“Ang pamilya ay ang kumukupkop sa atin mula sa pagkabata natin hanggang

sa tayo ay nasa tamang edad na. Sila ang mga malalapit na tao sa atin na
nakakasama natin sa araw-araw nating buhay”

2. Collaborative Learning

It is a process of learning wherein students depend on each other to

accomplish a task. The study proves that integrating this kind of strategy on
instruction will bear a convincing result because the individual's pressure will lessen,
and they will be able to work effectively.
 59

Here is an example:

“Paghahambing ng Kuwento ng aking Pamilya at ng Pamilya ng aking mga kamag-

aral”
Pangkatin ang mga mag-aaral. Bawat pangkat at bubuuin ng limang kasapi.
Ipabahagi sa bawat kasapi ang kuwento ng kanilang pamilya. Batay sa mga
ibinahagi, gabayan ang mga mag-aaral upang mapunan ng impormasyon ng
bawat pangkat ang tsart na makikita sa ibaba.

3. Inquiry Teaching

This method is always utilized in Social Science as a form of gathering

information for research. Still, in this unit, we will deal with a rather rudimentary way
of inquiry teaching where students are tasked to ask simple questions to the people
around them about superficial topics, in this case, about family.
Here is an example of its use in a lesson: “Ang aking pamilya”

Sabihin sa mga mag-aaral na magpatulong sa mga kasapi ng kanilang

pamilya upang masagutan ang gawaing ito.

4. Direct Instructions and Discussion Formats

Lectures are sometimes necessary to present some information, explain a

new skill, model a thinking process, or provide direct instruction to students before
they proceed to grapple with learning on their own. Lectures are essential parts of
education because, with the proper use of this, ideas can be brought out and can
lead to a meaningful discussion, which is necessary for learning to occur.

Here is an example of its use in a lesson: “Mga alituntuning ipinapatupad ng aking

pamilya”

Magdaos ng isang talakayan tungkol sa mga ugali o gawing ipinatutupad sa

tahanan ng mga nakatatandang kasapi ng pamilya. Ipaunawa sa mga mag-
aaral na ang mabubuting ugali o gawi na ipinatutupad ng kanilang mga
magulang o nakatatandang kasapi ng pamilya ay tinatawag na alituntunin.
 60

5. Community-based Instruction

As an essential part of Social Studies, it is imperative always to use the

community where the students live as examples of the lessons concerning society.
And in this unit, the family is the focus of discussion; It is the basic unit of society.
The community must always be included in the instruction for the students to relate
more personally so that learning will become more successful.

Here is an example: “Ang Mabuting Pakikipag-ugnayan ng Aking Pamilya sa Ibang

Pamilya”

Itanong sa mga mag-aaral kung kilala nila ang kanilang mga kapitbahay.
Itanong rin kung ano-ano ang naitutulong sa kanila ng kanilang kapitbahay o
di kaya ay ang paborito nilang gawain kasama ang kanilang kapitbahay

6. Role Play and Simulations

Students love playing roles and taking on other people's identity. While doing
so, they learn many important values like empathy or the ability to see situations
from different perspectives. Simulations are also effective at engaging students in
problem-solving in real-world contexts. Making students aware of the real-world
problem and apply it to their personal lives is one of the main goals of Social Studies
as a subject.

Here is an example: “Ang kahalagahan ng pagtupad sa mga alituntunin ng aking

pamilya”

Gabayan ang mga mag-aaral upang mapunan ang mga patlang sa liham na
naglalaman ng mga pangako nila sa kanilang mga magulang o tagapag-
alaga.
 61

7. Visual Strategies
An interactive lecture, well-illustrated with slides or images from authentic
sources, is a good teaching strategy. It takes time to develop a richly visual
presentation, but students learn content and visual analysis skills. Teachers must
also consider the students learning styles. Some students are visual learners;
there are auditory learners and kinesthetic learners. But one of the most common
types of learners are visual learners, so teachers must utilize the sense of sight of
the students to engage them in learning.

7.1. Art & Images - Finding a powerful, rich image to project at the front of the
room, or copy and handout or hang around the room, and allow students
to practice being critical viewers.

Here is an example of Arts and Images used in a lesson: “Mahahalagang pangyayari

sa buhay ng aking pamilya”

7.1.1. Ipasuri sa mag-aaral ang larawan na nasa ibaba.

Itanong sa kanila ang mga sumusunod:

• Ano ang nakikita sa larawan?
• Sino-sino ang nakikita sa larawan?
• Anong pangyayari ang inilarawan?
• Ano ang nararamdaman ng mga tao sa larawan? Bakit?
• Mahalaga kaya ang pangyayaring ito para sa pamilyang nakikita sa
• larawan? Bakit mo ito nasabi?
• Ano-ano pa kayang pangyayari sa buhay ng pamilya ang maituturing
na mahalaga?

7.1.2. Bigyan ng malinis na papel ang mga mag-aaral at ipaguhit dito ang
larawan ng kanilang pamilya. Pagsama-samahin ang mga larawang iginuhit
ng mga mag-aaral. Sa pinagsama-samang iginuhit na larawan, subuking
makabuo ng hugis ng titik P, ang unang titik ng salitang pamilya. Sabihin sa
mga mag-aaral: Ang inyong ginawa ay isang uri ng sining na tinatawag na
mosaic. Ang mosaic ay pinagdikit-dikit na larawan o bagay upang makabuo
ng isang hugis o pattern.
 62

8. Using Graphic Organizers

One very profitable strategy is the use of graphic organizers. Known by
various names (concept maps, webs, thinking maps, mind maps), these are simply
tools to help students organize their thinking. It also reduces the number of
information that the students would have to take in. By using organizers, they can
utilize keywords that can be helpful in their understanding.
Here is an example:

8.1. Bar Graph: “Ang aking Pamilya”

Bigyan ang bawat mag-aaral ng papel na hugis parisukat na may sukat

na 2x2. Tiyakin na ang bilang nito at kasindami ng mga taong nakatira sa
bahay na inuuwian ng bata. Sa tulong ng kanilang magulang o tagapag-alaga,
ipasulat sa bawat parisukat ang pangalan ng mga kasapi ng kanilang pamilya.
Ipadala ang mga ito sa klase sa susunod na pagkikita.

Bumuo ng mga pangkat na may tig-lilimang kasapi. Magpagawa sa

bawat pangkat ng bar graph na nagpapakita ng bilang ng mga kasapi ng
kanilang pamilya. Ipalabas ang mga papel na hugis parisukat na may
nakasulat na pangalan ng mga kasama nila sa bahay. Ito ang gagamitin
nilang bar sa gagawing bar graph. Maghanda ka ng mga graph. Kung ilan ang
bilang ng mga nabuong pangkat, ito rin ang bilang ng iyong gagawing graph.
Gayahin ng graph na nasa ibaba.

8.2. Timeline: “Ang mahahalagang pangyayari sa aking pamilya”

Hikayatin ang mga mag-aaral na mag-isip ng tatlong nangyari sa kanilang

pamilya noong nakaraang araw. Ipaguhit ang mga ito sa kahon ayon sa
pagkakasunod-sunod ng mga pangyayari.
 63

8.3. Chart: “Ang aking tungkulin sa aking pamilya”

Gabayan ang mga mag-aaral sa pag-analisa ng tsart ng kanilang mga

tungkulin sa kanilang pamilya. Palagyan ng tsek ang mga natutupad nilang
tungkulin sa bawat araw

9. Storytelling
Storytelling is one of the most effective Social Studies strategies because this
subject is full of stories that must be relived. Words contain human emotions, values,
and real-life situations where students can relate and learn to.

Here is an example: “Ang kahalagahan ng pagtupad sa mga alituntunin ng aking

pamilya”

Ipaliwanag sa mga mag-aaral ang mga sumusunod na salita:

a. gamugamo
b. gasera
c. ningas

Itanong sa mga mag-aaral kung sinusunod nila ang mga alituntunin o mga
ipinagagawa ng kanilang mga magulang o di kaya‘y nakatatandang kasapi ng
kanilang pamilya? Sabihing “Alamin natin kung ano ang nangyari sa isang
batang gamu-gamo nang hindi siya sumunod sa ipinagagawa sa kanya ng
nanay niya.”

“Basahin ang kwentong pinamagatang ―Ang Ilawan at ang Gamugamo”

Pagkatapos basahin ang kuwento, itanong sa mga mag-aaral:

a. Ano ang sinabi ng matandang gamugamo sa batang gamu-gamo?
b. Ano ang ginawa ng batang gamugamo?
c. Bakit hindi sinunod ng batang gamugamo ang sinabi ng matandang gamugamo?
d. Ano kaya ang naramdaman ng matandang gamugamo sa kaniyang ginawang hindi
pagsunod?
e. Ano ang nangyari sa batang gamugamo?
f. Kung ikaw ang batang gamugamo, gagawin mo rin ba ang kanyang ginawa? Bakit
o bakit hindi?
g. May mga pagkakataon ba na, tulad ng batang gamugamo, hindi mo rin sinusunod
ang payo o utos sa iyo ng iyong nanay o tatay? Ikuwento mo nga ang iyong
karanasan.
h. Sa inyong palagay, bakit mahalagang sundin ang mga alituntunin ng inyong
pamilya?
 64

10. Games
Games encourage collaboration, problem-solving, communication,
experimentation, and exploration of identities, all attributes that promote success in a
rapidly changing, information-based culture (2011 Horizon Report). In games, they
can learn team building and collaboration, which is vital in Social Studies Education,
as those are a few of the main components to becoming a part of society (Gee,
2003).
Here is an example of its use in a lesson: “Ang kahalagahan ng pagtupad sa
mga alituntunin ng aking pamilya”
Bumuo ng pangkat na may tig-lilimang kasapi. Bawat kasapi ng pangkat ay
maglalaro ng binagong Snakes and Ladders. Makinig sa panutong sasabihin ng
inyong guro para sa larong ito.

Itanong sa mga mag-aaral:

a. Ano ang naramdaman mo habang

nilalaro ang binagong “Snakes and
Ladders”?

b. Ano ang nangyayari kapag natapat

ang iyong pamato sa larawang
nagpapakita ng pagsunod sa
alituntunin?

c. Ano naman ang nangyayari kapag

natapat ang iyong pamato sa
larawang nagpapakita ng hindi
pagsunod sa alituntunin?

You Can Do It !
It is time for you to apply what you have learned in this unit. Which
among the teaching strategies discussed in this unit is the best
strategy to teach the concept of family among Grade 1 students?
Why?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 65

Based on your opinion, what should be the primary consideration for teachers
concerning selecting a strategy for a lesson?
______________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

You have now completed this segment of the module. Be ready to answer the
test below to determine what you have learned. Write your answer on the blanks
before each number.

________________ 1 It is a teaching strategy that uses concept maps, webs, thinking

maps, mind maps to execute a lesson.
________________ 2 It is a teaching strategy that uses fiction or nonfiction narrative
that contains human emotions and values.
________________ 3 It is a teaching strategy that involves the locality where the
students live.
________________ 4 It is a teaching strategy that emphasizes the use of lecture as a
useful teaching tool.
________________ 5 It is a teaching strategy that involves the students by having
them portray different characters in a real-life situation.
________________ 6 It is a teaching strategy that utilizes the visual dimension of the
students' learning styles.
________________ 7 It is a teaching strategy that uses challenging yet entertaining
tasks that most students like because it is excellent for catching
their attention; they can learn team building and collaboration
here.
________________ 8 It is a teaching strategy that is said to be the first step towards
instruction delivery. It should start with simple ideas going to
complex ideas.
________________ 9 It is a teaching strategy that promotes allows students to work
together to perform an undertaking successfully.
________________ 10 It is a teaching strategy that centers on students asking people
questions about a specific topic.
 66

Suggested readings/website

✓ SSCED Tool Kit, Curriculum, Instruction, and Assessment, Strategies to

Teach Social Studies
✓ NC Civic Education Consortium, Tips and Tricks for Engaging Students in
Social Studies Instruction

References

DepEd Tambayan. (2019, April 14). Grade 1 Teacher’s Guide (TG) K to 12

Curriculum. Depedtambayan.Org. https://depedtambayan.org/grade-1-
teachers-guide-tg-k-to-12-curriculum/

Gee, J.P. ( 2003) What video games have to teach us about learning and literacy?
Macmillan, pp. 225. Retrieved from https://citl.indiana.edu/teaching-
resources/teaching-strategies/games-learning/index.html

K to 12 Gabay Pangkurikulum ARALING PANLIPUNAN Baitang 1-10

Muhammad, Y. (2019). Choosing an appropriate teaching methodology. Retrieved

from https://www.researchgate.net/publication/332548905_ Choosing
_an_appropriate_teaching_methodology

NC Civic Education Consortium (n.d.). Tips and Tricks for Engaging Students in
Social Studies Instruction SSCED Tool Kit, Curriculum, Instruction, and
Assessment, Strategies to Teach Social Studies
 67

UNIT 6
Strategies for Teaching The Concept of
Social Institution (community)

INTRODUCTION

This unit will help you discover some practical strategies that will help you
teach the social institution concept, which is the central theme of Araling Panlipunan
for Grade 2. This theme covers power, authority, and governance. Social studies
programs include experiences that provide studies on how people create, interact
with, and change power, authority, and governance structures.

Since the topic is for Grade 2 Araling Panlipunan "Ang Aking Komunidad,
Noon at Ngayon," this module will expose you to different strategies suitable for
teaching Grade 2 students.

OBJECTIVES

When you have completed this course, you will be able to:

1. demonstrate a full knowledge and understanding of how people

create, interact with, and change structures of power, authority,
and governance,
2. select instructional strategies for the development of learner’s
critical and creative thinking skills as applied to social studies,
3. create lesson plans that incorporate learning experiences intended to
develop the learners' higher-order thinking skills as applied to social
studies, and
4. utilize both traditional and authentic assessment tools and techniques.

Direction: Write RIGHT if the statement is true and WRONG if it is false.

1. In making a lesson plan, the content should be appropriate forthe

learners' grade level or age.

2. In making a lesson plan, you should stick only to one strategy to

avoid confusion.
 68

3. A teacher can use maps to determine if his/her learners know the

differences and similarities of the two subjects.

4. Having appropriate and different techniques will help

learners to be more engaged in learning.

5. Lecturing is a technique by which the presenter or teacher

does the talking while the audience listens.

6. In a brainstorming activity, it is more important to have great ideas

than multiple ones.

7. If you want to know whether the learners can analyze and compare
two relevant concepts, the teacher should use the Venn Diagram.

8. Collaboration means working with each other.

9. Role-Playing allows students to explore real situations by working

with each other.

10. Independent Learning is a method that involves the teacher

discussing the lesson then suggests books or internet references
for the children to understand the lesson quickly.

Here is a question for you. Who is the better teacher? A teacher who is an
expert in teaching pedagogy but lacks the mastery of his/her subject area or a
teacher who has knowledge of his/her subject area but lacks in teaching
pedagogy. State your answer below using 3-5 sentences.
______________________________________________________________
______________________________________________________________
______________________________________________________________
 69

Let’s begin by examining the Curriculum Guide for K-12 Araling Panlipunan,
specifically the description for Grade 2 AP, where the concept of the community
and government is first introduced to Filipino students. Since Filipino is the medium
of instruction for Araling Panlipunan (Social Studies), the curriculum guide is
written in Filipino.

Saklaw at Daloy ng Kurikulum

Naipamamalas ang kamalayan bilang batang Pilipino sa katangian at bahaging
ginagampanan ng tahanan, paaralan at pamayanan tungo sa paghubog ng isang
mamamayang mapanagutan, may pagmamahal sa bansa at pagmamalasakit sa
kapaligiran at kapwa.

Daloy ng Paksa: Ang Aking Komundad, Ngayon at Noon

Deskripsyon:
Pag-unawa sa kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang
konsepto ng pagpapatuloy at pagbabago, interaksyon, pagkakasunod-sunod ng
pangyayari, mga simpleng konseptong heograpikal tulad ng lokasyon at pinagkukunang
yaman, at konsepto ng mga saksi ng kasaysayan tulad ng tradisyon oral at mga labi ng
kasaysayan

To teach the concept of community to young learners, you need to make the
topic less abstract. Since this will be their first exposure to studying a concept that
they have not paid much attention to previously, at least in a formal way, it will help
a great deal to make your lessons informative yet interesting for them.
So, let's begin. I will give you some methods and strategies that many AP
teachers have found effective in teaching AP topics.

STRATEGIES FOR ACTIVATING PRIOR KNOWLEDGE

Learning is a process of infusing new ideas to old ideas. Teachers should

recognize the importance of prior knowledge and give students opportunities to
enhance the information they already know.

What are the ways to activate prior knowledge?

 70

A. Brainstorming – This is when students are given a topic and invited to call
out their ideas. Students' views are accepted, and the teacher will guide them
by listing those ideas. Learners needed time to think, process, and recall.
However, the session should end when the responses slow down.
Example Activities for students:
"Make a list of the establishments that you can see in your barangay."
We assume that they didn't know what community is about, but still, we are sure that
they understand what barangay is. In this strategy, the teacher will know the prior
knowledge of the students. In brainstorming, the quantity of ideas is more important
than the quality of ideas.

B. Collaborative Process – Collaboration means working together. Another

strategy to activate prior knowledge is to group the students according to their
barangay.

Example: In Round robin:

Group the students based on their addresses. For instance, Group 1 would be
composed of students from Barangay San Jose, Group 2 from Barangay San Juan, etc.
Ask each group to come up with a list of establishments they see in their area. The
collaboration aspect of this activity is significant not only for activating prior
knowledge but also for teaching students to cooperate, collaborate, and socialize with
their peers.

STRATEGIES FOR DEVELOPING LESSONS

A. Direct Instruction
To introduce a lesson, the teacher may use Direct Instruction. It means that
the teacher stands in front of the class and discusses information while her
students listen attentively and take notes.

Example: The lesson is "Ano ang Komunidad." To explain the concept of the
community, the teacher can use creative and colorful visual aids, use a
chalkboard or whiteboard. When the teacher uses direct instruction, he always
offers follow-up questions and uses higher-order thinking skills or HOTS.

B. Use Graphic Organizers

A graphic organizer is an implement used to organize information and ideas

in a way that is easy to comprehend and internalize. By integrating text and
visuals, graphic organizers show relationships and connections between
concepts, terms, and facts (Athuraliya, 2020).
 71

For example: The lesson is “Gawain at

Tungkulin ng mga Bumubuo ng
Komunidad," the teacher can use
different graphic organizers so that
the learners may easily understand
the lesson.

1. Maps

Studying, drawing, and interpreting maps are activities essential for

teaching Social Studies. Maps indicate economic and physical features,
location of places, and political boundaries.

Example: One of AP curriculum’s provisions for Grade 2 student is to

draw a simple map of a community from his own home or from school that
show important places, structures, landforms, bodies of water, etc.

Let the students

draw their
community.
Another valuable
part of drawing
activity for the
learners is when
they can identify
themselves as
ARTISTS.

2. Venn Diagram

Venn Diagrams help the learners to visualize the similarities and differences
between the two concepts. It uses circles to show the relationships among things or
finite groups of items.
 72

Example: The lesson is “Ang Aking Komunidad Noon at Ngayon.”

The Venn Diagram is one of the best

strategies for showing relationships.

Learners can quickly identify the

differences and similarities between the
past and present.

C. Storytelling

Storytelling is the oldest form of teaching. Teachers trying to teach a difficult

concept can teach the class using stories. It will help the learner to understand
and remember the idea of the lesson.

Example:

The topic is “Anyong lupa at Anyong tubig

sa Komunidad.” The objective of this
lesson is to identify the different types of
land and water features in the
community.

D. Role-Playing

Role-play allows students to explore real life situations by interacting with each
other in an organized environment. Teachers can make their class enjoyable by
introducing role-play sessions. It will help students to step out of their comfort
zones and develop their interpersonal skills.

For example: The teacher may use role-playing for the lesson of
“Hanapbuhay sa Komunidad." Group the students and give them a task that
they need to perform, like role-playing the community's everyday livelihoods:
fishing, farming, carpentry, baking, etc. Let the learners show the different
types of jobs in the community by acting in front of the class.
 73

E. Lectures

The lecture method is a controlled and information centered approach in which

the teacher works as a sole resource in the classroom instruction. In this
strategy, the only teacher does the talking, and the audience (learners) can be
classified as passive listeners.

Example: Some topics are difficult for students to share their ideas with at first.
Such topics are best presented as a lecture. For young learners, topics like
community rules and regulations could be a little complex for them. So, the teacher
can introduce the topic herself while the students listen.

These are the things you should know about preparing a lecture:
• use appropriate language and manner of expression
• select audio-visual aids and instructional materials suitable for your
audience
• plan some motivational activities/ice breakers so your audience will not be
bored

F. Independent Learning

Independent Learning develops the creativity and intellectual curiosity of a

learner. It makes the pupils active rather than being passive.

Example:

Instead of merely telling your students their responsibilities as community

members, let them analyze their duties. They can do this by interviewing other
community members or observing what other young people like them are doing
and writing down what they have learned.

Aside from maps and the Venn Diagram, what other graphic organizers are you
familiar with? Name at least three kinds and draw them using AP topics as
examples.
 74

Do you think teaching is easier when you know all these strategies? Or did they
make teaching more complicated?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

POSTTEST
Now that you have completed this unit, it’s time to check how much
you have learned.

Choose the option that best fits the situation. Circle your answer.

1. Teacher Jona is handling Grade 2 pupils. Most of her students learn the
lesson quickly when she uses a collaborative approach. Should she always
use the collaborative strategy in the class?

A. Yes, most of her students learn best with the collaborative approach.
B. Yes, because she has already mastered this approach.
C. No, because students may feel bored and no longer excited about the
lesson.
D. No, because a collaborative strategy is too easy for her students.

2. Teacher Anne wants to give her students activity on identifying the

differences and similarities of two communities. Which of the following is
the best graphic organizer that she should use?
A. Venn Diagram
B. Flow chart
C. Cyclical diagram
D. All of the above

3. It is very similar to a skit, where students are putting themselves into

someone else's shoes or staying on their own and putting themselves
into an imaginary situation.
A. Direct Instruction
B. Indirect instruction
C. Roleplaying
D. Visualizing
 75

4. To introduce a new lesson, Mr. Antonio would pose a question or a

problem and then encourage his students to focus on it and contribute to
the free flow of ideas. This strategy is called ___________.
A. Roleplaying
B. Indirect instruction
C. Collaborative learning
D. Brainstorming

5. Ms. Cruz wants to teach his students about the responsibilities of

a community leader. Instead of boring her students with a lecture, she
related the life of Mayor Isko Moreno, especially the things he does as the
mayor of Manila. What strategy did Ms. Cruz use?
A. Direct Instruction

B. Role-playing

C. Storytelling

D. Use of graphic organizers

REFERENCES
Athuraliya, A. (2020, July 21). The Ultimate List of Graphic Organizers for Teachers
and Students. Creately.Com. https://creately.com/blog/diagrams/types-of-
graphic-organizers/

Department of Education, Republic of the Philippines. (2020). Araling Panlipunan:

Pagkilala sa Komunidad. Learning Resource Portal. https://lrmds.deped.
gov.ph/list/kto12/subject/831

Guro Ako. (2019). Most Essential Learning Competencies (MELCs)-Complete Files.

Guroako.Com. http://guroako.com/2020/06/02/most-essential-learning-
competencies-melcs-complete-files/

McCoy, K. (2017). Strategies for Teaching Social Studies. Researchgate, 1–14.

https://doi.org/10.17161/foec.v38i3.6817

The Institute for Arts Integration and STEAM. (2020). Teaching Strategies in the
Social Studies Classroom. Educationcloset.Com.
https://educationcloset.com/2019/05/01/teaching-strategies-social-studies/

Themes of Social Studies. (2020). Weebly.Com. http://themesofsocialstudies.

weebly.com/power-authority-and-governance.html
 76

UNIT 7
STRATEGIES FOR TEACHING
GEOGRAPHIC CONCEPTS AND SKILLS

INTRODUCTION

This unit will help you discover some effective strategies you can use to teach
geographic concepts and skills, which is the central theme of Araling Panlipunan for
Grade 4. This theme covers people, places, and environments. Geography is one
of the several subjects comprising the Social Studies curriculum together with
economics, sociology, history, and politics; the word “geo” means “Earth” and
“graphy” means “writing," so geography is about the study of the Earth. Geography
poses inquiries about places to understand where these places are and what makes
them distinct. Furthermore, it deals with the communications and connections among
places, the individuals who inhabit the place, the effect of these interactions, and
what can be done to ensure sustainable living for future generations.

OBJECTIVES

When you have completed this lesson, you will be able to:
1. execute tasks exhibiting enough knowledge about teaching geographic concepts
and skills,
2. explain the importance of geographic concepts applied to social studies,
3. select instructional strategies for the development of learner’s critical and creative
thinking skills as applied to social studies,

4. create lesson plans that incorporate learning experiences intended to develop the
learners' higher-order thinking skills as applied to social studies; and

5. utilize both traditional and authentic assessment tools and techniques.

 77

TRUE/FALSE
Directions: Read each statement carefully. Write T on the line if you think a
statement is TRUE. Write an F on the line if you think the statement is FALSE.

_____________ 1 An environment has a physical and human feature that

makes it unique from others.
_____________ 2 A bibliography is the study of Earth and writing.
_____________ 3 Space is the area on the Earth's surface and is concerned
with the distributions of features.
_____________ 4 Pictures are tools for people to find places, get to places, and
know about the environment.
_____________ 5 Globes are three-dimensional representations of the Earth.
_____________ 6 Longitudes are imaginary lines drawn in a north-south
direction from the North Pole and to the South Pole.
_____________ 7 Symbols in a map help to state the directions more
accurately.
_____________ 8 A compass is a sign on the map that represent the features
on the Earth's surface.
_____________ 9 A traditional geographical inquiry is composed of five key
questions.
_____________ 10 Human-environment interaction refers the relationship
between people and their environments and their impacts on
one another.

Instruction: Think of any word/phrase related to the importance of Geography that

best corresponds to the acronym “GEOGRAPHY”.
G- __________________
E- __________________
O- __________________
G- __________________
R- __________________
A- __________________
P- __________________
Y- __________________
 78

In this part of the module, you will become more familiar with some essential
concepts in geography and the strategies you can use to improve your teaching
skills.

Before we go to the strategies, let me first briefly discuss our main topic:
geography.

What is Geography?

Geography is concerned with the study of places and the relationships

between people and their environments. Geographers explore both the physical
properties of Earth's surface and the human societies spread across it (National
Geographic Society, 2020). According to Eratosthenes, the first person who used
the term geography, geography means "writing about the Earth." The words are
often divided into two parts- geo and graphy. Geo means the world & graphy refers
to writing. Today geography means far more than writing about the world; it’s a
difficult discipline to define, but geography is fascinating. It shows us all the
wonderful changes and activities within the world since the start of your time. It also
draws from across the physical, cultural, economic, and political spheres to the local
and the global. Through geography, we figure out how to comprehend the range of
landscapes, people, and societies; geography is, therefore, a vital subject resource
for 21st-century global learners, enabling us to face questions of what it means to
like sustainably in an interdependent world (Rosenberg, 2017).

Why Teach Geography?

Geography:
• develops students' awareness of other people's cultures, and places and
environments in the wider world.
• engages students in a geographical inquiry about the spatial matters and
issues about the world they live in by using various approaches and tools
such as maps and photographs.
• encourages students to value the Earth as their home and helps them
understand the importance of sustainable living.
 79

• develops students to be responsible global citizens who are conscious of the

effects of their actions on their own lives and others and places far and near.
• helps students add up to their own experiences within the world, that is, to
develop their everyday geographies. Every day, geographies ask the
knowledge bases students build up over time through their interactions with a
spread of landscapes daily (Catling & Willy, 2009).

When and where did the study of geography begin?

Eratosthenes is credited for coming up with the term "geography." Although, the
first books on geography were believed to be the Iliad and The Odyssey by Homer.
Moreover, Thales is given the credit for the beginning of the study of geography.
However, all these only came after the ancient Babylonians made the first world
maps in the 9th Century BC. The Imago Mundi, which showed Assyria, Babylon, and
Urartu in Oceanus is one of these. It further depicts seven islands around the same
ocean. Meanwhile, the Phoenicians already had more extensive geographical
knowledge due to their circumnavigation of the African continent (Wee, 2017).

GEOGRAPHICAL CONCEPTS

To teach geography successfully, you need to be familiar with the

geographical concepts. The geographical concepts of place, space, environment,
interconnection, scale, sustainability, and change are fundamental to
geographical understanding. Let us go over these concepts a bit to give you an
overview of what you are expected to teach.
a. Place
The concept of place focuses on the significance of places and what they are
like. Places are parts of the Earth's surface which people identified and gave
meaning to. However, people may have different perceptions, experiences, and
understanding of these places. Places vary in size. It could be as small as a garden
or to as vast as a region. Places can be described by their location, shape,
boundaries, features, and environmental as well as human characteristics. Some of
these characteristics are tangible, for example, landforms and people, while others
are intangible, such as scenic quality and culture.
In the K-12 AP Kurikulum, geography begins as early as Grade 1 or 2 when
the students start learning things about their community. By 3rd Grade, they will start
 80

studying a much bigger community, mainly their province and the regions, and
eventually the entire Philippines.
b. Space
The concept of space involves the significance of location and spatial
distribution, including how we manage the spaces that we live in. Their location
influences the environmental and human characteristics of places. Still, the effects of
location and distance on people are reduced, though unequally, by improvements in
transport and communication technologies.
Your students will understand why there are places classified as provinces,
while others are cities. They will know why the Philippines is divided into regions and
what makes one region different from the other regions.
c. Environment
The concept is about the significance of the environment and its
interrelationship with humans. The environment is the product of atmospheric, biotic,
edaphic (soil), geological, geomorphic, hydrological, and human processes.
This is quite an interesting topic insofar as the Philippines is concerned. Being an
archipelago makes our country diverse in terms of landforms and water forms. Our
natural resources vary significantly among regions. Though we live in our country,
our environment differs due to both natural and manmade processes.
d. Interconnection
The concept of interconnection emphasizes that object cannot be viewed in
isolation. People and organizations are interconnected with other areas in different
ways which significantly influences the characteristics of
sites. Though our country is divided into three main islands, Luzon, Visayas,
and Mindanao and each of these islands is unique. Yet, interconnections between
and among the inhabitants of these islands are very much visible. Hence, you will
see the influences they have made on the characteristics of each others’ places.
e. Scale
The concept of scale is how geographical phenomena and problems can be
examined at different spatial levels. For example, in studies of vegetation, the
climate is the main factor when we consider the global scale, but soil and drainage
are the main factors at the local scale. Lessons in AP cover each region's natural
resources, and the products are mainly produced in the areas emphasizing the
uniqueness of the place. That is why there are lessons for “yamang tubig, yamang
lupa, yamang mineral at mga produkto sa bawat rehiyon.”
 81

f. Sustainability
The concept of sustainability is about the environment's capacity to continue
to support our lives and other living creatures' lives in the future. Environmental
sustainability depends on the maintenance or restoration of the ecological functions
that sustain life and human well-being (economic and social). School children should
be given lessons on the concept of sustainability. Hence, in AP, they are given
lessons on all types of pollution, their causes and effects, and how to prevent them
from happening.

g. Change

The concept of change involves explaining geographical phenomena by

investigating how they have developed over time. Understanding the current
processes of change can be used to predict a difference in the future and identify
what would be needed to achieve preferred and more sustainable futures. The
changes happening around us can no longer be ignored. Diseases like Covid-19, for
example, are by-products of the degradation of our environment. A pandemic is a
clear indication that change (for the better) must occur soon; otherwise, human life
will cease to exist.

STRATEGIES FOR TEACHING GEOGRAPHICAL CONCEPTS

1. Teaching Using Deductive and Inductive Approaches

Renowned authors Brophy and Alleman (2007) state that good geographical
teaching builds up students’ understanding of concepts and is not about providing
them a ‘laundry list’ of geographical facts like names of places and knowledge about
crop and mineral productions.
Conceptual teaching can be achieved using deductive or inductive
approaches. In the deductive approach, the concept definition is first provided before
the examples, whereas, in the inductive approach, examples are shown first,
followed by the definition of the concept.

Example: Using Deductive Approach for Teaching Geography in the 4th Grade

Social Studies Topic: Physical Environment

Big Question: What are the characterisitics of a physical environment?

Instructional Objectives: when you have completed the lesson, you will be able to

• describe the attributes of physical environments

 82

• provide some examples of physical environments.

Materials: LCD projector, a white screen, a laptop, slides with pictures, magazines,
blackboard, and chalk

Suggested Instructional Activities

Introduction:
1) The teacher asks students for their understanding of the word "environment" before
providing the definition.
2) The teacher informs the students that the lesson will focus on the different types of
environments in the Philippines- a region whose existing features make it unique from
the areas outside it and give it a distinctive identity

Development of the Lesson:

1) The teacher will present a series of pictures on PowerPoint slides. These pictures are
examples and non-examples of the physical environments that are found in the
Philippines.
2) The teacher helps students spot the critical and non-critical attributes of the physical
environment concept using the examples.
3) The teacher asks students to provide additional examples and non-examples of
physical environments in the Philippines.
4) The teacher helps students label the physical environment concept and come up with
an appropriate definition with critical attributes.
5) The teacher presents examples and non-examples of physical environments
simultaneously and asks students to differentiate between them and justify their
choices.
6) The teacher provides additional practice that requires students' justifications of
choices of physical environments.
7) During the lesson, the teacher should point out that the non-examples of physical
environments are examples of human environments.

Conclusion
1) The teacher summarizes the lesson and reiterates the critical attributes of physical
environments.
2) The teacher will provide an exercise to compare the different environments.

The websites below served as a reference for the lesson presented above.
(https://semiscoalition.org/wp-content/uploads/Getting-the-Big-Idea-Handout.pdf)
(https://www.thirteen.org/edonline/concept2class/)
(https://www.csus.edu/indiv/r/rodriguezm/373bspring06/concept_teaching_instru_mod
el.htm)

2. Teaching Using Inquiry

Another way to teach geographical concepts is to design the lessons using

key questions. The inquiry approach allows teachers to help students develop
abilities to ask questions about the spatial characteristics of a place like a
neighborhood and seek answers through inquiry activities like research and fieldwork
(Carter, 1998). Teachers or students can generate inquiry questions. Teachers can
 83

ask questions such as those enumerated in Figure1 or teachers can get students to
ask their questions about a place. In the student-initiated inquiry, teachers play a
facilitator's role and help students shape their queries and guide them in their
investigation.

Figure 1: Five Key Geographic Questions

1. What is the place like?

2. Why is this place as it is?

3. How is this place connected to other places?

4. How is this place changing?

5. How would it feel like to live in this place?

(https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-11.pdf)

To use a teacher-directed inquiry or student-directed inquiry or a combination

of both, the teacher must consider many factors such as the syllabus, learning
objectives, and student background. To encourage students to take more initiative,
then the student-directed inquiry is the choice. Usually, the student-directed inquiry is
more appropriate for older students since they are more mature and self-directed.
The teacher-directed inquiry tends to work better for younger students.

Example: Using Inquiry for Teaching Geography in 4th Grade

Objective:
When the students have completed the lessons, they will be able to apply inquiry skills
to find out how to protect Chinatown as a site for cultural heritage.

Materials: LCD projector, a white screen, a laptop, slides with pictures, blackboard,
chalk

Suggested Instructional Activities

Introduction
1. The teacher shows students pictures of Chinatown on slides and asks them to spot
the place.
2. The teacher asks students what they know, think, and feel about it.
3. The teacher tells students that Chinatown may be a heritage site that is conserved
and asks for his or her understanding of the words "heritage" and "conservation" before
explaining them.
Development
1. The teacher tells students that they will know more about Chinatown's conservation
and asks them to come up with interesting questions.
2. The teacher writes down students' questions on the whiteboard, thinks of a category
to group the items, choose the initial relevant inquiries to investigate, and decide where
 84

to start.
3. The teacher organizes students into groups of 4 and assigns each group to at least one
category for investigation.
4. The teacher works with each group to decide the most straightforward way to collect
the info like interviews, taking pictures, doing surveys, doing library searches, etc.
Conclusion
1. The teacher ends the lesson by going over the concepts of heritage and conservation.
2. The teacher monitors students’ activities within the next few meetings.

Note: The inquiry lessons will take approximately two periods to finish; within the
subsequent lessons, the teacher will have to provide time for groups to gather their data
and guide them during the data analysis and presentation.

The websites below served as a reference for the lesson presented above.
(https://courses.lumenlearning.com/educationx92x1/chapter/inquiry-based-learning/)
(https://gradepowerlearning.com/what-is-inquiry-based-learning/#:~:text=Inquiry%2Dbased%20learnin
g%20is%20an,ask%20questions%2C%20and%20share%20ideas)
(https://blog.savvas.com/inquiry-in-the-social-studies-classroom/)

3 Using Field Trips

Field trips help students to retain information easily. Being involved in visual
and practical experiences will help students remember, learn, and understand
subject matters readily. Field trips are educational trips to sites where students could
observe their chosen subject outside of a classroom setting, collect samples, and
conduct research. Also, it can provide educational opportunities to students within
many disciplines, including geography.

Students are always excited to join field trips, especially if it means traveling
to places they have not been to before. This is an exciting way for them to learn a lot
of information about the place. A well-planned educational trip will spark students'
interest to explore more about the place and its environment. Before embarking on a
journey, the teacher should ensure that all students are clear about the trip's
objectives and the output they need to produce after the trip.

In AP classes in the Philippines, educational trips usually involve going to

museums and famous landmarks. Teachers generally bring their students to visit the
sites where famous people lived or places where famous battles took place. Along
the way, teachers can also point to different landforms or water forms that they pass
or tell stories about the place which are not usually included in standard textbooks.
They can also study flora and fauna of the place and examine what makes them
unique.
 85

4. Using Films, Documentaries, and Videos

Another way of teaching in Geography is with films. Watching film scenes

before discussion gives students a visual to think about and compare with the topics
under discussion. There are many documentaries available that showcase places
and environments that are suitable for young children. Instead of just looking at
pictures of different places, for example, you can have your students watch videos
uploaded on official websites of other provinces or regions. Usually, these videos are
of good quality and easy to access.

5. Using Textbooks

Textbooks are among the most readily available materials for classroom
utilization to implement the Social Studies curriculum. Typically, school children are
given textbooks at the beginning of the school year. A textbook is a compilation of
content in a branch of study. Books are helpful for new teachers since the material to
be covered and the design of each lesson are carefully spelled out in books.
Textbooks provide organized units of work. A book gives you all the plans and
courses you need to cover a topic in some detail. Nonetheless, there are also many
disadvantages to using textbooks, especially if the book is designed as the sole
source of information or is already old or outdated. Also, some textbooks do not take
students' background knowledge into account. The best way, then, is to balance the
use of books with other methods of teaching.

6. Using Graphic Organizers

Graphic organizers are especially useful in teaching geography. Graphic

organizers may be concept maps, webs, thinking maps, mind maps, etc. These are
simply tools needed to help students organize their thinking. It likewise lessens the
quantity of data that the students would need to take in; by utilizing graphic
organizers, they can use catchphrases to be useful in their comprehension.

STRATEGIES FOR TEACHING KEY GEOGRAPHICAL SKILLS

Students can better acquire geographical knowledge of places' spatial

characteristics if they are equipped with specific geographical skills. These might be
skills associated with the utilization of images, photographs, maps, and globes.
However, these skills should be subordinate to the event of students' conceptual
understanding of geography (Lambert, 2007).
 86

1. Using Pictures and Photographs

Do not assume that looking and interpreting pictures come naturally to people.
It is a skill that must developed, especially among young learners. According to
research, young children tend to focus on details and see them as unconnected
instead of seeing the picture or photograph. Therefore, teachers need to show them
how to select relevant information and see the whole rather than the parts.
Mackintosh (1998) suggested several ways to help students "see," "read," and
"interpret" pictures.

To make the use of pictures/photographs more effectively, take note of these:

• Use pictures with titles so students will have an idea about the pictures.
• Help the students see the whole picture by showing them the
background, foreground, the right side and left side of the picture, the
middle ground while using terms such as next to, far from, near to,
south of, east of, etc.
• Label pictures with appropriate marks to guide picture ‘reading.’

Once the students have already acquired the skills to "see" pictures, teachers can
assist them to "read" pictures by examining them closely so that relevant details can
be gathered, categorized, and compared. Teachers can encourage and help
students to join or overlap successive pictures into a panoramic view and put
captions on pictures to highlight their focus.

Finally, show students how to "interpret" the pictures. Remember that students'
interpretation may be influenced by their prior knowledge, perceptions, attitudes, and
experiences with the places in the pictures. This could make their perceptions biased
so you need to guide them carefully in making their interpretation.

Questions for Seeing, Reading and Interpreting Photographs

Mackintosh (1998)
Categories of Questions Examples of Questions
Observation/Description • What can you see in the picture?
• Where do you think this is?
• What sort of place is it?
• What is the person doing?
• Why is the person doing what he is doing?
Interpretation, Explanation, Classification • Why is it like this?
• Is this place like the Philippines?
• Are there any similarities?
• Are there any differences?
Comparison
• Would you like to live in such an
environment?
• What do you think of the way people change
Evaluation their environment?
 87

• What do you think would be the impact of

human actions on people and their
Extrapolation environments?
• What can be done to reduce human impacts
Problem solving on the environment?

2. Map Reading

A map is a representation of a place's selected characteristics, illustrated on a

flat surface. Maps give information about the world by showing locations, distances
and the shapes and sizes of countries. They can even show the exact locations of
buildings and streets in a city (National Geographic, 2020).

There are different types of maps such as political maps, tourist maps,
topographic maps, rainfall maps, temperature maps, relief and drainage maps, and
maps showing distributions of natural resources. Your choice depends on the
purpose of the map. For example, street maps are useful for drivers, and tourist
maps will help tourists go to places of attraction. It is essential to expose students to
different types of maps over time, and these should be age and developmentally
appropriate for students. Although maps differ, they have common elements like title,
legend or key, symbols, names of places, and grid lines.

Maps encourage children's curiousity about the world they live in. Therefore, it
is important to teach children map reading and globe skills (Stoltman, 1992). Provide
children with opportunities to study their environments, near and far, indoor, and
outdoor, using maps.

Strategies for Teaching Map Reading

A. Plan View- Maps give a bird’s eye view or plan view of the features on
the ground.

Examples for teaching plan view in primary social studies include the
following, and they range from simple to difficult:

• Have students place their stationery objects on their desks and draw
the view from above.
• Design an activity sheet that shows the plan views of objects and ask
students to guess what they are. Alternately, ask students to match
the right plan views with the photographs of objects.
• Have your students draw the plan views of their bedrooms,
classrooms, or parts of the school ground. Students can base their
drawings on the places, photographs, and their memory.
• Give students a map of the school with certain places marked. (It may
vary depending on accessibility of the area) Students can walk around
 88

the school to locate the sites, take photographs, and stick the pictures
on the class notice boards' map.

B. Legends

Legends explain the meanings of symbols. Symbols are signs that

represent the features on the Earth's surface. These are often pictorial or
abstract like a linear, point, or area symbols. Linear symbols represent line
features like a road or a river. Point symbols represent features like a building
or a bridge, and area symbols represent features that occupy large spaces
like a lake or a paddy cultivation area. Standard colors are used for symbols -
green for vegetation, blue for water bodies, brown for landforms, and red or
black for cities, roads, railways, and boundaries.

Some activities for teaching map symbols:

1. Match the correct symbols with their meanings.

2. Draw symbols for the features.

3. Give students a school map and ask them to identify its notable
features by referring to its legend. The students can also describe the
functions of the school map's features.

C. Locations

Gridlines mark all maps. Gridlines are vertical and horizontal lines that
are used for locating places on maps. To label the grids, you may use any of
the following: the alpha-numeric system, the latitudes and longitudes on a
map or a globe, or the four-figure grid system. The columns are marked by
letters, and numbers mark the row in the alpha-numeric system. To get the
coordinates of places, read the columns before the rows. In Figure 3, the
coordinates of X are A2, and Y is C4. Remember, 'C' comes before 'R.' C is
for column, and R means row.
 89

The horizontal lines and lines

are marked by numbers in the
four-figure grid system. We call
the vertical lines
'eastings'because the numbers
increase as it goes toward the
east, and the horizontal lines
are 'northings' because the
numbers increase as one goes
northwards. To read the
feature's position, locate the grid square in which the feature is found and read the
easting and northing at the southwest corner of the grid square. In the example
below, the four-figure grid is P = 25,10 (as shown by X located at the southwest part
of the grid). Read the 'easting' first, followed by the ‘northing.’

D. Directions
According to Parker (2009), when teaching directions, don't say north is
located at the top portion and that south is at the bottom of the map because they
will confuse your students, especially when different map projections are used. The
north arrow points out the location of the cardinal directions – north, east, south, and
west. Start the young students with the cardinal directions.

Learning can be extended using other compass points between the cardinal
points (northeast, southeast, southwest, and northwest) for older students. These
compass points state the directions more accurately.
 90

You can read directions using

compass points, as shown in
this figure.

① The red circle is northwest of

the black square.

② The yellow circle is

southeast of the black square.

3. Using Globes
Mackintosh (1998) defines globes as three-dimensional representations
of the Earth. They differ from maps that represent the Earth in a two-
dimensional manner. Globes can be used to teach students a lot of
geographical phenomena like day and night, the seasons, the climate and
vegetation, and relative sizes of countries, continents, and oceans. Therefore,
they should be introduced during teaching to help students better appreciate
the Earth on which they live.

Here are some examples of

teaching globe skills in the
classroom:
• ask young students to play with
inflatable globes and help them
recognize the colors used for
representing land and sea.

• emphasize that the globe is a

model of the Earth.

• show your students how to locate the different continents, the main
oceans, countries, the North and South Poles, the Equator, the
Northern and Southern Hemisphere, and the Tropics of Cancer and
Capricorn
 91

You Can Do It!

Now that you have already finished this part of the module,
let us apply some of the knowledge you have gained in this
activity. I have here a map of Bulacan. Using what you know of cardinal
directions, identify the places described below.

1. Sta. Maria is SE of _____________. 6. Calumpit is NW of ____________.

2. Baliuag is NW of ______________. 7. Angat is NE of _______________.

3. Norzagaray is N of ____________. 8. Marilao is SE of ______________.

4. Bocaue is SW of ______________. 9. San Miguel is N of ____________.

5. San Ildefonso is N of ___________. 10. Norzagaray is N of ___________.

 92

What can the study of

geography contribute towards
citizenship education?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Posttest
Directions: Circle the letter of the correct answer.

1. It is a comprehensive compilation of content in a branch of study.

a. Films c. Pictures and photographs

b. Textbook d. Graphic organizers

2. It is a teaching strategy where students could observe their chosen subject

outside of a classroom setting, collect samples, and conduct research.

a. film viewing c. inquiry method

b. field trip d. visual strategies

3. This teaching approach allows teachers to develop students’ abilities to ask

questions about the spatial characteristics of a place like a neighborhood and to
seek answers through research and fieldwork.

a. Inquiry Teaching c. Using pictures and photographs

b. Visual Strategies d. Using a Graphic Organizer

4. It is a three-dimensional representation of the Earth.

a. map c. location
b. globe d. direction

5. What is the study of places and the relationships between people and their
environments?

a. history c. anthropology
b. geography d. geology
 93

6. The geographical concept of ________ is about the significance of location and

spatial distribution, and the ways people manage the spaces that we live in.

a. environment c. space
b. place d. sustainability

7. A _______ is a symbolic representation of characteristics of a place, usually

drawn on a flat surface.

a. chart c. globe
b. diagram d. map

8. In maps, standard colors are used for symbols - green for vegetation, blue for
_________, brown for landforms, and red or black for human-made features.

a. buildings c. waterbodies
b. islands d. sky

9. Conceptual teaching can be achieved by using either the deductive or the

inductive approach. In _____________, the concept definition is first provided before
the examples are given, whereas in ______________, the examples are shown first,
followed by the definition of the concept.

a. Inductive, deductive c. either deductive or inductive

b. Deductive, inductive d. neither inductive nor deductive

10. The options below are all examples of graphic organizers except __________.

a. concept maps c. political maps

b. mind maps d. thinking maps

references
Brophy, J. & Alleman, J. (2007). How can I teach geography and anthropology
content more meaningfully? In Powerful social studies for elementary students
(2nd edition)

Catling, S. & Willy, T. (2009). Teaching primary geography. Exeter: Learning

Matters.

Catling, S. (2005). Children’s understanding of maps: Implications for teaching

mapping skills; Placing places.

Dinkele, G. (1998). Geographical questions and enquiry. In R. Carter (Ed.)

Handbook of primary geography (pp. 153-162). London: The Geographical
Association.

Holden, A. (2008). Environment and tourism. NY: Routledge.

Lambert, D. (2007). Social studies and the informed citizen: Perspectives from a
geographer in education.
 94

Lang, H. R. & Evans, D. N. (2006). Models, strategies and methods for effective
teaching. New York: Pearson.

Mackintosh, M. (1998). Photographs, diagrams and maps: Understanding and using

them.

National Geographic Society. (2020). What Is Geography? Nationalgeographic.Org.

https://www.nationalgeographic.org/education/what-is-geography/#:~: text
=Geography%20is%20the%20study%20of,human%20societies%20spread%2
0across%20it.

Parker, P. (2009). Social studies in elementary education (13th ed.). New Jersey:
Prentice-Hall.

Rosenberg, M. (2017, June 13). Geography 101 An Overview of Geography.

Thoughtco.Com. https://www.thoughtco.com/what-does-geography-mean-
1435595#:~:text=What%20Does%20the%20Word%20Geography,and%20gra
phy%20refers%20to%20writing.

Smeaton, M. (1998). Questioning Geography.

Stoltman, S. (Ed.) (1992). Primary sources. Research findings in primary

geography. Sheffield.

Van Cleaf, D. W. (1991). Action in elementary social studies. New Jersey: Prentice-
Hall.

Wee, R. (2017, April 25). What Is Geography, And How Did Its Study Begin?
Worldatlas.Com. https://www.worldatlas.com/articles/what-is-geography-and-
how-did-its-study-begin.html#:~:text=Thales%20the%20philosopher
%20is%20credited,in%20the%20middle%20of%20Oceanus.

Whittow, J (1984). Dictionary of physical geography. London: The Penguin.

 95

UNIT 8
STRATEGIES FOR TEACHING
ELEMENTS OF CULTURE

INTRODUCTION

Social Studies Education should enable children to appreciate themselves as

unique individuals and as social beings. Such appreciation of their uniqueness as
human beings and members of society will be enhanced as children understand their
culture and other people's culture. This unit will cover teaching strategies that will
help you teach culture to your students. The strategies described in this unit have
been tried and tested by seasoned educators. Also included are teaching
techniques, which will make lessons more fun and interesting, particularly for young
learners.

OBJECTIVES

When you have completed this lesson, you will be able to:

1. acquire knowledge of a variety of approaches to teaching the culture,

2. update personal knowledge and build up resource materials,
3. identify a range of assessment and evaluation strategies, and
4. plan, prepare and deliver child-centered and teacher-directed lessons as
appropriate.

Write TRUE or FALSE on the blank before each number.

____________ 1 If you want your students to retain information in their long-term

memory, pair the information with images.
____________ 2 Roleplay is a teaching strategy that uses fiction or nonfiction
narrative that contains human emotions and values.
______________
3 Think-Pair-Share is a discussion technique.
____________ 4 Storytelling is a teaching strategy that encourages cooperation,
collaboration, competition, and even physical exertions
depending on its nature.
____________ 5 Setting up exhibits of paintings of famous Filipino artists to
teach culture is a technique that uses art and images.
 96

____________ 6 Roleplaying is a teaching strategy that allows both teachers

and students to use their imagination and creativity to bring
culture to life. What would have been a dull lesson can be
made more exciting by a teacher who knows how to narrate
tales.
____________ 7 Storytelling is a teaching strategy that allows students to
showcase their artistic abilities, especially in acting, props-
making, costume designing, directing, etc.
______________ 8 To teach culture, you can use stories from different places.
______________ 9 Tinikling, Itik-itik, and Maglalatik are traditional Filipino dishes.
______________ 10 Patintero, tumbang preso, luksong baka are examples of
larong Pinoy.

The National Council of Social Studies (NCSS) came up with the National
Curriculum Standards for Social Studies, including the Themes of Social Studies.
One of the ten themes is culture. In the K-12 AP Kurikulum, culture is also one of the
 97

main themes adapted. The theme is “Kultura, Pagkakakilanlan at Pagkabansa”

(Culture, Identity, and Nationality).
According to the NCSS, studying culture allows students to examine the
"socially transmitted values, beliefs, behaviors, institutions, traditions, and way of life
of a group of people." Students get to understand that culture encompasses many
things such as language, literature, music, arts and artifacts, and foods. Students will
learn to show appreciation for the similarities and differences of cultures in a globally
connected world.

Strategies for Teaching the Elements of Culture

1. Discussion Method
Discussion is an effective way for our students to learn. It is a teacher’s
way of honing students’ capabilities, knowledge, and skills. This process
allows the exchange of opinions and collaborative learning. It helps students
process information rather than merely receive it. Discussion requires skills
different from lecturing. The goal of a discussion is to get students to practice
thinking about the course material. You assume the role of a facilitator by
guiding the discussion rather than conveying information. Discussions can be
done through dyads, small groups, or an entire class. The discussion could be
teacher-led or student-led. Some educators use the terms of instructional
conversations (Tharp & Gallimore, 1988) or substantive conversations
(Newmann, 1990) instead of discussion. The concept of culture is a rich
source of discussion topics.

For example, your topic in AP 3 is

“Mahahalagang Yamang-Kultural ng Bansa.”
You can have your students do the Think-
Pair-Share activity:

Think: Ask your students to think about this topic:

“Bakit kailangang maipamulat sa kabataan ang kahalagahan
ng mga pook-kultural sa kanilang lalawigan?”
Pair: Each student will pair up with another student, either the one
seated to his left or right.
 98

Share: Students will now share their ideas first with their partner and
later you can pick some students to share their ideas with the
whole class.
2. Role Play

Students enjoy playing roles and taking on the identity of others. In the process, they
learn valuable social studies skills such as developing empathy and seeing situations
from multiple perspectives.

You can make the study of culture

livelier by having your students enact
some important traditions, beliefs, or
customs of the different ethnic groups in
our country, for example, the panliligaw
(courting rituals of the Tagalog people).
They can incorporate traditional music
into the play they will stage. This
strategy can be time-consuming, make
sure that the students know their
schedule for practices, props-making, and actual presentation.

3. Using Illustration, Art, and Images

Do you still recall the days when the teacher explains the topic and students take
notes? Teaching has changed over the years due to the influence of technology.
Nowadays, students are more knowledgeable and have a shorter attention span. To
engage them, you need to present something that they can quickly process and
comprehend.

This is where visual tools come into play. Human beings not only comprehend
visuals, but visuals have a far more significant impact on their long-term memory
than other communication methods. One of the best ways to encourage information
and make that considerable jump from the limited short-term memory to the more
powerful long-term memory is to pair text with images. Studies show that we retain
approximately 10-20% of written or spoken information, but around 65% of the
information is presented visually.
 99

Here is an example: “Kahalagan ng pag-aaral sa ibat ibang kultura at mga

nakakaapekto sa pagbabago nito”

Ipasuri sa mag-aaral ang larawan na nasa ibaba.

Itanong sa kanila ang mga sumusunod:

• Ano ang nakikita sa larawan?
• Sino-sino ang nakikita sa larawan?
• Anong pangyayari ang inilarawan?
• Ano ano ang mga kultura na ipinapakita sa larawan?

If you cannot take your students to museums to look

at artworks, you can always bring the artworks (at
least the images) to your students in the classroom.
You can show the pictures using PowerPoint
Presentations, or you can set up a mini gallery
showcasing printed copies of the artworks of famous
Filipino artists.

4. Storytelling

Stories existed when people existed. Stories surround us. There is no getting away
from it. Television, radio, newspapers, magazines, books, the internet, and the social
media carry hundreds of stories every single day. Even the lessons we teach in
schools are stories. Students are used to stories. So, using storytelling as a teaching
strategy is natural and effective.
 100

Here is an example: “Kultura ng mga mga Namumuhay sa Luzon, Visayas at

Mindanao.

Young students especially like stories about other-

worldly creatures, and folktales are full of them.
However, you must be careful not to scare them too
much! There are many tales you can tell your
students, or you can have them research stories
and have them tell the stories themselves.

5. Games

Young students are also very fond of playing

games. There is so much they can learn
about the Filipino culture by playing our
traditional games like patintero, luksong
baka, luksong tinik, tumbang preso, piko,
agawan base, sipa, taguan, tsato, etc.
Playing these games will not only teach them
about culture but also encourage them to
keep these games alive. Using games also
has the added benefit of developing
collaboration, camaraderie, friendly
competition, and physical exercise among
the students.
 101

6. Other Fun and Interesting Activities to Teach Culture

Cultural Food Fair – you can set up a

mini-fair by asking your students to
manage a booth (one booth per group)
where they can showcase the native
dishes or delicacies of the province
they have been assigned. They can
take turns visiting each other's booth to
sample the delicacy. The booth owners
will give some information about the dish/delicacy they are showcasing.

Cultural Show – this is another fun

way of showcasing the unique
culture of the many regions of the
Philippines. Students can present
traditional dances from the regions
like Tinikling, Itik-itik, Sayaw sa
Bangko, Binasuan, Pandanggo sa
Ilaw, Maglalatik, Cariñosa, Singkil, and dances from the Cordilleras
and Mindanao. Before presenting each dance, some information
about the region and about the dance itself should be given.
Celebrate Holidays – there are
many local and national
holidays in the Philippines. This
is an excellent opportunity to
study culture. Before the
holiday, you can "celebrate" it in
your classroom. Discuss the
significance of the day and
come up with an activity that is
associated with the holiday. For example, the "Chinese New Year" is
a national holiday in the Philippines. You can celebrate it by doing
some of the traditional things Chinese-Filipinos do to mark the
occasion like giving each other "ang pao" (red envelopes); you can
ask them to wear something red; eat "tikoy;" have them watch videos
of a dragon or lion dance; read them their horoscope, etc. Just make
sure that you explain the cultural underpinnings of the festivities.
 102

Another strategy for teaching culture is to teach the language of the cultural
group. Study the list below. Those words all mean the same thing, that is,
“thank you very much” in the different dialects in the Philippines. So, when
you visit any of these places in the future, you will know how to express your
gratitude.

Daghang salamat (Cebuano) Mayad man, sayamat (Akeanon)

Salamat kaajo (Boholano/Cantilangnon) Mabbalat (Itawis)
Salamat hin madamo (Waray-Waray) Mabbalat sicuan (Gaddang)
Damo nga salamat (Ilonggo) Matamang salamat (Cuyonon)
Muchas Gracias (Chavacano/Spanish) Dios Mabalos (Sorsoganon/Bicolano)
Agyamanae la unay (Ilocano/Benguet) Maraming Salamat (Batangueño)
ha
Dios Ti agngina (Ilocano) Salámat na marháy (Bicolano)
Dacal a salamat (Capampangan) Madakel a salamat (Maranao)
Magsukul tuud kaymu (Tausug) Sapulu a salamat (Maguindanaon)
Dios mamajes (Ivatan) Sukran (all Filipino Muslims using
Arabic)
Mabbalo’ (Ibanag) Laco a salamat (Sambal/Sambali)
Salamat karajaw (Surigaonon) Madita salamt kaniyo (Bagobo)
Balbaleg ya salamat (Pangalatok)
Salamat tungkay (Binukid/Bukidnon)

Based on your opinion, what should be the main consideration for selecting a
strategy for a lesson about culture? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Write your answer on the blank before each number.

____________ 1 One of the most effective ways to encourage information to be

retained in the long-term memory is to pair them with _______.
____________ 2 It is a teaching strategy that uses fiction or nonfiction narrative
that contains human emotions and values.
____________ 3 It is a discussion technique that entails three steps. First, the
teacher gives a question which the students will reflect on;
second, the student will choose a discussion partner (usually
person seated next to him/her), and finally, the exchange of
ideas with the partner and/or the whole class.
 103

____________ 4 This teaching strategy encourages cooperation, collaboration,

competition, and even physical exertions depending on its
nature.
____________ 5 Setting up exhibits of paintings of famous Filipino artists to
teach culture is a technique that uses ----.
____________ 6 It is a teaching strategy that allows both teachers and students
to use their imagination and creativity to bring culture to life.
What would have been a dull lesson can be made more
exciting by a teacher who knows how to narrate tales.
____________ 7 It is a strategy that allows students to showcase their artistic
abilities especially in acting, props-making, costume designing,
directing, etc.
______________ 8 Give three (3) fun and interesting techniques to teach culture.
______________ 9
______________ 10

REFERENCES

Cashin, W. E. (2011). Effective Classroom Discussions. Ideaedu.Org. https://www.

ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers
/IDEA_Paper_49.pdf

Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International.

(2020). Teaching with Discussions. Teachingcenter.Wustl. Edu.
https://teachingcenter.wustl.edu/resources/teaching-methods/discussions
/teaching-with-discussions/

K to 12 Basic Education Curriculum. K to 12 Araling Panlipunan Gabay

Pangkurikulum (May, 2016). Retrieved from www.deped.gov.ph

The Mensa Foundation. (2020). The Art of Storytelling. Mensaforkids.Org. https://

www. mensaforkids.org/teach/lesson-plans/the-art-of-storytelling/
 104

UNIT 9
STRATEGIES FOR TEACHING
HISTORY

INTRODUCTION

This unit will show you some strategies that will help you teach the concept of
history and inspire you to appreciate our shared past. Gaining knowledge and
understanding of past events allow us to study their causes and effects concerning
the values, beliefs, and institutions of the periods in which they took place.
I will walk you through some significant events in Philippine history while
giving you ideas on to how to teach them effectively to your future students.

OBJECTIVES

When you have completed this lesson, you will be able to:
1. demonstrate a full knowledge and understanding of the past and its legacy
to be able to study the causes and consequences of events and
developments,

2. select instructional strategies for the development of learner’s critical and

creative thinking skills as applied to social studies,
3. create lesson plans that incorporate learning experiences intended to
develop the learners' higher-order thinking skills as applied to social
studies, and
4. utilize both traditional and authentic assessment tools and techniques.

True or False

Directions: Write T or F on the space provider before each number.

_____________________1. It is acceptable for the teacher to use one textbook or reference
material in teaching history.
____________________ 2. Episodic memory deals with the "how-to" or procedural learning.
____________________ 3. Students will learn more if they work on their own.
____________________ 4. An ideal classroom should be characterized by a high challenge but
low threat environment.
____________________5. Activities that involve senses can be used as memory retrieval cues.
 105

___________________ 6. To effectively make the subject relevant to the student's life, the
teacher should design activities that will touch their semantic
memory.
____________________7. In teaching a subject, the teacher should prioritize depth more than
breadth.
____________________8. Students will learn best through rote memorization.
____________________9. Neuroplasticity refers to the brain's ability to customized learning
or thinking.
____________________10. If the student views the former President Ferdinand Marcos as a
hero, then the student should change his opinion to match with
their teacher's perception.

Before we begin our discussion, you need to work on these preliminary

activities first. Follow the instructions carefully.

Preliminary Activity #1: Picture Analysis

Directions: What does the picture imply about the education system? As a guide, refer to the
following process questions below.

Figure 1 https://marquetteeducator.wordpress.com/2012/07/12/climbthattree/

Process Questions:
1. What do you see in the picture? Describe the objects and characters that
you see.
2. What questions come to mind as you view the image above?
3. Does the scenario above pose a possible conflict? Why or why not?
4. If you answer 'Yes' to question #3, how can the conflict be resolved?
 106

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Preliminary Activity #2: Have you ever?

Directions: Below are questions that will take you back to your history classes during your
primary school days. The following items are answerable by YES or NO.

Write your answer on the space provided before each number.

__________1. Have you ever memorized the name of all Philippine Presidents and the
programs they implemented because of an upcoming examination?
__________2. Have you ever felt bored in your history class?
__________3. Have you ever felt ashamed of your own opinion (ex. Martial Law) because it’s
the opposite of your teacher's view?
__________4. Have you ever felt that studying Philippine History is a requirement more than
an important and enjoyable subject?
__________5. Have you ever regretted the time that you spent on your history class and
question its sense and relevance to your everyday life?

If your answer on the Have You Ever activity is mostly Yes, you probably had
an awful experience in learning history in your 6th Grade. If you experienced it as a
student, chances are this situation is still prevalent today and will continue to be in
the future if not given attention and proper action.

In this part of the module, you, as a future educator, will be exposed to the
different challenges faced by teachers in teaching history, to the findings of
neuroscience researches on learning and the brain, and to a variety of strategies that
will help you in teaching history in 6th Grade.

1. Challenges Facing History Teachers

1.1 Breadth vs. Depth

The Araling Panlipunan for 6th Grade has many lessons to discuss, from the
start of the Revolution of 1896 to the struggles of the present time but with a
minimal timeframe. Many teachers are torn between breadth and depth of the
 107

lesson. As a result, lessons and relevant activities are sacrificed and

shortened to meet deadlines such as periodic examinations and paperwork.

1.2 Biases and False Knowledge

People tend to have different views of a specific issue regardless of where

they get or learn that information (credible or not). In the classroom, the focus
is not indoctrination. If some students view a topic differently, the teacher
must ask them how they came up with that idea and their sources, and after
that, they should show relevant sources that the students have not explored
yet. None of the students will have to unlearn something by force or out of
fear, but everyone will analyze, reflect, relearn, and learn something.

1.3 Beyond memorization

The best way to learn history is not through the process of rigid recall of
names, dates, and places. The teacher should reinvent ways of teaching and
learning that will go beyond the rote memorization of names, dates, and
places. There is nothing wrong with knowing important facts but knowing why
these facts are significant to people’s lives is even better.

1.4 Reliance on textbooks

In teaching history or any other subjects, we always hear the saying, "A
teacher should be five books (or more) ahead of their students." Teachers
should not stick with the textbook suggested by the school for a subject and
grade level. They can utilize other primary sources like documents, letters,
videos, pictures, and audios of the topic they are studying (ex. Philippine
Presidents - learn and analyze them through video clips, images, and
speeches).

1.5 Cognitive and Practical skills

Teaching cognitive and practical skills in history, such as critical thinking,

sustained attention, cognitive flexibility, problem-solving, communication skills,
etc. is a must. The challenge here for educators is to transform and use
cognitive and practical skills to instill civic competence (good citizenship,
responsibility, justice, and community participation) to Araling Panlipunan
students, which is the primary aim of this subject.
 108

2. Findings from Neuroscience and its relevance to the teaching

of history

Neuroscience focuses on the brain and its impact on learning, behavior, and
decision making.

2.1 Brain tends to forget

We often encounter students with the dilemma of not learning and forgetting
everything in history class. This is due to the quality of the information that
crosses the student's memory pathway.

There are three types of memory pathways: (a) semantic - memory level that
deals with factual or general information. This is the memory that is hard to
retrieve; (b) episodic - refers to the memory of past experiences and tends to
be long-lasting; (c) procedural - deals with how to perform a specific task or
how to make something. This memory pathway is more flexible and more
comfortable to retrieve and does need much of learning stimuli.

The problem with forgetting history concepts easily is the teaching and
learning process that only touched the semantic level of memory and not the
episodic and procedural memory. Teachers should innovate strategies and
activity hooks that will help students to retrieve specific information. (For
example, the use of mnemonic devices, picture cues, or turn history concepts
or scenarios into a song in a tune of children or popular songs today.)

2.2 Emotional engagement drives learning

Students learn if they are emotionally engaged, safe, and inside an

environment far from a threat. Teaching that inspires fear and uses force will
not help student's learning.

For example, you are discussing religion and politics in your AP class. If you
directly attack a specific group of believers because of their voting
preferences, then the students in your class who belong to that religion or
spiritual group may feel ostracized, preventing them from participating in
class.
 109

2.3 Brain searches for meanings and patterns

Relevance is the brain's way of connecting to existing neural sites (Coward,

1990). The teaching and learning process should be anchored towards
meaning and lifelong learning.

Teachers should create strategies that will touch the episodic memory of the
students. If the students find the lesson irrelevant to their lives and cannot find
any connection, the brain becomes inattentive and tends to shut off. (For
example, when teaching the class on Independence of 1896, the teacher
could make it relevant to their students by asking them what they enjoy doing.
What are their hobbies? Aren’t you glad that you are free to pursue your
hobbies? What made this freedom that we enjoy today possible? After this,
you can connect it to the lesson about the Independence of 1896. This way,
your focus is on meaning rather than memorization of dates and names.)

2.4 The brain is plastic

The brain is plastic. It means that the brain possesses neuroplasticity, which
can customize learning, relearn, or unlearn something. If learners are
presented with a learning material or activity that will trigger their higher-order
thinking skills, their biases and prejudices about the specific topic may
change.

2.5 The brain is social

The brain functions better when collaborating with others. This brain default
can be utilized by teachers to design and implement group activities that
involve problem solving, inquiry, and reflection.

2.6 Learning is aided by senses

Brain research has established that physical movement makes the brain more
ready for learning. The mind is biased towards beauty and novelty. It does not
like monotony. It looks for what is salient to focus its attention on. Otherwise,
the brain will disengage.

The material that teachers use should be challenging enough to keep the
students interested but not to the point of students giving up because they feel
it is beyond them, even with their best effort. Scent, music, and color can be
used as memory retrieval cues. Social studies lessons can be developed
 110

using scents, music, and color to remind the student about what is being
discussed (Yeban, n.d.).

2.7 The priority of the brain is to survive.

Students work best in a challenging but low threat environment. If the brain
feels threatened, any attempt towards higher thinking will fail.

Ex. The teacher challenges the students by posing questions and presenting
scenarios about the KKK in the Philippines, but when they gave the wrong
answers, they were served with punishment or minus points. This method will
not work on students, even if given the rules at the beginning of the lesson.

3. Strategies for Teaching History

3.1 Simulation Method

Simulation is a teaching strategy that teachers use to make the students feel
and experience a specific situation or scenario. For example: when teaching
Martial Law, the teacher may introduce the topic by acting very autocratically,
creating a tense atmosphere in the classroom by ordering the students to
surrender their cell phones or sit and work in a certain way. Audio simulations
can also be used. For instance, ask the students to close their eyes and listen
to former Pres Marcos' speech declaring martial law.

After these simulations, the teacher will ask the students how they feel, how
they find the situation concerning the topic, or relate what they experienced
during the simulation activity. The teacher can start the class discussion
through the students’ answers, and after the lesson, the teacher can ask the
students to make an inference or draw conclusions out of the lesson.

3.2 Inquiry Method

The inquiry method is a strategy that is far from spoon-feeding instruction or

banking method. Here, the teacher will act as a facilitator, and the students
will be the ones to investigate and present what they learn about the lesson.

For example: In examining Dr. Jose Rizal's view of the revolution in 6th Grade
Araling Panlipunan, the teacher asks the class to form small groups and start
by posing an investigative question like "Dr. Jose Rizal: Reformist or
Separatist?" The students will then search and find answers in the library or
use their mobile phones (if permitted). Next, from the information gathered
 111

from different sources, they will organize their thoughts using graphic
organizers. Lastly, each group will present their findings in class, backed up
by pieces of evidence and citations.

3.3 Utilization of Graphic Organizers and Note Taking

Graphic Organizers will help students make sense of a complex idea and turn
it into simpler ones. In teaching the history of the EDSA Revolution, the
teacher may present the reasons that gave birth to the Revolution of 1986
using an appropriate graphic organizer rather than wordy lectures in the
chalkboard.

Besides, the teacher may introduce proper notetaking skills to his/her

students to help them arrange their thoughts, identify keywords, and come up
with the lesson's main idea.

One example of notetaking is

the Cornell Note-taking
System invented by Walter
Pauk, Professor at Cornell
University in 1940.

3.4 Differentiated Activities

To avoid repetitive and mismatch learning activities, the teacher can utilize
differentiated activities to test and showcase students' learning through
various activities such as singing, dancing, poster making, monologue, etc.

3.5 Film Viewing

Another strategy in teaching history is film viewing. For example: To

understand the other side of the coin in viewing Martial Law, the teacher can
have the students watch the movie "Dekada 70", a 2002 film by Chito Roño.
While watching, it is important to pause the screen showing some crucial
scenes from the movie and explaining them to avoid confusion. After the
movie, the teacher will ask the students to write a film analysis and reflection
paper.
 112

3.6 Gamification

Another fun strategy to incorporate in teaching is gamification. After the class

discussion, the teacher can test the students by turning the questions into a
game like Fact or Bluff, Papasa Ka Ba sa Grade "6?" (Note: You may change
or modify the game or title), or any gamified activities that will let students
learn while having fun.

3.7 Field Trip

Students will learn best if they are exposed to and immersed in the
environment. For example: In teaching the significance of history and
remembering people's contribution in the past, the teacher may engage the
students in their local history or historical places in their community first.

If your school is in the City of Malolos, you can make an itinerary of historical
places in your field trip (For example, Barasoain Church, Casa Real, The
Kalayaan Tree in front of the Malolos Cathedral, etc.) After the trip, the
teacher can ask the students to create a journal full of photos they have
taken, a video blog, or a reflection paper that will contain their experiences
and learning.

3.8 Video Blogging

In this time of technological advancement, and most of the students are digital
natives, the teachers must incorporate a new way of presenting a lesson. In
teaching history, particularly about the Philippine Presidents, instead of just
asking your students to read, you can create a video blog with a catchy title
about the life, struggles, and accomplishments of these presidents.

What is your favorite lesson in Philippine history? If you are to teach this lesson to
Grade 6 pupils, what strategy/strategies will you use? Why?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 113

After studying this unit, reflect on what kind of Social

Studies teacher, you want to be in the future. Write
to your future self, set goals for yourself, and
envision your future. Use the space provided below.

Matching Type
Directions: Column A is composed of statements that describe the characteristics of
teaching methods. Column B has a list of strategies. Match column A with column B
(answers can be repeated). Write the letter of your answer on the space provided before
each number.

Column A COLUMN B

______1. This is a tool that will help students in arranging their ideas.
a. Notetaking
It can be used for comparing and connecting information.
______2. It is a learning approach which allows the students to b. Think Pair Share
conceptualize their thinking through investigation; it requires
c. Field Trip
minimum teacher involvement.
______3. This strategy aims to allow students to have a first-hand d. Gamification
experience a place away from their usual environment.
e. Simulation Method
______4. This is an instructional strategy that will expose the students
to various assessment methods to test their learning. f. Independent Study
______5. This is a process of recording the main points of lectures and
g. Film Viewing
reference materials conveniently.
______6. This is a teaching strategy that involves television for an h. Inquiry Method
interactive and informative way of presenting a topic.
i. Round Robin
______7. This is an application of game elements in areas of learning
activity or assessment. j. Video Blogging
______8. This method refers to the immersion in a real-life scenario
k. Graphic organizer
under a controlled environment.
______9. This is a learning strategy that the teacher can utilize if they l. Differentiated Activities
want their students to create a story map of Dr. Jose Rizal's Noli Me
Tangere.
______10. This is a viewing strategy that will help students elevate
their experiences and critical thinking.
 114

Suggested Readings/Website

Doidge, N. (2007). The brain that changes itself: Stories of personal triumph
from the frontiers of brain science. Viking.
Jensen, E. (2009). Teaching with poverty in mind: What being poor does to
kids' brains and what schools can do about it.
Ten Great Teaching Strategies in History (2019). Retrieved from
https://www.historymatters365.com/history-matters-365-blog/category/history-
teachingstrategies#:~:text=Develop%20the%20sentence%20is%20one,Take%20fee
dback%20and%20give%20praise

REFERENCES

Doidge, N. (2007). The brain that changes itself: Stories of personal triumph from the
frontiers of brain science. Viking.
Facing History Org. (2020, March 28). Teaching Strategies: Facing History and
Ourselves. https://www.facinghistory.org/resource-library/teaching-strategies
Yeban, F. (n.d.). When Social Studies Meets the Brain.
 115

UNIT 10
STRATEGIES FOR TEACHING
CURRENT EVENTS/GLOBAL ISSUES

INTRODUCTION

This unit will help you discover some practical teaching strategies you
can use when teaching local and global issues in your Araling
Panlipunan classes. Being exposed to various media and through first-hand
experiences, young learners become aware that the things occuring in one
part of the globe affect the other parts.

OBJECTIVES

When you have completed this lesson, you will be able to:
1. demonstrate full knowledge and understanding of current national
and international issues that affect global connections and
interdependence,
2. select strategies for the development of learner’s critical and creative
thinking skills as applied to social studies,
3. create lesson plans that incorporate learning experiences intended
to develop the learners' higher-order thinking skills as applied to
social studies, and
4. utilize both traditional and authentic assessment tools and
techniques.

True or False
Write T or F on the space before the number.

1. Teaching local and global issues to grade school students is

inappropriate.

2. There are four types of inquiry-based learning in terms of how

structured the process is.

3. it is essential to set a time limit when using video presentations.

 116

4. According to Dale’s Cone of Experience, students will remember 50%

of the lesson when videos are used.
5. Giving assignments to the students is a punishment.

6. The panelists in a panel discussion should always include a teacher.

7. A simulation is the same as a game.

8. While students watch a video presentation, the teacher should monitor
them.
9. In the panel discussion, the students are not allowed to ask questions.

10. Writing a lesson plan, especially when

teaching elementary grades, is not always necessary.

I have chosen three important local and global issues you and your future students
should have more than a passing knowledge. Your students live in this world just like
everybody else, and they must know what is going on around them. Your classroom
is the best place for them to learn about social issues. Teachers, however, should
take special care on how to impart this information to their learners.

#1 Global Issue: Global Warming/Climate Change

We have experienced the warmest temperature at the onset of the

21st Century according to the instrumental global temperature record.
Students must understand their role in protecting the environment.
Their future depends on it. As teachers we can start by teaching them
what they need to know. The following are strategies you can use to
teach about global warming.
 117

https://youtu.be/vy1-R0p3Bts Video presentation

Most of the students at the primary level, enjoy watching animated videos,
whether on television or the internet. So, teachers can incorporate educational
videos into their lessons to make them more interesting to students.
According to one of the principles in selecting and using teaching
strategies, the more senses involved in learning, the more and the better the
education will be. Using Edgar Dale's Cone of Experience, watching videos falls
under the level of Demonstrations. It is a visual explanation of the significant fact,
idea, or process using pictures, drawings, film, and other media types to facilitate
clear and effective learning. According to studies, we tend to remember
approximately 50% of what we see and hear; "seeing" and "hearing" is what
students do by watching films or videos.
There are many educational videos about global warming or climate
change available on YouTube, which teachers and students can access for free. One
of which is an animated video called "Climate Change at ang Pag-init ng Mundo."
DENR uploaded this video on YouTube in 2017. In this video, the student will
learn the cause and effect of global warming and the solution to this kind of
problem. The video was made for educational purposes, and the medium of this
video is in the Filipino language. Although this video already contains information
and facts, the teacher must make sure that the students get exactly the
presentation's message by asking high-level questions before, even during, and
after watching the video.
 118

Here are some tips in using a video presentation

• Use appropriate video - make sure the tape is suitable for the primary
grade level.
• Limit the length – In elementary grades, 1hour is usually equivalent to 1
subject. Make sure the video is approximately 8 –10 minutes long so
you will still have time to discuss essential details afterward.
• Note-taking – encourage the students to take down notes, allow them
to write essential facts in their notebooks.
• Audio and Visual – Use good quality speakers to conduct video
presentations for the sake of your students seated at the back. Also,
make sure that the classroom is not too bright.
• Provide questions – before presenting the video, give at least five guide
questions. Providing questions encourages students to watch the
video intently.

Media in the classroom are appropriate for triggering ideas, making

complicated subjects more understandable, and holding attention to essential
concepts. It should lead students to remember ideas by becoming more
involved with them. Critical skills in understanding media are fundamental;
without them, the film, video, record, or slides presented concerning a subject
are only for entertainment value.

#2 Global Issue: Poverty

Poverty is a current issue, both local and global. Poverty means more
than the absence of income and other sources of sustainable livelihoods. Its
manifestations include hunger and malnutrition, limited access to education
and other essential services, social discrimination and exclusion, and the lack
of participation in decision-making. More than a quarter of the Philippines’
105.7 million people live in dire poverty. It is vital to discuss poverty among
our young learners to understand one of the Philippines' significant economic
and social problems.
 119

The issue of "poverty" is an excellent topic for Inquiry-Based Learning.

Instead of just giving a lecture on poverty, you can have your students
conduct a simple research activity. It could be done as an individual project or
as a group project.

There are four types of Inquiry-Based Learning you can choose from (Guido,
2017):

!. Confirmation Inquiry -- You give students a question and the answer to

the question including the method used to arrive at the answer. The students'
goal is to build investigation and critical-thinking skills, learning how the
specific process works.

2. Structured Inquiry -- You give students an open question and an

investigation method. They must use the technique to craft an evidence-
backed conclusion.

3. Guided Inquiry -- You give students an open question. Typically, in

groups, they design investigation methods to reach a conclusion.

4. Open Inquiry -- Students pose an original question that they investigate

through their methods and eventually present their results.

Inquiry-based learning promotes a more in-depth understanding of the

topic and encourages initiative and self-direction. If it is to be done as a group
activity, it will likewise inspire cooperation and collaboration among group
members.

The issue of "poverty" can

also be taught in the classroom using
the strategy known as Experiential
Learning. This is a constructivist
approach to learning. Experiential
learning includes any form of
education that focuses on personal
experience during the learning
process, in contrast to learning from
books, lectures, or other more
passive means. Research has shown
that students benefit academically from experiential learning; furthermore, this strategy is also
useful in promoting the development of responsibility, decision-making, and other
interpersonal skills (Davis & McClain, 2003). Some research advocates for more opportunities
 120

to teach social studies outside of the classroom, taking advantage of learning possibilities in an
environment where students can transfer their learned knowledge to the real world and real-
life situations. (Cengelci, 2013).

A poverty simulation is an example of experiential learning activity in which participants

take on the role of different types of people that may experience poverty. The overall aim is to
challenge participants' beliefs about poverty and prompt them to act. The poverty simulation
experience will help participants understand the life of a typical low-income family that is trying
to survive. The simulation is designed to make the participants more sensitive to the realities
faced by low-income people. When used among young learners, teachers should take care to
make the activity age-appropriate and safe for the students. Parents or guardians of their
students should be well-informed of the activity, for it may sometimes entail doing “out-of-
classroom” work.

# Global Issue: Pollution

A polluted environment is causing grave and irreparable damage to the natural

world and human society. Approximately 40% of deaths worldwide are caused by
air, water, and soil pollution. Overpopulation is a big contributor to the state of
malnutrition of about 3.7 billion people in the world. A polluted environment breeds
a polluted society - one we created and one only we can renew (Everything
Connects, 2013).

Our students must know the causes and effects of environmental pollution and
what can be done to correct them. In our classrooms, we teach the topic using the
suggested strategy below:

Panel Discussion - Invite some

local government officials or experts in the
environment like environmentalists or
representatives from Greenpeace
Philippines concerned in protecting natural
landscapes, species, and more from
environmental threats such as hazardous
waste imports, coal projects, and illegal
logging. Typically, 3 to 4 experts or
practitioners in the field share facts, offer
their opinions, and answer the questions
the audience ask either directly or through
a moderator.
The moderator of the panel
discussion is the teacher. The teacher will
give the topic for the debate, and the panelist will provide their point of view about the
issue.
 121

Create your mini poster either about global warming, poverty, or environmental
pollution. Use a short bond paper for this activity. You may use any coloring material.

It is unfortunate that some students, mainly from public schools, belong to low-
income families. Sooner rather than later, you will find yourself teaching kids from
these families. As a teacher, how do you see yourself helping these kids?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

POSTTEST
Multiple Choice: Read each statement carefully. Circle the correct
answer

1. Why must students be made aware of global issues?

A. To acquire knowledge by using Facebook and Twitter.
B. To avoid wrong information and keep up with trends.
C. To become aware, knowledgeable, and responsible members of
the community.
D. None of these
 122

2. According to Edgar Dale’s Cone experience, how many percent of

what students’ “see” and “hear” do they remember?
A. 20%
B. 30%
C. 40%
D. 50%

3. Which of the following is an ideal characteristic of a panelist in a panel

discussion?
A. Anyone as long as he/she is older than the students
B. Has expertise on the subject matter under discussion
C. At least a college graduate.
D. Should be a Head Teacher

4. What is the purpose of inquiry-based learning?

A. It is a kind punishment for students who don’t know how to
collaborate.
B. It will encourage students to take the initiative and responsibility for
completing a task.
C. When the class hour is limited, the teacher can give the task as an
assignment.
D. All of the above

5. Which type of inquiry-based learning allows students to pose original

questions that they will investigate through their methods?
A. Confirmation inquiry
B. Guided inquiry
C. Open inquiry
D. Structured inquiry

6. Poverty Simulation is an example of ___________?

A. Experiential learning
B. Game-based learning
C. Inquiry-based learning
D. Problem-solving

7. Teacher Beth is presenting the lesson using video presentations. In

the middle of the discussion, the electric supply was cut off. Which of
the following must be done?
A. Continue the lesson by narrating what is in the video.
B. Stop the discussion wait for the power supply to be restored.
C. Continue the lesson by skipping the video since the teacher didn’t
memorize the lesson.
D. Stop the lesson since there are just about 30 mins left anyway.
 123

8. Miss Dela Cruz used a video presentation to teach about climate

change. The video was almost 50mins long, so it consumed the entire
class hour. Does it violate the use of video presentations as a
strategy?
A. Yes, because the students did not like the video.
B. Yes, because the video consumed the entire class period, leaving no
time for discussion or processing.
C. No, the video was interesting, and the students enjoyed watching it.
D. No, because the topic is boring and that’s the only way she can
make it more interesting for her students.

9. Which is not a characteristic of collaboration strategy in teaching

elementary students?
A. Independent learning
B. Teamwork
C. Socialization
D. Peer learning

10. What is the purpose of a panel discussion in teaching?

A. It clarifies facts and opinions about the issue.
B. It encourages the students to keep an open mind and respect other
people's opinions.
C. It can be helpful to stimulate discussion and develop group opinions.
D. All of the above

references

Cengelci, T. (2013). Social Studies Teachers’ Views on Learning Outside the

Classroom. Educational Science: Theory & Practice, 13(3), 1836-1841.
Retrieved from http://files.eric.ed.gov/fulltext/EJ1017727.pdf

CliffsNotes. (n.d.). Causes and Effects of Poverty. Cliffsnotes.Com. Retrieved

September 4, 2020, from https://www.cliffsnotes.com/study-
guides/sociology/social-and-global-stratification/causes-and-effects-of-poverty

Davis, B, & McClain, W. (2003). Social Studies Teachers, Experiential Learning,

Standards-Based Curriculum and Assessment. (Unpublished research
report). Randolph-Macon College. Retrieved from http://files.eric.ed.gov
/fulltext/ED482438.pdf

Environmental Pollution. (2013, November 20). Everythingconnects.Org.

https://www.everythingconnects.org/pollution.html

Guido, M. (2107, January 19). What Is Inquiry-Based Learning: 7 Benefits &

Strategies You Need to Know. Prodigygame.Com. https://www.prodigygame
.com /main-en/blog/inquiry-based-learning-definition-benefits-strategies
 124

Human Rights Watch. (n.d.). Philippines Events 2019. Hrw.Org. Retrieved

September 1, 2020, from https://www.hrw.org/world-report/2020/country-
chapters/philippines

Smart Meetings. (2020). 10 Tips to Improve Panel Discussions.

Smartmeetings.Com. https://www.smartmeetings.com/meeting-
planning/91957/10-tips-to-improve-panel-discussions
 125

MODEL LESSON PLANS

INTRODUCTION

Congratulations! You are half-way done with the module. The teaching
strategies and methods you have learned from this course will now be applied. You
are required to accomplish two major requirements to pass this course successfully.
The first requirement is a detailed lesson plan, and the second is a microteaching
demonstration. Both requirements are the manifestations of the learning outcomes of
this course.

This unit will provide you with model lesson plans that use a combination of
the teaching methods and strategies discussed in the previous units. Study the
model lesson plans carefully and take note of the strategies used. They will serve as
your pattern for the lesson plan you need to write. The model plans are written in
Filipino because it is the medium of instruction for Araling Panlipunan. Your lesson
plan will also be written in Filipino. It will also follow the same format insofar as the
parts are concerned. However, you will have to use another combination of teaching
methods and strategies. Your lesson plan should not be a duplication of the model
plans presented to you.

Guidelines for the Lesson Plan Writing Activity:

1. Choose one from the list of topics presented below (List 1)

For you to be able to develop the topic thoroughly, you will need references like
textbooks or teacher's guide.
2. Create a combination of 3 to 4 teaching methods from the list (List 2) and
2 to 3 student activities (List 3). Keep in mind the topic that you have chosen as
you pick your combinations.
3. The set of teaching methods and strategies and the set of student activities you
have chosen will be used in your lesson plan.
4. Follow the format used in the model lesson plans.
5. Write your lesson plans in a short bond paper (8.5' x 11'). Use Arial 11, a margin
of 1" all around. Handwritten plans are acceptable if your handwriting is neat and
legible. If possible, you may send your lesson plan to your professor via Gmail or
FB Messenger; otherwise, discuss other possible means to send your work for
assessment purposes with your professor.
 126

6. Once your lesson plan is approved, you will then prepare your microteaching
demonstration using this plan.
7. The rubric presented on the next page will be used to assess your lesson plan.
LIST 1
Grade Level Topic
Gampanin Ko sa Aking Pamilya
1
Pagpapahalaga sa Pamilya
Paggamit ng Mapa sa Aking Komunidad
2
Pagpapahalaga sa Likas na Yaman ng Aking Komunidad
Mga Bayani ng Aking Lalawigan
3 Mga Makasaysayang Pangyayari at Pook sa Iba’t ibang Lalawigan at
Rehiyon
Ang Kinalalagyan ng Aking Bansa
Batayang heograpiya
1. direksyon
4
2. relatibong lokasyon
3. distansya
Pamahalaan ng Pilipinas
Mga Paniniwala, Tradisyon, at Kagawiang Panlipunan ng Sianunang
5 Pilipino
Epekto ng Kulturang Espanyol sa Kulturang Pilipino
Pananakop ng Hapones sa Pilipinas
6
Ang Pilipinas sa Ilalim ng Batas Militar

LIST 2 LIST 3
1. inductive or deductive approach 1. small group discussion method
2. brainstorming
2. roleplaying
3. question-and-answer method
4. concept mapping 3. storytelling
5. inquiry method
4. brainstorming
6. problem solving
7. use graphic organizers 5. art activities
8. use maps
6. debate
9. use art/images/photos/
editorial cartoons 7. use useart/images/photos/
10. use videos/short films/documentaries
editorial cartoons
11. suggest other methods/strategies not
included in the list 8. interviews
9. exhibits
10. performances/shows
11. suggest other activities not
included in the list
 127

Rubric for Lesson Plan Development

Components Beginning Developing Accomplished Exemplary Score

Instruction Instructional Objectives are Objectives are Objectives are
Goals and goals and written but are stated. clearly stated.
Objectives objectives are not easy to (20 pts)
not stated. understand. (15 pts.)
(5 pts) (10 pts.)
Instructional Instructional Some strategies Most strategies Instructional
Strategies strategies are are appropriate are appropriate strategies
missing, or the for learning for learning appropriate
strategies used outcome(s). outcome(s). for learning
are outcome(s).
inappropriate. (20 pts) (30 pts)
(40 pts)
(10 pts)
Assessment The method The method for Method for The method
for assessing assessing assessing for assessing
student student student student
learning and learning and learning and learning and
evaluating the evaluating the evaluating the evaluating the
instruction is instruction is instruction is instruction is
missing. vaguely stated. present. delineated and
(5 pts) (10 pts) (15 pts) authentic.
(20 pts)
Materials The material Some materials Most materials All materials
Needed list is missing. necessary for necessary for necessary for
students and students and students and
(0 pt) teachers to teachers to teachers to
complete the complete complete the
lesson are lessons are lesson listed.
listed, but the listed. (5 pts)
list is (4 pts)
incomplete
(2 pts)
Organization The lesson The lesson plan The lesson plan The complete
and plan is is organized but is organized package is
Presentation unorganized not and neatly presented in a
and not professionally presented. well organized
presented in a presented. and
neat manner. (6 pts) (10 pts) professional
(3 pts) fashion.
(15 pts)
Total Points
Retrieved from- http://www.k12.hi.us/~paia/int/rubtem.html
 128

Mga Modelong Banghay-Aralin sa Araling Panlipunan

A. Modelong Banghay-Aralin na Ginagamitan ng Concept Development Model,

Deductive Approach, Discussion Method, Storytelling, at Brainstorming

Masusing Banghay Aralin sa

Araling Panlipunan 7

I. Layunin
Sa pagtatapos ng aralin, ang mga mag-aaral ay inaasahang,
1. maipakikilala ang sarili,
2. mauunawaan ang konsepto ng pagpapatuloy at pagbabago,
3. maihahambing ang sariling kwento ng buhay sa kuwento ng kamag-aral, at
4. mapahahalagahan at maipagmamalaki ang sarili.
II. Paksang Aralin
A. Paksa: Pagkilala sa sarili
B. Sanggunian: Araling Panlipunan pahina 50-55
C. Kagamitan: Larawan, Tsart, Biswal Eyd
III. Proseso ng Pagtuturo
Gawain ng Guro Gawain ng Mag-aaral
A. Panimulang Gawain
- Bago tayo magsimula sa ating gawain pakipulot ang
mga kalat at pakiayos ang inyong mga upuan
- Pakipangunahan ang ating panalangin Ronnel
- Magandang umaga mga bata - Amen
- Handa na ba kayo para sa ating talakayan?
- Magandang umaga din po
B. Pagganyak teacher
- Opo teacher
- Magaling! Dahil handa na kayo may babasahin ako sa
inyong maiksing kwento na may kinalaman sa paksain
natin ngayong araw
- (Binasa)
- Okay klas, palakpakan si teacher gaya nito. 1,2,3 1,2,3
yehey! - (isinagawa ang palakpak)
- Batay sa kwento na aking binasa ano ang magiging
paksain natin ngayon? Yes Mae. - Teacher tungkol po sa pagkilala
- Tama! Magaling Mae sa sarili

C. Paglalahad
- Klas, ang ating tatalakayin ngayong umaga ay tungkol
sa Pagkilala sa sarili.

D. Pagtatalakay
- Lahat ng tao ay may mga sariling katangian, kakayahan,
ugali, at iba pa. Maaaring ang isang tao ay mabilis
matuto, ang ibang tao naman ay hindi. Magbigay pa nga
kayo ng halimbawa ng inyong katangian. Yes, Allen?
- Ako po ay lalaki.
- Tama, ang isa sa mga unang pinagkaiba ng mga tao ay
ang kasarian. Ano pa ang uri ng katangian ng isang tao.
Yes, Gab?
- Ako po ay anim na taong gulang
-Very good, ang isa pang katangian ng mga tao ay ang
kanilang edad. Sa ugali kaya, paano nagkakaiba ang mga
 129

tao? Magbigay nga ng isa ng iyong ugali? Yes, Lynneth?

- Very good, ano naman ang kabaliktaran ng pagiging

masipag? Sige, Jayson. - Masipag po, Teacher

- Magaling, ang kabaliktaran ng masipag ay pagiging

tamad, at isa ito sa mga masamang katangian ng mga tao - Pagiging tamad po teacher
na di natin dapat tularan.

E. Pormatib Tsek

- Klas ano ulit ang pinagkaiba ng mga tao? Yes,

Christian? - May pagkakaiba po sa ugali.
- Very good, Christian!

F. Paglalapat
- Magpapangkat-pangkat kayo ng iyong mga kamag-aral
ayon sa kategoryang aking babanggitin.
a. Pangalan - (nagpangkat pangkat)
b. Kaarawan
c. Edad
d. Tirahan
- Ano ang mga impormasyong ibinahagi mo sa iyong
mga kamag-aral - ang akin pong edad, pangalan,
habang naglalaro? Yes, Joseph? kaarawan, at tirahan

- Very good, Joseph.

G. Paglalahat
- Ano ang inyong natutunan ngayong araw? Yes, Geline? - natutunan ko pong tingnan ang
aking katangian, ugali, at
- Very good, Geline. kakayahan.

IV. Pagtataya
Isulat sa isang buong papel ang lahat ng iyong katangian, ugali, at kakayahan.
V. Takdang Aralin
Sagutan ang Gawain B sa pahina 60 ng libro ng Araling Panlipunan.

B. Modelong Banghay-Aralin na Ginagamitan ng Concept Development Model,

Inductive Approach, Discussion Method, Brainstorming, Question & Answer Method.
Videos, at Art and Images

Masusing Banghay Aralin sa

Araling Panlipunan III
I. Mga Layunin
Sa pagtatapos ng aralin, ang mga mag-aaral ay inaasahang:
1. matutukoy ang iba’t-ibang anyong tubig,
2. maipapakita ang pagpahalaga sa mga anyong-tubig, at
3. makaguguhit ng isang poster tungkol sa pagpapakita ng pagngangalaga sa mga
anyong-tubig.

II. Paksang Aralin

A. Paksa : Mga Anyong Tubig
B. Sanggunian: Araling Panlipunan IV, pahina 62-74
 130

C. Kagamitan: plaskard, mga larawan, activity kards, at PPt slides

III. Proseso ng Pagtuturo/Pamamaraan

Gawain ng Guro Gawain ng Mag-aaral

A. Panimulang Gawain

-Magandang umaga Grade 4- Narra - Magandang umaga po, Sir Joseph

-Bago tayo magsimula ay pulutin muna ang mga

kalat at paki-ayos ang pagkakahanay ng inyong
mga upuan.

-Tumayo ang lahat para sa ating panalangin na

pamumunuan ni Carl - Amen

-Salamat! Maupo ang lahat. May lumiban ba sa

klase? - Wala po

-Handa naba kayong matuto sa ating talakayan? - Opo

B. Pagganyak

- Klas, may hinanda akong isang video para - Opo!

panoorin ninyo. Manood ng mabuti at may mga
itatanong ako sa inyo matapos ang palabas.

(Ipapakita ng guro ang video tungkol sa iba’t

ibang anyong tubig na syang sentro ng
talakayan)

- Ano ang napanood ninyo? - Nakita ko po yung magandang talon,

malawak na karagatan, at bukal.

-Tama! Ano pa? -Meron ding ilog, lawa, sapa, kipot,at look.

-Tama! Salamat sa sagot nyo!

- Charlie, anu-ano na ang iyong napuntahan sa -Ilog at dagat po sir!

mga ito?

-Ano ang iyong ginawa nang pumunta kayo dito? -Naligo po.

-Tama. Paliligo nga ang kadalasang ginagawa sa

ganyang mga lugar. Ngunit ang iba ay
namamangka o kaya ay namimingwit ng isda.

Iyong mga nakita ninyo sa video ang paksa ng

ating aralin ngayong umaga.

C. Paglalahad
-Klas, ang ating paksa sa araw na ito ay
pinamagatang “Mga Anyong Tubig”

D. Pagtalakay
-Bago tayo magsimula sa ating talakayan meron
muna tayong pangkatang gawain.Papangkatin
ko kayo sa dalawa yung sa kanan ang unang
 131

pangkat at sa kaliwa naman ang pangalawang

pangkat.

Bawat pangkat ay pumili ng isang lider, isang

taga-sulat at isang taga-ulat. Bibigyan ko kayo
nang sampung minuto upang inyong
trabahuhin. At pagtapos na kayo, idikit nyo ito
sa pisara.

-Maliwanag ba klas? - Maliwanag po

-May katanungan ba kayo? - Wala po

Ang inyong oras ay mag uumpisa na! Unang Pangkat:

Panuto:
Kilalanin ang mga larawan ng anyong tubig
at i-ugnay ang hanay A sa hanay B.
(may hawak na larawan visual material ang
mga mag-aaral)

Pangalawang pangkat:
Panuto:
Kilalanin at tukuyin kung anong anyong
tubig ang inilalarawan. Idikit ang larawang
nababagay dito.
(may hawak na mga larawan ang mga bata
at mga deskripyon ng iba’t-ibang anyong
tubig na nakasulat sa isang pirasong papel)

-Ito ay maliit na anyong-tubig at kadalasang

natutuyo kapag tag-init.
-Isang uri ng anyong tubig na maaring tubig-
alat o tubig-tabang na napalilibutan ng lupa
-bahagi ito ng dagat, ang tawag sa
malalaking look.
-Isang makitid na daang-tubig na nag-
uugnay sa dalawang malaking anyong tubig
tulad ng dagat o karagatan.
-Anyong-tubig na nagsisilbing daungan ng
mga barko at iba pang sasakyang- pandagat.
Maalat din ang tubig nito sapagkat
nakadugtong ito sa dagat o sa karagatan.

-Salamat mga bata! Bago natin kilalanin ang

iba’t- ibang uri ng anyong tubig, sa inyong - Ang anyong tubig ay ang ibat-ibang
palagay ano ang kahulugan ng anyong-tubig? anyo at hugis ng tubig.

-Salamat! Magaling!

-May iba’t- ibang anyong tubig sa ating mundo

ang una ay ang karagatan.

-Jessa sa palagay mo ano ang kahulugan ng - Sir ang karagatan ay isang anyong tubig na
karagatan? pinakamalawak at pinakamalalim na tubig.

- Mahusay Jessa! Ang karagatan ay

 132

pinakamalawak na anyong tubig. Salamat sa

iyong sagot
-maalat ba ang tubig nito? -Opo!

-Tama!

-Sa karagatan din dumadaan yong malalaking

barko, dito din tayo makakakuha ng malalaking
isda. At ang pinakamalaking karagatan ng ating
mundo ay ang karagatang pasipiko.

- Pangalawa ay ang dagat, Kevin maari mo bang -Sir ang dagat po ay mas maliit kaysa
bigyang kahulugan ang dagat? karagatan.

-Tama ka dyan Kevin, Ang dagat ay mas maliit

kaysa karagatan, maalat din ang tubig nito at
pinagkukunan din ito ng yaman dagat tulad ng
mga tahong, isda.

- Nakakita na ba kayo at nakapunta sa dagat? -Opo!

- Ang pangatlo ay talon, Miles anu ang kahulugan
ng talon? -Ang talon po ay isang anyong tubig na
nagmumula sa mataas na lugar at
- Tama! Mahusay! bumabagsak pababa.
-Ang bayan ng Doña Remedios Trinidad ay
may pinagmamalaking talon at ito yung
Verdivia? Pamilyar ba sa inyo ang Verdivia -Opo!
falls?
-Sa Brgy Talbak
-Saan ito matatagpuan?

-At ang tubig nito ay tabang.

- Ang pang apat ay ilog!

-Sir ang ilog ay mahabang anyong tubig
-Sino ang makakapagbigay ng kahulugan ng na karaniwang umaagos papunta sa
ilog? dagat.

-Mahusay Carlo, Ang tubig nito ay tabang, pag

sinabing tabang anu ibig sabihin nito? - Hindi maalat!
-Tama

- At ang pinakamahabang ilog sa Pilipinas ay ang

ilog Cagayan.
- Ang Bukal ay isang anyong tubig na
- Pang limang anyong-tubig ay ang bukal. Pag karaniwang nagmumula sa ilalim ng lupa at
sinabing bukal anu ang kahulugan nito? bumubulwak paitaas.

-Tama! Mahusay Charlie!

-Ang bukal ay kadalasang matatagpuan natin sa

mga lugar na malapit sa bulkan. At ang tubig nito
ay nagpapagaling ng ibat-ibang sakit.
-Opo
-Tingnan natin kung tama ang sagot ng unang
pangkat.Tama ba?
 133

-Bigyan natin ng limang bagsak ang unang

pangkat.
-Ang sapa ay isang maliit na anyong
-Pang anim ay ang sapa. Anu ang kahulugan ng tubig at kadalasang natutuyo kapag
sapa? tag init.

-Magaling Roby! Tabang din ang tubig nito. Dito

din tayo makakita ng talangka sa mga ilalim ng
bato.
-Ako po
-Sino sa inyo nakakita na ng talangka?

-Magaling!

-Ang golpo ay ang anyong tubig na mas

-Pang pitong anyong tubig ay ang golpo.
malaki kaysa look.
Anu ang kahulugan ng golpo?

-Tama! Mahusay Karen! Ang golpo din ay

malapit sa kalupaan kaya hindi gaanong
malalim. Maalat din ang tubig nito. -Opo
-Naiintindihan ba?

-Pang walo ay ang look. Ito yung anyong tubig

na karugtong ng dagat na malapit sa kalupaan
at nagsisilbi itong daungan ng mga barko at
sakayang dagat. Maalat din ang tubig nito. Ang
isang magandang halimbawa nito ay ang look
ng laguna dahil ito ay dinadayo ng mga
foreigner.

-At ang pang syam na anyong tubig ay ang lawa.

-Ang lawa ay isang anyong tubig na
Anu ang kahulugan ng lawa? pinalilibutan ng lupa.
-Tama! Salamat Ian.

-Ang isang magandang halimbawa nito ay

lawa ng Taal. Maalat din ang tubig nito.
- Ang kipot ay isang makitid na lagusan ng
- Ang panghuling anyong tubig ay ang kipot. Anu tubig sa pagitan ng dalawang mga pulo.
ang kahulugan ng kipot?

-Magaling Albert!

-Titignan natin kung tama ba ang sagot ng -Tama po

pangalawang pangkat? Tama ba?
-Wala na po!
-May mga katanungan sa atin aralin?

-Bigay natin ng limang bagsak ang

pangalawang pangkat.

E. Pormatib Tsek
-Klas, ano ulit ang tawag sa anyong tubig na mas -golpo po sir.
 134

malaki kaysa look? Yes Razel?

-Mahusay Razel! Maraming salamat!

F. Paglalapat
-Sa puntong ito ay kuhanin ninyo ang pinadala
kong cartolina at mga coloring materials.
Gagawa kayo ng poster na nagpapakita kung
bakit natin dapat pangalagaan ang mga anyong -
tubig, paano natin ito pangangalagaan, o kung
ano ang mangyayari kapag tayo ay nagpabaya.

Ito ay pangkatang gawain. Gamit ang

pagpapangkat na dati na nating ginagamit na
base sa inyong pagkaka-grupo sa homeroom,
mag-sama sama na ang magkakagrupo para
maumpisahan nyo na ang gawain.

Meron pang nalalabing kalahating oras bago

magtapos ang klase. Gamitin ninyo ito para i-
plano ang inyong iguguhit at umpisahan ito.
Kapag natapos na ang oras at hindi pa tapos ang
inyong poster ay ‘wag mag-alala dahil itutuloy
nating bukas ang gawain bilang karugtong ng
ating aralin ngayon.
Sir, buong cartolina po ba? Kahit na ano po
May tanong ba kayo tungkol sa poster? bang pangulay ang pwedeng gamitin?

Oo, gamitin ang buong kartolina at pwede

kayong gumamit ng krayola or water color sa
pagkukulay ng poster nyo.

Ikalawang araw/miting
- ang lider ng bawat pangkat ay tatayo
- itutuloy ang pag-gawa ng poster at kapag upang ipaliwanag ang mensahe ng kanilang
natapos na ang lahat ay ipapaskil ng mga mag- poster
aaral ssa paligid ng silid-aralan ang kanilang
mga posters. Tatawagi ng guro ang lider ng
bawat grupoupang ipaliwanag ang isinsaad ng
kanilang poster

G. Paglalahat -Sir natutunan ko po ang tungkol sa anyong

-Matapos natin talakayin ang ating aralin at
maiprisinta nyoang inyong mga posters, gusto
kong malaman kung ano ang inyong natutunan.
-Anu nga ang kahulugan ng anyong tubig?
tubig.
-Sir ang anyong tubig ay ang ibat-
ibang anyo at hugis ng tubig.

-Tama! Mahusay.
-Anu-ano naman ang ibat- ibang anyong tubig?
-Magaling! Bigyan ng limang bagsak.
-Anu ang dalawang klasipikasyon ng tubig?
Tama, ipinakit nyo ito sa posters na ginawa nyo
-Ang ibat ibang anyong tubig ay
karagatan, dagat, talon, ilog, bukal, sapa,
golpo, look, lawa, at kipot.
-Tubig tabang at maalat.
-Dapat pong pangalagaan ang anyong tubig
upang hindi ito masira at magdulot ng
 135

malaking problema sa atin gaya ng pagbaha

-Mahusay Grade 3-Narra! Sana ay marami

kayong matandaan sa ating talakayan at higit sa
lahat ay matutunan ninyong pangalagaan ang
ating kapaligiran.

IV. Pagtataya
Maikling pagsusulit

Panuto: Isulat ng malaking titik ang tamang sagot.

1. Isa itong anyong tubig na pinakamalawak at pinakamalalim na tubig

2. Isa itong makitid na lagusan ng tubig sa pagitan ng dalawang mga pulo.

3. Mahabang anyong tubig na karaniwang umaagos papunta sa dagat.

4. Isang anyong tubig na pinalilibutan ng lupa.

5. Mas maliit ito kaysa karagatan.

6. Isang anyong tubig na nagmumula sa mataas na lugar at bumabagsak pababa.

7. Ito ay ang pinakamahabang ilog sa pilipinas.

8. Ito ay ang ibat-ibang anyo at hugis ng tubig.

9. Ito ay ang anyong tubig na mas malaki kaysa look.

10. Isang maliit na anyong tubig at kadalasang natutuyo kapag tag init..

V. Takdang Aralin
Sagutan ang lahat ng Gawain sa pahina 75 ng libro ng Araling Panlipunan III.

C. Modelong Banghay-Aralin na Ginagamitan ng Differentiated Activities, Question &

Answer Method, Simulation Activity, Brainstorming, at Images

Masusing Banghay Aralin sa

Araling Panlipunan VI

I. Mga Layunin:

Sa pagtatapos ng aralin ang mga mag-aaral ay inaasahang,

1. maiisa-isa ang mga kontribusyon ng mga natatanging Pilipinong nakipaglaban
para sa kalayaan;
2. mabibigyang halaga ang mga kontribusyon ng mga natatanging Pilipinong
nakipaglaban para sa Kalayaan; at
3. maipapamalas ang mga kahalagahan ng mga kontribusyon nila sa pag-abot ng
kalayaan.
 136

II. Paksang Aralin:

A. Paksa: Kontribusyon ng mga Natatanging Pilipinong Nakipaglaban

Para sa Kalayaan.
B. Sanggunian: Araling Panlipunan VI, Pahina 80-85.
C. Kagamitan: Larawang biswal, mga batis o sanggunian, at ppt.

III. Proseso ng Pagtuturo:

Gawain ng Guro Gawain ng Mag-aaral

A. Panimulang Gawain

- Grade 6 - Rizal, bago tayo

magsimula ay pulutin muna ang
mga kalat at paki-ayos ang
pagkaka hanay ng inyong mga
upuan.

- Christian, pamunuan mo ang ating - Amen.

panalangin. Maraming Salamat!

- Umayos na ng upo ang lahat.

Magandang umaga, Grade 6 – - Magandang umaga din po Bb.
Rizal! Marcos!

- Handa na ba kayong matututo sa - Opo!

paksa natin sa araw na ito?

B. Pagganyak

- Magaling! Dahil handa na kayong

matuto, humarap kayo sa ating
pisara at pagmasdan ang naka-
project na imahe dito.

(Ipapakita ng guro ang larawan ng isang

ibon na nakakulong sa isang hawla na
walang susi. Upang makalaya ito,
mayroong mga kagamitan na pagpipilian
upag gamitin tulad ng mga sumusunod:
martilyo, patalim, bato, cutter, at iba pa.)

- Ano ang inyong nakikita? Paki - Ma’am, mayroon pong imahe ng

larawan nga ito Rebecca? ibon na nakakulong sa hawla.

- Magaling!
Dahil walang susi upang
mapakawalan ang ibon, narito ang
mga kagamitan na possible
ninyong gamitin upang tulungang
makawala ang ibon.
 137

- Ana, ano ang iyong gagamitin - Ma’am, gagamitin ko po ang cutter

upang tulungan ang ibon? upang masira ko po ang hawla.

- Magaling Ana!

(Matapos magpahayag ng mga mag-aaral

ng kanilang kasagutan, papipikitin ng guro
ang lahat ng mga mag-aaral para sa
ikalawang pagganyak o aktibiti.)

- Ngayon naman klas, pumikit kayo - Opo!

at making ng mabuti sa sasabihin
ni Ma’am.

Direksyon ng Guro:

“Isipin ninyo na tulad ng larawan ng ibong

inyong nakita, noon kayo ay malayang
nagagawa ang mga naisin ninyo ngunit
nang may mga dumating na dayuhan sa
inyong lugar, ang dating masigla at
masayang pamumuhay ninyo ay napalitan
ng takot at pangamba dahil sa kailang
pananakop. Marami sa inyo ang walang
magawa dahil pagkaka siil nila sa inyo
ngunit may mga kapwa kayo na naglakas
loob upang kayo ay ipaglaban sa mga
paraan na kanilang alam tulad ng pagsulat
ng mga tula at nobela o hindi kaya ay
direktang pagpapahayag ng naisin.”

- Ngayon ay dumilat na kayo at - Ma’am, naramdaman ko po sa

sabihin nyo sa akin ang inyong maiksing panahon na ako ay tila
nararamdaman. kaparehas ng ibon na naka gapos
at walang magawa. Kung
- Maraming salamat Bob sa iyong mangyayari man po ito sa
pagbabahagi! kasalukuyan ay labis ko pong
pasasalamatan ang magliligtas sa
amin.

- Klas, base sa aking pinagawang - Ma’am, ang atin pong tatalakayin

maiksing pambungan na gawain, ay ang kontribusyon sa pag-abot ng
ano sa tingin ninyo ang paksa kalayaan ng ating mga bayani.
natin sa araw na ito?

- Magaling Rica! Ngayon ay

maghanda na tayong lahat para sa
pag-uumpisa ng ating diskusyon.

C. Paglalahad

- Klas, ang ating leksyon sa araw na

ito ay pinamagatang,
“Kontribusyon ng mga Natatanging
Pilipinong Nakipaglaban para sa
Kalayaan.”
 138

D. Pagtalakay

(Sa pormal na pagsisimula ng talakayan,

magpapakita ng mga larawan ng bayani
ang guro at magpapalitan ng
impormasyon ang guro at ang mga mag-
aaral sa kung ano ang mismong naging
papel sa kasaysayan at pag-abot ng
kalayaan ng mga naturang Pilipino.)

- Charie, magbahagi ka ng
nalalaman tungkol kay Marcelo H.
Del Pilar.

- Magaling Charie!

- Kinumbinsi rin ni Ginnong Del - Binibini, Si Marcelo H. del Pilar po

Pilar ang mga cabeza de barangay ay bumatikos sa mga paring
ng Malolos na huwag paniwalaan Espanyol sa kanyang pinaka unang
ang utos ng pamahalaan na bigyan pahayag na “Diyaryong Tagalog “
ng kapangyarihan sa mga prayle
na hindi panatilihin ang listahan ng
mga nagbabayad ng buwis.
Nilabanan din niya ang simabahan
dahil sa hindi nito pantay na
pagtingin sa mga Pilipino.

- Paano naman si Dr. Rizal? Sige,

ibahagi mo naman Alvin.

- Magaling Alvin!

- Sa pamamagitan ng mga nobela ni

Dr. Rizal, naging tulay ito upang
mabuksan ang isipan ng mga
Pilipino bawiin ang kanilang
kalayaan.
- Ma’am, si Dr. Rizal po ay lumaban
sa pamamagitan ng kanyang mga
nobela na Noli Me Tangere at El
Filibusterismo.

(Magpapatuloy ang diskusyon ng guro at

mga mag-aaral sa mga bayani tulad nina:
Marcelo H. Del Pilar, Jose Rizal, Andres
Bonifacio, Emilio Jacinto, at Apolinario
Mabini.)

- Klas, paglilinaw lamang na kasama

nila Dr. Rizal ay ang marami pang
bayani na hindi na naitala sa
kasaysayan o sa ating mga libro.
Sila ay ang tinatawag natin na mga
nameless hero o ang masa na
lumaban at naninindigan para sa
ating karapatan at kalayaan.

- Naiintindihan ba?
 139

E. Pormatib Tsek - Opo Binibini!

- Klas, sino-sino nga muli ang ating

mga tinalakay na mga natataging
Pilipino?

- Ma’am, tinalakay po natin sina

Marcelo H. Del Pilar, Jose Rizal,
Andres Bonifacio, Emilio Jacinto, at
Apolinario Mabini Pati na rin po ang
- Magaling Niana! Maraming mga nameless hero natin na hindi
Salamat. man po natin alam ang kanilang
pangalan, sila ay nagging tulay sa
pag-abot ng ating tinatamasang
F. Paglalapat kalayaan.

- Sa puntong ito klas, kayo ay

papangkatin ko base sa inyong
mga kasanayan.

(Papangkatin sa lima ng guro ang klase.

Ang bawat grupo ay mayroong nakatalang
bayani na kanilang susuriin at ilalahad sa
klase.)

- Narito na ang limang pangkat:

- Pangkat 1: Team Rizal, Pangkat 2:
Bonifacio, Pankat 3: Del Pilar,
Pangkat 4: Team Jacinto, at
Pangkat 5: Team Mabini.

- Matapos ninyong pumunta sa

inyong grupo, ibibigay ko sa inyo
ang mga maikling babasahin o
excerpt ng mga tula, pahayag, at
nobela na isinulat ng mga
bayaning natapat sa inyo.

Narito ang mga primaryang

sanggunian na inyong lilimiin at
ilalahad sa klase mamaya.

- Team Rizal: Liham para sa mga

kadalagahan ng Malolos.
Team Bonifacio: Pag-ibig sa
Lupang Tinubuan
Team Del Pilar: Aba Ginoong
Barya
Team Jacinto: Kartilya ng
Katipunan
Team Mabini: La Revolucion
Filipina (bahagi)

- Ngayon may ideya na kayo sa mga

batis na inyong susuriin, ilalahad
ninyo ang inyong nasuri at
natutuhan sa araw na ito base sa
mga bayani na natapat sa inyo.
Ipapakita ninyo ito sa paraang mga
 140

sumusunod:

- Team Rizal : drama o acting

Team Bonifacio: sabayang
pagbigkas
Team Del Pilar: pagsayaw o
interpretative dance
Team Jacinto: free style rap

(Ang bawat mga grupo ng mag-aaral ay

bibigyan ng sapat na oras upang
makapaghanda sa kanilang presentasyon.
Bago magsimulang magpulong,
ipapaliwanag ng guro ang mga
pamantayan sa pagmamarka depende sa
kung ano ang napuntang paraan ng
paglalahad sa bawat grupo.)

- Klas, mayroon bang katanungan

para sa ating pangkatang gawain? - Wala po.

G. Paglalahat

- Klas, ano ang natutuhan nyo sa

araw na ito?
- Ma’am,natutuhan ko po na ang
pagiging bayani ay hindi
nangangailangan ng super power o
kapangyarihan kundi pagmamahal
sa bayan.

- Ma’am, natutuhan ko po na kahit

- Maraming salamat sa inyong ordinaryong tao ay maaring maging
pagbabahagi. bayani.

- Mayroon pa bang katanungan?

- Wala na po.
- Kung wala ng tanong, tayo ay
dadako na sa ating pagususulit.

IV. Pagtataya

Panuto: Sa isang malinis na papel, gumawa ng isang repleksyon tungkol sa

mahahalagang kontribusyon ng mga natatanging Pilipino na nakipaglaban para sa
kalayaan. Magbigay ng mga halimbawa at gamitin ang mga ideyang tinalakay sa klase.

Kraytirya sa Pagsulat
• Nilalaman – 45%
• Kaugnayan sa Tema – 30%
• Paggamit ng mga Salita – 25%
Kabuuan: 100%
 141

V. Takdang Aralin

Panuto: Makikita mo sa larawan ang ang mga Modernong Bayani ng ating bansa.
Tinatawag silang “Frontliners” Sa tulong ito, kilalanin ang mga bayani ng ating
lipunan sa kasalukuyan at sagutin ang mga katanungan sa ibaba. Isulat ang
iyong mga kasagutan sa kwaderno.

Mga katanungan:

1. Ano ang bayani at paano magpaka bayani?

2. Suriin ang nasa larawan. Sila ba ay bayani? Ipaliwanag.
3. Bilang mag-aaral sa ika-anim na baiting, paano ka magiging bayani sa iyong
munting paraan? Ipaliwanag ang kasagutan.

D. Modelong Banghay-Aralin na Ginagamitan ng Differentiated Activities, Question &

Answer Method, Inductive Approach, Brainstorming, Storytelling, at Videos

Masusing Banghay Aralin

Araling Panlipunan

I. Layunin
Sa pagtatapos ng aralin ang mga mag-aaral ay inaasahang
1. maipapaliwanag ang mga bunga at epekto ng pagputol sa mga puno sa
kapaligiran at kagubatan,
2. mapahahalagahan ang mga puno sa kapaligiran at kagubatan, at
3. makapagbibigay ng solusyon upang maprotektahan ang puno sa kapaligiran at
Kagubatan.

II. Paksang Araling

a. Pagkakalbo ng Puno sa Gubatan at Kapagiran.
b. Sanggunian: Araling Panlipunan 6
c. Kagamitan: Visual, pisara, kartolina, laptop at TV, papel.

III. Proseso ng Pagtuturo

Gawain ng Guro Gawain ng Mag-aaral

A. Panimulang Gawain
- Bago tayo magsimula maaari
 142

bang ayusin ang mga upuan at

pulutin ang mga kalat sa paligid
- Ryan maaari mo bang Amen.
pangunahan ang panalangin
- Magandang umaga rin po Guro
- Maganda umaga Grade 6

- Maris ano nga ulit yung pinag- - Global Warming po

aralan natin kahapon?

- Magaling. Levy ano nga ulit ang - Ito po ang abnormal na pag init ng
global warming? mundo dulot ng mga gawain ng
mga tao sa ibat ibat panig ng
mundo.
- Mahusay!

B. Pagganyak
Mga anak makinig kayo at may
ikukwento akong pangyayari sa aking
buhay na hinding hindi ko malilimutan.
Noong bata pa ako ay may isang
bagyo na sobrang lakas, nakaranas ang
bansa noon ng sobrang pagbaha. Takot
na takot ako noon kasi nakikita ko yung
mga bahay sa karatig lugar naming na
lumulubog na sa baha. Ang ginawa ko
ay nagdasal at naging kalmado kasi yun
ang turo ng aking magulang; maging
kalmado para makapag-isip ng mabuti.
Nagbuhat kami ng gamit noon para
kung sakaling abutin kami ng baha ay di
abutin ang aming mga gamit. Sa awa ng
Diyos ay hindi kami inabot ng baha.
Pagkatapos ng sobrang lakas na bagyo
maraming tirahan, gusali, kabuhayan at
pinakamasakit maraming buhay ang
nawala. Umupo ako sa isang tabi inisip
ko at tinanong sa aking sarili
1. Bakit kaya sobrang pagbaha
ang nangyari?
2. Bakit kaya sa isang iglap
tumaas ng mabilis ang tubig sa
ilog?
3. Anu-ano kayang dahilan bakit
nangyari ang mga ganung
bagay? - Siguro po barado yung mga kanal
at maraming basura kaya po
Jake, kung sasagutin mo ang unang naipon ang tubig sa kalsada at sa
tanong ko, ano ang isasagot mo? mga bahay.
 143

Magaling! - Ayon po sa napag-aralan namin sa

Sophia bakit kaya sa isang iglap Science isa po sa sumisipsip ng
tumaas ng mabilis ang tubig sa tubig ay mga puno siguro kakaunti
ilog at bumaha? ang puno sa inyo kaya po
nagkabaha.

Mahusay na obserbasyon!
Billy Anu-ano kayang dahilan
bakit nangyari ang mga ganung
bagay?
- Siguro po hindi naging handa ang
inyo lugar o bansa kaya po
nangyari ang malagim na
pangyayari, marahil po kulang sa
kaalaman ang mga tao kung kaya’t
hindi napaghandan ito.

- Tumpak! Maaaring maraming

tao noon ang hindi handa kaya’t
nangyari iyon. - Siguro po ang mga dahilan ng
- Base sa aking kwento ano kaya pagbaha
ang pag-aaralan natin ngayon
araw?

- Maaari! Iba pang kasagutan? - Siguro po mga pagkawala ng mga

puno.

- Maaari.

C. Paglalahad
- Ang Pag-aaralan natin ngayong
araw ay Pagkakalbo ng Puno sa
Gubatan at Kapagiran.

- Ang pagkalbo sa mga puno at

D. Pagtalakay gubatan. Ito ay pagpuputol sa mga
- Maaring bang basahin sabay puno at paghahawan sa mga lupain
sabay. para sa mga hangaring agrikultural
o komersyal.

- Sa araw na ito magkakaroon

kayo ng paunang gawain na
tatawagin nating “Naisip ko
sasagutin ng katabi ko”
- Mag iisip kayo ng isang dahilan
kung bakit na nakakalbo ang
Puno sa kapaligiran o
kagubatan.
- Ang naisip nyo ay sasagutin ng
inyong katabi sa kanan.

- Nagdala ako ng bato ibibigay ko
ang bato na ipapakot nyo sa
klase habang kumakanta ng I
wanna be a Tutubi kung kanino
huminto ang bato sya ang
masasagot at ang katabi niya sa
kanan ang magpapalinawag ng
sagot. Maliwanag ba?
- Simulan na! (kakanta ang mga
bata at gagawin ang paunang
gawain)
- Mahusay. Pakipaliwanag ng
katabi sa kanan.
- Tumpak! Maaari bang basahin
ang nasa idinikit ko sa pisara.
- (kakanta ang mga bata at
gagawin ang paunang gawain)
- Mahusay. Pakipaliwanag ng
katabi sa kanan.
- Magaling! Maaari bang basahin
ang nasa idinikit ko sa pisara.
- (kakanta ang mga bata at
gagawin ang paunang gawain)
- Mahusay. Pakipaliwanag ng
katabi sa kanan.
- Tama! Maaari bang basahin ang
nasa idinikit ko sa pisara.
144
- Opo
- iligal na pagputol sa puno
- ito po yung pagpuputol ng puno na
hindi ayon sa batas.
- Ang iligal na pagpuputol ng mga
puno ay ang walang habas na
pagputol ng puno sa para
pagkakitaan ng mga tao at gawin
kasangkapan ang mga puno.
- Pagdami ng populasyon?
- Marami na pong tao kaya po
kailangang putulin na ang mga
puno para gawing tirahan.
- Ang mabilis na pagtaas ng
populasyon ng Pilipinas ay
nangangahulugan ng mataas na
demand sa mga pangunahing
produkto kung kaya’t ang mga
dating kagubatan ay ginawang
plantasyon, subdivision, paaralan,
at iba pang imprastruktura.
- Ilegal na pagmimina.
- Ito po ginawa ng mg atao kung
saan pinuputol nila yung puno para
maghanap po ng ginto o pilak para
ibenta at gawing accessories.
- Apektado ang kagubatan sa
pagmimina dahil kadalasang dito
natatagpuan ang deposito ng mga
mineral tulad ng limestone, nickel,
copper, at gold. Kinakailangang
putulin ang mga puno upang
maging maayos ang operasyon ng

- Mahusay! Ilan lamang iyan
dahilan kung bakit patuloy na
pinuputol ang mga puno sa
kapaligiran at kagubatan.
- Ngayon naman may ipapanood
akong maikling video clip para
malaman nyo ang mga
posibleng mangyari kung
patuloy na puputulin ang mga
puno sa ating Kapaligiran.
(gagamit ng TV upang ipakita
ang video, makikita sa video
ang mga mangyayaring sakuna
kung patuloy na pinutol ang
mga puno)
- Base sa napanood anu-ano ang
posibleng mangyari?
- Tumpak! Ano pa?
- Mahusay! Sige isa pang
kasagutan?
- Tama! Ilan lamang iyan sa mga
maaaring mangyari at yung iba
diyan ay nangyayari na sa
kasalukuyan.
E. Pormatib Tsek
- Ano nga ulit ang Pagkakalbo ng
Puno sa Gubatan at Kapagiran.
145
pagmimina. Nagdudulot din ng
panganib sa kalusugan ng tao at ng
iba pang nilalang sa kagubatan ang
mga kemikal na ginagamit sa
pagpoproseso ng mga nahukay na
mineral. Ayon sa DENR, mayroong
23 proyekto ng pagmimina ang
matatagpuan sa kabundukan ng
Sierra Madre, Palawan, at
Mindoro.
- (Panonoorin ang video)
- Possible pong gumuho ang lupa at
matabunan ang mga kabahayan
malapit dito
- Posible po pa lang bumaha ng
sobra dahil wala ng sisipsip sa tubig
mula sa ulan.
- Maaari po palang mawalan tayo ng
mga likas nayaman at magutom
dahil nauubos nap o ang ating
puno na syang nagbibigay satin ng
makakain.
- Ang pagkalbo sa mga puno at
gubatan. Ito ay pagpuputol sa mga
puno at paghahawan sa mga lupain
para sa mga hangaring agrikultural
o komersyal.
- Dahil po sa ilegal na pagpuputol ng
 146

puno, pamiminina, at pag convert

- Mahusay! Ibigay nga ang ilan sa po ng mga lupa para gawing bahay.
dahilan kung nakakalbo ang
puno sa Kapaligitan at
kagubatan?

F. Paglalapat
- Alam kong lubos nyo nang
naunawaan ang ating aralin.
Ngayon naman ay papangkatin
ko kayo sa apat na pangkat.
Bawat panggat ay gagawa ng
solusyon para mapigilan ang
patuloy na pagputol sa mga
puno sa Kagubatan at
Kapaligiran. Ito ay gagawin nyo
lang sa loob ng 5minuto at
ipepresent sa loob ng 3minuto. - (Group 1. Ipapakita ang kanilang
Simulan na! ginawang Jingle)

- Unang pangkat ay gagawa ng

solusyon sa pamamagitan ng
Jingle - (Group 2. Ipapakita ang kanilang
ginawang Role playing)

- (Komento ng Guro sa ginawa)

- Ikalawang pangkat ay gagawa
ng solusyon sa pamamagitan ng
Role Play - (Group 3. Ipapakita ang kanilang
ginawang News Reporing )

- (Komento ng Guro sa ginawa)

- Ikatlong pangkat ay gagawa ng
solusyon sa pamamagitan ng
News Reporting - (Group 4. Ipapakita ang kanilang
ginawang News Reporting)

- (Komento ng Guro sa ginawa)

- Ika-apat na pangkat ay gagawa
ng solusyon sa pamamagitan ng
Slogan.
- Opo marami po.
- (Komento ng Guro sa ginawa)
- Napaka husay ng inyong mga
ginawa. Palakpakan ang mga
sarili.

G. Paglalahat
- May natutunan ba Grade 6? - Ang mga dahilan po ng pagpuputol
ng puno sa kagubatan at
- Anu ano nga ulit ang tinalakay kapaligiran, maaaring maging
 147

natin ngayong araw? mangyari at higit sa lahat po ang

mga solusyon ukol dito.

- Magaling! Bilang kabataan na - Pahahalagahan ko po ito sa

pag asa ng bayan paano mo pamamagitan ng pag prokteksyon
pahahalagahan ang ating mga dito, hindi kop o ito puputulin at
puno at paano mo ito iingatan? magtatanim po ako ng mga puno
sa aking kapaligiran.

- Mahusay! Upang mas lubos na

maunawaan ang paksa ngayong
araw magkakaroon tayo ng
maikling pagsusulit
-

IV. Pagtataya

Tama o Mali: Isulat ang titik na T kung tama ang pangungusap at M naman kung
mali. Ilagay ang sagot sa binigay na patlang.

___1. Mahalagang ang puno sa ating kapaligiran dahil ito ay ginagamit natin sa araw-
araw.
___2. Ang puno ay sobrang dami ng bilang kung kayat maaari itong gamitin ng
gamitin.
___3. Si Jose ay nagtatanim ng puno dahil alam niya na makakatulong ito hindi
lamang sa bunga nito ito rin ay nagbibigay ng lilim sa kanilang bakuran.
___4. Ang Gubat ay di mahalaga para sa tao dahil pawing mga hayop lamang ang
nakikinabang dito
___5. Ang puno ay nagbibigay ng oxygen sa ating kapaligiran kung kayat
nakakalanghap tayo ng sariwang hangin.

V. Takdang Aralin

Ibigay ang kahulugan ng mga sumusunod. Isulat ang mga naitala sa inyong
kwaderno.

a. Suliran sa yamang tubig

b. Sanhi at Bunga
c. Solusyon
 148

APPENDIX
ANSWER KEY
UNIT 1
Pretest A Pretest B

1. D 1. What is the K to 12 Program?

2. D The K to 12 Program covers 13 years of basic education with the following
3. D key stages:
4. D • Kindergarten to Grade 3
5. C • Grades 4 to 6
• Grades 7 to 10 (Junior High School)
Posttest: • Grades 11 and 12 (Senior High School)
1. True
2. False 2. Why are we now implementing 13 years of basic education?
3. True The Philippines is the last country in Asia and one of only three
4. True countries worldwide with a 10-year pre-university cycle (Angola and
5. True Djibouti are the other two). A 13-year program is found to be the best
6. False period for learning under basic education. It is also the recognized
7. False standard for students and professionals globally.
8. False
9. True
10. False

UNIT 2
Pretest Posttest
1. flipped classroom 6. problem-solving method
1. D
6. D 2. lecture method 7. field trip
2. A
7. D 3. differentiated instruction 8. dramatization
3. B
8. A 4. demonstration 9. discussion method
4. C
9. C 5. inquiry method 10. game-based learning
5. A
10. C
UNIT 3
Pretest
1. answers may vary
2. Instructional objectives, content, strategies, assessment
3. cognitive domain, affective domain, psychomotor domain
Posttest
1. T 6. F
2. T 7. T
3. F 8. ?
4. T 9. T
5. F 10. ?
Unit 4
Pretest Posttest
1. True Answers may vary.
2. True
3. False
4. True
5. True
 149

UNIT 5
Pretest Posttest
1. D 1. using graphic organizers
2. B
2. storytelling
3. D
4. C 3. community-based instruction
5. A
4. direct instruction
6. D
7. A 5. role-play and simulation
8. B
6. visual strategies
9. C
10. C 7. games
8. teaching facts, concepts, and generalizations
9. collaborative learning
10. inquiry teaching
UNIT 6 Posttest
Pretest
1. RIGHT 6. WRONG 1. C
2. WRONG 7. RIGHT 2. A
3. WRONG 8. RIGHT 3. C
4. RIGHT 9. RIGHT 4. D
5. RIGHT 10. WRONG 5. C

UNIT 7 Pretest Posttest

You Can Do It! 1. F 6. T
1. Pandi 6. Malolos 2. F 7. F 1. B 6. C
2. Bustos 7. Pandi 3. T 8. F 2. B 7. D
3. San Jose Del Monte 8. Bocaue 4. F 9. T
4. Sta. Maria 9. San Ildefonso 5. T 10. T 3. A 8. C
5. San Rafael 10. DRT 4. B 9. B
5. B 10. C
UNIT 8
Pretest Posttest
1. TRUE 6. FALSE 1. images 6. storytelling
2. FALSE 7. FALSE 2. storytelling 7. Role play
3. TRUE 8. TRUE 3. Think-Pair-Share 8. Cultural food fair
4. FALSE 9. FALSE 4. games 9. Cultural show
5. TRUE 10. TRUE 5. illustrations, art, & images 10. Celebrate holidays

UNIT 9 Posttest
Pretest
1. F 6. F 1. k 6. j
2. F 7. T 2. h 7. d
3. F 8. F 3. c 8. e
4. T 9. T 4. l 9. k
5. T 10. F 5. a 10. g
UNIT 10 Posttest
Pretest
1. F 6. F 1. C 6. A
2. T 7. F 2. D 7. A
3. T 8. T 3. B 8. C
4. T 9. F 4. B 9. A
5. F 10. F 5. C 10. D