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CONTENT SLIDE
AS A DESIGNER…
Identify Desired Results
Key Questions: What should students know, understand, and be able
to do? What is the ultimate transfer we seek as a result of this unit?
AS A DESIGNER…
Identify Desired Results
Key Questions: What should students know, understand, and be able
to do? What is the ultimate transfer we seek as a result of this unit?
CONTINUATION:
LEARNING OBJECTIVES/OUTCOMES
At the end of the lesson, the students should
be able to:
identify the major organs of the body
describe the main function of the major
organs
communicate that the major organs work Cognitive objectives
together to make the body function properly
identify the causes and treatment of diseases
of the major organs
Accepts the responsibility of taking care of the
major organs of the body by practicing habits
Affective objective
to maintain a healthy body
construct a prototype model of organism that
has body parts which can survive in a given Psychomotor objective and
environment transfer goal
AS A DESIGNER…
Plan Learning Experiences and Instruction
Key Questions: How will we support learners as they come to
understand important ideas and processes? How will we prepare
them to autonomously transfer their learning? What enabling
knowledge and skills will students need to perform effectively and
achieve desired results? What activities, sequence, and resources are
best suited to accomplish our goals?
LEARNING OBJECTIVES/OUTCOMES
At the end of the lesson, the students should
be able to:
identify the major organs of the body
describe the main function of the major
organs
TEACHING-LEARNING ACTIVITIES (TLA)
(Note: Use constructivist techniques.)
Mix and Match
Each student will be given a card containing
either the picture of the organ or the function
of the organ. They will match what their cards
(picture and function).
Interactive Discussion with the use of
PowerPoint presentation.
Summarize the concepts by letting the
students answer a QUIZIZZ game (an online
game).
LEARNING OBJECTIVES/OUTCOMES
At the end of the lesson, the students should
be able to:
communicate that the major organs work
together to make the body function properly
identify the causes and treatment of diseases
of the major organs
TEACHING-LEARNING ACTIVITIES (TLA)
(Note: Use constructivist techniques.)
Buzzing
The students will be divided into small groups.
They will brainstorm on the answers to the
question: Should the major organs of the body
work together? Why or why not?
A representative of each group will present to
class their group’s answer.
Interactive Discussion follows.
Investigative Questioning with Interactive
Discussion
The students will be asked Probing Questions
(what if…, why do you think…, why is this
considered…)
Concept Mapping
LEARNING OBJECTIVES/OUTCOMES
At the end of the lesson, the students should
be able to:
Accepts the responsibility of taking care of the
major organs of the body by practicing habits
to maintain a healthy body
TEACHING-LEARNING ACTIVITIES (TLA)
(Note: Use constructivist techniques.)
One-Minute Swap Shop
Each student will write in a bond paper the
things that he/she promises to do to maintain a
healthy body. This needs to done creatively
because it will be graded.
A music is played then they will exchange
papers and read the content. After 1 minute,
they will exchange paper again, and so on.
After the activity, the teacher will post some
good habits of taking care of the body and
major organs of the body.
LEARNING OBJECTIVES/OUTCOMES
At the end of the lesson, the students should
be able to:
construct a prototype model of organism that
has body parts which can survive in a given
environment
TEACHING-LEARNING ACTIVITIES (TLA)
(Note: Use constructivist techniques.)
Performance Task
Imagine that you are in a futuristic era where a
human can create an organism (organism or
humanoid). Your group is tasked to create a
prototype model of an organism that has body
parts which can survive in a given
environment. Present this to a panel of
scientists by describing your organism and the
body parts it has. Use modelling clay in
creating your prototype. Your output will be
judged according to creativity of the design,
functionality of the organs (The organism will
have a greater chance of survival.) and the
quality of the presentation.
AS AN ASSESSOR…
Determine Assessment Evidence
Key Questions: How will we know if students have achieved the
desired results? What will we accept as evidence of student
understanding and their ability to use (transfer) their learning in new
situations? How will we evaluate student performance in fair and
consistent ways?
WHAT IS ASSESSED IN THE
CLASSROOM?
WHAT IS ASSESSED IN THE
CLASSROOM?
WHAT IS ASSESSED IN THE
CLASSROOM?
WHAT IS ASSESSED IN THE
CLASSROOM?
LEARNING OBJECTIVES/OUTCOMES
At the end of the lesson, the students should be
able to:
identify the major organs of the body
describe the main function of the major organs
communicate that the major organs work
together to make the body function properly
identify the causes and treatment of diseases of
the major organs
OUTCOMES-BASED ASSESSMENT
Identification
The students will be provided a worksheet
containing a picture of a human body. They will
draw the major organs of the body and put
labels.
Matching Type
Matching the organs in column A with
corresponding function in column B.
Buzzing
The Buzzing activity will be graded according to:
Cooperation exhibited, correctness of the idea,
ability to communicate the idea.
Group Work (Concept Mapping)
LEARNING OBJECTIVES/OUTCOMES
At the end of the lesson, the students should be
able to:
Accepts the responsibility of taking care of the
major organs of the body by practicing habits to
maintain a healthy body
construct a prototype model of organism that
has body parts which can survive in a given
environment
OUTCOMES-BASED ASSESSMENT
One-Minute Swap Shop Output
will be graded according to creativity of the
output, accuracy of the practices, and accuracy
of grammar and paragraph composition.
Performance Task
Output will be judged according to creativity of
the design, functionality of the organs (The
organism will have a greater chance of survival.)
and the quality of the presentation.
ASSESSMENT AIDS IN THE ATTAINMENT OF THE GOALS OF
THE COURSE
ASSESSMENT AIDS IN THE ATTAINMENT OF THE GOALS OF
THE COURSE
 ASSESSMENT AIDS IN THE ATTAINMENT OF THE
GOALS OF THE COURSE
Tunguhin (goal) ng K-12 Kurikulum ng Araling Panlipunan ang makahubog ng mamamayang
mapanuri, mapagmuni, mapanagutan, produktibo, makakalikasan, makabansa at makatao na may
pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usaping pangkasaysayan at
panlipunan.

Goals of the Music and Arts Curriculum: Artistic Expression and Cultural Literacy

Goal of the EPP Curriculum: Technological Proficiency

Goal of the ESP Curriculum: nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang
panlahat.

Goal of the Health Curriculum: Achieve, Sustain and Promote Lifelong Wellness

Goal of the PE Curriculum: Physical Literacy

COMPONENTS OF THE
SUMMATIVE TEST
COMPONENTS OF THE
SUMMATIVE TEST
COMPONENTS OF THE
SUMMATIVE TEST
 PRINCIPLES OF EFFECTIVE
ASSESSMENT
1. Assessment must align with the curriculum and relate directly to
the content and performance standards and competencies.
Assessment should focus on tracking learners’ progress in relation to
the content and performance standards in the curriculum, along with
development of twenty-first-century skills.
2. Assessment must be valid.
Assessment should assess what the learners actually learn in the
classroom. Validity ensures that the assessment activities and
assessment criteria accurately measure the extent to which learners
develop the required competencies and meet the standards for their
grade level.
 PRINCIPLES OF EFFECTIVE
ASSESSMENT
3. Assessment must be reliable and consistent.
Reliable assessment requires that clear and consistent processes be
followed in developing assessment activities. This is to ensure that if you
repeat an assessment activity with the same learners, or conduct it at
another time, or if another teacher conducts the same activity with
different learners, you should still get the same result.
4. Assessment must be fair and inclusive.
Assessment activities should consider the learners’ race, gender, learning
needs, learning style, language of learning, abilities/disabilities, cultural
background, and socioeconomic status. They must never exclude, take
advantage of, or disadvantage any individual or group of learners.
 PRINCIPLES OF EFFECTIVE
ASSESSMENT
5. Assessment must be manageable for both learners and teachers.
Learners need time to process new knowledge and practice new skills. This
means that assessments should be developed and implemented at
appropriate times in the learning process. Assessment must be manageable
for teachers, even in large classes, so that evidence of new learning is
gathered over time and in diverse ways.
6. Assessment must give learners a range of ways to demonstrate
their achievements.
Teachers must use a range of assessment methods and activities to give
learners many opportunities to demonstrate their learning on the
knowledge, understanding, skills, and values defined in the curriculum.
 PRINCIPLES OF EFFECTIVE
ASSESSMENT
7. Assessment must be part of a transparent ongoing process where
learners’ progress is monitored over time.
Teachers use assessment criteria that are based on the curriculum standards
and competencies to gather evidence of learners’ achievements over time.
These criteria should be clear to the learners as they learn and before they
carry out the assessment activities.
8. Teachers and learners must use feedback effectively to improve
learning and reflect on the teaching and learning process.
Teachers give ongoing and explicit feedback to learners throughout the
learning and assessment process, telling them what they have done well,
where they need to improve, and how to improve. Teachers also use
assessment data to reflect on, modify, and improve their teaching practice.