2021 JHS INSET Template for Modular/Online Learning

Subject _________________ Grade Level: ________

Unit Topic: _______________ Quarter: ___________

UNIT STANDARDS AND COMPETENCIES DIAGRAM

Students on their own

TRANSFER
and in the long run will
be able to create a
written report that would
discuss scientific bases Written Report
to understand celestial
events that impact the
locality.
PERFORMANC PERFORMANCE
TRANSFER GOAL
E STANDARD TASK
EQ: How are people
The learners shall be influenced by the
able to discuss whether constellations in the sky in
or not popular beliefs and relation to Earth's position
practices with regard to EU: The students will
Identify the
constellations and understand that there is a
characteristics of a star
astrology have scientific need for scientific bases on
that makes it noticeable
basis.” popular beliefs and practices
in a constellation in the UNIT TOPIC
Earth’s sky. relating to constellations
Constellation influenced by how it appears
in the sky in relation to the
ACQUISITION MAKE MEANING
Earth’s position along the
The learners demonstrate
understanding of the relationship orbit.
between the visible
constellations in the sky and
Earth’s position along its orbit..

CONTENT
STANDARD

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 LEARNING PLAN

EXPLORE

This unit is about Constellations

Consider this question: How are people influenced by the constellations in
the sky in relation to Earth's position?

Provide Hook activity

Introduce the EQ

Elicit prior knowledge through a specific map of conceptual change .

LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)
Provide activities and assessment related to acquiring knowledge and process
skills and competencies
Follow-up on EQ

LC1 Identifies the Activity 1: Fill in the blanks

characteristics of stars.
Instructions: Access the link given and fill up the given questions

Clickable Links :
https://quizizz.com/admin/quiz/6222c93b39aeb9001d4c6561/constellation
Screenshot of Online Resource:

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 LC2 Differentiate Activity 2: Dichotomous Response
astrology and astronomy
Instructions: Differentiate astronomy and astrology

Clickable Links : https://padlet.com/outputsphsi/mnylbuuq424frfb9

Screenshot of Online Resource:

LC 3 Identify recognizable Activity 3: Know Show

constellations in the night
sky. Instructions: Identify recognizable constellations in the night sky.

Clickable Links : https://docs.google.com/document/d/1ldnIIhukj9UWWUG-Gt-

jytGvTNGi9eWW/edit
Screenshot of Online Resource:

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 Scaffold for TRANSFER 1
Activity 4 Introduction and Demonstration of Stellarium
Instructions:
1. 1. Access the Stellarium online or you may download the application through your
mobile phones.
2. 2. Observe the different constellations

Clickable Links : https://stellarium-web.org/

Screenshot of Online Resource:

Process Questions:
1. What is the use of Stellarium?
2.

Activity 5 (Title)
Instructions: (specific for students to follow even without the teacher)

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 Clickable Links : (website URL)
Screenshot of Online Resource: (to make sure that students are on the right page)

Scaffold for TRANSFER 2

Activity 6 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the right page)

Self-assessment:
Instructions:

Interactive Quiz1
Instructions:
Link :
Screenshot:

Interactive Quiz2
Instructions:
Link :
Screenshot:

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
Have students analyze different texts or problems with C-E-R and close reading
Follow up on EQ and have students develop EU in a Guided Generalization

LC 3: Infer that the Instructions:

arrangement of stars
GUIDED GENERALIZATION TABLE
in a group
(constellation) does Essential Text 1 Text 2 Text 3

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 not change; Question Here’s why What are
humans choose constellations
The Uses for
particular groups used for?
Constellation
of stars as
constellations

LC 4: Observe that the http://

position of a https://
curious.astro.cornell.e https://
www.sciencenews.org/ www.ducksters.co
constellation changes article/why-humans-
du/about-us/117-the-
universe/stars-and- m/science/
in the course of a chose-particular-groups-
star-clusters/ physics/
stars-
night; constellations#:~:text=Sci constellations/375- constellations.php
entists%20simulate what-are-
%20how%20humans constellations-used-
%20trace,people for-intermediate
%20across%20cultures
%20and%20time.

EQ: How are people Answer: Answer: Answer:

influenced by the
constellations in the “Ancient people The first use for
sky in relation to from various Constellations
was probably Constellations
Earth’s position? cultures are useful
religious. People
connected because they
thought that the
similar Gods lived in the can help people
groupings of heavens and that to recognize
stars they created them. stars in the sky.
independently Many cultures
By looking for
of each other,” believed that the
positions of the patterns, the
said David, a stars and
stars were their
high school locations can be
God's way of
student at telling stories. So much easier to
Friends’ Central it seemed natural spot. The
School in to recognize constellations
Wynnewood, patterns in the
had uses in
Penn., who sky, give them
names, and tell ancient times.
worked with They were used
stories about
network to help keep
them. We
scientists at the inherited the track of the
University of names for our calendar. This
Pennsylvania. constellations was very
“And this from the Greeks.
important so
indicates that And they named
the constellations that people
there are some knew when to
after their
fundamental plant and
mythological
aspects of heroes and harvest crops.
human learning legends. So
… that influence behind every
the ways in constellation there
which we is a story.
organize
information.”

Supporting Texts: Supporting Texts: Supporting Texts:

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 The Big The constellations Another
Dipper’s stars also helped with important use
make up a navigation. It is for
fairly easy to spot
conspicuous constellations
Polaris (The North
landmark in the Star) once you've was navigation.
sky of the found Ursa Minor By finding Ursa
Northern (Little Dipper Minor it is fairly
Hemisphere. constellation). easy to spot the
Even novice One can figure out North Star
stargazers can his/her latitude (Polaris). Using
(North/South) just
easily pick out the height of the
by looking at how
the shape, part high Polaris North Star in the
of the Ursa appears in the sky, navigators
Major night sky. This could figure out
constellation. allowed for ships their latitude
Now, scientists to travel across helping ships to
have shown that the globe. It travel across
allowed for the
three factors the oceans
discovery of
can explain why America, the
certain groups spread of
of stars form European culture,
such and civilization as
recognizable we know it today.
patterns.

Reason: Reason: Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization:

The students will understand that there is a need for scientific bases on popular beliefs and
practices relating to constellations influenced by how it appears in the sky in relation to the
Earth’s position along the orbit.

C-E-R Questions:
1. Why do groups of stars form such recognizable patterns?
2. What specific lines from the text would prove your answer to the essential
question for each text that the arrangement of the stars in a group does not
change?
3. Why do you say that these lines support your answer?

4. EQ: How are people influenced by the constellations in the sky in relation to Earth’s
position?

Prompt for Generalization:

1. Why do we observe different characteristics of stars?
2. Are constellations for real, or are they just images based on some people’s
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 wild imagination?
3. How can we use the stars to tell time?

ASYCHRONOUS ONLINE LEARNING MATERIALS

Text 1: Here’s why humans choose particular groups of stars as constellations

Link: https://www.sciencenews.org/article/why-humans-chose-particular-groups-stars-
constellations#:~:text=Scientists%20simulate%20how%20humans%20trace,people%20across
%20cultures%20and%20time.

Text 2: What are constellations used for?

Link: http://curious.astro.cornell.edu/about-us/117-the-universe/stars-and-star-clusters/constellations/
375-what-are-constellations-used-for-intermediate

Text 3: The Uses for Constellation

Link: https://www.ducksters.com/science/physics/constellations.php

Instructions: Be guided by the given rubrics in answering the given questions.

Holistic Rubric for Guided Generalization:

4 points Highly specific discussion of the big idea (EU) with strong
justifications.

3 points A comprehensive discussion of the big idea with adequate

justifications.

2 points Partial discussion of the big idea with limited justifications.

1 point Vague discussion of the big idea and does not provide any
justifications.

0 point No attempt to discuss the big idea.

Scaffold for Transfer 3: As we go along the way to the end of this lesson, kindly
put a check mark before the item that applies to your understanding.

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 Map of Conceptual Change (same in Explore but with specific instruction)

How am I Doing?

Put a check
mark Skill

I can enumerate different characteristics of stars

I can use the stars to tell time

I can explain why certain groups of stars form such recognizable patterns

I can discuss how people are influenced by the constellations in the sky in
relation to Earth’s position

THEREFORE, I learned well and good.

THEREFORE, I need more practice so I can do better next time.

Learning Competency TRANSFER

Provide GRASPS Performance Task, scaffolds to accomplish it and rubric
Show again map of conceptual change and ask students to answer next parts
Do values integration in line with school mission/vision and core values.
Provide closure and self-evaluation
of learning.

PERFORMANCE Transfer Goal: Students on their own and in the long run will be able to create
STANDARD: a written report that would discuss scientific bases to understand celestial
events that impact the locality
The learners should
be able to discuss
whether or not
Performance Task: Modality-based Products
popular beliefs and
practices with regard
to constellations and
astrology have
scientific basis.

Use of Web 2.0 App for Output. Google documents

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 Analytic Rubric:

Self-Assessment:

Value Integration:

CALENDAR OF ACTIVITIES
WEEK 1

MON TUE WED THU FRI

WEEK 2

MON TUE WED THU FRI

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 WEEK 3

MON TUE WED THU FRI

WEEK 4

MON TUE WED THU FRI

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY:

KNOW SHOW
Direction: Direction:

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 FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS
KNOW-SHOW 1. The learning target or competency is stated.
“Students are able to…”
2. A table with 2 columns is provided with the
left for KNOW and the right for SHOW.
3. Instructions are given to students in each
column on how to answer KNOW and
SHOW. KNOW: Here is what I know about
the competency. (The KNOW column may be
answered or left blank.)
SHOW: I can show what I know about the
competency by…
4. A minimum number of answers under each
column is stated.

2. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM

3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM:

QUESTION:

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

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 EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE
An article or problem is given to the student to read
and analyze.
Question(s) related to the Make Meaning competency
are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each
part may have prompts that student can use to
begin his or her answer.

4. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M)

NAME______________ GRADE __________ SUBJECT:

DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the third ar
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT a
relatives or any other adult. Before submitting, make sure you have followed the instructions on how to answer.

ARTICLE 1:

ARTICLE 2:

ARTICLE 3:

DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your choice and support yo
article.
ANSWER:
Article no. ______ about the _________________ is the best because…
 
 
 
 

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS The Make Meaning competency is stated.
Three selections related to the Make Meaning
competency are given to the student to read and
analyze.
Directions ask the student to determine which

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 selection is the best in line with the Make Meaning-
type of learning competency. Student is also asked to
support answer by citing important parts of the
selection.
Directions also contain permission to the student to
use references and the Internet. Directions also clearly
state persons or materials the student is not allowed to
consult.
The length and readability of the selections are
developmentally appropriate. As much as possible, the
selections are contextualized in the Philippine setting.
6. A table is given for students to discuss their
choice. A prompt on how to begin the answer
may or may not be found.
7. Students have to do C-E-R in their answer. They
make a claim on which is the best. They have to
give Evidence citing texts and Reason to justify
their choice.

5A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The
PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from

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 the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.

5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those that are
mentioned. The student will work on the chosen PRODUCT. The PRODUCT is aligned with the
Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

5C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:

AUDIENCE:

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 STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in line with his or
her modality. The PRODUCT is aligned with the Performance Standard.
Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular with online,
and 1 for purely online).
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 5A-C)

CRITERIA1 4 3 2 1 0 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING MISSING

TOTAL:

1
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 5A-C.
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