Module 2 1

Module2
Curriculum Integration in Makabayan, Thematic Teaching in Basic Education, Components in Designing Integrated
Thematic Unit.
MODULE 2 Curriculum
Integration, Thematic Teaching
and Components
Lesson 1 Curriculum Integration in

Makabayan.
Lesson 2 Thematic Teaching in

Basic Education.
Lesson 3 Components in Designing

Integrated Thematic Units
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 INTRODUCTION
With renewed emphasis on the basis and vocational

efficiency for self-reliance, the Social Science subjects
usually get the ax in curriculum reforms. If you compare the
number of hours spent for junior high school curriculum in
the 2013. Enhanced Basic Education (more properly known
as K-12 Curriculum), Araling Panlipunan has 3 hours a week
only compared to English, Science, Math, Music, Arts,
Physical Education and Health (MAPEH) and Technology
and Livelihood Education (TLE) which are all given four
hours. With just 3 hours alotted for the teaching of Araling
Panlipunan and given the breadth of the course (Social
Science is plural), you have to devote every minute seriously
teaching Araling Panlipunan.
Effective teaching of MAKABAYAN begins with a clear
understanding of the expected outcomes of the teaching of
Makabayan. It is but right and proper that we begin by
focusing on the intended and expected outcomes in other
words, the goal of teaching the course.
OBJECTIVES
When you have read this module, you will be able to:
a) Use the principles of integration in Makabayan;
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b) Explain multidisciplinary thematic unit; and

c) Formulate an instructional objectives
DIRECTIONS/ MODULE ORGANIZER

This module presents the function curriculum integration
in makabayan. It includes also the meaning of thematic
teaching and the components in Designing integrated
thematic units.
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 Curriculum Integration in Makabayan
MAKABAYAN a new learning area that integrates

several subjects with the goal of helping each Filipino to
develop healthy personal and national identity. It is said
to be a “laboratory of life” or a practice environment. It is
the learning area that provides the Filipino learner the
quality time to demonstrate practical knowledge and
skills of empathy, vocational efficiency and problem
solving in daily life.
MAKABAYAN the fifth learning area in the basic

education, has learning components that are
interdisciplinary in nature. The interdisciplinary of
Makabayan makes it a touchstone for integration in basic
education.
Makabayan Learning Components Makabayan provides
many opportunities for integrative and interactive
learning.
Elementary Makabayan • Civics and Culture 1 to 3.
The competencies of Civics and Culture are clustered

around three major values:
1. national identity and self-esteem.
2. national unity; and
3. loyalty to the nation.
 Geography, History and Civics 4 to 6.
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 In Grade 4, the geographic features of the Philippines as

the Southeast Asia and the world, utilization of our
natural resources and the relationship of physical
geography to local culture.
 In Grade 5, the history of the Philippines from pre-
historic period down to our contemporary times.
 In Grade 6, Democratic system of the government and on
the rights, duties and responsibilities of citizens in
Philippine society.
 Home Economics and Livelihood Education.

This component of Makabayan from Grade 4 to 6
focuses on the development of the desirable work
attitudes and basic work skills and habits through
learning situations relevant to everyday chores at
home, in school, and in community. Likewise, this
learning component covers phases of work in
elementary agriculture, home economics, industrial
arts, retail trade, computer education, and other
livelihood and entrepreneurship skills designed to
develop awareness of and interest in productive work.
 Music, Art, and Physical Education (MAPE).

This component in Makabayan in Grade 1 to 6 will
enable the child to express his feelings, imagination,
and ideas through music, art and physical activities.
The children will learn basic body movements, games,
musical skills, and art concepts.
Secondary Makabayan
 Social Studies 
Values Education 
Technology and Livelihood Education (TLE) 
Music, Art, Physical Education and Health
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Makabayan Teaching Teams Schools principals both in

elementary and secondary schools are tasked to organized
Makabayan teaching teams to handle the following learning
areas (subjects).
 Elementary Makabayan • Civics and Cultures 1-3 (Sibika
at Kultura, SK).
 Geography, History, and Civics 4-6 •
 Home Economics and Livelihood Education 4-6.
 Music, Arts and Physical Education (MAPE) 1-6 .
 Character Education 1-6
Secondary Makabayan:
 Social Studies I-IV (Araling Panlipunan) 
 Values Education I-IV (Edukasyong Pagpapahalaga)
 Technology and Livelihood Education (TLE) I-IV 
 Music, Art, Physical Education and Health (MAPEH) I-IV
The guiding principles in the teaching of Araling Panlipunan

can be summarized in the acronym MAVIC. M-eaningful, A-
active, V-alue-based, I-ntegrative and C-hallenging.
1. Meaningful: LESSON IS MEANINGFUL WHEN:
 It is relevant and connected to students’ lives including

prior experiences.
 It is taught with depth not just memorizing isolated bits
of information and superficial content coverage for the
test.
 It challenges the students to employ life skills critical and
creative thinking skills.
 Lesson is learned by doing.
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2. Active: Learning is “hands-on, minds-on, hearts-on.”

Learning is active when:
 Students discuss issues, solve problems male decisions

themselves.
 Students interact with the teacher.
 Students interact with classmates.
 Students interact with learning materials.
3. Value based: Lessons have both cognitive and affective

dimensions. Lessons are meant to develop students with
a mind and heart.
 Lessons make use of value-laden concerns and issues

where students are expected to come up with informed
and value based decisions.
 AP lessons engage students in experiences that develop
them to become good citizens of a democratic form of
government.’
 AP lessons balances the cerebral approach with an
emotional touch.
4. Integrative.
 Lessons integrate other disciplines.

 Lessons connect the past, the presents and the future.
 Considers students multiple intellingences and learning
styles.
 Lessons make use of cognitive skills used in other
disciplines such as interpreting data, drawing
conclusions.
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5. Challenging: It requires real effort on the part of

students to learn.
 They are not too easy to take for granted nor too difficult
to turn off students.
 They inject novelty into exercises so they are different
from the usual and the familiar.

Modes of Integrative Teaching.
1. Content Based Instruction (CBI).

This refers to the integration of content learning
with language teaching aims. It refers to the concurrent
study of language and subject matter with the form and
sequence of language presentation dictated by the
content materials.
2. Focusing Inquiry.
Inquiry teaching is an interdisciplinary approach
that uses questions to organize learning.
3. Generic Competency Model.

In this models, the learners are enrolled in three to
four linked courses. The links between the courses
rest essentially on “general competencies”.
4. Thematic Teaching.
Thematic themes organize learning around ideas. It provide
a broad framework for linking content and process from a
number of disciplines.
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Learning Activity: Please answer the following

questions. (10 pts each)
1. What you have learned in the first lesson in module 2.
2. Things I will do to apply what I learned.
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 Thematic Teaching in Basic Education
THEMATIC TEACHING Thematic teaching starts with

the identification of a theme, the underlying concept
that allows for the structure and organization of
specific content across disciplines.
A theme is the topic of interest that provides the
core for group activities. It helps learner see
meaningful connections across disciplines or learning
areas (subjects). More importantly, themes provide
relevance for the learners by drawing together concept
under one umbrella.
THEMATIC UNITS
Thematic means that the same topic is used to develop
the teaching plan(content and instruction) for each of the
different subjects in which students are enrolled. Presented
in this unit are two models in presenting thematic units: (1)
the integrated multidisciplinary thematic unit. And (2)
the integrated interdisciplinary thematic unit.
Both approaches use the following steps in planning
instruction (Kellough).
a. Select a suitable topic or theme.

b. Select the goals of the unit.
c. Select suitable specific learning objectives.
d. Detail the instructional procedures.
e. Plan for pre-assessment and assessment of student
learning.
f. Provide for the materials of instruction.
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Integrated Multidisciplinary Thematic Unit.
This modification of multidisciplinary teaching unit

which addresses a single discipline. This attempts to provide
two or more disciplines in one single approach.
Integrated interdisciplinary Thematic unit.

This unit gives a sense of cohesiveness and structure to
student learning and avoids to piecemeal approach that
might otherwise unfold.
Friegberg (2000) points that interdisciplinary units

can help achieve the following objective:
1. Emphasize that the process of learning is sometimes best

pursued as an interconnected whole rather than as a
series of specific subjects.
2. Encourage students to work cooperatively in partnership

and in small groups that focus on the social value of
learning.
3. Teach students to be independent problem solvers and

thinkers.
4. Assist students to develop their own individual interests

and learning styles.
5. Help students find out what they need to know and what
they need to learn rather than always expecting the
teacher to give it to them
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Interdisciplinary Teaching teams Comprising

Interdisciplinary Teaching teams on the school-based level
could be two or five teachers from different subject areas
working together to plan the units of study.
Learning Activity. Please answer the

following questions. (3-5 sentences only) (10 pts)
1. EXPLAIN the function of multidisciplinary thematic unit.
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 COMPONENTS IN DESIGNING
INTEGRATED THEMATIC UNITS
Instructional Objectives- are statements that describe
what learners shall be able to do upon completion of a given
learning experience. These are the objectives formulated by
teachers for a particular lesson or unit of study that drive
the performance of learners. Essentially, instructional
objectives are the actual behaviors that the learners are
expected to accomplish.
Classification of Instructional Objectives 
A. Cognitive Domain-
This refers to the intellectual operation from the
lowest level of simple recall of information to complex,
high-level thinking process. The six levels of cognitive
objectives in Bloom’s taxonomy include knowledge,
comprehension, application, analysis, synthesis, and
evaluation.
B. Affective Domain-
The affective domain hierarchy includes from the
least internalized to the most internalized like receiving,
responding, valuing, organizing, and internalizing
(Krathwohl, Bloom, and marsh, 1984). 
C. Psychomotor Domain-
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The hierarchy in the psychomotor domain ranges

from simple gross locomotor control to the most creative
and inventive behaviors.include naming, manipulating,
communicating, and creating.
Preparing Instructional Objectives 

Kellough (2003) advocates the ABCDs of writing
objectives using four components, namely:
I. Audience.
refers to the audience (students) for whom the
objective is intended.
II. Behavior
refer to the expected behavior or performance that
should be written with verbs that are measurable. 
III.Condition
refers to the condition or setting in which the behavior
will be demonstrated by the student and observed by the
teacher. 
IV. Degree or level expected performance (D).

refers to the degree or level of expected performance.
Choosing Themes 
Themes are important in planning a thematic unit

of study. These serve as the core in undertaking group
activities. With the use of themes students see
meaningful connections across disciplines and even in
skill learning areas. Further, themes serve as reference
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points in conceptualizing, analyzing, synthesizing,

and consolidating
When selecting themes that are drawn from a

given discipline or learning area, teachers should
consider the interest of the students and the broad
scope of the lesson to enable the planners to further
subdivide a given topic into smaller subtopics for
further investigation.
Be guided by the questions below in selecting a
theme for a unit of study (Kellough, 2003).
A. Is the theme within the realm of understanding and

experience of the teachers involved? 
B. Will the theme be of interest to all members of the

teaching team? 
C. Are there sufficient materials and resources to supply the

needed information?
D. Does the theme lend itself to active learning experiences?
E. Can the theme lead to a unit of proper duration; that is,

not to short and not to long?
F. Is the theme helpful, worthwhile, and pertinent to the

instructional objectives?
G. Is the theme one with which teachers are not already so
familiar that they cannot share in the excitement of the
learning?
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H. Will the theme be of interest to students and will it

motivate them to do their best?
Organizing Bodies of Knowledge 
Organizing bodies of the knowledge drawn from multiple

disciplines is the key to effective instruction. These are
topics that combine facts, concepts, generalizations, and
the relationships among them. In planning thematic units,
the content of instruction could be presented this way.
Teaching Approaches 
Integrative teaching and learning requires particular

teaching models for its effectively.These teaching models are
larger than a particular strategy, method, or tactic and are
supported by theories of instruction. Teaching Strategies are
the means techniques, or procedures used in presenting
data collected reflecting interactive aspects of teaching.
Let us find out effective and efficient ways of teaching

approaches.
1. Constructivist Approach.
Based on the assumption that the students come to class

with entry knowledge and skills. New lesson becomes
meaningful when a connection is established between prior
knowledge and the new learning activity.
2. Collaborative Approach.
based on the assumption that students learn better when
they learn with others. Based on the principle of synergy,
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what a whole group of students can do is more than the sum

of what each student can do separately.
3. Experiential and Contextualized Learning.

As the name implies, it is learning beginning with
experience and ending in experience. Lessons begins with a
discussion of concrete experience and proceeds to an
analysis and reflection of the concrete experience that
eventually leads to abstraction or generalization which is
brought back to the realm of experience for application of
what is learned with is another set of experience which can
be analyzed and reflected on and so on.
4. Thematic Method.
Learning revolves around a theme.
5. Conceptual Approach.
It involves the process of concept formation. Concepts are

“mental constructions representing categories of
information that contain defining attributes.” (Walker &
Advant, 1988). It is a structured inquiry process where
students figure out the attributes of a group or category that
has already been formed by the teacher.
6. Integrative Approach.
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It is anchored on the assumption that teaching and

learning are more meaningful and further enriched if lesson
is connected to other disciplines (interdisciplinary) and is
connected top real experiences (transdisciplinary). This
approach integrates students’ experiences so the
experiential approach is in a sense an integrative approach.
The multidisciplinary and interdisciplinary approach are
also integrative approach. Obviously, they integrate other
related disciplines in the lesson development.
Graphic Organizers 
Graphic Organizers are also called learning organizers.
Teachers use them when presenting the scope of the lesson,
in giving the lectures, and during closure. Students use them
in presenting an individual or group report and even in
formulating generalizations.
There are many different forms of graphic organizers,
each with its own unique way of organizing and displaying
specific bits of information. The following examples are a
sampling of different types that teachers utilize to help
students better organize their thoughts, develop reading
strategies, and become stronger writers.
1. T-Chart
A T-Chart helps organize ideas into two columns and
examine two components of an object, concept, or events.1
For instance, T-charts can be used in any content area to
examine the pros and cons of something, advantages and
disadvantages, or facts and opinions.
Students can select two things to compare (ideas,
characters, events, etc.) and write them as headings for the
two columns. From there, comparisons or contrasts can be
made in both columns.
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2. Concept Map
A concept map shows relationships between the main
idea and other information.2 Concepts or ideas are
represented in circles or boxes and are linked to related
ideas with arrows.
Most concept maps represent a hierarchical structure with
the most general concepts or ideas presented at the top of
the map and the more specific or sub-ideas presented below.
Another feature of a concept map is the inclusion of
cross-links to demonstrate relationships between sub-ideas
in different segments of the concept map.
3. Main Idea Web
The main idea web starts with a central idea and
branches out into related ideas and details (or sub-ideas).
Sometimes referred to as spider or semantic maps, this type
of graphic organizer is used primarily for brainstorming and
generating ideas for planning or writing purposes.3
4. Venn Diagram
A Venn diagram is used to compare and contrast two or
more groups of things by visually displaying their
similarities and differences in two or more circles that
overlap. Similarities between topics is presented where a
circle from one category overlaps with a circle from another
category.
Features that do not fit in both categories are placed
where the two circles do not overlap. Venn diagrams can
serve to increase understanding of a relationship between
two or more concepts.3
5. Sequence Chart
A sequence chart (or flow diagram) presents a series of
steps or events in order. Many learners need a visual aid to
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help clarify a sequence of events in a story or to come to

conclusions about different cause and effect (or problem and
solution) relationships between multiple events in a text.
Students can use this type of organizer as a flowchart to
organize thoughts as a prewriting activity or as part of a
classroom activity that makes students responsible for a
portion of a classroom assignment (e.g. jigsaw technique). 4
A cycle diagram is a type of sequential chart that is used
to represent a sequence of stages, tasks, or events in a
circular flow. This kind of diagram accentuates the flow and
interconnection between things, rather than emphasizing
the actual stages or steps.
Study Skills
 Study Skills, which are important in planning

instruction, are teachable. By and large, study skills are
competencies associated with acquiring, recording,
organizing, synthesizing, remembering, and using
information and ideas found in schools (Divine, 1981).
Integrating Values 
Values are integrated today in all learning areas in the

elementary and secondary schools. Values are the standards
or criteria that we use in making judgments about whether
something is positive or negative, good or bad, pleasing or
displeasing.
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Learning Activity. Please answer the

following questions. (10 pts each.)
Make a lesson objectives prior to your specialization.
1. Name of the topic (Major)
2. State your objectives.
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Module2

Lesson 1 Curriculum Integration in

Lesson 2 Thematic Teaching in

Lesson 3 Components in Designing

With renewed emphasis on the basis and vocational

b) Explain multidisciplinary thematic unit; and

DIRECTIONS/ MODULE ORGANIZER

 Curriculum Integration in Makabayan

MAKABAYAN a new learning area that integrates

MAKABAYAN the fifth learning area in the basic

The competencies of Civics and Culture are clustered

 In Grade 4, the geographic features of the Philippines as

 Home Economics and Livelihood Education.

 Music, Art, and Physical Education (MAPE).

Makabayan Teaching Teams Schools principals both in

The guiding principles in the teaching of Araling Panlipunan

1. Meaningful: LESSON IS MEANINGFUL WHEN:

 It is relevant and connected to students’ lives including

2. Active: Learning is “hands-on, minds-on, hearts-on.”

 Students discuss issues, solve problems male decisions

3. Value based: Lessons have both cognitive and affective

 Lessons make use of value-laden concerns and issues

 Lessons integrate other disciplines.

5. Challenging: It requires real effort on the part of

1. Content Based Instruction (CBI).

3. Generic Competency Model.

Learning Activity: Please answer the following

1. What you have learned in the first lesson in module 2.

2. Things I will do to apply what I learned.

 Thematic Teaching in Basic Education

THEMATIC TEACHING Thematic teaching starts with

a. Select a suitable topic or theme.

Integrated Multidisciplinary Thematic Unit.

This modification of multidisciplinary teaching unit

Integrated interdisciplinary Thematic unit.

Friegberg (2000) points that interdisciplinary units

1. Emphasize that the process of learning is sometimes best

2. Encourage students to work cooperatively in partnership

3. Teach students to be independent problem solvers and

4. Assist students to develop their own individual interests

Interdisciplinary Teaching teams Comprising

Learning Activity. Please answer the

1. EXPLAIN the function of multidisciplinary thematic unit.

The hierarchy in the psychomotor domain ranges

Preparing Instructional Objectives 

IV. Degree or level expected performance (D).

Themes are important in planning a thematic unit

points in conceptualizing, analyzing, synthesizing,

When selecting themes that are drawn from a

A. Is the theme within the realm of understanding and

B. Will the theme be of interest to all members of the

C. Are there sufficient materials and resources to supply the

D. Does the theme lend itself to active learning experiences?

E. Can the theme lead to a unit of proper duration; that is,

F. Is the theme helpful, worthwhile, and pertinent to the

H. Will the theme be of interest to students and will it

Organizing Bodies of Knowledge 

Organizing bodies of the knowledge drawn from multiple

Integrative teaching and learning requires particular

Let us find out effective and efficient ways of teaching

Based on the assumption that the students come to class

what a whole group of students can do is more than the sum

3. Experiential and Contextualized Learning.