I. TASK 1 (25 pts.

Skill/ Concept Objectives

(at least two)
 Science 1.The student must understand the growth stages of certain animals.
 Reading 2.The student must be able to use a computer, at least in the usage of a keyboard and
 Computer Literacy mouse.
3.The student must be able to work under timed pressure.
List of Developmentally appropriate  A computer
(Home) Materials / play set up needed  Microsoft Excel or Microsoft Word (depending on the program)
 Internet connection (if needed)
Activities/ Experiences
(detailed steps on how to go about with the developmentally appropriate activity)

1.The teacher would find or create a typing game which shows pictures of certain animals in various stages of their lives. The
pictures of the animals would have the corresponding names to their life cycles. A sample program code for the picture attached
below is =IF(N9="TADPOLE"; "CORRECT";"")

2.Before the activity, the teacher would choose a time limit for the student to attempt the activity. It is recommended to use 5
minutes as the initial time and lessen the time frame if the students learn to type faster than before.

3. The teacher would then explain to the student that the pictures would be animals in different stages. This is to give the student an
understanding on the background and nature of the activity.

4. The student would then type as fast as they could to copy the word provided on the computer screen. A “CORRECT” message may
be used to inform the student that they have correctly answered the portion.

5. Once the time limit is reached, the score of the student will be given by the teacher

6. The typed words may be explained afterwards as a supplementary learning for the activity.

Name Yr. & Sec. 2 nd sem, AY 2019-2020 1

 I.

Home-based Play-based Plan #1

Name Yr. & Sec. 2 nd sem, AY 2019-2020 2

 Figure 1.1. A sample of the program before being used by the student.

Figure 1.2. A sample of the program after being correctly answered by the student.

Name Yr. & Sec. 2 nd sem, AY 2019-2020 3

 Skill/ Concept Objectives
(at least two)
 Addition 1.The student must be able to differentiate the different values of money.
 Money 2.The student must be able to properly count and add money and expenses.
 Critical Thinking 3.The student must be able to understand the concept of purchasing items and
services.
List of Developmentally appropriate  Play Money
(Home) Materials/ play set up needed  Various items which the child may wish to pretend buy.
 Pencil and Paper
 Calculator (if needed)
 A toy cashier box (optional)
Activities/ Experiences
(detailed steps on how to go about with the activity)

1.The teacher would provide the child with various play money, both bills and coins.

2.The teacher would then display items to the child. This activity may be conducted with the products being individual or grouped.

3.The student would then attempt to buy the products with the play money and must be able to compute the correct number of
change, if necessary.

4.The teacher would then issue a receipt to the student.

5.This activity may start with items below Php.10 but may increase with items priced by the hundreds.

Home-based Play based Plan #2

Name Yr. & Sec. 2 nd sem, AY 2019-2020 4

 Figure 2.1. The play money to be used by the student.

Figure 2.2. Sample products which may be used in the activity.

Name Yr. & Sec. 2 nd sem, AY 2019-2020 5

 TASK 2 –Play across the Curriculum (20 pts)

Developmentally appropriate Developmentally appropriate

Home-based play activity 1: Home-based play activity 2:
A computer game would be used to let the student identify concepts while trying A simulation of a store purchase to train the student how to purchase items in real life.
to improve their typing score. The child may learn to be the one to give the change to the customer.

Developmentally appropriate Developmentally appropriate

Home-based materials/play set up 1: Home-based materials/play set up 2:
A computer with a working keyboard, equipped with the necessary programs for Play money, sample items, pen and paper would be needed for the activity. The use of
the game calculators and cashier boxes are optional.

Subject/ Learning Area 1.1 : Science Subject/ Learning Area 2.1 : Mathematics
Grade. Level :2 Grade. Level :2

Theme/ Topic : Body Parts of the Human Being Theme/ Topic : Subtraction, Addition, Money recognition
and usage
Skills : Identify the different body parts of a human being
and be able to type name of the body part. using a Skills : Identify the different formats and dividends
computer. of money and learn how to purchase
properly.

Subject/ Learning Area 1.2 : Mathematics Subject/ Learning Area 2.2: Science
Grade. Level : Kindergarten Grade. Level :1

Theme/ Topic : Geometry Theme/ Topic : Food and Nutrition

Skills : Identify the different kinds of basic shapes Skills : The student must be able to properly
and be able to type using a computer. choose the parts of a balanced diet and
make a combination which can fit the
budget given.

Name Yr. & Sec. 2 nd sem, AY 2019-2020 6

 II. TASK 3 – RESTRICTED ESSAY (RX5)

What is the significance of providing developmentally appropriate play-based learning activities and materials to young children?

A child’s mind is innovative and creative, and the teaching process must also be as such. Using play-based learning activities would make the child learn in a
way they would not become bored due to a potential reward or goal. This would ultimately make the child yearn to play these activities again and creates an
avenue to increase the difficulty of the activity to both teach and challenge the student.

Name Yr. & Sec. 2 nd sem, AY 2019-2020 7