EASTERN SAMAR STATE UNIVERSITY-SALCEDO CAMPUS

SALCEDO EASTERN SAMAR

COLLEGE OF EDUCATION

Name: Cornito, Christel Joy N. Course, Yr & Sec: BEED III-1

Designing the Curriculum

Chapter 2 Activities

Activity 1 Finding an Example

Instruction:
1. Secure a copy of a sample Lesson Plan
2. Using the matrix given below, analyze the sample, you found and give your
suggestions based on the priciples and concepts you learned in this module.

Components Copy from the sample Your

comment/suggestion
Title of the lesson plan Detailed Lesson Plan in I think it should be better if
Arts 3 it is included in the title the
topic of the lesson. So it
should be:
“Lesson Plan in Arts 3
Kinds of Lines and its
Characteristics”
Intended learning a. name the different kinds a. (it is better if we change
outcome/objective of line and their the ‘their’ into ‘its’. So, it
characteristics; should be:)
name the different kinds of
b. creates a geometric lines and its
design with contrasting characteristics.
lines; and
b. (since this type of
c. show appreciation of domain is affective, the
own design and of others appropriate term to be
through an art exhibit. used must be appreciate.)
 “Appreciate the different
kinds of lines and its
characteristics as an art.”

c. since the evaluation is to

create an artwork, this
domain should be: “create
an artwork using the
different kinds of lines.”

Contents/subject matter a. topic: Kinds of Lines For the topic, it is better if

and their Characteristics we change the ‘their’ into
‘its’. So, it should be:
b. references: MAPEH 3 kinds of lines and its
p. 112-115 characteristics.

c. materials: bond paper,

pencil, crayon or pastel
color, marker, projector,
and laptop.
Methods/strategies ACTIVITY: The activity is already
The teacher divided the relevant.
class into 2 groups, the
group 1 will stay in the
right side and the group 2
will stay on the left side.
The groups will choose 1
representative that will go
in front and the teacher will
give a picture to the
representatives. After that,
the representatives will
relay the lines in the
picture without saying what
the image is, the
representatives will just
say what kind of lines their
group should draw and
where should they place or
put it. Then the group
members will draw
according to what they
could deduce from the
verbal description and their
interpretation.
Evaluation/assessment The teacher let the student Instead of letting the pupils
 make an artwork using the
different kinds of lines and
the grading will be based
on the rubrics provided.
make an artwork
individually, we can have it
by group or in a group of 5
with 3 to 4 members so
that the pupils can also
interact and share
thoughts or ideas. With
that, the class will be more
interactive, and the pupils
will not just develop their
knowledge and skills, but
also their interpersonal
skills together with their
linguistic intelligence.

Based on the matrix you prepared, answer briefly the following;

1. Which one principles of Oliva is reflected in the Lesson Plan? Explain
briefly
Based on the lesson plan that I have used, the principle of Oliva that is being
reflected is that Curriculum is product of its time. The lesson there is very relevant and
related and is in line with the level of proficiency of the pupils. Also, it is updated in a
way that the activities are more interesting and interactive.
2. If you were to improve the design, what will you add, or subtract or modify?
Write your re-design suggestion.
If I were to improve the design, I will add some reference from books, modules,
and other publications. Also, it should be better if it is included in the title the topic of the
lesson. So it should be: “Lesson Plan in Arts 3 Kinds of Lines and its Characteristics”
and for the objective, it is better if it should be
a. (it is better if we change the ‘their’ into ‘its’. So, it should be:) name the different kinds
of lines and its characteristics.
b. (since this type of domain is affective, the appropriate term to be used must be
appreciate.) “Appreciate the different kinds of lines and its characteristics as an art.”
c. since the evaluation is to create an artwork, this domain should be: “create an artwork
using the different kinds of lines.”
Lastly, instead of letting the pupils make an artwork individually, we can have it by group
or in a group of 5 with 3 to 4 members so that the pupils can also interact and share
thoughts or ideas. With that, the class will be more interactive, and the pupils will not
just develop their knowledge and skills, but also their interpersonal skills together with
their linguistic intelligence.

Activity 2 Approaches to Curriculum Designing

The K to 12 Curriculum: What Design?
Get hold of materials about K to 12. Read carefully and understand what you read so
that you will be able to answer the following;
1. What kind of curriculum design influence mostly the K to 12 curriculum? (A)
Subject-Centered? (B) Learner-Centered(C) Problem-Centered? (you may
have more than one answer)
Answer:
The kind of curriculum design influence mostly the K to 12 curriculum are Learner-
Centered and Problem-Centered.

2. Cite illustrative example that relates to your choice.

3. Place your answer on a matrix like the one below;

Type of curriculum design in K to 12 Illustrative example

Subject-Centered
Design/Approach
Learner-Centered Learner-centered mostly influenced the K
Design/Approach to 12 curriculum because nowadays,
learners are the center of the teaching
and learning process. Teachers let them
engage with their own learning journey,
learners decide for their own, and the
teacher is the one who will get to know
the learner: their behavior, attitude, and
their learning style.
Problem-Centered Problem-centered also mostly influenced
Design/Approach the K to 12 curriculum in a reason or in a
way that K to 12 program put emphasis
on problem-solving where learners are
able to solve a problem that would be
useful and can be applied in real life
 situations. The learners find their own
ways on how to solve a particular
problem.

Activity 3 Curriculum Mapping

1. Using the sample A1 for Science Curriculum Map, what knowledge and
understanding have you learned? Analyze the matrix and answer the questions that
follow:

1.1 what are the main clusters of science content that students should learn from
G3 to G10?
Matter, Living Things & their Environment, Force, Motion, Energy, and Earth and
Space are the main clusters of science content that students should learn from
G3 to G10.
1.2 How does science content progress from Grade 3 to Grade 10?
The students will encounter the same content of the topics and lessons however,
as they level up their grade, the level of complexity also increases, or the spiral
progression of the learners become more complex.
1.3 When you look at and analyze the map, what summary ideas can you give?

I can say that curriculum mapping is a great help for teachers, administrators,
and other support staff for them to easily track the teaching and learning process
and it sets the scope, sequence, and pace of learning, aligned across grades,
subjects and standards. It allows teacher to better prepare lessons knowing
exactly what students have learned in previous years and what they’ll be learning
next.

1.4 Science Curriculum is spiral. How do you explain that in terms of what you see in
the map?

Science curriculum is spiral. Of course, it will not remain stagnant as the student
leveled up their grade so, it must have a progression from simple to complex or
from easy to hard so that the learners will be expose into a wide variety of
concepts/topics and disciplines, until they mastered it by studying it over and
over again but with different deepening of complexity.
2. Using the Sample B, analyze and answer the following questions briefly.

2.1 what is the meaning of Practiced with a green background for subject Teaching
Profession and PO1 Apply basic and higher 21st century skills?
It means that they should practice the learned outcomes in a particular subject
which can be used in different activities that will develop an individual’s
knowledge, skills, and values.
2.2 What is your interpretation of the colored cell with Learned that cross between
subject Social Dimension and PO5, Facilitate learning of different types of learners in
diverse learning environment?
My interpretation of the colored cell with “Learned” that crossed between subject
Social Dimensions and PO5, Facilitate learning of different types of learners in
diverse learning environment is that as they may be confronted with students
from various backgrounds and can provide equal opportunity, they have been
taught or gained knowledge on how to integrate students from various
backgrounds to create a community with fewer boundaries based on social,
economic, or cultural distinction.
2.3 What does the colored Opportunity in the cell of the subject Curriculum
Development that crosses with the PO6 Direct experience in the field and classroom
(observations, teaching assistance, practice teaching).
The colored opportunity in the cell subject curriculum development that crosses
with the PO6 direct experience in the field and classroom suggests that although
they have been given the chance to study and practice in order to enhance their
performance, they do not have sufficient knowledge of the subject. In addition to
learning how to prepare themselves for real-world teaching situations, teachers
should learn how to experience personal growth and empowerment within the
curriculumdevelopment process.