Sem.

Joshua Competente Philosophy IV

Final Examination in RE9

Preparation of Curriculum Materials

EXAMPLE CURRICULUM MATERIALS

A. INTEGRATIVE TEACHING

1. CONTENT-BASED INSTRUCTIONS

Science 10

In Human Impact on the Environment – Water Pollution

I. Learning Objectives
At the end of the one-hour interactive discussion, at least 70 % of the students
are expected to:
a. identify the causes and effects of water pollution,
b. report the causes and effects of water pollution based on the video
presentation, and
c. show awareness of the causes and bad effects of water pollution

II. Learning Content

Topic: Human Impact on the Environment – Water Pollution

Main Reference: Discover Science 10, Internet
Learning Materials: Printed pictures LCD projector Laptop & Speakers Manila
Paper/Cartolina Markers, Things needed in the Crossword Puzzle game.
Learners’ Background – The class is composed of 40 students, 15 boys and 35
girls. More than half are audio-visual learners, and the rest are bodily kinesthetic
learners. Two of the students are near-sighted and one is far-sighted.
Values Integrated -For the students to instill to themselves awareness of the
environment and to foster the love for the nature.
III. Learning Experiences (Teaching and Learning Process)

A. Preparation
● The Teacher will greet the class a “good morning” and will ask the
students to begin the class with a prayer. Then the teacher will
check the attendance. Then the teacher will prepare the things
needed in the class especially the crossword puzzle.
B. Presentation
● The teacher will present the topic by an experiment among the
class. The teacher will open the discussion with a game of Word
Puzzle (The experiment will demonstrate how a polluted body of
water looks like): Human Impact on the Environment – Water
Pollution Science.
The words on the crossword puzzle are all related to Water
Pollution.
C. Assimilation
● For the class to understand the topic further, the teacher will
provide the class with a short video presentation showing the water
pollution experienced worldwide. Then an activity follows, this
will help the students to realize the harmful effects of water
pollution. Through this, the teacher will be able to integrate the
students with the topic thus fulfilling the objective of the topic.
D. Generalization
● After watching the video presentation and having the activity
regarding the effects of water pollution, the teacher will allow the
class to give ways on how to prevent and protect the bodies of
water in our places. With this, the teacher will be able to help the
students realize the importance of prevention and care with our
bodies of water.
 E. Application
● After the topic is discussed, the teacher will ask the students how
they understood the whole topic, this is for the teacher and the
students to recap the whole topic and assess their learnings.

II. Evaluation
Directions: Read and understand the following statements. Write “E” if it’s an Effect,
“C” if it’s a Cause, and “P” if it’s a way of Prevention.

1. Sewage and wastewater. __C__

2. Use water wisely. __P__
3. Death of aquatic animals. __E__
4. Overuse of fertilizers and pesticides. __C__
5. Destruction of Ecosystems. __E__
6. Do not throw chemicals into bodies of water. __P__
7. Throwing garbage into bodies of water. __C__
8. Accidental Oil Spillage. __C__
9. Plant some trees. __P__
10. Serious Diseases. __E_

III. Assignments
Direction: In 1 whole sheet of paper, answer the following questions.

1. Watch the news and report the cause of water pollution in Manila Bay.
2. Do you think it is already safe to swim in Manila Bay? If yes, Why? If no, why
not?
3. Research the meaning of Air Pollution and the causes of Air Pollution.

2. THEMATIC-BASED INSTRUCTION
The Branches of Government – Social Sciences Grade 10

I. Learning Objectives
 Students will be able to identify the three branches of government.
 Students will be able to identify the people that are involved in each branch.
 Students will be able to describe the functions of each branch.

II. Learning Content

Topic: The Branches of Government
Main Reference: Discover Textbook, Internet
Learning Materials: Poster board
 Class set of the Three Branches of Government
 Matchup worksheet
 Class set of the The Three Branches of
 Government worksheet
 Class set of the Branches of U.S. Government
 worksheet
 Index cards
 Projector
 Computers
 Notebook paper
 Three Branches of Government House School
 Rock by ABC

Learners’ Background – The class is composed of 40 students, 15 boys and 35 girls.

More than half are audio-visual learners, and the rest are bodily kinesthetic learners. Two
of the students are near-sighted and one is far-sighted.

III. Learning Experiences

A. Preparation
● The Teacher will greet the class a “good morning” and will ask the
students to begin the class with a prayer. Then the teacher will
check the attendance. Then the teacher will prepare the things
needed in the class.

B. Presentation
 Tell your students that they will be learning about the three
branches of government in the Philippines.
 Put up a poster board and divide it into two columns. Label the first
column know and the second column learned.
 Ask your students to tell you what they know about the three
branches of government.
 Write down the information that your students tell you on the
poster.
C. Assimilation
 Pass out The Three Branches of Government worksheet to your
students.
  Go over the worksheet with your students and explain the three
branches in detail.
 For example, tell your students that vetoing a law means that when
Congress sends a bill to the
 Executive Branch, the President can reject it. After that, the bill
goes back to Congress. If two-thirds of
 the members of Congress want it to become a law, it becomes a
law even though the President has
 rejected it. This is a form of checks and balances between the
branches of government.

D. Assessment
 Ask your students to complete the Branches of Government
Match-Up worksheet

________________________________________________________________________

GLOBAL CURRICULAR INNOVATIONS

1. PROJECT CHILD

I. Learning Objectives:
At the end of the one-hour interactive discussion, at least 70 % of the
students are expected to:
a. Learn how to look for the vowel pairs ow, ew, and aw in unknown words
b. Recognize the common and alternative sounds for ow, ew, and aw
c. Use context to determine which sound works in a word
d. Spell and read words containing these vowel pairs
II. Learning Content
Topic: Phonic Generalizations in Chrysanthemum
Learning Materials:
 Printed pictures
 LCD projector
 Laptop & Speakers
 Manila Paper/Cartolina
 Markers,
 MATERIALS AND TECHNOLOGY
 Chrysanthemum by Kevin Henkes (Greenwillow Books, 1991)
 Letter tiles or squares for students
 Overhead letter tiles
 Overhead projector
Learners’ Background – The class is composed of 40 students, 15 boys and 35
girls. More than half are audio-visual learners, and the rest are bodily kinesthetic
learners. Two of the students are near-sighted and one is far-sighted.
Values Integrated - This lesson uses an active, hands-on activity to teach
students how to determine the common and alternative sounds for specific vowel
combinations. Authentic literature provides an excellent framework for teaching
decoding and spelling.

III. Learning Experiences

DISCUSSIONS
1. Read aloud Chrysanthemum by Kevin Henkes.
2. After reading the book, remind students that Chrysanthemum was named
after a flower and that every time Victoria said something bad about
Chrysanthemum's name, Mrs. Chud said, "Thank you for sharing that with us,
Victoria. Now put your head down."
3. Ask students what common sound they hear in the words flower,
now, and down.
4. Using the overhead projector and overhead letter tiles, demonstrate the
word now, explaining that the vowel combination ow often stands for the
sound in now.
5. Distribute letter tiles or squares to individuals or pairs of students and ask
them to follow along with you through a few sample exercises.
6. "Let's make the word down. What's the first sound you hear? That's right, /d/.
Now, what two letters make the /ow/ sound? What's the ending sound?"
(Have students place their letters as you demonstrate). Have students read the
word, and possibly write the word in their journal or personal dictionary.
7. Continue, dictating the words cow, plow, town, brown, frown,
clown, and flower. Always have students read the new word after making it.
You might also have them use the new word in a sentence to reinforce
vocabulary. Students may need additional help with the er ending in the
word flower.
8. Explain that sometimes ow stands for a different sound. Using the overhead
letter tiles, make the word grow. Ask students what vowel sound they hear
in grow (long /o/ sound). Continue, dictating the words low, glow, mow,
show, snow, crow, and tow, having students use their letters to make the
words.
9. Next, on the overhead, make the word bow. Explain that this word can be
pronounced with either the sound in now or the sound in grow. The only way
to tell which sound is correct is by how the word is used in the sentence. Ask
students which sound bow would make in the sentence, "The package was
wrapped with a big, red _____." Then, "After the concert, the singer took a
_____." Explain that sometimes you must read the whole sentence to know
 which sound to use in the word.
10. Bookmark the website Word Families in Nursery Rhymes. Have students find
and read the two lists for the ow word family. Then, have them scroll down to
find the nursery rhymes and select "Jack and Jill" for /ow/ as in now and
"Mary, Mary, Quite Contrary" for /ow/ as in grow. Have students read the
nursery rhymes aloud.

ASSESSMENT
1. Teacher observation during the lesson, and ongoing assessment to determine
whether the student is able to read and spell the words correctly and apply the
generalizations to other texts.
2. After the introductory lesson, dictate the same words plus other words with
the same vowel combination to see if the student has mastered the spelling
patterns.
3. Using the same words previously dictated, have the student read the words to
see if the knowledge gained in spelling has transferred to the task of reading.
4. Observe whether students can determine the pronunciation of a word based on
the context of the sentence.
5. Encourage students to use the words that they have learned when writing in
their journal or notebook.

2. BRAIN-BASED LEARNING

MATHEMATICS 3 - MULTIPLICATION AND DIVISION

I. Learning Objectives:
At the end of the one-hour interactive discussion, at least 70 % of the students
are expected to:
a. Know the multiplication and division operation,
b. Answer some multiplication and division problems, and
c. develop an understanding of the meanings of multiplication and division of
whole numbers.

II. Learning Content

Lesson Title: Multiplication/Division Movement
Technology materials: (hardware, websites, video links,etc.)
 Google Slides
 Smartboard
 Fact Families Activity
 Dice Roller
 Music
  GoNoodle
 Flocabulary Multiplication
 Flocabulary Division

III. Learning Experiences (Teaching and Learning Process)

E. Preparation
● The Teacher will greet the class a “good morning” and will ask the
students to begin the class with a prayer. Then the teacher will
check the attendance. Then the teacher will prepare the things
needed in the class especially the crossword puzzle.
F. Presentation
 Students will start today’s lesson by singing along to a flocabulary
song on division and a flocabulary song on multiplicaiton. They
can stand as they sing along. The song will shout out facts and
students have to answer before the song does. This is a whole
group activity.
G. Assimilation
 After which, go through out Google Slides and answer the
questions using our prior knowledge of multiplication/division
strategies. These questions involve two-digit numbers so provide
examples and do 2-3 problems with the students before allowing
them to come to the board on their own.
H. Generalization
● After having the activity regarding multiplication and division, the
students will be using whiteboards to show their understanding and
to check for understanding/engage all students. They will also have
opportunities to work in pairs.

I. Application
 ● After the topic is discussed, the teacher will ask the students how
they understood the whole topic, this is for the teacher and the
students to recap the whole topic and assess their learnings.

ASSESSMENT
Multiplication and Division Quiz
1. 12 ÷ 3 = 6. 7x4=
2. 2 x 11 = 7. 3x6=
3. 4x4= 8. 9x3=
4. 16 ÷ 8 = 9. 4÷2=
5. 40 ÷ 10 = 10. 15 ÷ 3 =