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K to 12 Curriculum and Learning Strategies

The document outlines a curriculum framework for the K to 12 education system, including competencies, key elements, and learning events. It features multiple-choice questions and essay prompts related to technology in education and teaching strategies. Additionally, it provides a detailed learning plan for a science lesson on heredity, including student objectives and activities over eight days.

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10 views6 pages

K to 12 Curriculum and Learning Strategies

The document outlines a curriculum framework for the K to 12 education system, including competencies, key elements, and learning events. It features multiple-choice questions and essay prompts related to technology in education and teaching strategies. Additionally, it provides a detailed learning plan for a science lesson on heredity, including student objectives and activities over eight days.

Uploaded by

qbsico
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

I. Enumeration.

Write your answers on the space provided:

21st Century Competencies

1)

2)

3)

4)

5)

Key Elements of K to 12 Curriculum

6)

7)

8)

9)

10)

Five key Events in Learning

11)

12)

13)

14)

15)

II. Multiple Choice

1) The K to 12 Program covers the 12 years of basic education (6 years of


Elementary education, 4 years of Junior High School and 2 years of Senior
High School) and what is the preschool education?

a) Kindergarten

b) Nursery 1

c) Day Care

d) Nursery 2
2) Which statements are the goals of using technologies for teaching and
learning?

I. To prevent some activities that will prepare pre-service teachers to


integrate ICTs in the teaching learning process for the various fields of
specialization.

II. To help pre-service and in-service teachers to expand the boundaries of


their creativity and the creativity of their students beyond the four walls of
the classrooms.

III. ICTs must be treated as substitutes of teachers.

a) I and III

b) I and II

c) II and III

d) all of the above

3) The medium of instruction in using technology for kindergarten.

a) English

b) Mother Tongue

c) Filipino

d) Taglish

4) Which are the few tips for making learning engaging and personally
relevant shared by Briggs (2014)?

I. Use suspense and keep it fresh

II. Make it student directed

III. Connect lessons to their lives and what they already know

a) I and II

b) I and III

c) II and III

d) all of the above

5) How do you provide learners the utility value in making learning engaging
and personally relevant?
a) Proper implementation of the curriculum and with the facilitation of
excellent teachers

b) By telling students that content is important to their future goals and by


showing or explaining how the content fits into their plans for the future or to
their future work.

c) To ignite students’ imagination to move, motivate and support them


toward meaningful learning

d) Improve pre-service teachers’ instruction and enhance your future


students’ learning

6) Every K to 12 graduate is expected to be equipped with:

I. information, media and technology skills

II. learning and innovation skills

III. effective communication skills and life and career skills

a) I and II

b) I and III

c) II and III

d) all of the above

7) Which statements best describe the curriculum?

I. Curriculum is the planned interaction of pupils with instructional content,


materials, resources and process for evaluating the attainment of
educational objectives.

II. Curriculum is the physical facilities and resources available in a school


such as classrooms and textbooks.

III. Curriculum is content, but when contextualized, it comes alive for


students.

a) I and II

b) I and III

c) II and III

d) all of the above

III. Essay
1) How can technology be used most effectively in the various fields of
specialization to support and assess student learning?

2) How will I apply all the knowledge and skills that I learned in TTL1 in
teaching Early Childhood Education?

3) How will I develop learning plans for my classes to make sure that
available technologies for teaching and learning will be put to use for
meaningful learning?

IV.

Learning Plan

Topic: Why don’t we look and act alike?

By: Henry Sergio, Jr., Just Earl M. Soriano, and Kristine V. Avecilla

Targeted Philippine Basic Education Curriculum Competencies

SCIENCE 9, First Grading, Heredity: Inheritance and Variation, 15 days

Content Standard

The learner demonstrates understanding of: (1) how genetic information is


organized in genes on chromosomes; and (2) the different patterns of
inheritance.

Performance Standard

The learner transfers learning by formulating family pedigree that showcases


the genetic characteristics or diseases that run in their family to become
aware of the risks of possible genetic diseases.

Learning Competencies

Describe the location of genes in chromosomes

Explain the difference patterns of non-Mendelian inheritance.

Student Objectives

Day 1:

Through a refreshment activity, the students will be able to:

a. recall the major points of Mendel’s three laws of inheritance;

b. appreciate the laws formulated by Mendel; and


c. make a timeline of Mendel’s journey on his experiment.

Day 2:

Through the activity entitled “DNA recipe”, the students will be able to:

a. identify the components of a DNA;

b. recognize the role of each DNA component is specifying the traits of an


organism; and

c. perform the DNA recipe activity.

Day 3:

Through a song entitled “I’m my own grandpa”, the students will be able to:

a. complete the lyrics of the song “I’m my own grandpa”;

b. display collaboration among members; and

c. perform the ultimate pedigree challenge activity.

Day 4:

Through an article about “The Blue People of Troublesome Creek”, the


students will be able to:

a. search on the blue people pedigree;

b. value reading through understanding an article; and

c. perform an associated laboratory activity.

Day 5:

Through the Pipe Cleaner Babies Activity, the students will be able to:

a. appreciate one’s family traits via parent simulation; and

b. determine the traits of their parents.

Day 6:

Through the completion of the Piper Cleaner Babies Activity, the students will
be able to:

a. differentiate phenotype from genotype;

b. provide examples of genotype and phenotype; and

c. determine the possible traits of their first-born child.


Day 7:

Through a library activity, the students will be able to:

a. identify the traits and genetics diseases that run in their family;

b. value the importance of making a pedigree for keeping a family record;


and

c. make a creative pedigree.

Day 8:

Through a Punnett Square, the students will be able to:

a. solve genetic problems on sex-lined traits;

b. explain why women are carriers of diseases; and

c. compare test results.

Common questions

Powered by AI

Learning can be made engaging and personally relevant by utilizing suspense, keeping learning experiences fresh, and ensuring that lessons are student-directed. By connecting lessons to students' lives and preexisting knowledge, engagement and personal relevance can be enhanced .

The Science 9 learning plan addresses genetic information and inheritance patterns by involving students in activities that help describe the location of genes on chromosomes and explain non-Mendelian inheritance patterns. This includes the 'DNA recipe' activity and activities focusing on pedigree analysis and genetic problem-solving .

Understanding that women can be carriers of genetic diseases is crucial because it affects family planning and health decisions. This knowledge empowers women to make informed choices regarding their health and the potential genetic risks for their offspring, thus enhancing proactive health management .

The topic 'Why don’t we look and act alike?' links genetic knowledge with personal relevance by engaging students in activities where they analyze their family pedigrees and learn about heredity. This exercise makes genetics personal and relatable, helping them understand variation and inheritance patterns through their own backgrounds .

The goals of using technology for teaching and learning include helping pre-service and in-service teachers expand the boundaries of their creativity and the creativity of their students beyond the four walls of the classroom. This involves preventing activities that hinder integration of ICTs into the teaching-learning process. It specifically mentions that ICTs should not be viewed as substitutes for teachers .

The activities from days 1 to 8 align with the K to 12 goals by promoting critical thinking, practical problem-solving, and the application of scientific concepts to real-life situations. Activities such as pedigree formulation and genetic problem-solving encourage students to synthesize knowledge and take ownership of their learning process .

The K to 12 curriculum equips students with life and career skills by integrating learning and innovation skills, effective communication skills, and information, media, and technology skills. These competencies ensure graduates are prepared for future challenges and opportunities .

The medium of instruction for using technology in kindergarten is the Mother Tongue. This approach is significant as it aligns with pedagogical tactics that emphasize contextual learning and understanding, enabling better comprehension and engagement from young learners .

The curriculum encourages creativity in genetic education through activities like making creative pedigrees, engaging in songs related to genetics, and practical exercises like the 'DNA recipe'. These methods stimulate student interest, provide relatable learning contexts, and promote deeper engagement with the material .

The 'Pipe Cleaner Babies Activity' benefits genetics education by providing hands-on engagement that demystifies genetic concepts like phenotype and genotype through simulation. This method makes abstract ideas tangible, thereby increasing comprehension and retention by allowing students to simulate inheritance patterns practically .

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