Session 7.1 - Walkthrough AP 9 First Quarter.1.ppt

Walking Through Grade 9 Araling Panlipunan

(First Quarter)

Session Objectives

DEPARTMENT OF EDUCATION

In this learning session, the participants should be able to:

2. discuss difficulties / concerns related to the teaching of Grade 9 Araling Panlipunan – First Quarter

3. identify ways of addressing the difficulties / concerns in teaching Grade 9 Araling Panlipunan –First Quarter

1. gain clearer understanding on the contents and processes in teaching Grade 9 Araling Panlipunan – First Quarter

Activity


1. Form a small group, then choose among yourselves who will serve as the chairperson and the secretary of your group.

2. Examine the contents of the Leaner’s Material (LM) and Teacher’s Guide (TG) and the activities in the LM’s and TG’s materials. Follow the LM/TG Matrix in writing your group’s responses. Use manila papers to present your output.

Content /Topic

Competencies Critical Competencies

(Pls. put a check mark if it is critical)

Process/ess(Strategy/ies /Activity/ies)(LM and TG)

Assessment (LM and TG)

OthersActivity


Analysis


On the Activity

1.What discoveries did you come up with after doing the activity?

On the Topics / Competencies

1.What topics/competencies do you think will the teachers find difficult to teach? Why?

On the Groups’ Outputs

1.What are the points of agreement and disagreement?2.What are the common discoveries you’ve made?

On Maximizing the LM & TG

1.What other concerns regarding the LM and TG have been surfaced after the activity?

ANALYSISAnalysis


Are the processes/strategies/ activities leading to the development of the competency?

Are these congruent with the content/competency?

Is the assessment aligned with the policy on KPUP? Will the assessments lead to the development of the competency?

As a trainer/teacher,

how will you maximize the use of TGs and LMs?

Understanding the Connection among the CF,

CG, LM and TG

Abstraction

Connection among CF, CG, LM & TG


CURRICULUM

FRAMEWORK

A. KNOW (Alamin)

B. PROCESS ( Paunlarin)

C. REFLECT AND UNDERSTAND

(Pagnilayan at Unawain)

D. Transfer ( Ilipat

/Isabuhay)

Grade 9 – First Quarter

ContentStandard

PerformanceStandard

HolisticFilipino Learner

/Child

Learning Competencies

The K to 12 Philippine Basic Education

Curriculum Framework

Araling Panlipunan (Social Studies)

Connection among CF, CG, LM & TG


The Learning Standards and Learning Competencies

Performance Standard

Content Standard

Learning Competencies

The Grade 9 Learning Standards

(First Quarter)

The Learning Standards


Grade 9

Program Standard :

Naipamamalas ang mga kasanayan sa pagsisiyasat, pagsusuri ng datos at iba’t ibang sanggunian, pagsasaliksik, mapanuring pag-iisip, mabisang komunikasyon, at pag-unawa sa kasaysayan, politika, ekonomiya, kultura, at lipunan ng Daigdig mula sa sinaunang panahon hanggang sa kasalukuyan.

Naipamamalas ang pag-unawa sa mga konsepto at isyung pangkasaysayan, pangheograpiya, pang-ekonomiya, pangkultura, pampamahalaan, pansibiko, at panlipunan gamit ang mga kasanayang nalinang sa pag-aaral ng iba’t ibang disiplina at larangan ng araling panlipunan kabilang ang pananaliksik, pagsisiyasat, mapanuring pag-iisip, matalinong pagpapasya, pagkamalikhain, pakikipagkapwa, likas-kayang paggamit ng pinagkukunang-yaman, pakikipagtalastasan at pagpapalawak ng pandaigdigang pananaw upang maging isang mapanuri, mapagnilay, mapanagutan, produktibo, makakalikasan, makabansa at makatao na papanday sa kinabukasan ng mamamayan ng bansa at daigdig.

Grade Level Standard (Pamantayan sa Bawat Baitang/ Antas ):




Content Standard :

Ang mga mag-aaral ay naipamamalas ang pag-unawa sa interaksiyon ng tao sa kaniyang kapaligiran na nagbigay-daan sa pag-usbong ng mga sinaunang kabihasnan na nagkaloob ng mga pamanang humubog sa pamumuhay ng kasalukuyang henerasyon.



Grade 9 – First QuarterContent Standard – Key Concepts

Interaksiyon ng tao sa kaniyang

kapaligiran

Heograpiya ng Daigdig

Pagsisimula ng mga Kabihasnan sa Daigdig(Preshistoriko- 1000 BCE)

Panukalang proyekto

Pangangalaga at preserbasyon ng

mga pamana



Grade 9 – First QuarterPerformance Standard

Panukalang proyekto

pag-unawa sa kasaysayan, politika, ekonomiya, kultura, at lipunan

mabisang komunikasyon

mapanuring pag-iisip

pagsisiyasat

pagsusuri ng datos

The Learning Standards – Learning Competencies



Refer to your copy of the Curriculum Guide for a complete list of the LCs.What have you observed on the list of LCs? What does it mean?

1. Nasusuri ang katangiang pisikal ng daigdig

2. Napahahalagahan ang natatanging kultura ng mga rehiyon, bansa at mamamayan sa daigdig (lahi, pangkat- etnolingguwistiko, at relihiyon sa daigdig)

3. Nasusuri ang kondisyong heograpiko sa panahon ng mga unang tao sa daigdig

4. Naipaliliwanag ang uri ng pamumuhay ng mga unang tao sa daigdig

5. Nasusuri ang yugto ng pag-unlad ng kultura sa panahong prehistoriko

6. Naiuugnay ang heograpiya sa pagbuo at pag-unlad ng mga sinaunang kabihasnan sa daigdig

7. Nasusuri ang pag-usbong ng mga sinaunang kabihasnan sa daigdig: pinagmulan, batayan at katangian

8. Nasusuri ang mga sinaunang kabihasnan sa daigdig batay sa politika, ekonomiya, kultura, relihiyon, paniniwala, at lipunan

9. Napahahalagahan ang mga kontribusyon ng mga sinaunang kabihasnan sa daigdig

The Learning Competencies (LCs)



1. The Learning Competencies (LCs) are coded. This was initiated in order to identify learning competencies that are connected and exhibited spiral progression (from Kinder to Grade 10). These LCs bear the same code number. This is also connected to the creation of the LRMDS or Learning Resources Management and Development System.

You should notice that:

AP8HSK-Id-4: Nasusuri ang katangiang pisikal ng daigdig

The Learning Competencies (LCs)



3. The Learning Competencies (LCs) are distributed within a nine-week period. The 10th week of the quarter is reserved for the periodical tests and for some interruptions in the school days (e.g. typhoon, regular holidays, etc.).

(Refer to your copy of the Curriculum Guide)

You should notice that:

The Grade 9 Learner’s Material (LM) & Teacher’s

Guide (TG)(First Quarter)

Parts of the Learner’s Material (LM)


LEARNER’S MATERIAL

Transfer

-Overview of what is expected- opportunity to transfer the learning through product of performance- describe the tools for assessing the product/performance-based on real life situations-on GRASPS with assessment criteria

KNOW

- Activate prior knowledge of the learner- elicit responses to provocative and critical questions- identification and clarification of misconceptions- assessment of student’s knowledge

PROCESS

- Activities requiring students to process/make sense of the information- Assess student’s skills- Questions that enable students to construct their own meanings/understanding

REFLECT AND

UNDERSTAND

- Additional activities and reading resources to enrich/broaden their understanding- Provocative or critical questions to draw learner’s core understanding-- Check student readiness (ASSESSMENT AS – question, checklist, etc.)

Parts of the Teacher’s Guide (TG)


TEACHER’S GUIDE

Overview of Content

& Objectives

contains the target concepts and the skills to be developed

Assessment Plan

states the types of assessment for the

lesson

Resources

contains the list of materials and equipment needed for the lesson

Activities

presents the description and ways to process the tasks

Learner’s Material/Teacher’s Guide Matrix


Araling Panlipunan Grade 9 LM – First QuarterModule 1 Mga Aralin Culminating Activity

Heograpiya at mga Sinaunang Kabihasnan sa Daigdig

Aralin 1 – Heograpiya ng Daigdig

nakabubuo ng panukalang proyektong nagsusulong sa pangangalaga at preserbasyon ng mga pamana ng mga sinaunang kabihasnan sa Daigdig

Aralin 2 – Ang mga Sinaunang Tao

Aralin 3 – Ang mga Sinaunang Kabihasnan

The Learner’s Material (LM)


•MODYUL 1: Heograpiya at mga Sinaunang Kabihasnan sa Daigdig

• Isa ang HEOGRAPIYA sa mga salik na nakaaapekto sa daloy ng kasaysayan. Sa katunayan, malaki ang bahaging ginampanan ng heograpiya sa pag-usbong at pagbagsak ng isang kabihasnan. Ito rin ang humubog at patuloy na humuhubog sa pag-unlad ng kabuhayan at paglinang ng kultura ng tao.• Sa Yunit na ito, mauunawaan ang ugnayan ng heograpiya at ng kasaysayan. Maiisip kung paano nilinang at ginamit ng mga prehistorikong tao ang kanilang kapaligiran upang matugunan ang mga pangangailangan at tuluyang mapaunlad ang kanilang pamumuhay. Dahil sa kanilang mahusay na pakikiayon sa kapaligiran, nabigyang daan ang pagtatatag ng maunlad na pamayanan at kalinangang kultural na tinawag na kabihasnan.• Ang mga sinaunang kabihasnan sa daigdig, partikular sa Asya, Africa, at America, ay nag-iwan ng mga kahanga-hangang pamanang maipagmamalaki sa lahat ng panahon at nakapagbigay ng malaking kapakinabangan sa pamumuhay ng mga tao sa kasalukuyan. Sa modyul na ito, susuriin kung paano maipamamalas ang pag-unawa sa kahalagahan ng mga pamanang ipinagkaloob ng mga sinaunang kabihasnang nagtagumpay sa mga hamong dulot ng kapaligiran.

Introductory

statement



ARALIN 1: Heograpiya ng Daigdig

• Sa iyong pag-aaral ng kasaysayan ng daigdig, malaki ang bahaging ginagampanan ng heograpiya sa paghubog ng pamumuhay ng tao mula pa noong sinaunang panahon. Sa pagbubukas ng bagong asignatura sa ikawalong grado, una mong pagtutuunan ng pansin ang pag-aaral ng heograpiya ng daigdig. Tatalakayin sa araling ito kung paano nakaaapekto ang heograpiya sa pamumuhay ng mga tao.• Halina at simulang tuklasin ang pisikal at kultural na heograpiya ng daigdig

Overview

of the

lesson



Mga LayuninSa Aralin 1 ng modyul na ito, ay inaasahang matututuhan

ang mga sumusunod.

•Nasusuri ang limang temang heograpikal bilang kasangkapan sa pag-unawa sa daigdig•Nasusuri ang katangiang pisikal ng daigdig •Napahahalagahan ang natatanging kultura ng mga rehiyon, bansa, at mamamayan sa daigdig, kabilang ang lahi, pangkat-etniko, at relihiyon.

Be reminded that the expected output is to submit a Panukalang Proyekto and the criteria for assessment will be: Nilalaman ng Panukalang Proyekto, Pinagkunan ng Datos, at Presentasyon ng Panukalang Proyekto.

• are taken from the Curriculum Guide (CG)

• define the enabling knowledge and skills to develop/achieve the desired content and performance standard

• clarify expectations in terms of what students should know, understand

• clarify expectations in terms of what students should be able to do, produce/perform as evidence of transfer of learning

• criteria for assessment



Know (Alamin)

Sa pagsisimula ng iyong paglalakbay sa unang aralin ng yunit na ito, pagtutuunan mo ng pansin ang dalawang gawaing pupukaw sa iyong interes. Bukod dito, ipakikita sa mga gawaing ito ang iyong dati nang alam tungkol sa heograpiya, gayon din ang antas ng kahandaan ng bawat isa sa mga paksang nakaloob dito. Simulan mo na.

(Refer to your copy of the LM for full text of this part)



Gawain 1. GEOpardy!

Gawain 2. Graffiti Wall 1


- Diagnose and activate prior knowledge of the learner

- elicit responses to provocative and critical questions

- identification of misconceptions and clarification of expectations and how students shall be assessed

- Hook and engage student’s interest



Process (Paunlarin)

Pagkatapos balikan ng mga mag-aaral ang kanilang mga kaalaman tungkol sa heograpiya ng daigdig, ipababasa na sa kanila ang teksto kaugnay ng paksa. Layunin ng gawaing ito na mapalawak pang lalo ang kanilang kaalaman sa aralin.

Maaaring ibigay bilang takda ang ilang konsepto tungkol sa heograpiya.




Process (Paunlarin)

Gawain 3. Tukoy-Tema-AplikasyonGawain 4. KKK GeoCard CompletionGawain 5. Dito sa Amin. Gawain 6. Three Words in OneGawain 7. Illustrated World MapGawain 8. The Map Dictates Gawain 9. Crossword Puzzle

- Activities requiring students to process/make sense of the information

- Assess student’s understanding

- Questions that enable students to construct their own meanings/understanding




Reflect and Understand (Pagnilayan at Unawain)

• Sa bahaging ito, ang mga tinalakay na paksa tungkol sa pisikal na katangian at heograpiyang pantao ng daigdig ay bibigyan ng malalim na pagtalakay sa tulong ng mga nakalaang gawain. Maipakikita rito ang pagbibigay ng kabuluhan sa paghubog ng heograpiya sa kabuhayan at pamumuhay ng tao.




Gawain 10. My Travel Reenactment

Gawain 11. Modelo ng Kultura

- Additional activities and reading resources to enrich/broaden their understanding

- Provocative or critical questions to draw learner’s understanding

- Check student readiness (ASSESSMENT AS – question, checklist, etc.)




Transfer (Ilipat at Isabuhay)

•Sa pagkakataong ito, isagawa ang huling yugto ng Modyul 1, ang ILIPAT. Gamit ang kaalamang natutuhan mula sa pag-unawa ng teksto at pagsasagawa sa mga gawain, ihanda ang sarili sa pagbuo ng susunod na proyekto.




Gawain 17 – POKUS NGAYON

Panukalang proyekto para Preserbasyon ng mga Pamana ng mga Sinaunang Kabihasnan ng Daigdig

Kraytirya: Nilalaman ng Panukalang Proyekto, Pinagkunan ng Datos, at Presentasyon ng Panukalang Proyekto


• Overview of what is expected

• opportunity to transfer the learning through product or performance

• describe the tools for assessing the product/performance

• based on real life situations

• on GRASPS with assessment criteria

• Ideally, 1 lesson = 6 days but extend if necessary.

KNOW = Day 1 PROCESS = Day 2 and 3

UNDERSTAND = 4 TRANSFER = Day 5 and 6


• Ideally, Day 1 => Diagnostic test (Alamin)

• assessment for learning• recorded but not graded


• assessment for and assessment as learning on the substantive content, big ideas, concepts and understanding, operations on facts and information to construct meaning

• Day 2, 3, 4 => Formative / developmental assessments

(Paunlarin, Pagnilayan at Unawain)

• Results are recorded but not graded.

• Use for improving learning or changing, modifying strategies or learning activities that have not been effective


• Assessement of / as learning• Real life application of understanding as

evidenced by the learner’s (independent) performance of authentic tasks

• Day 5 and 6 => Evaluative / summative assessment (Pagnilayan at Unawain, Ilipat)


Point of Clarifications

LM and TG


On the Tasks / Activities

• begin where students are, not where the content is

• highly modifiable, but no deviation from enabling activities and Culminating Activity

• consider contextualization, localization, and differentiated instruction

LM and TG


On Assessment

• Culminating Activity = PS – non negotiable

• embedded in the tasks / activities

• not to be recorded (formative, diagnostic)

• to be recorded (if ASSESSMENT OF LEARNING – summative)

• varied (product / performance)

LM and TG


Teacher’s Guide

• no key to corrections for varied answers

• guide only

• contains directions for each activity

• key to corrections for summative assessment

How to Use the Learning Package

Reflection and Application


• As a teacher, how will you maximize the use of LMs and TGs?

1. With the same learning groups, answer the questions by preparing guidelines on optimizing the use of LMs and TGs.

2. Post and present your group’s answer.

Questions to Ponder:

Thank you!

Documents

Session 7.1 - Walkthrough AP 9 First Quarter.1.ppt