Module 2 lesson 1 Cognitive: 1. 2. 3. 4. 5. Affective 1. 2. 3. 4. 5. Practice ways of maintaining ones health such as preventing respiratory ailments.

Keeping a habit of eating healthy food such as green leafy veggie. Show proper way of caring pets at home. Appreciate the importance of advocating clean and green Practice saving energy in home
Describe the circulatory system and its major parts Explain the function of the circulatory system Demonstrate the movement of the blood throughout the body Construct a model to demonstrate the mechanism for breathing Infer that some common ailments of the respiratory system are cause by pollution inhaling drugs or smoking.

Psychomotor 1. 2. 3. 4. 5. Pantomime the movements of blood throughout the body Dramatize the movements of electron, neutron and positron Make a simulation of an earthquake happen in the Baguio dated 1990. Create a diorama illustrating photosynthesis Perform a choral signing a song advocating clean and green.

Module 2 lesson 2

Learning outcomes -states the end results of instruction. It is also called instructional objectives in education/ instruction. Learning outcomes geared toward learning activities which is a mean to an ends ---it is a process because it includes a series of steps (*establishing objective, *classifying objective, *defining objective, *selecting indicators, *and comparing data with objectives). It is concerned with making judgments on the worth or value of a performance, answers the question how good, adequate, or desirable. It is also the process of obtaining, analyzing and interpreting information to determent the extent to which students achieve instructional objective.
Evaluation Achievement -something that somebody has succeeded in doing, usually with effort (Encarta 2009). Achievement is a test which fall under standardize test carefully evaluated, validated and test for reliability to measure comparable performance used either, national, regional or by district. This can be attributed to norm-reference test a test that is scored on the basis of standard level of accomplishment by the whole group taking the test Satisfaction -happiness with arrangement or gratification it is the feeling of pleasure that comes when a need or desire is fulfilled. Learning skills - refers to one potentials or skills. Those are nurtures or possessed skilled ones gained in his own learning. These skills are defined to be learned from declarative or procedural knowledge. Attitudes -denotes personal view of something or bodily postures. It is an opinion or general feeling about something. It is also defines as physical posture, either conscious or unconscious, especially while interacting others. Competencies -denotes the ability to do something well. In education this is a series of skill one has to learn or to perform in order to enter the next level which is a prerequisite to the said entry level. These competencies are carefully planned and arranged in a matrix for satisfactory results. The elementary learnig competencies and secondary learning competencies are two examples of competencies. List of competencies can be revised when necessary. The BEC, RBEC, and UBd are product of those revisions. Destination of graduates -are likely to be said as post graduate transitions. This transition focuses on the graduates application of their knowledge and attitude gained during their stay in school or universities. Destination of graduates for high school can be one of these: 1. Entering university to continue their study and earn degree, 2. Apply for a fitting job, either part time or full time but contractual. One can be luckily to acquire regular position but again there is an age limits. Destinations of the graduates can be attributed to parental or friends effects to an individual. Life and social skills - are built-in-skills ones possesses. This is define as the multiple intelligences Howard Gardners once formulated. Those are the abilities one to be consider in developing activities or

task to perform. A company or corporation also used the said principles in handling such works which is clearly shown by division of labor. 21. Evaluation needs a careful collecting, analyzing and interpreting information to make judgments on the worth of performances to answer questions how good, how adequate or how desirable the performance is. Hence evaluating the seven performance needs evidences. Those evidences are strategically collected, and carefully interpreted. The use of statistical computations graphs and results of different examinations lead us to quality and central judgment. The seven possible outcomes are very crucial hand information in making improvement policy and school accountability. 2.2 There is no better strategy in evaluation. Let us always keep in minds that evaluation is only a matter of judgments, define by such formulated series of numbers. We can only say that strategies are effective if we got better and satisfactory results in favor to you or your school. From this scenario we shifted from traditional to a more holistic approach of rating and evaluating such results. Leading us to measure and assess what is meant for the performance. 2.3. All are learners but some left behind. This simple sentence explains our students. Surrounded by hazardous computer addicted games, student laziness, poor nutrition, plus family income. We cannot deny that some students perform better than other. We shouldnt forget that we still used paper and pencil test in measuring such pupils in different skills. In test construction, measuring validity and test reliability, there are some aspect that can affect students performances; the test itself, test takers, test administrator/s and venue. I end with a conclusions yes; some students do well than others. 2.4. All learners are different from each other (multiple intelligences). If we compare ones performance to others we will find some imbalances and frustration to the results. One may fail and other may pass. Likely ones performance and ability deviate from one particular subject to other. Some pupils want caring plants other didnt. Some may find enjoyment in performing game play learning other feel like doing it all alone. Likewise student performance differs from one subject to other. Some of the reasons are time, teachers teaching skills, methodologies and selection of assessment methodologies. 2.5. Well our school performance compare to previous achievement is quite good. Students comprehend well and non-numerates drops to 1% of the entire population. This may due to additional school supplies like books, materials and some supplementary reading materials comes from the D.O. teachers are well educated and high profile, equipped with more knowledge to shared. Teachers are fully dedicated and hardworking. 2.6. Our school continuously strived for better. Evaluation shown that our school, by district performed well and still performing. Although we are still on the upper half to be fulfilled as complete schools we still joined contest and still participate in different competitions. 3. Quantitative data uses variety of instrument: test, rating scale. It is the process of obtaining numerical description of the degree of individual possesses. Quantifying of how much does learner learned is a measurement which can be through test like teacher made test (unit test, monthly test, summative and periodical test). Rating scale of students behavior and reading progress chart is another example of

such quantitative learning outcomes. Qualitative learning outcomes are results of district level evaluation, achievement test, DAT, REAT and NEAT. 4. Evaluating learning is not a simple calculating arithmetic. Its like generating conclusions from an experiment. Problem also arises after the end of experiment consequently a revision is needed. Similarly there are problem also arises from evaluation which seeks for improvements. Paper and pencil test in assessing students skills in EPP. The transmutation for students grades calculation. The affectivity of grading students performance through alphanumeric. The assignment of students portfolios in grade one a burden for teacher. And the lack of knowledge or orientation for some new hired teachers on the schools evaluation rules and proceedings.

Module 3 lesson 1 1. Facts: a. when you add ten and trice of the half of that number is 25. i. Fact b.Philippine national hero born on June 19, 1861. His name is Jose Protacio Rizal Realonda y Mercado. ii. Concept 1: H2o is called the universal solvent; it can transit into three state of matter the solid in the form of ice, liquid in the form of water, gas through vapor when water is heated. iii. Concept 2. Being a hero is not just gained by sacrificing you life in a blood shaded war using bolo and ripple like Bonifacio and some other. Now you can be a hero by doing one simple patriotic deed. iv. Generalization 1. Two of the genders are male and female. One is said to be male possess male characteristics otherwise it is female. Now we have the so called masochist the one who search for sexual abuse, metroman-man with a big concern on his wellness, neatness and they are unluckily perceive as gay but surely theyre not, heterosexual-someone who is attracted to opposite sex, bisexual- the one who is attracted to both sexes. Where you belong? v. Generalization 2: Aristotle asserted that Earth was the stationary center of

the universe and the heavens revolved around the Earth. This theory was widely accepted until the renaissance period. Nicolaus Copernicus proposed that the Sun was at the center of the universe, not Earth. In the Copernican system Earth became a planet that orbited Sun and the Moon became a satellite that orbited Earth. Copernicuss system is now accepted thus sun is the center of the solar system.
2. Driving is not as easy as eating peanuts. One has to be familiar with the accelerator, break, starter, alternator, gear shifting and many other parts. Next to this is to operate the vehicle manually. The knowledge of parts location is an advantage plus the skills of easy hand grip. New driver may need to practice starting, and running the vehicle soon after he can do better as he drives always. Learning new skills required a previous knowledge which we called a schema some called it declarative knowledge. Applying and enriching this schema plus constructing new meaning makes the individual learned step by step in a smooth procedural way. The connection of prior knowledge and some other new learning makes learning easier, and more meaningful. This learning produce an individual who can construct, rebuilt and transfer the learning in various complex way with good results and effect. Correspondingly the proper ordering of subject matter and topic for each lesson is a vital cog long life learning. Imagine one has to learn first the electricity without getting prior knowledge about energy. Teacher and student will loose their momentum and they will go round and round without output. Student may lack of ingredient about the use of electricity as energy used in different way. Closely I remarks that proper ordering should be strictly follow and observe. 3. Thorndikes S-R Connectionism Theory --laws of readiness , exercise, effect and feedback, are the father of David Ausabel Activation of Prior Knowledge. Those laws states that when a child is

ready and the facts to be experienced effect is satisfactory he will keep on practicing likewise depart if unsatisfactorily. The new model suggests a feedback due to call of guidance and goodness of the satisfactory exercises. Because perhaps one may sing and sing because he/she experience satisfaction without knowing he/she sings worst. a. Gagnes Condition of learning also applies the rule of learning materials from easy to a more complex task. The pyramid below show that from base to apex one has to learn the very basic to be able to learn problem solving on top.(psychological Foundation Of Education a reviewer Guide, Boyet Aluan 2010.)
Problem Most complex condition involving applying rules to solve solving problem(solving word problems) Principle learning Combining and relating concepts ready learned to form rules( 1+2=3 ==2+1=3) Classifying and organizing perception to gain meaningful concepts (all dogs have four legs) Learners select a response applies to certain stimuli(selecting 2 when __+1=3)

Concept learning

Discrimination

Verbal Association

Labeling certain response(__+1=2)

Chaining

Series of S-R are links(adding 1 and2) Voluntary response similar to operant conditioning( getting ready to move as fire alarm heard.) Involuntary response. Similar to classical conditioning(touching iron and flinching)

Stimulus response

Signal learning

Module 3 lesson 2 Unit outline up to course outline. Module 3 lesson three lesson plan