Answers 1z388

Learning Task 1 1-8 1. What is an integrated curriculum? It is a learning process which has the ability to relate various knowledge that meets and sub contains the ideas needed by the learner. 2. How does an integrated curriculum differ from the unidisciplinary curriculum of regular courses? Integrated curriculum is a general method that can even expand a single knowledge into more knowledge while the second one learner needs to tackle various knowledge one by one. 3. What is integration? Linking or relating one knowledge or idea to another with an objective of generalizing or synthesizing different knowledge into an excellent one that is prior to learning. 4. How is curriculum integration undertaken? It is undertaken by combining, linking and various knowledge to produce a complete learning process facilitates by teacher. 5. What are the results of curriculum integration? Students shall discover or know that knowledge can be related or linked into knowledge with the idea of not revising its main thought. 6. What are the theories ing curriculum integration? Explain each one. The theories ing curriculum integrated are; a. Experiential Learning – Students are not only learning or acquiring knowledge from a pencil – paper technique but they can also learn from their personal life experiences. b. Multiple Intelligence – Learner is good in different fields of knowledge He or She has different intelligence, example He or She excels not only in communication skills but also in arithmetic knowledge. c. Constructivism – It has to do with Latent Learning where in learner integrates or relates His or Her learning experience into what they already know in order to form a better knowledge. 7. How does curriculum integration improve basic education? It expands the knowledge of learners on how to generalize or synthesize certain ideas or knowledge by relating, linking and integrating this ideas and also it gives them idea on how to relate these knowledge into their lives.

Write below two definition of an integrated curriculum. 1. It is a way of teaching and planning and organizing the instruction program that learners need to connect their learning’s in a meaningful way that they are related to their past experience.

2. Education approach that cuts across and draws on multiple subject areas for learning and instructions.

1. Experiential Learning 2. Multiple Intelligence 3. Constructivism

Learners integrate or link their life’s personal experience in the process of learning. This theory justifies that a learner is capable of having various skills or ability. Educates learners how to connect his or her learning experiences from their past experiences.

What are the common elements of an integrated curriculum 1. A combination of subjects or learning areas 2. An emphasis on projects 3. Relationships among concepts 4. Thematic units 5. Organizing principles 6. Sources that go beyond text books 7. Flexible schedules 8. Flexible student grouping

Statement about the common elements of an integrated curriculum. -

The emphasis is on a comprehensive understanding of a whole rather than many unrelated parts. Teachers and students are working together to build and education build upon what student’s experiences are and what they know so that learning becomes meaningful.

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Level 1 Level 2

Level 3 Level 4 Level 5

CURRICULUM INTEGRATION The teacher makes a sequence on the steps needed in the learning process used a topic out line in teaching. Knowledge acquisition is efficient among students when they learn it the context in a holistic way that they can even associate whatever they learn to their real life experiences. In a learning process, the teacher has a single theme for two or more topics, but he or she teaches the topic in different ways. It shows a frame work, with goal and outcomes that specify what students are expected to learn as a result of learning experience. Teachers try to compose a common theme that dissolves confusion among students common theme serves a bridge of ideas from different topics that creates a single or general idea.

Five basic understanding about integrated curriculum. 1. Attempts to break down barriers between subjects and make learning more meaningful to students. 2. Relates whatever you learn from a learning process and life experiences. 3. Learning is gathering new information’s from different fields of studies combined with the prior knowledge. 4. Learners are multiple intelligent. 5. Prior learning’s are integrated with new learning in order to create a more useful knowledge.

Categories of Multiple Intelligences and their examples. MULTIPLE INTELLIGENCE 1. Linguistic Intelligence  Highly developed oral and written communication skills. 2. Logical – Mathematical Intelligence

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Ability to understand numbers to logical concepts well.

3. Spatial Intelligence

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4. Bodily – Kinesthetic Intelligence

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Recognizes image and comprehend Good in body movements and performing actions.

5. Musical Intelligence

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Enjoy singing and playing musical instruments.

6. Interpersonal Intelligence

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Good in understanding and interacting with other people.

7. Intrapersonal Intelligence

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Good at analyzing their strengths and weaknesses.

8. Naturalistic Intelligence

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Interested in subjects such as botany, zoology and biology.

9. Existentialist Intelligence

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Strong interest about the society and outside them.

Learning task 2 1-7 Answer the following: 1. What is Makabayan? What is the significance of Makabayan to the learners? - The fifth learning area in basic education, which draws content knowledge from the social sciences, natural sciences and other related subjects. 2. Give the learning components of Makabayan in the following: a. Elementary school level – Elementary Makabayan, Civics and Culture (Sibika at Kultura, SK), Geography, History, and Civic 4-6 (Heograpiya, Kasaysayan at Sibika), Home Economics and Livelihood Education 4-6 (Edukasyong Pantahanan at Pangkalusugan, EPP), Music, Arts, and Physical Education (MAPE) 1-6, Character Education 1-6 b. Secondary school level – Social Studies I – IV (Araling Panlipunan), Values Education I – IV (Edukasyong Pagpapahalaga), Technology and Livelihood Education (TLE) I – IV, Music, Arts, Physical Education, and Health (MAPEH) I – IV. 3. Who are the of the Makabayan team on the school – based level? - School Principal both in the Elementary and Secondary school. 4. What are learning competencies? How do the learning competencies help teachers in planning instruction? - Focuses on the long term enhancement of skill and behaviors. It convinces learners to study well their lessons. 5. What are the modes of integrative teaching in basic education? a. Content – Based Instruction (CBI) – This refers to the integration of content learning with language teaching aims. b. Focusing Inquiry – Inquiry teaching is an interdisciplinary approach that uses questions to organize learning. 6. Discuss why Makabayan is the touchstone for integrative teaching and learning.

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Makabayan encomes all the related social skills or knowledge. It is in fact they said subject portray or collaborates real – life experiences and learning integrated to what learners acquire in the traditional manner of teaching.

Similarities and differences of Elementary & Secondary Makabayan

1 Elementary Makabayan Home Economics

3 Similarities Increase each individual’s ability to cope in a fast changing world.

2 Secondary Makabayan Teknolohiya, Pantahanan Pankabuhayan

Commonalities of elementary and secondary Makabayan. -

Both are efficient and essential in teaching learners to know more about our history, to preserve our Culture and to be nationalistic.

1. Who are the of the Makabayan team in the elementary school?

School Principal

Teacher in Civics and Culture 1-3

Teacher in Geography, History, and Civics 4-6

Teacher in Home Economics and Livelihood Education 4-6

Teacher in MAPE ( Music, Arts, PE and Health ) 1-6 Teacher in Character Education 1-6

2. Who are the of the Makabayan team in secondary school? School Principal Teacher in Social Studies 1-4

Teacher in values Education 1-4

Teacher in Technology and Livelihood Education 1-4 Teacher in Music, Arts, PE, and Health 1-4

A. Content – Based Instruction B. Focusing Inquiry C. Generic Competency Model D. Thematic Teaching

Teaching focuses on the language proficiency that learners should be aware of. The interaction between the teachers to his or her students is strong when there is a question and answer portion. Questions make a discussion more organized. Learners could be able to integrate experience into another field of intelligence thru competencies. It breaks down barriers among various discipline. Theme is he source of coherence.

Basic understandings about Makabayan 1. Its Interdisciplinary Nature -

Makabayan to the learners because the said subjects are both include Social life and the learning’s of students during a learning process. It has to do with the integration of experience and knowledge from learning.

2. Modes of Integrative Teaching -

Learners can combine their prior knowledge and experiences with the recently acquired knowledge or idea right after a learning process in creating more meaningful information.

3. As he fifth learning area in basic education -

It is useful because students will not only be focusing on their verbal and non verbal and arithmetic skills but also to the culture, norms and other social activities that Makabayan has to offer.

LEARNING COMPONENTS OF ELEMENTARY AND SECONDARY MAKABAYAN

Home Economics and Livelihood education

Geography History and Civics

ELEMENTARY MAKABAYAN

Music Arts and P.E

Character Education

Music arts P.E and Health

SocialStudies

SECONDARY EDUCATION

Values Education

Technology and Livelihood education

Learning Task 3 1-7 Answer the question below: 1. What are themes? Give examples. - Connection across disciplines or learning areas that provide relevance for the learners to combine ideas in one concept. 2. What should be taken into consideration when choosing a theme? - Choose a common theme with knowledge content drawn from two or more disciplines starts the planning of integrated unit of study. 3. What are thematic units? - Having the same topic used to develop a teaching plan. 4. What should be followed when planning thematic units? Give examples. - A 5. What are the kinds of thematic units? - Integrated interdisciplinary thematic unit and Integrated multidisciplinary thematic unit. 6. What objects are addressed by integrated interdisciplinary thematic units in the unfolding of the unit of study in the classroom? - It links the learning experience of students in many ways to engage them fully in the learning. 7. What steps in planning the integrated interdisciplinary thematic unit should be considered by teachers? - Help students find out what they need to know and what they need to learn rather than expecting the teacher to give it to them.

Themes for the following disciplines. Disciplines 1. Geography 2. History 3. Political Science 4. Economics 5. Anthropology 6. Sociology

Themes The Earth and it’s region Ancient Times Governance World’s Production of Import and Export Origin of Human Existence Man and its Society

7. Psychology

Mind’s Reflexes

8. Music

Types of Voices

9. Art 10. Health 11. Physical Education 12. Science

Calligraphic Style The effects of cancer to human’s life Body’s Fitness

Modern Technology

Themes for each of the following knowledge contents. Knowledge Content 1. Products and Industries 2. Peace and order

Themes Quality of the Products

Society and its fast changing environment

3. Human Rights

Laws that s Human Rights

4. Environmental Problems

Preserving Natural Resources

5. Protection of Territory 6. Conflicts or War

Colonization

Fundamentals of Peace and Order

Write inside the chart the reasons you considered in choosing the theme Theme

Reasons for Choice

1. Civic and Culture

Justifies the importance of culture nowadays specially to the new generation.

2. National Unity

To know the advantages of having a national unity to the society.

Ladder Web What are the steps in planning and developing thematic units? 1. Select a suitable topic or theme. 2. Select the goals of the unit 3. Select suitable specific learning objectives. 4. Detail the instructional procedures. 5. Plan for preassessment and assessment of student learning 6. Provide for the materials of instruction.

Differences of an integrated multidisciplinary thematic unit and an interdisciplinary thematic unit. 1 Integrated Multidisciplinary Thematic Unit 

Addresses a single discipline.

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Combines two or more disciplines into one single approach.

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Connecting with other subjects.

3 Similarities  They both complement what students need or if there is something they didn’t understand.

2 Integrated Interdisciplinary Thematic Unit 

Gives a sense of cohesiveness and structure to student learning.  Links the student’s learning experiences in many ways to engage them fully in the learning process.  Discover by their own.

Cause by human activities. Absence of natural awareness

Theme 1

Causes of natural calamities Loss of property

Observe self discipline.

Scarcity

Be a nature lover

Theme 4

Effects of natural calamities

What are natural calamities?

Theme 3

Examples of natural calamities

Earth quake Typhoon

Theme 2

Prevention of natural calamities

Learning Task 4 1-10 Answer the questions below: 1. What are instructional objectives? How are they classified? Give examples for each level. - Knowledge, comprehension, analysis, application, synthesis, evaluation, receiving, responding, valuing, organizing, internalizing, naming, manipulating, communicating and creating.

2. What guide lines should be followed in writing instructional objectives? - Cognitive domain, Affective domain, psychomotor . 3. What are themes? What should we when choosing themes give examples. - Serve as the core in undertaking group activities use to see meaningful connections across disciplines. Consider the interest of the students and the broad scope of the lesson to enable the planner to further subdivide a given topic. - EXAMPLES: * Conversion of Valleys in Urban Centers * Development and Progress of the Region * Prevention of Forest Fire

4. How should we organize the content of instruction for a given lesson or unit of study? - By using a graphic organizer to reach the proper flow of the teaching process. 5. What are teaching approaches? - These are methods or ways of teaching. Serve as a medium of transferring knowledge to the students in a more meaningful and creative way.

6. How does a teaching model differ from teaching strategy? Give examples.

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Teaching models are larger than strategies and are ed by theories of instruction while teaching strategies are the techniques used in presenting data gathered reflecting interactive aspects of teaching. EXAMPLES: Teaching Model – decision-making, discovery learning, cooperative learning, inquiry learning and ACES teaching model. EXAMPLES OF TEACHING STRATEGIES – role-playing, simulation, sociodrama, discussion, brain-storming.

7. What are Graphic Organizers? When do teachers use graphic organizers? Give examples. - Also called as learning organizers used by teachers during the presentation of the lesson’s scope, lecture delivery and synthesis. - EXAMPLES: Semantic Map and Concept Map

8. What are Study Skills? Of what importance are study skills to the teacher? To the students? - Discrete techniques that can be learned usually in a short time and applied to all or most fields of studies. - It helps teachers to conserve time and energy. - Students would be enhance to study without a teacher’s supervision.

9. What are Values? Why should Values be integrated in all learning areas in basic education? - Important and lasting beliefs or ideals shared by the of the culture about what is good or bad, desirable and undesirable. It should be integrated because it influences a person’s attitude and behavior and serves as a broad guideline in all situations.

10. What are the skills used for- A. INTRODUCTORY ACTIVITIES: understanding and learning. - B. DEVELOPMENTAL ACTIVITIES: writing an essay and word building - C. CONCLUDING ACTIVITIES: reasoning skills and problem solving 11. What is Assessment? Give examples.

Ongoing process of gathering and acquiring information on what students know and do not know. Ex. Asking questions and demonstration, group discussion, observations, anecdotal record. 12. What is Evaluation? Give examples. - Process of interpreting the evidence and making judgment based on student’s performance. Ex. Examination, quizzes -

Three instructional objectives in the three learning domains. Be guide by the ABCD’s of writing instructional objectives A. 1. 2. 3.

COGNITIVE DOMAIN: Behavior Condition Degree

B. 1. 2. 3.

AFFECTIVE DOMAIN: Audience Behavior Condition

C. 1. 2. 3.

PSYCHOMOTOR DOMAIN: Degree Condition Audience

5 THEMES FROM LEARNING COMPONENTS OF MAKABAYAN

Health

Music

Physical Education

Values Education

Civic and Culture

CONTENT OF INSTRUCTION A. THEME: Civic and Culture

B. CONCEPTS: National Identity and Self-esteem, national unity and loyalty to the nation.

C. CONCEPT CLUSTER:

National identity National unity

Selfesteem CIVICS AND CULTURE

Loyalty to the nation

D. Content Outline 1. National identity and self-esteem 2. Loyalty to the nation 3. National unity E. Reading or Selection: Civic and Culture

F. Materials: Book and Internet

Differentiate teaching models from teaching strategies. Give examples. 1. Teaching models – prescribed tested steps and procedures to effectively generate desired out comes. Example: Instructor – directed model – students are failed to challenge students to think at high level. 2. Teaching Strategies- Methods used to allow learners to access the information you are teaching. Example: Experiential Learning – includes reflective exercise.

Design two graphic organizers. Explain each one. 1. At the middle is the topic or idea to be discussed the subdivided parts are the concepts or thoughts describing or ing the topic.

TOPIC

2. At the top, the topic is written. It involves the fact concepts, ideas or statements which are true or can’t be changed nor revised. This is always accepted. And opinion which hasn’t undergone a serious study and justified by many people. It is partly true, and partly unacceptable. TOPIC FACT OPINION

Define study skill using a concept map. Write the explanation of the concept map.

Is the study of skills. Very important in planning instructions.

- A diagram showing the relation among concepts, graphical tool for organizing and representing knowledge.

Concept cluster showing the universal values. Write the explanation of the concept cluster below:

Non Violence Everybody finds it valuable.

Universal Values

All people have the reason to believe. All people have it has reason to value non – violence.

Concept Cluster – There is a topic you are going to justify or necessarily be given with value through different concept ing the concepts. Assessment – is an ongoing process of acquiring information’s of what learners know and do not know. It is done by asking question to the students during discussion or right after the class discussion. Evaluation – is the way of interpreting or giving judgments to student’s performance.

Choosing a theme

Cognitive skills

Oratorical

Memorization skills

Teaching – Learning Skills

Theatrical

Object Classification

Arithmetic Knowledge

Composition

Learning task 5 1-6 1. What are Teaching Models? Of what importance are teaching models in instruction? - Are ideal processes of instruction. It guides the teachers in unfolding lessons.

2. What are presentation strategies? How do these strategies enhance the unfolding of teachers? - Enhancing the teaching models are the different instructional strategies which enliven the conduct of the lesson or unit of study.

3. What are the suggested teaching models that easily lend to integrative teaching and learning? - * Discovery Learning - * Inquiry Learning - * Problem-based learning - * Cooperative learning - * Decision-making - * ACES Teaching Approach 4. What are Graphic organizers? Of what significance are graphic organizers in instruction? - Also called as learning organizers, in which are used by teachers to create a more organized lesson outline. Learners could actually acquire knowledge creatively and meaningfully.

5. What are the different kinds of graphic organizers? - * Concept Map: it illustrates an idea drawn from a given lesson and it shows logical connections. - * Concept Cluster: used to illustrate major concept and its sub concepts to show the coverage of the whole lesson.

* Wheel Map: used to show the division of the lesson into subtopics to facilitate individual or group investigation in the classroom. - * Cycle Graph: presents a series of connected events that occur in sequence and produces a repeated result. - * Fact storming Web: shows the sub concepts under a major concept to know the coverage of the lesson. - * Discussion web: used in addressing issues which are not resolved or balanced. 6. What is assessment? How does it differ from evaluation? - It is an ongoing process of acquiring information about the students , to know what they’ve learn and not. On the other hand, evaluation is on how you are going to give an appropriate judgment on student’s quality performance through tests and quizzes. -

Answer the following: 1. The application of scientific method in teaching. (discovery learning) 2. Reflects the higher form of higher order thinking or critical thinking. (decisionmaking) 3. Helps students discover how knowledge becomes known. (discovery learning) 4. Uses authentic and meaningful problem situations to serve as springboards for investigation. (ACES teaching) 5. The procedure whereby learners work together in small groups and are rewarded for their collective accomplishments. (Cooperative learning) 6. Provides benefits to both low and high-achieving students who work together in academic tasks. (ACES teaching) 7. Learning experiences in the cognitive affective ad psychomotor domains which are embedded simultaneously together in the development of the lesson. (ACES teaching) 8. The intellectual process that requires students to select the best alternative choice. (Decision-making) 9. Provides logical presentation of the lesson. (Inquiry learning) 10. Requires students to review and describe the issue or problem to be resolved. ( ACES teaching)

Answer the following: discussion 1. Sharing ideas with the group; accepting all ideas. Fact storming web 2. To fact storm sub concepts under a major concept. Concept Cluster 3. To define a concept Cycle graph 4. To present a series of connected events. Discussion Web 5. To organize arguments of events. Bubble Tree Web 6. To present information that is categorized beneath a core or main understanding. Ladder Web 7. To answer a core question using web strands. Venn diagram 8. To compare two sets of people, events, or things. Flow Chart 9. To show the flow of ideas on a certain event or procedure. Wheel Map 10. To categorize information into conceptual blocks.

COMPARISON OF ASSESSMNENT AND EVALUATION

ASSESSMENT

EVALUATION

PROCESS

Acquires information about what learners’ know and they do not know.

Gives a judgment to the performance of a learner.

EXAMPLES

Asking questions, asking for examples

Examinations Essays Quizzes

LESSON: DECISION MAKING TEACHING MODEL

PRESENTATION STRATEGIES

Decisionmaking

Lecture

GRAPHIC ORGANIZERS

TOPIC

CONCEPTS

SUB CONCEPTS reflection

wisdom good mind-setting

decisionmaking trust

deep understanding

Learning Task 6 1-5 1. What is Assessment? Of what importance is assessment to instruction? - Ongoing process of acquiring information of what student does know and they do not know. Teachers would know the things to be improved and maintained. 2. What is Authentic Assessment? How does it make the teaching learning processes effective and meaningful? - Is also called performance assessment which is different from the traditional way of teaching or the paper-pencil technique. Performance is the basis of giving interpretation or judgment. 3. What is performance-based assessment? How does it compare with the traditional assessment? - It measures skills and understandings by directly measuring student’s performance unlike the traditional skill which is measured by by student’s score on a paper-pencil technique. 4. What are portfolios? How are portfolios used in assessment? - Collection of student’s works that can be used to document achievement overtime. 5. What are the guidelines in preparing portfolios? - A. The portfolios should not be graded or compared in any way with those of other students. - B. Determine what materials should be kept in the portfolio and announce clearly when, how, and by what criteria portfolios will be reviewed. - C. Contents of portfolio should reflect grade level goals, learning standards, and target objectives. - D. Everything that goes into the portfolios should be dated by the students. - E. Portfolio maintenance should be the student’s responsibility. - F. Portfolios should not leave the classroom. - G. Students should be encouraged to personalize their portfolios. 6. What are scoring rubrics? What are the scoring rubrics used by the teacher in the classroom? Give examples. - These are applicable in asg marks to evaluate essay tests, portfolios, and other performance tasks. - Example: OUTSTANDING, VERY GOOD, GOOD, FAIR, POOR.

DEFINING THE FF. TOPICS USING CONCEPT MAP. 1. ASSESSMENT

acquiring information about what students know and they do not know.

Assessment ongoing process

Assessment is an ongoing process of acquiring information about what students know and they do not know.

2. AUTHENTIC ASSESSMENT

Authentic Assessment

performance assessment

measures directly the performance of a learner and not by a paper pencil technique.

Authentic assessment is also called the performance assessment which measures directly the student’s performance not by using the paper-pencil technique.

Ladder Web Q: What does authentic assessment do when applied to instruction? 1. Provides meaningful performance tasks.

2. Emphasizes metacognition to self-evaluation

3. Manifests quality products and performance

4. Adheres to clear standards and criteria for excellence 5. Ensures learning that transfers

6. Provides positive interaction between the teacher and the learner

Venn Diagram

PERFORMANCE ASSESSMENT 

Application of knowledge to Real life.

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Alternative way Of teaching

SIMILARITIES Need to have a performance standards

PORTFOLIO ASSESSMENT 

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Show the learner’s ability in problem-solving Compilation of learner’s works and accomplishments

SCORING RUBRIC FOR ARTS CRITERIA Creativity

INDICATORS Shows resourcefulness of materials used.

POINTS ASSIGNED 20

POINTS EARNED 17

Originality

Observe respect to one’s work

20

15

Quality

Consider the consistency of the creation

20

15

Visual Impact

Combination of colors and textures

20

19

Cleanliness

No erasures and editions

20

20

Learning Task 7 1-6 1. What is Thematic teaching? When does it start? - Starts with the identification of a theme. 2. What is the significance of thematic teaching in the teaching-learning process? - It help learners see meaningful connections across disciplines or learning areas. 3. What are the educational goals that thematic teaching addresses? - The teacher should need to supplement if there is something which student didn’t understand. 4. What are the thematic curricular approaches to instruction? How do they differ? - Integrated multidisciplinary Thematic Unit: It has a single discipline; attempts to combine two or more disciplines into one single approach. Integrated Interdisciplinary Thematic Unit: It links the learning experiences of students in many ways to engage them fully in the learning process. 5. What is Thematic Unit? - Same topic is used to develop the teaching plan for each of the different subjects in which students are enrolled. 6. What are the components of a unit plan? - Integrated Multidisciplinary Thematic Unit - Integrated Interdisciplinary Thematic Unit 7. What are the steps in developing a multidisciplinary Thematic Unit? - Select a suitable topic or theme. - Select the goals of the unit. - Select a suitable specific learning objectives - Detail the instructional procedures - Plan for preassessment and assessment of student learning - Provide for the material of instruction 8. What are the steps in deg interdisciplinary thematic unit? - Emphasize that the process of learning is sometimes best pursued a an interconnected whole rather than as a series of specific objectives. - Encourage students to work cooperatively in partnership and in small groups that focus on the social values of learning. - Teach students to be independent problem solvers and thinkers. - Assist students to develop their own individual interests and learning styles.

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Help students find out what they need to know and what they need to learn rather than always expecting the teacher to give it to them.

Q: How does thematic teaching help learners and curriculum planners? It builds a bridge across different disciplines to have a single theme or idea, in order to get the thought more comprehensively. Help students to become independent learners.

It reflects how students naturally learn.

It stretches student’s minds as they grapple with important issues, ideas and questions.

Thematic Unit Units of instruction that address a central theme.

It facilitates the crossing of boundaries of two or more disciplines.

Thematic Units are units that address a central theme, which facilitates the crossing of boundaries of two or more disciplines.

Overview of the Unit

Evaluation

Objectives

Unit Plan

Procedure

Content

Approaches to Instruction

Description

1. Multidisciplinary

It attempts to combine two or more disciplines into one instructional approach. It draws knowledge, perspectives, and methods from more than one discipline together to examine a central theme, problem, person, or event.

2. Interdisciplinary

TITLE: Wasto at maayos na Kasuotan ng Mag-anak. (edukasyong Pantahanan at Pangkabuhayan 5)

Overview of the Unit: Ang isang nagdadalaga at nagbibinatang katulad mo ay lalong mapili sa uri, kulay at tabas, at disenyo ng damit na isinusuot. Kung noong mga nakaraang taon, ang iyong mga magulang ang siyang namimili ng mga ito, iba na sa panahon ngayon, sapagkat mayroon ka nang sariling gusto.

Objectives: I. II.

Matutunan ang wastong pagpili ng kasuotan upang makilala ang pagkatao ng bawat isa. Malaman ang kasuotang naaayon sa edad, panahon, lugar, Gawain at kakayahan ng magsusuot.

Content: MGA PANUNTUNAN SA PAGPILI NG KASUOTAN: 1. Pumili ng kasuotang nababagay sa iyong edad. 2. Iangkop ang kulay ng iyong balat sa kasuotang pipiliin.

3. Ang mga disenyong patayo ay nababagay sa mga di kataasan at may mabibilog na pangangatawan sapagkat ito ay nakapagpapaliit ng paningin. 4. Ang mga damit na may linya at disenyong pahalang ay nababagay sa matatangkad at balingkinitang pangangatawan. 5. Kasuotang may maliliit na disenyo ang nababagay sa may malaking pangangatawan at malalaking disenyo naman ang para sa maliliit. 6. Ang kasuotang nakapagbibigay ng ginhawa ay dapat ding isaisip. Hindi nababagay ang masyadong masikip o maluwang, o kaya naman ay napakaiksi o napakahaba. 7. Ang kasuotan ay nararapat na angkop sa okasyon, oras, lugar at panahon at gawaing gagampanan.

Procedure:

Uniporme

Simleng damit

•Isinusuot sa paaralan •Kailangang itoy ay matibay, madaling labhan at plantsahin

•Isinusuot kung nasa bahay •Kailangang ito ay malinis at matibay.

•Nararapat sa mga pormal na pagtitipon at okasyon.

Magagarang damit

Padyama, duster at nighties

Pangswimming

Pansimba

•mga damit na pantulog •Kailangang manipis at maginhawang isuot.

•Bathing suits, swimming trunks at shorts •Gamit sa paliligo sa beach o swimming pool.

•Damit na may manggas, may tamang aba at payak na tabas ang dapat gamitin. •Iwasan ang mga damit na may malalim na uka sa harap at likod.

Evaluation  Gumuhit ng mga iba’t-ibang klase ng damit at tukuyin ang mnga naaangkop na lugar o panahon para suotin ang mga ito.  Ilagay ito sa portfolio at disenyuhan gamit ang iba’t-ibang kulay o anumang palamuti’ng maaaring ipandisenyo sa portfolio.

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Dr. Jean Rachel Barroga ( Instructor)

Kristine Urcia (Student)