MANDAUE CITY COLLEGE

SCHOOL OF EDUCATION
2ND SEMESTER, 2020-2021
SCI 302: TEACHING SCIENCE IN THE ELEMENTARY LEVEL
(PHYSICS AND EARTH AND SPACE SCIENCE)

Name: Tubio, Dexter James G. Program/Year: BEED – GENERAL CONTENT Date:

June 20,2021

ACTIVITY 5. FRAMING SPECIFIC OBJECTIVES

Activity 1. Identifying Level of Learning Objectives

Instruction: Secure a copy of a Curriculum Guide in Science (Earth Science and Physics). In that Curriculum Guide,
identify ten (10) learning competencies in the Cognitive Domain and classify them according to what levels of that
domain (Cognitive-Bloom’s Taxonomy) does the said learning competency belong:

Example 1:
Subject and Grade level: Science 3
Competencies (with corresponding code)
1. Describe different objects based on their characteristics (e.g Shape) (Code: S3MT-Ia-b-1)– Application

Example 2:
Asignatura: Filipino
Kakayanan (na may kaakibat na code):
1. Nagagamit ang magalang na pananalita sa angkop na sitwasyon (pagbati) (Code: F2WG-Ia-1)–
Application

1. Subject and Grade level: Science 3

Learning Competency: Describe changes in materials based on the effect of temperature: 1. solid to liquid 2. liquid to solid
3. liquid to gas 4. solid to gas (Code: S3MT-Ih-j-4) – Application

2. Subject and Grade level: Science 3

Learning Competency: Describe the functions of the sense organs of the human body (Code: S3LT-IIa-b-1) - Application

3. Subject and Grade level: Science 3

Learning Competency: Describe animals in their immediate surroundings (Code: S3LT-IIc-d-3) - Application

4. Subject and Grade level: Science 3

Learning Competency: Identify the external parts and functions of animals (Code: S3LT-IIc-d-4) - Knowledge

5. Subject and Grade level: Science 3

Learning Competency: Classify animals according to body parts and use (Code: S3LT-IIc-d-5) - Comprehension

6. Subject and Grade level: Science 3

Learning Competency: State the importance of animals to humans (Code: S3LT-IIc-d-6) - Application

7. Subject and Grade level: Science 3

Learning Competency: Describe the parts of different kinds of plants (Code: S3LT-IIe-f-8) - Application

8. Subject and Grade level: Science 3

Learning Competency: State the importance of plants to humans (Code: S3LT-IIe-f-9) - Comprehension

9. Subject and Grade level: Science 3

Learning Competency: Compare living with nonliving things (Code: S3LT-IIe-f-11) - Analysis

10. Subject and Grade level: Science 3

Learning Competency: Identify observable characteristics that are passed on from parents to offspring (e.g., humans,
animals, plants) (Code: 3LT-IIg-h13) - Knowledge
Activity 2. Framing Specific Objective from the Most Essential Learning Competencies

Instruction: Secure a copy of a Most Essential Learning Competencies (MELC’s) from the Science Subject (Physics
and Earth Science). In that list of MELC’s, please pick three (3) sets of MELC’s which serve as basis of framing your
specific objective (from Cognitive, Affective, and Psychomotor. Use the guide below in doing this activity. (NOTE: One
subject only)

Examples:

SUBJECT CONTENT CONTENT PERFORMANCE LEARNING CODE SPECIFIC

AND STANDARD STANDARDS COMPETENC OBJECTIVES
GRADE Y
LEVEL
Mathemati Patterns and The Learner The learner is able to Illustrates M9AL- With the aid of
cs 9 Algebra demonstrate formulate and situations IIa-1 graphs establishing
s solve accurately that involve variations, the
understandi problems the Grade 9 students
ng of key involving radicals. following with at least 90%
concepts of variations: a. accuracy will:
variation and direct; b. 1. Differentiate
radicals. inverse; c. direct,
joint; or inverse,
combined. joint, and
combined
variation;
2. Establish an
importance
through real-
life
examples of
situations
showing
good
variations;
and
3. Calculate
accurately
problems
involving
variations.
AP 9 Paikot na Naipamamal Ang mag-aaral ay Nailalalaraw AP9MA Gamit ang tsart na
Daloy ng as ng mag- nakapagmumungka an ang K-IIIa-1 nagpapakita ng
Ekonomiya: aaral ang hing mga paikot na daloy ng ekonomiya,
Bahaging pag-unawa pamamaraan daloy ng ang mga mag-aaral
ginagampan sa mga kung paanong ang ekonomiya sa ika-9 na baitang
an ng mga pangunahing pangunahing na may hindi bababa
bumubuo sa kaalaman kaalaman sa 80% kasanayan
paikot na tungkol sa tungkol sa ay inaasahang:
daloy ng pambansang pambansang 1. Naipapaliwa
ekonomiya ekonomiya ekonomiya ay nag gamit
bilang nakapagpapabuti sa ang kanilang
kabahagi sa pamumuhay ng sariling
pagpapabuti kapwa pananaw
ng mamamayan tungo ang papel na
pamumuhay sa ginagampan
ng kapwa pambansang an ng paikot
mamamayan kaunlaran na daloy ng
tungo sa ekonomiya;
pambansang 2. Nakapagpak
kaunlaran ita ng
kahalagaha
n ng paikot
na daloy ng
ekonomiya
sa
pamamagita
n ng
repleksyong
papel; at
 3. Nakagagaw
a ng isang
“Infomercial
” na
naglalahad
ng
kahalagaha
n sa paikot
ikot na daloy
ng
ekonomiya.

Note: Items highlighted in the matrix above must be taken from DEPED List of MELC’s.

Cognitive
SUBJECT CONTENT CONTENT PERFORMANCE LEARNING CODE SPECIFIC
AND STANDARD STANDARD COMPETENCY OBJECTIVES
GRADE
LEVEL
G3 Living Things The learners The learners should Recognize that S3LT- At the end of the
Science and their demonstrate be able to... there is a need IIi-j-16 lesson, 75% of the
Environment understanding to protect and pupils should be
of... illustrates the conserve the able to:
difference between environment a. identify the parts
characteristics living and non-living of the plant and its
of living and things function;
nonliving list down activities
things basic which they can b. label the parts of
needs of perform at home, in the plant; and
plants, school, or in their
animals and neighborhood to keep c. appreciate the
humans the environment clean importance of
plants to our life.
Affective
G4 Living Things changes that evaluate whether Identify S4MT- At the end of the
Science and their materials changes in materials changes in Ii-j-7 lesson, the students
Environment undergo when are useful or harmful materials should be able to:
exposed to to one’s environment whether useful 1. Describe
certain or harmful to materials that sink
conditions. one’s and float.
environment.
2. Demonstrate their
understanding about
the materials that
float and sink.

3. Classify objects
according to type of
material they are
made of to sink or
float
Psychomotor
G5 Living Things how the parts Practice proper Design a S5MT- 1. Explain the
Science and their of the human hygiene to care of the product out of Ih-i-4 importance of
Environment reproductive reproductive organs local, reuse in waste
system work recyclable management.
solid and/ or
liquid 2. Understand the
materials in meaning of Reuse
making useful in waste
products. management

3. Identify the
Reuse materials in
waste
management.
WALK THE EXTRA MILE
Make Reflection paper of the following Activities (Choose only one (1):
1. Identifying Levels of Objective
2. Framing Specific Objective from the Most Essential Learning Competencies

How to Make a Reflection Paper?

- A reflection paper has an introduction, a body, and a conclusion. It must have a “personal tone”. Use “I”, “me”,
“myself” and avoid the use of “you”, “we”, and “us” in writing a reflection paper.
- Plagiarism is a MORTAL SIN in writing the reflection paper. Any works copied from sources in verbatim will be
automatically be given a failing mark plus a deduction in the bonus points.
- Attached is the rubric for Assessing your reflection paper.
RUBBRIC FOR ASSESSING THE REFLECTION PAPER
CRITERIA POOR FAIR GOOD VERY GOOD
(1) (2) (3) (4)
Reflective “ness” Does not describe Insufficiently Interprets some Produces a
(X5) relevant points of describes relevant relevant points of thoughtful analysis
the topic and the points of the topic in the topic in a of significant points
reflection paper is a personal way. personal way. of the topic and
very impersonal. provides personal
resolutions on
addressing the
issues the topic.
Content Off task; the The topic/question The topic/question The topic/question
(X5) topic/question is not is inadequately is addressed; key is adequately
addressed. addressed; lacks ideas covered in the addressed; key
elaboration and reflection paper but ideas, covered
further discussion of needs further concisely yet
the topic being elaboration; one’s comprehensively;
reflected. stand on the case one’s stand on the
study is clearly topic/question is
defined but lacks clearly defined with
logical support appropriate
statements. discussion and
elaboration.
Communication Writing skills and Grammar and Writing skills and Writing is fluent,
(X2.5) editing are writing mechanics attention to editing clear, expressive,
unsatisfactory. are observed but are developing well. and carefully edited.
Mechanics of several flaws.
grammar,
punctuations and
format are not
observed.
Note: This rubric is applicable to all reflection papers asked in every activity.
 “Identifying Levels of Objective”
(My Reflection)
In identifying levels of objectives, you must describe first all your thoughts, hopes, and aims as an
instructor for your students to succeed. After that, you make all the learning objectives that your students
are able to know and be able to do when they finished the subject that you are teaching. We must also know on
how to identify what level of objective in order to measure the capability of our students.
On the last activity that I worked on. It was a bit hard because at first, I am a bit confused on how to
identify the level of all the specific objectives. Moreover, finding all the objectives and learning competencies
are easy because they can only be found in the curriculum guide that was provided. Thus, I made it all easier to
identify by using the Bloom’s Taxonomy of identifying the levels of Objectives. Bloom’s Taxonomy has been
present since mid 1950’s. His structure of “thinking” behavior provides a nice stair-step approach to thinking
about the levels of learning.
Benjamin Bloom’s. Benjamin Bloom’s Taxonomy has 6 stairs or levels. The 6 levels are as mentioned:
Knowledge which focuses on memorization and recall, Comprehension which focuses on understanding the
information memorized, Application which focuses on being able to apply, Analysis which focuses on being
able to take, Synthesis Taking which focuses on what is known and has been applied and using it in different
ways, and lastly Evaluation Assessing which focuses on what has been applied and providing feedback on how
the task is completed.
Doing that activity is fun and we can gain knowledge as well. It can also make us identify what are these
learning objectives made all about.
“Framing Specific Objective from the Most Essential Learning Competencies”
(My Reflection)