UNIVERSITY OF SANTO TOMAS

College of Education
Department of Elementary Education

Lesson Plan Across the Curriculum

an Integrated Course Inquiry Project (Final Period) for

EDUC 7023: Building and Enhancing New Literacies Across the Curriculum
ELED 725: Teaching Science in the Elementary Grades (Physics, Earth and Space Science)
ELED 726: Pagtuturo ng Filipino sa Elementarya (II) (Panitikan ng Pilipinas)
ELED 727: Teaching Math in the Intermediate Grades
ELED 7213: Teaching Arts in the Elementary Grades
ELED 7214: Preparation of Instructional Materials

A Product-oriented Performance based Assessment

submitted to the

College of Education
University of Santo Tomas

In partial fulfilment of the Requirements for the

Degree of Bachelor of Elementary Education

Submitted by:
Bercades, Rynel Edric
Hugo, Kyela Marie
Orquiola, Janielevert
Pagarigan, Julian Andrei
Porciuncula, Bridgitte Faith
Robles, Jose Gabriel
2EED

30th of May 2022

 INTRODUCTION

Preparing lesson plans is at the heart of becoming an effective teacher for learners. This
assessment task, named Lesson Plan across the Curriculum, focuses on how to construct, and
innovate curriculum-aligned lesson plans. The Elementary Education Educators were able to use
their knowledge and skills in nature competences, curriculum components, science inquiry
process skills, teaching and learning methodology in Math, Science, New Literacies, Arts, and
Filipino as a result of this project.

This project is important because it assists educators in improving their skills,

streamlining fundamental competences, and integrating instructional practices that help both
students and teachers.

Narrative Introduction

The major component in determining the influence of the student's efficacy throughout
the session is preparing a lesson plan. This ensures that every minute spent in the classroom is
spent teaching essential aspects and engaging in relevant discussions, instead of discovering
what you're intended to do as time passes.

      In primary schools, mathematics must be taught. The goal of mathematics education is to
make everyday living easier. Understanding mathematical concepts and using reasoning to
solve issues in everyday life are the goals of primary school mathematics education. According
to Zainil et al., (2020), Teachers must create lesson plans in order for students to learn.
Teachers can use tactics to help students learn more effectively. achieve the goals of
mathematics education in elementary schools.

         Science may appear to be a simple subject to teach due to its factual and logical content,
teaching science may be quite difficult. According to IMPOFF (2022), Without a lesson plan,
even the most highly qualified and experienced teachers will become overwhelmed. A lesson
plan is an important aspect of the process that outlines how the material will be conveyed
during class hours so that the students understand what they are being taught. This type of
strategy should ideally be focused on how students grasp topics and retain them after the
course is over. Students are taught to think about the world from many perspectives and to be
open to ideas that defy logic. This is why a scientific lecture should be carefully organized to
ensure that it is effective rather than confusing. It's also critical to frame science lectures
around accessible stories that make the teaching process simple and effective.

        In Literacy, Students are given the effective communication skills and effectively when they
are taught literacy, which is the beginning of society life. "Instruction is the everyday bread of
life," Jackson and Davis (2000) said, "composed of the tools, tactics, lessons, and activities that
teachers and students employ to learn" (p. 63). While school district curricula, state standards,
and national standards all influence what children should learn, the teacher is ultimately
responsible for structuring how pupils learn the content (Stronge, 2007). To make sure that
children have the reading skills they need in today's world, schools must transform into learning
environments that actively promote successful literacy instruction (Morrow and Gambrell,
2019).

         According to Gattis (2016), Art is a vital part of early childhood education. Including art in
the elementary classroom has been found to offer numerous advantages, including intellectual
development, improved understanding of diverse perspectives and cultures, and improved test
scores. Art provides a unique entry point for students to learn about many cultures and
historical contributions of varying relevance (To Move Forward, 2001). Furthermore, arts-based
learning pedagogies have been found to improve a variety of student academic outcomes (Lee,
B., & Cawthon, S., 2015).
ELED 725

I. OBJECTIVES

Grade Level 
 Grade 4
Quarter
 4th Quarter

Content Standards 
 components of weather using simple instruments  

Learning Competency
 record in a chart the weather conditions;    

Performance Standards
  practice precautionary measures in planning activities  

Code
 S4ESIVf-6 

II. SUBJECT MATTER

Subject
 Science

Topic
 Weather

III. LEARNING EXPERIENCES

A. DAILY ROUTINE

Teacher: Good Morning, Class!

Students: Good Morning, Teacher!

Teacher: Before we start the lesson proper, let us all stand up and start with a prayer

(One of the student in the class will lead the prayer)

Teacher: Thank you. You may now take your seat. First, let us check your attendance. 

(Checking of Attendance)
Teacher: How are you today? 

(The students may come up with their own responses)

Teacher: That is great! Today, we are going on a new topic! Are you ready?

Students: (All Together) Yes Teacher!

B. ESTABLISHING A PURPOSE FOR A LESSON

Teacher: (Flashes the word WEATHER) 

Teacher: Does anyone in the class have any idea about this word?

 Students raise their hands and tell their answers.

Teacher: Very good, students! Now, I am going to flash a new word and I will be giving you 2
minutes to think of a word that describes it.

 Teacher flashes the word “WEATHER CONDITION” 

Teacher: Okay, now that the 2 minutes are done, can anyone volunteer to tell me their answer?
Raise your hands and share your answer to the class.

 5 students have answered.

Teacher: Thank you everybody. Now, all of the words that you have said may or may not be
connected to the word I’ve flashed on the screen. That is why today, we are going to see if your
answers are correct. 

C. DISCUSSING NEW CONCEPT

 The word “WEATHER CONDITION” is still flashed on the board

Teacher: For those students that haven’t recited, please write your answer on a piece of paper
then pass it to me.
Teacher: After you write down your answers, I will be giving you an individual activity.

D. MOTIVATION
15 Students = 3 groups with 5 students each.

Group Activity

Directions: Make a poem using the following WORDS that are assigned to your group. 
4 SENTENCES PER WORD

 (Teacher flashes an example to the screen) 

EXAMPLE 

Rainbow
This natural phenomenon
Cannot be seen when it is dark
For it’s caused by light hitting rain
To create a colorful arc

GROUP 1 
 Rain, Lightning, Snow

GROUP 2
 Sun, Rainbow, Wind

GROUP 3
 Windy, Thunder, Cloudy

E. PRESENTATION 

Teacher: Now that we are all done with the activity, does anyone have a clue on what we are
going to tackle today?

Students: (Raise their hand) 

 Students answer “ WEATHER CONDITION”.

Teacher: Good job everyone! Today, we are going to talk about Weather Conditions. 

But before we learn about Weather Conditions, let us define some of the words that is
connected to Weather Conditions

Weather is a term used to describe the current conditions of the atmosphere. For example, you
might say that the weather is sunny, or hot.
Weather describes the temperature, precipitation, humidity, and the air closest to the Earth's
surface.
Climate can also refer to what is expected to happen in the atmosphere, rather than the actual
conditions. Climate can have long-lasting impacts, and it may affect agriculture, industries, and
people's lives.

A weather condition is the atmospheric conditions that comprise the state of the atmosphere in
terms of temperature and wind and clouds and precipitation. 

There are different kinds of weather conditions. We are going to tackle the different types that
we experience on a day to day basis. 

 Teacher flashes on the screen (DIFFERENT TYPES)  

DIFFERENT TYPES OF WEATHER CONDITIONS

SUNNY
 It is sunny when you can see the sun shining and nothing is in the way of the sun's bright
sun rays.
RAINY
 Rain is when the clouds let go of all the water stored in them and water droplets fall to
the earth.

SNOWY
 In colder weather, when the clouds become heavy and release water, snow falls to the
earth instead of rain. 

CLOUDY
 When clouds fill the sky and cover the sun it is called cloudy.

WINDY
 When the air moves quickly it is called wind. 

STORMY
 Characterized by strong winds and usually, rain, thunder, lightning, or snow.

F. ANALYSIS 

Short Quiz
Directions: Give the correct answer.

__________1.) Characterized by strong winds and usually, rain, thunder, lightning, or snow.

__________2.) When the air moves quickly it is called wind. 

__________3.) When clouds fill the sky and cover the sun it is called cloudy.
__________4.) In colder weather, when the clouds become heavy and release water, snow falls
to the earth instead of rain. 

__________5.) Rain is when the clouds let go of all the water stored in them and water droplets
fall to the earth.

__________6.) It is sunny when you can see the sun shining and nothing is in the way of the
sun's bright sun rays.

G. GENERALIZATION 

Now class, let us remember that on an everyday basis, many use weather forecasts to
determine what to wear on a given day. Since outdoor activities are severely curtailed by heavy
rain, snow and wind chill, forecasts can be used to plan activities around these events, and to
plan ahead and survive them.

H. DEVELOPING MASTERY FOR THE LESSON

I. APPLICATION

Home Activity: For One Week. Write down the weathers that has happened, 

Example

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

SUNNY RAINY CLOUDY STORMY STORMY SNOWY SUNNY

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

IV. EVALUATION

Let's Make Flashcards! 

Materials

 Print out words of the Weather Conditions with images designated to each condition. 
 Glue
 Scissors
 Colored Paper
 Marker
  List of the meanings of each Weather Condition
 Bond Paper

Directions

1. Using the scissors, cut out the printed words and images.

2. Using the Glue, paste the Printouts on the side of the colored paper

3. Using the Bond Paper, fold it in half, cut it and write down using the meaning of each
Weather condition. 
 4. Repeat the process until you're done. 

V. ASSIGNMENT

Answer the following questions.

 1. How hard is it to predict the weather?
2. How does the wind start?
3. Why does the weather not stay the same?

ELED 726
 MGA LAYUNIN NG ARALIN

Antas ng Baitang 
 Baitang Tatlo (Grade 3)

Markahan (Quarter)
 Unang Markahan (1st Quarter) 

Content Standard
 Naisasagawa ang mapanuring pagbasa upang mapalawak ang talasalitaan.

Learning Competency 
 Naiuugnay ang binasa sa sariling karanasan

Code
 F3PB-la-1

 PAKSANG ARALIN

Asignatura
 Filipino

Paksa
 Pagbasa sa maikling kwento

 PAMAMARAAN

 MOTIBASYON

ARAW-ARAW NA GAWAIN 

Guro: Magandang Umaga sa lahat! 

Estudyante: Magandang Umaga din po, Gng!

Guro: Upang pormal na simulan ang ating klase, maaaring magsitayo ang lahat, ipikit ang mga
mata, iyuko ang mga ulo at hinging ang presensya ng Diyos.
  (Magdadasal ang estyudante na nakatalaga para ngayong araw)

Guro: Maraming Salamat! Maari na kayong maupo. Bago natin simulan ang ating klase,
mayroon akong isang maikling bidyo na ipapapanood sainyo.

Guro: Handa na ba ang lahat?’

Estyudante: Opo!

Guro: Kung ganun, makinig ng mabuti dahil pagkatapos nito ay hihingin ko ang inyong opinyon
tungkol dito.

BIDYO - Ang Pagmamahal ng Isang Ina | Mga Kwentong May Aral | Maikling Kwento | Istorya |
- Mother's Day 

(Inihahanda ng Guro ang Bidyo)

Paunang Pagtataya

Guro: (Pipili ng 5 Estyudante na maglalahad ng kanilang mga opiniyong tungkol sa bidyong

napanood)

 Tapos nang magsalita ang lahat.

Guro: Sa mga hindi nagsabi ng kanilang opiniyon, bibigyan ko kayo ng 5 minuto upang isulat sa
isang papel ang inyong mga opinyon. 

 Pagnatapos na Magsagot ang mga bata. (Muling magtatanong ang guro)

Tanong/Maikling Gawain 

Guro: Ngayon na tapos na tayo sa ating maikling gawain, mayroon akong isang tanong sainyo.

Guro:
 Ano ang naobserbahan ninyo sa mismong kwento?
 Nakita niyo ba kung paano ito napagsunod sunod ng manunulat?
 May maganda bang naidulot sainyo ang kwento?

 MAY ISANG ESTYUDANTE NA NAGTAAS NG KAMAY AT SUMAGOT

Estudyante:Ma’am, ang pag-aaralan po ba natin ay tungkol sa Maikling Kwento?

Guro: Mahusay! Pag aaralan natin ngayon at tungkol sa  MAIKLING KWENTO AT ANG MGA
BAHAGI NITO!
Paglalahad / Presentasyon / Pagtuturo ng aralin

Ang Maikling kwento ay  isa sa mga anyo ng panitikan. Ito ay maiksing salaysay na naglalaman
ng isang kwentong may mahalagang pangyayari.

Ngayon na alam na natin and ibig sabihin, dumako namna tao sa mga bahagi nito.

MGA BAHAGI,  ELEMENTO AT URI  NG  MAIKLING KWENTO

Mga Bahagi ng Maikling Kwento

Ang maikling kwento ay may tatlong bahagi. Ito ay ang Simula, Gitna at Wakas.
1. Simula
Kabilang sa simula ang mga tauhan, tagpuan, at suliranin. Sa mga tauhan nalalaman kung sinu-
sino ang magsisiganap sa kwento at kung ano ang papel na gaganapan ng bawat isa. Maaaring
bida, kontrabida o suportang tauhan.
2. Gitna
Ang gitna ay binubuo ng saglit na kasiglahan, tunggalian, at kasukdulan. Ang saglit na kasiglahan
ang naglalahad ng panandaliang pagtatagpo
3. Wakas
Ang wakas ay binubuo ng kakalasan at katapusan. Ang kakalasan ang bahaging nagpapakita ng
unti-unting pagbaba ng takbo ng kwento mula sa maigting na pangyayari sa kasukdulan, at ang
katapusan ang bahaging kababasahan ng magiging resolusyon ng kwento. Maaring masaya o
malungkot, pagkatalo o pagkapanalo.
Mga Elemento ng Maikling Kwento
Mayroong labing-isang elemento ang maikling kwento. Ito ay ang mga sumusunod:
1. Panimula
Dito nakasalalay ang kawilihan ng mga mambabasa. Dito rin kadalasang pinapakilala ang iba sa
mga tauhan ng kwento.
2. Saglit na Kasiglahan
Naglalahad ng panandaliang pagtatagpo ng mga tauhang masasangkot sa suliranin.
3. Suliranin
Ito ang problemang haharapin o kinahaharap ng tauhan o mga tauhan sa kwento.
4. Tunggalian
Ang tunggalian ay may apat na uri:

 Tao laban sa tao

 Tao laban sa sarili
 Tao laban sa lipunan
 Tao laban sa kapaligiran o kalikasan

5. Kasukdulan
Sa kasukdulan nakakamtan ng pangunahing tauhan ang katuparan o kasawian ng kanyang
ipinaglalaban.
6. Kakalasan
Ito ang tulay sa wakas ng kwento.
7. Wakas
Ito ang resolusyon o ang kahihinatnan ng kwento.
8. Tagpuan
Dito nakasaad ang lugar na pinangyarihan ng mga aksyon o mga insidente. Kasama din dito ang
panahon kung kailan naganap ang kwento.
9. Paksang Diwa
Ito ang pinaka-kaluluwa ng maikling kwento.
10. Kaisipan
Ito naman ang mensahe ng kwento.
11. Banghay
Ito ay ang mga pangyayari sa kwento.
 
Mga Uri ng Maikling Kwento
May sampung uri ng maikling kwento. Ito ay ang mga sumusunod:
1. Kwento ng Tauhan
Inilalarawan dito ang mga pangyayaring pangkaugalian ng mga tauhang nagsisiganap upang
mabigyan ng kabuuan ang pag-unawa sa kanila ng isang mambabasa.
2. Kwento ng Katutubong Kulay
Binibigyang diin dito ang kapaligiran at mga pananamit ng mga tauhan, ang uri ng kanilang
pamumuhay, at hanapbuhay ng mga tao sa nasabing lugar.
3. Kwentong Bayan
Inilalahad dito ang mga kwentong pinag-uusapan sa kasalukuyan ng buong bayan.
4. Kwento ng Kababalaghan
Dito pinag-uusapan ang mga salaysaying hindi kapanipaniwala.
5. Kwento ng Katatakutan
Naglalaman naman ito ng mga pangyayaring kasindak-sindak.
6. Kwento ng Madulang Pangyayari
Binibigyang diin ang kapanapanabik at mahahalagang pangyayari na nakapagpapaiba o
nakapagbago sa tauhan.
7. Kwento ng Sikolohiko
Ito ang uri ng maikling kuwentong bihirang isulat sapagkat may kahirapan ang paglalarawan ng
kaisipan. Ipinadarama dito sa mga mambabasa ang damdamin ng isang tao sa harap ng isang
pangyayari at kalagayan.
8. Kwento ng Pakikipagsapalaran
Nasa balangkas ng pangyayari ang interes ng kwento ng pakikipagsapalaran.
9. Kwento ng Katatawanan
Ito ay nagbibigay-aliw at nagpapasaya sa mambabasa.
10. Kwento ng Pag-ibig
Ito naman ay tungkol sa pag-iibigan ng dalawang tao.

 Kasanayang Pagpapayaman
 Basahin ang maikling kwento at sagutin ang iilan sa mga tanong.
 Sa pagbasa nang isang teksto o kuwento hindi lang natin nakukuha ang mga ideya o
kaisipan sa mga nakalimbag.
 Maaaring iugnay natin ang sariling karanasan sa mga tekstong nababasa o
napapakinggan

Kasanayang Pagpapayaman at  Kasanayang Pagkabisa  

Direksyon: Sagutan ang mga tanong.

__________1.) Tungkol sa pag-iibigan ng dalawang tao.

____________2.) Binibigyang diin dito ang kapaligiran at mga pananamit ng mga tauhan, ang
uri ng kanilang pamumuhay, at hanapbuhay ng mga tao sa nasabing lugar.
__________3.) Ito ang uri ng maikling kuwentong bihirang isulat sapagkat may kahirapan ang
paglalarawan ng kaisipan. Ipinadarama dito sa mga mambabasa ang damdamin ng isang tao sa
harap ng isang pangyayari at kalagayan.
__________4.) Ito naman ang mensahe ng kwento.
________5.) Naglalahad ng panandaliang pagtatagpo ng mga tauhang masasangkot sa suliranin.
___________6.) Dito pinag-uusapan ang mga salaysaying hindi kapanipaniwala.
_________7.) Dito nakasalalay ang kawilihan ng mga mambabasa. Dito rin kadalasang
pinapakilala ang iba sa mga tauhan ng kwento.
____________8.) Ito ang resolusyon o ang kahihinatnan ng kwento.
__________9.) Ang gitna ay binubuo ng saglit na kasiglahan, tunggalian, at kasukdulan. Ang
saglit na kasiglahan ang naglalahad ng panandaliang pagtatagpo
__________10.) Inilalarawan dito ang mga pangyayaring pangkaugalian ng mga tauhang
nagsisiganap upang mabigyan ng kabuuan ang pag-unawa sa kanila ng isang mambabasa.
__________11.) Naglalahad ng panandaliang pagtatagpo ng mga tauhang masasangkot sa
suliranin.
___________12-15.) 4 na uri ng Tunggalian
 

Pagpapahalaga

Sa pamamagitan ng isang Maikling Kwento, nailalahad ng isang manunulat ang

kanyangpagkamalikhain sa pagsulat. Dahil sa mga kwento, nakakakuha tayo ng mga bagong
kaalaman na hindi natin alam. Mahalaga ang Maikling Kwento sa ating panitikan sapagkat dahil
dito, mas napapalakas at napapayaman natin ang mga tradisyon at kultura ng ating bansa sa
pamamagitan ng paglalahad ng mga salitang hindi natin madalas na naririnig. Bukod dito, dahil
ang mga manunulat ay gumagawa ng kwento at kukuha sila galing sa kanilang mga
“experience”, mas naumulat ang ating mga isipan sapagkat may mga bagay tayo na naranasan
nila na hindi natin naranasan. Naikwekwento nila ito gamit ang kanilang mga salita. 

Lagom at sintesis
Ang pagkakaugnay ng pagbasa sa karanasan ay 
 makakatulong upang makabuo ng malinaw na pananaw, malalim na pang-unawa, at
makatotohanang pagbabahagi habang nililibang ang sarili sa pagbasa.
 Ang karanasan ay mga pangyayari sa ating buhay na nakapagdudulot ng kasiyahan,
kalungkutan, kagalakan, at marami pang iba.
 Ang mga karanasang ito ay tutulong sa atin na maging matatag sa pagharap ng anumang
pagsubok sa buhay. Ito rin ay makatutulong upang mahubog ang ating pagkatao.

Mga Sanggunian
 
Maikling Kwento: Mga Elemento, Bahagi, Uri, at Halimbawa - Pinoy Collection 
ELED 727 

I. OBJECTIVES

Grade Level 
 Grade 5

Quarter
 3rd Quarter

Content Standards 
 Demonstrates understanding of polygons, circles, and figures.

Learning Competency
 Visualizes, names, and describes polygons with 5 or more sides.

Performance Standards
 Is able to construct and describe polygons, circles and solid figures

Code
 M5GE-IIIc-19

II. SUBJECT MATTER

Subject
 Math

Topic
 Polygons

III. LEARNING EXPERIENCES

A. DAILY ROUTINE

Teacher: Good Morning, Class!

Students: Good Morning, Teacher!

Teacher: Before we start the lesson proper, let us all stand up and start with a prayer

(One of the student in the class will lead the prayer)

Teacher: Thank you. You may now take your seat. First, let us check your attendance. 

(Checking of Attendance)
Teacher: How are you today? 

(The students may come up with their own responses)

Teacher: That is great! Today, we are going to talk about a new topic! Are you ready?

Students: (All Together) Yes Teacher!

B. ESTABLISHING A PURPOSE FOR A LESSON

Teacher: (Flashes a picture of a SQUARE, TRIANGLE, OCTAGON, HEXAGON AND DECAGON)

Teacher: Is there anyone here in the class who can identify the shapes given? I need 5 students
for identifying each shape

 Students raise their hands and the teacher picks students and lets them answer on the
board.

Teacher: Thank you, students you may now take your seats. Does anybody have a clue on the
new topic that we are going to tackle today?

 One student raises their hand

Teacher: Yes? May you tell me your answer.

 Is it Measurements?

Teacher: That’s Close. You may now take your seat. Are there any more answers? ,

 No one raises their hands. 

Teacher: So since no one is raising their hands, that means nobody knows what our topic is for
today. 

C. DISCUSSING NEW CONCEPT

 Teacher flashes on the screen the word “POLYGONS” and asks.

Teacher: On a piece of paper, please kindly write 5 thoughts on what you think about the word
that is flashed on the screen. You are only given 2 minutes answering then after, give the paper
to me. 
Teacher: After this activity, I will be dividing you into 3 groups made up of 5 students each.

D. MOTIVATION

15 Students = 3 groups with 5 students each.

Group Activity

Directions: Each group will need to count how many of each polygon are in the image and
identify the names of each polygon. 

Answers 
5 - Nonagons / 9 sides
4 - Octagons / 8 sides
6 - Pentagons / 5 sides
8 - Triangles / 3 sides
14 - squares / 4 sides

E. PRESENTATION

Teacher: Now that we are all done with the activity, 2 groups have identified all the shapes and
it is GROUP 1 AND GROUP 3.

Teacher: Can you guess or do you have any hints about our game?

Student: (Raises Hand) its POLYGONS, Ma’am!

Teacher: That is correct! Good Job! Did you know that polygons are named after their sides?
A polygon is a flat figure that is made up of straight lines and is enclosed.

Now, Polygons have different types. Some you've probably heard of before like squares,
triangles, and rectangles. But today, we are going to learn about the others. Polygons are
named for the number of sides they have. Here is a list of polygon names depending on the
number of sides they have, starting with three and ending with ten.

Teacher: ( Shows a picture for each type while explaining how many sides )

 3 sides - Triangle

 4 sides - Quadrilateral

 5 sides - Pentagon

 6 sides - Hexagon
  7 sides - Heptagon

 8 sides - Octagon

 9 sides - Nonagon

 10 sides - Decagon

Teacher: Now that we have learned each type of polygon, I am now going to show an image of
each type of polygon with their name and number of sides. Memorize it in 10 minutes and
after, we are going to have a short quiz. 
 3 sides - Triangle

 4 sides - Quadrilateral

 5 sides - Pentagon

 6 sides - Hexagon

 7 sides - Heptagon
  8 sides - Octagon

 9 sides - Nonagon

 10 sides - Decagon

F. ANALYSIS 

Short Quiz 
Directions: Fill in the blanks.

1. _______ has 10 sides.

2. Triangle has _ sides.
3. Nonagon has _ sides.
4. _______ has 8 sides.
5. Quadrilateral has _ sides
6. Pentagon has _ sides.
7. _______ has 6 sides.
8. _______ has 7 sides.

G. GENERALIZATION
Now class, let us remember that a regular polygon has lines that are all the same length and it
also has all the same angles.Polygons have many more names and sides. When the number of
sides gets really high, mathematicians sometimes use the number of sides "n" and call it an n-
gon. For example if a polygon has 41 sides, it would be called a 41-gon. 

H. DEVELOPING MASTERY FOR THE LESSON

I. APPLICATION

Find 5 items in your house that you think are the shapes of a polygon. Take a picture and print
it. Paste it to your notebook and write the item and the identified polygon shape. 
Example 

1. WINDOW - SQUARE

IV. EVALUATION

Student’s Activity - Pen Holder.

Materials

 Popsicle Sticks
 Glue

Directions
1. Using the Popsicle sticks, take 10 of the 10 pieces and set it aside.

2. Then take 2 pieces again, and place them on both ends of the horizontal and glue them
together so that they can be locked together.
3. Take 2 more pieces and place them vertically on either side. As a result, the pencil
holder will have a base.

4. Just repeat this process but the 2 pieces will be placed horizontally. The next again and
vertically and just do it how you want to mount your pencil holder.
 5. Repeat accordingly and stop doing it if you have reached your desired length.

V. ASSIGNMENT

Draw the following given shapes.

1. Triangle
2. Decagon
3. Hexagon
4. Quadrilateral
5. Pentagon
ELED 7214

INSTRUCTIONAL MATERIALS

SUBJECT MATTER: INTEGRATED SUBJECTS: Arts GRADE LEVEL: 5

Math

TOPIC:
Measurments

Area of integrated Photograph of the actual IM/s Type of Recyclable Materials Used

 Folder
Motivation Part:  Paper
 Marker
Students will  Ruler
measure time  Compass
using a 12-hour  Thumb tacks
and a 24-hour  Pencil
clock inside the  Glue stick
classroom.

The teacher will

ask the student
how it feels to
make clocks using
recyclable
materials?

Activity Period/
Individual:

The teacher will

instruct the
students to create
their own clock
using the materials
provided. (ART)
REFLECTION Answers:
QUESTION:
Bercades, Rynel Edric
How beneficial is  Using recycled materials is really helpful in many ways like it
the use of recycled lessens the expenses for the materials and it makes instructional
materials in their materials for the students.
instructional
materials for Porciuncula, Bridgitte
teachers?  This is very beneficial because this way, the teachers can think of
ways that they can elevate materials laying around their houses
and also things in the classroom that are not being used very often.
In places where materials are enough, this is a great tool that they
can use in teaching the students.
 Pagarigan, Julian Andrei
 Teachers work hard to develop innovative, unique, low-price
things to utilize in their classrooms because early learning
programs often have a limited amount of funds. Recycled materials
are simple to get, adaptable, and cost-effective. Recycled
materials, such as canvases and materials for art and other pieces
for construction projects, can be utilized into a range of school
activities. Furthermore, providing recycled things to children
provides an opportunity to discuss sustainability, waste reduction,
and repurposing valuable items with them. Students can be
inspired by recycled materials because they can experiment with
and develop new kinds of art, structure, and style.
Orquiola, Janielevert J.
 As a future instructor, you will want teaching resources, such as a
laptop, because technology has made equipment more accessible,
making supplies and paper less expensive. It is beneficial and
advantageous to employ recycled materials in teaching aids that
allow teachers to demonstrate to their students. It also
demonstrates how much teachers respect their tools and how they
use and teach them to their students.
SUBJECT INTEGRATED SUBJECTS: Arts, Math, Literacy GRADE LEVEL: 2
MATTER: Math
TOPIC:
Probability and
Statistics
Which area of Photograph of the actual IM Type of Recyclable
Instructional Materials Used
Materials
integrated?

Presenting new  Hanger

ideas and  Yarn
putting new  Plastic Cups
skills into
practice

Scales are
devices that are
used to
measure
weight. Balance
scales are
frequently used
to measure
material
weights or to
scale materials
by balancing
them against
target based. In
one afternoon,
you may begin a
good
foundation in
physics by
creating a
balance scale.
  Hanger
Enrichment  Yarn
Activities  Paper Plates

Students will
create a
reusable
balance scale to
compare the
weight of
various objects,
apply
nonstandard
measurement,
and receive
measurement
games that they
may play
repeatedly in
this activity.

The teacher will

instruct the
students to
create their own
recyclable
balance scale
using the
materials
provided.
REFLECTION Answers:
QUESTION:
Student 1: Hugo, Kyela Marie D.
How beneficial We should always be resourceful as teachers. When the materials you need
is the use of aren't available, you'll have to think quickly and come up with alternative
recycled solutions. You can save money and help the environment by using alternatives
materials in and recycling the items that are needed. It can also teach kids that some waste
their materials that they previously felt were rubbish can be recycled to give new
instructional functionalities. It is advantageous because it instills in kids the value of recycling
materials for and trash management. Recycling will substantially assist us and our
teachers? environment in the current world, allowing us to avoid severe calamities and
global warming.
 EDUC 7023 Integrated CIP

I. Matrix about New Literacies

New Literacies for the Description of It’s Integration in the Learning Plan
21st Century Learner

Multicultural and Global Literacy are reflected in our

1: Multicultural and Global learning plan by citing real life examples of how these
Literacy various polygons are used everyday items and
architecture found in other cultures.

Social/Emotional Literacy is reflected in our learning plan

2: Social/Emotional through the various activities where students will be
Literacy separated into groups and involve their cooperation with
their peers in order to accomplish a task within the
allotted time.

Arts and Creativity Literacy is applied in our learning plan

3:  Arts and Creativity by having them construct the various polygons, circles
Literacy and figures and also recognize them in their everyday
household objects.

II. Environmental Initiative

Project Title: How Could Recycling Improve the environment on school.

Project Goals:  Recycling is mandated by most of the countries and local governments. Recycling
helps to conserve resources. Schools can contribute to the establishment of a legacy for pupils to
aspire them and to be a role model.

Recycling helps the environment.

      Used materials are turned into new goods when we recycle.

      Minimizing the need for natural resources.

 PROCEDURES

1. What should we recycle: The administration, instructors, and students must form recycling
teams to determine how the school's recycling program will progress? Students can
participate in studying the types and amounts of trash produced by the school. There are
numerous types of recycling programs that our school can implement, such as composting,
in which our schools collaborate with our cafeteria to build a composting program in which
food waste is deposited in composters in the school's back yard. Food trash, coffee granules,
fruit and vegetable cuttings, and other organic materials can be composted to keep them
out of landfills.

  Select a recycling method: Once we have decided what our school will recycle, we are going
2. to create a program to put our recycling goals into action, such as plastics, food waste, and
paper in the cafeteria. Food waste can be collected in trashcans and placed in composters in
the back of the school by cafeteria personnel.

  Organize the methods for collecting data: We will create a strategy to deal with any
3. leftover liquids in beverage containers and trashcans before they are going to be recycle.
We will provide a collection method instruction to a custodian or build a plan with students
and faculty to share recycling responsibilities.

Educate: We will make sure there are enough visual aids, including posters and bin labels, to
4. explain what is and is not recyclable to students and most of the school population.

Part 4: Individual Reflection

Name with Picture Reflection

Bercades, Rynel Edric  After doing the assessment task it helped

me to understand it more deeply on how
to make lesson plans for different
subjects. It also helps me to understand
how to make instructional materials and
doing instructional materials can be made
by using recycled materials. This
assessment task will help me to be a
better teacher in the future.

 Some may believe that lesson planning

is a simple task. I respectfully disagree
Hugo, Kyela Marie because integrating diverse themes
was quite difficult. This project will
assist me in my future career and will
be used as practice for me to become
a better teacher to my pupils so that
they can receive the greatest
education possible. As a group, we
overcame all of the obstacles we
encountered while working on this
project, and even though we became
stressed and burned out, we were able
to overcome these obstacles and
continue to work for our future.

Orquiola, Janielvert  I had a difficult time completing this

Assessment because I had lessons I hadn't
studied, thus it took me a long time to fill
in my part, wondering where the details
and knowledge went. As I read the
assessment, I realized how educational an
assessment can be. It is critical to study
every detail of a subject or course as a
future educator in order to comprehend
and teach it to our pupils. In this
Assessment, I also learnt time
management because I wasted some time
putting in my section, but I still managed
to finish it despite the parts or sections
that my teammates filled in.
Communication with others is also
important. Also, because of my job, I
didn't connect with my groupmates much,
 but I was still attempting to complete my
tasks.

Pagarigan, Julian Andre  Each day, assessment is performed in

the classroom. It is used to assess a
student's competency of a skill or topic
expertise. It was a very challenging for
me to complete this task, I cannot do
and finish it without understanding all
the components of an assessment
tasks and the lesson plan. But after all,
I had fun and learned a lot from my
mistakes to finish this project along
with my groupmates. It was so
stressful but after all the hardwork and
overtime for doing this project, we are
pretty sure that it will be all a relief to
us.

Porciuncula, Bridgette Faith  This Assessment Task has made me realize

a lot of things. As pre-service teachers,
this is our starting point. In making this
particular assessment, I made a lot of
errors and adjustments just to make this
as perfect as it can be. I am so thankful for
my groupmates despite the difficulties
that we encountered because without
them, I can't make this happen. As I was
making it throughout the days that have
passed, I have been thinking about my
past and present teachers because they
sacrifice their time and effort not just by
teaching us but also in making these
educational assessments so that our
lessons are organized and planned
perfectly.

Robles, Gabriel  After performing the Assessment Task, it

has given me a better perspective on the
contents and composition of a lesson plan
for several subjects. I’ve had to revise the
grammar and vocabulary used in it so that
it would be suitable for learners at that
stage in their development. This
assessment has also given me a greater
appreciation for educators when it comes
to creating lesson plans as it involves
constant planning, revision,
implementation and re-evaluation every

Task Distribution
Group Members
Bercade, Rynel Edric
Hugo, Kyela Marie
Orquiola, Janielvert
Pagarigan, Julian Andre
Porciuncula, Bridgette Faith
Robles, Gabriel
year in order to suit the learners’ needs
and the various changes made about by
our society.
Task Accomplished
 Input Instructional Material
 Input own reflection
 Input Introduction
 Input Instructional Material for
Integrated Math Lesson Plan
 Revise Overall Output
 Input own reflection
 Input Lesson Plan in Filipino/Araling
Panlipunan
 Input own reflection
 Input matrix and environmental
initiative
 Input own reflection
 Input Lesson Plan in Math
 Input Lesson Plan in Science
 Revise the Lesson Plan of Filipino
 Input evaluation part of Lesson Plan in
Arts
 Input own reflection
 Input matrix and environmental
initiative
 Input own reflection