Republic of the Philippines

Department of Education
REGION XI
DIVISION OF DAVAO DE ORO
PANTUKAN NORTH DISTRICT
GUMAYAN INTEGRATED SCHOOL
“The Domicile of Distinct Excellence”
School GUMAYAN INTEGRATED SCHOOL Grade Level 2

Teacher SHIELA MAE S. DOSOL Learning Area ARTS

Teaching Date & Time JANUARY 12, 2022 Quarter 2nd

School Head CARIL G. ZOILO

I. OBJECTIVES (ANNOTATIONS)
-PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC INDICATORS TO BE
OBSERVED DURING THE DEMONSTRATION
A. Content Standard Demonstrates understanding of using
two or more kinds of lines, colors and
shapes through repetition and contrast to
create rhythm,
B. Performance Creates a composition or design of a
Standard tricycle or jeepney that shows unity and
variety of lines, shapes and colors
C. Learning Draws the outline of a tricycle or jeepney
Competency on a big paper, and paints the design
Objectives (Write with lines and shapes that show
the LC Code for repetition, contrast and rhythm
each)
a. Creates a design by using two or
more kinds of lines, colors and
shapes and repeating and
contrasting them so there is
rhythm.

b. Points out the rhythm in lines,

colors, and shapes

c. Appreciates one’s work and the

work of others that show rhythm.

II. CONTENT

Subject Integration  Subject Integration: Mathematics

(Shapes and Symmetry)

III. LEARNING
RESOURCES
A. References
1. Topic Content: Rhythm and Contrast
2. Teacher’s Guide pages
3. Learner’s Materials
pages SLM ARTS Quarter 2 – Module 5
4. Textbook pages
5. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning Pictures, TV, laptop, power point presentation.
Resource

IV. PROCEDURES

A. Elicitation 1. Start the class with a prayer, greetings, KRA 2, Objective 5

then, checking of attendance.
Presenting the classroom standards.
Established safe and secure learning
environments to enhance learning
through the consistent
implementation of policies, guidelines,
and procedures.

KRA 2, Objective 6
Maintained learning environment that
promotes fairness, respect and care to
encourage learning

To avoid and prevent misbehavior,

house rules/ standards/guidelines are
set before the class starts or before
doing an activity.
2. Review:

Diagnostic questions are raised to

learners to diagnose if they have
background information about the
topic of the day.
3. Motivation :
Let the pupils sing a song “Kidlap kidlap Bitoon ”

B. Engagement KRA 1, Objective 1

Applied knowledge of content within
and across curriculum teaching areas

Vocabulary skills (Unlocking of

difficulty) is integrated during the
giving of scrabble letters.
C. Exploration Ask all the learners to participate the activity given.
And always remind the learners (house rules/
standards/guidelines are set before the class starts or doing an
activity.)
The teacher uses flash cards/picture of
different living things and non-living
things and chart.

Complete the table by classify them as living or non-

living things.

(Refer to power point presentation)

D. Explanation Present a picture of a tropical rainforest.

Ask the following: KRA 3, Objective 10

Adapt and use culturally appropriate
1. Have you gone to a forest? teaching strategies to address the
2. How will you describe this ecosystem? needs of learners from indigenous
people.
3. How do living and non-living things interact in
this ecosystem? Native/Indigenous people during
ancient time forest is their life. They
live their and some rocks in the forest
or any structure they will used this as
gods.
To make the learners understand further the
concept and skills, lead them to discuss the
interactions among living things and non-living things
in tropical rainforests. With improvised set up.
(Prepare the materials like pictures of different living
things and non-living things ahead of time.)

There are different organisms living in this

ecosystem (Show pictures) which interact with
each other. KRA 1, Objective 4.
Used effective verbal and non-verbal
We need four (4) volunteers to illustrate to the classroom communication strategies
following: to support learner understanding,
participation, engagement, and
 Show us the correct interaction of the
achievement
following pictures.
 Explain its each interaction.

Follow up question:
 What is the interaction between plants and
sunlight in a tropical rainforest ecosystem?
E. Elaboration A. Group Activity-Directions: KRA 2, Objective 7
Maintained learning environments that
1. Group yourselves into four.
nurture and inspire learners to
2. Choose your leader. participate, cooperate and collaborate
3. Go to your respective area assigned to you. in continued learning
4. Begin doing the activity following the
group standards.
5. Be mindful of the rubrics presented.
6. Finish in ten minutes, and then present
your output in less than 3 minutes.
Standards for the simple Science activity. KRA 2, Objective 8

1. Work with your group cooperatively.
2. Listen and understand the direction of your
leader.
3. Perform your group activity orderly.
4. Be ready to present your collaborative output.
Rubric
Criteria 5 4 3 2 1 tiered activities according to their
Relevant to the
topic
Content
Creativity
Group 1 – Make a poem (free verse) about
interaction of living things and non-living things.
Group 2 – Compose a song that emphasizes the
interaction of living things and non-living things.
Group 3 – Make a slogan that shows importance
the interaction of living things and non-living things.
Group 4 – Make a story about the interaction
among living thins and non-living things.
B. Group Presentation/Reporting
(Learners are given utmost recognition in the task
they are presented.)
Generalization:
Ask the following questions:
1. What are the interactions that exist among
living things and non-living things in the tropical
rainforest?
2. What might happen if producer will decrease in
rainforest ecosystem?
Applied a range of successful strategies
that maintain learning environments
that motivate learners to work
productively by assuming responsibility
for their own learning
The teacher uses Differentiated
Instruction by Francis Bacon.
The learners are given differentiated/
strengths and interests.
KRA 1, Objective 1
Applied knowledge of content within
and across curriculum teaching areas
Learners are given positive feedback
after each group sharing.
KRA 1, Objective 4.
Used effective verbal and non-verbal
classroom communication strategies
to support learner understanding,
participation, engagement, and
achievement
Formative questions are raised to
learners to diagnose how far they have
learned or if the objectives of the
lesson are carried.

Video analysis
Multiple studies have shown that video
Present a music video in titled “Kapaligiran” to
can be highly effective educational
make the learners realize the importance of tool. (Allen and Smith 2019)
ecosystem.
(Refer to power point presentation)
F. Evaluation Directions: The table below shows the different
interactions in a tropical rainforest. Choose the
correct organism that shows the kind of interaction
in each ecosystem. Write the letter of the correct
answer.

(Refer to power point presentation)

G. Extension In a ½ sheet of paper. Search atleast 5 living things
and 5 non-living things that are found in our coral
reef ecosystem.
V. REMARKS

VI. REFLECTION
a) No. of learners who
earned 80% of the
 evaluation?

b) No. of learners who

require additional
activities for remediation
who scored below 80%

c) Which of my teaching
strategies worked well?
Why did this work?

d) What difficulties did I

encounter which my
principal or supervisor
can help me solve?

e) What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared and demonstrated by:

MERCY FAITH G. LEMINDOG

Teacher I
Checked and observed by:

CARIL G. ZOILO
Head Teacher II