Part I

My objective as a 21st-century teacher is to create a thinking classroom which my pupils can engage in literacy activities. When
pupils enter the classroom, I want this conducive environment to entice them to love the world of reading and embrace the other
macro skills of listening, speaking, writing, and watching. As you can observe, I put a television from the blackboard so I can play
videos related with our everyday lessons. I have also created a bulletin board as well as top performing students to highlight
excelling student’s works.
This thinking classroom intends to establish a productive atmosphere in which teachers are implementers of learning and learners
may advance the necessary abilities to be competent in the workplace. This classroom design includes numerous critical
components, such as a flexible layout and flexible seating (the seating arrangement were group into four but there should be plastic
wall divided to four parts in each seat which can be seen in the middle if each table, I can’t create a clear design of plastic barrier in
the drawing) this is always in accordance with the IATF standard on social distancing. I have put one teacher’s table near the
blackboard so that it can be easier when I am discussing at the front and another one at the back to let them do their activities
independently. I have also put easily accessible reading materials and cabinet for their learning portfolios. The elements in my
thinking classroom are essential. There must be flexibility in furniture and classroom spaces for cooperative learning, self-governing
study, movement facilitation, motivation and creativity nurturing, integration of technology, light, and a room for reading intervention.
The chairs are exactly for 32 learners, the arrangement of chairs which can be seen in the design floor plan, is good for the class. If
there is a face-to-face class (while there is still Omicron), I will divide it into 16 so that the class will have two sessions. I set aside a
tiny section of our classroom for an integrated setting for a mini-reading area where students may have reading intervention and
other activities they plan to do.
The components of my thinking classroom that I created are very essential. Building and encouraging a thinking culture in a
classroom, family, and community begins with developing my critical thinking abilities as a teacher. I was exposed to numerous tools
in this course which will help me to analyze, assess, and improve my own thinking as a teacher. If I put these into practice on a
regular basis, I will quickly realize that I will handle many of the circumstances I experience as a teacher differently. I will be able to
study situations from several angles and come up with various possible solutions to these challenges. This will be extremely
beneficial to me as a teacher since it will enable myself to improve my teaching skills and, as a result, my students', and community
members' thinking.
Part II
Attached herewith are pictures of my actual classroom for my school head's feedback aside from
her actual

perusal with photo documentation.

 Our School Head visited my current The entire classroom setting is suitable for
The classroom is following health
classroom which I can say, is ideal for a selected learners who are ready for face -
protocols by using plastic barrier in a table.
thinking classroom. to face classes.

MY THINKING CLASSROOM
Aspects Observations Strengths Areas for Action Points
Improvement
Seats are spaced 1-meter apart Flexibility, transparency, A portion of her Have a much larger
1. Flexible/ in accordance with the IATF and access to materials classroom is classroom. If feasible,
Integrated/ norm for social distance. Based through Teacher's subdivided into the DepEd should
Variable on my observations in the resources. partitions in order to supply the teacher with
classroom, Miss De Guzman’s • Spaces designed provide a Mini-Reading ICT resources like
degree experience in teaching specifically for Grade 3 Corner in her tablets, bigger
face-to-face and not face-to- students classroom, as she was television and other
face is suited and well-planned. • Facilities created and the one who initiated ideal gadgets for better
There is an accessible television for adapted in The
This sitting arrangement is measured two
response to shows
bulletin board the establishment
the important of a instruction.
Our school head gives her feedback on
audio-video presentation during meters for social distancing. curriculum development.
announcement and otherlearning/reading
current reports the physical aspect of my classroom.
discussion. resource area.
Given the small
number of students
(16), her classroom
should be much larger
and more spacious.
During my classroom The classroom promotes Despite having a Possibly relocate the
2. Accommodation observation, it promotes critical thinking, creativity, limited number of Mini- Reading Corner
of students’ students' learning styles in the enthusiasm, and students, she requires near the reading
learning style areas of visual, auditory, and leadership a larger classroom for materials cabinet to
reading/writing. Therefore, it is her easily access reading
accommodated. kinesthetic/psychomot books and to create a
or learning style. larger space .
3. Provision of
Learning Although the
Environment that Conducive to active classroom is not
is conducive for Yes listening in the sense that Despite having a spacious, the class
a. Active she has a modest number modest number of size is still
Learning of grade 3 pupils in her students, the teacher manageable.
class, as observed needs a larger
previously. classroom for learners
Yes Conducive to HOTS in
b. Higher Order which the teacher provided
Thinking instructional materials
inside the classroom that
can be used during the
discussion
4. Creativity in terms Has established a kind and The Department of
of Yes tolerant atmosphere. In her Education has issued
a. Adjusting to classroom, she has a plea to provide the
limitations provided signages for The teacher provided tools required for a
social distancing and the necessary 21st-century
others for classroom rules. resources in her classroom.
Yes Exceeding expectations in classroom
b. Generating her classroom when she
Needed begins the use of her own
resources in place of the
school's limited resources

Submitted by: Observed by: Noted by:

MARNELLA R. DE GUZMAN MA. MELINDA L. RABE DR. JESUS PIZARRO

Guro 21 Course 2 Learner Principal I Flexible Learning Tutor
 MY THINKING CLASSROOM
Aspects Observations Strengths Areas for Improvement Action Points
Follows the IATF In response to curricular If at all feasible, the partition A more open-plan
1. Flexible/Integrated/ standard for social development, equipment was should be removed since she space
Variable distancing. constructed and altered. separated her classroom in order
Considerably good to maximize the number of
for her class of 16 students in the room, despite the
students. fact that she has a modest
number of students.
It is accommodated In the classroom, there is a Despite the fact that her students A more open-plan
2. Accommodation of creativity. are little kids, she need a larger space
students’ learning classroom.
style

3. Provision of Learning
Environment that is
conducive for
c. Active Learning Yes Indeed, as seen in her classroom. Despite having a modest number A more open-plan
of students, the teacher space
Making the most of the materials nevertheless need a larger
d. Higher Order made accessible by the teacher classroom.
Thinking Yes
4. Creativity in terms of
c. Adjusting to Yes Has established a conducive MOOE funds are
limitations environment in the classroom. The teacher provided the required to supply
She takes the initiative to use her necessary resources in her critical resources for the
d. Generating Yes own resources in place of the classroom 21st Century learning
Needed school's limited resources.

Submitted by: Observed by: Noted by:

MARNELLA R. DE GUZMAN MAGGIE JOAN C. BAUTISTA DR. JESUS PIZARRO
 Guro 21 Course 2 Learner Teacher III Flexible Learning Tutor

ACTION PLAN
My Thinking Classroom
OBJECTIVES ACTIVITIES/ PERSON’S TIME SOURCE OF AMOUNT EXPECTED REMARKS
STRATEGIES INVOLVED FRAME FUND OUTCOMES
1. To organize PTA Organize a meeting School Head June MOOE if 1,000.00 Organized
Officers/Stakeholders and appoint PTA and 2022- possible Committees
and committees for the officers and Teachers, October Donors/
specific roles and committees. Parents/ 2023 Solicitation
tasks. Stakeholders
2. Assessment of Assigned the School Head, June MOOE if 1,000.00 List of
physical facilities and committee concerned School 2022- possible Physical
maintenance needs of in the Physical Physical October Donors/ Facilities
classroom Facilities Facility 2023 Solicitation needs to
Committee repair and
and maintain
Teachers,
parents/
Stakeholders
3. Reconstructing and Renovating and School Head, June MOOE if 5,000.00 Clean and
repainting the repainting the Teachers, 2022- possible conducive
classroom to replace partition to transform Parents, October Donors/ learning
the partition with a it into a single, larger, Stakeholders 2023 Solicitation environment
larger and more open and more spacious and
space. space other
volunteers

4. To accept funds or To supply reading School Head, June MOOE if 2,000.00 Variety of
book donation from materials of the mini- Teachers, 2022- possible books
Donors/
stakeholders for reading corner of Parents, October donated in
Solicitation
supplying reading classroom Stakeholders 2023 school
materials of the mini- and
reading corner of other
classroom volunteers

Prepared by: Approved:

MARNELLA R. DE GUZMAN MA. MELINDA L. RABE
Teacher III Principal I
 A Detailed Lesson Plan in Science IV
Prepared by Marnella R. De Guzman
I. Objectives:
By the end of this lesson, 80 % of the students will be able to:
a. Identify the process of water cycle
b. State the importance of the water cycle
c. Create an illustration and present the water cycle process
II. Subject Matter: The Importance of Water Cycle
Most Essential Learning Competency: Trace and describe the importance of the water cycle. S4ES-IVb-2
References: Science 4, Learner’s Material, First Edition 2015, pages 267-268
Materials: flashcards, charts, pictures, manila paper and LED TV
Values Integration: Conserving water
Science Concept: Water Cycle is the movement of water from the body of water from the body of water to the atmosphere, to the land, and
back to the atmosphere
III. Procedure:
 Teacher’s Activity Pupil’s Activity

A. Pre-activities
1. Review
Good morning class. Good morning teacher.
What lesson did we learned yesterday? Our lesson yesterday was about the different types of
clouds

Very good!
If you really understood our lesson yesterday, I prepared an activity for
you.

The name of this activity is “TELL ME Who I am”

I will describe each type of cloud then you must name the type of
cloud I am referring to.

Do you understand? Yes, we do

cumulus clouds
1. I am a puffy cloud that looks like a puff of cotton. Who I am?
2. I am a cloud that looks like a feather. Who I am? cirrus clouds

3. I indicate fair weather when I scattered in a fair blue sky. Who I am? Cirrus clouds
4. I am a low cloud that covers most of the sky. Who I am? Stratus clouds
5. I am a rain cloud. Who I am? Nimbus clouds

Excellent! Clap your hands for those who answered.

Are these clouds important with our daily living? Yes

What would happen if clouds didn't exist?
-No clouds mean no rain, ice, or snow.
-That means drinking-water supplies wouldn't get
replenished.
-Water shortages also spell trouble for power plants that
rely on heating fresh water. Without clouds to reflect light
from the sun, global temperatures would spike.

Do you have any questions about this lesson? No.

Ok, so let us proceed to the next lesson.

B. Lesson Proper
2. Motivation
Class, what is the weather today? Sunny day

Now, close your eyes, imagine you are looking up in the sky. (Pupils will close their eyes)

Now, open your eyes.

What did you see in the sky? Clouds

How are they formed? (Pupils will guess the answer)

We will discuss it later how will it be form. So now let’s proceed to

the topic.
3. Presentation
The teacher will show the globe and will explain the following to the
class.
75% of the earth surface is filled with water and 25% of
the earth is covered with land. Therefore, water covers a
wider area of the earth surface than land.

Do you think the amount of water on earth decrease since its

existence?
(Pupil’s answers may vary)
Who says no? and who says yes?
The amount of water in earth does not change.
It remains the same. Why ? Today we will find ou
The amount of water in earth does not change. It remains the same.
Why? Today we will find out.

I have here a picture.

What have you notice with this picture:

It is a picture that shows a cycle.

C. Discussion
The teacher will challenge the students to think about these questions:
Where does the rain come from?
Where do clouds come from? (Pupil’s answers may vary)
These elements are part of something called the water cycle.
(The teacher will show a video on the process of a water cycle.)
Water moves and is changed is called water cycle. Yes.
Have you tried to observe your mother, boiling water in a casserole? Water evaporates.
What happens when the water boils?
When the water boils, it transforms into steam. That’s why when you
open the casserole, you will see smoke or gas.
Because it is hot.
Why do you think there is smoke or gas?
Because steam is the gaseous form of water which has more heat
energy than liquid water. Gas.

What is less heavy, is it a liquid or a gas?

Gas is less heavy than liquid, so it rises. Evaporation.

This process by which water changes into gas or steam is called?

When you try to open the casserole, what will you see around the Water droplets.
casserole?
When steam hits the pan, it cools down and loses heat, and it Condensation.
becomes a liquid in the form of water droplets,
Because water droplets become heavy.
This process is called.?
When the water starts to fall off the pan and back down into the
casserole that is called precipitation.
Why do you think water droplets will fall?
D. Generalization Yes, we do.
Do you understand our lesson? I learned that water cycle is the process of which water
transfer from one place to another
What have you learned today?

How does the water cycle take place?
How many phases are there in a water cycle?
What are these stages?
Explain each stage
Water cycle only means that it is a continuous process.
What does water cycle affect?
E. Value Formation:
Is water cycle important to us?
Why?
Water evaporates from the surface of the Earth, rises into
the atmosphere, cools, and condenses into rain in clouds
and falls again to the surface as precipitation.
There are four phases in a water cycle
The stages of water cycle are evaporation, condensation,
precipitation, and collection
Evaporation is the process in which the sun heats up water
in seas, rivers, lakes, and ocean and turns it into water
vapor or steam and rise sup into the air/atmosphere.
Condensation means that water changes from a gas
(water vapor or steam) to liquid (water droplets) forming
the clouds in the sky.
Precipitation is the process formed when get big and
heavy with water, it falls back to earth in a form of rain,
hail, snow, and sleet.
Collection is the stage of a water cycle when a water
turned back to the bodies of water or in the ground.
It affects, lands oceans and atmosphere.
Yes.
Because water is recycled to our environment and all of
the Earth’s inhabitants including plants, humans and
animals require the use of water .
What will we do to continuously use water for a longer time? We need to conserve water to help and protect the
environment.

It influences what we wear, provides water to drink, and

How does the water cycle influence your life? helps plants grow.

F. Application
(Group the pupils into four and give them individual cartolina to do the
given activity)
I have here a problem so you need to discuss with your groupmates
how will you draw, write, and present the activity. (Pupils will brainstorm how will they draw or write the good
way of showing the water cycle to the alien)
 A spacecraft has just landed in front of the playground. The
aliens request a meeting with a human representative to
discuss water on your world. Despite being from the planet
Hyosan, they have learnt to speak English. They have not,
however, spent any time on Earth. Explain to the alien how
water circulates across the Earth using graphics or prose.

IV. Evaluation:
1. What is the process of changing liquids into gas or water vapor?
a. evaporation b. precipitation c. condensation d. collection
2. What is the process by which water vapor loses heat and changes into liquids?
a. evaporation b. precipitation c. condensation d. collection
3. What can be formed when warm air containing water vapor rises and cools in the atmosphere?
a. evaporation b. precipitation c. condensation d. collection
4. What will occur when vapor in the atmosphere condenses into clouds and falls to the earth?
a. evaporation b. precipitation c. condensation d. collection
5. What do you call the sequence of events that are repeated again and again?
 a. change b. device c. random d. cycle
V. Assignment:
Bring the following materials for the activity/ experiment tomorrow.
-basin -1.5 liter bottle - 1/2manila paper
-cotton -2 pcs, plastic roll bag -marker

Assessment Rubric for the Science Group Task

Criteria Points
4 3 2 1
Content Presentation had an Presentation had a good Presentation had Presentation contained
exceptional amount of amount of material and moments where valuable little to no valuable
valuable material and benefited the class. material was present but material.
was extremely beneficial as a whole content was
to the class. lacking.
Teamwork The teamwork always The teammates worked The teammates The teammates never
worked from others’ from others’ ideas most sometimes worked from worked from others’
ideas. It was evident that of the time. And it seems others’ ideas. However, it ideas. It appears only a
all the group members like every did some work, seems as though certain few people worked on
contributed equally to the but some people are people did not do as the presentation.
presentation. carrying the presentation. much work as others

Organization The presentation was The presentation had There were minimal signs The presentation lacked
well organized, well organizing ideas but of organization or organization and had
prepared, and easy to could have been much preparation. little evidence of
understand. stronger with better preparation.
preparation.
 Presentation Presenters were all very Presenters were Presenters were not Presenters were
confident in delivery and occasionally confident consistent with the level unconfident and
they did an excellent job with their presentation of confidence/ demonstrated little
of engaging the class. however the presentation preparedness they evidence of planning
Preparation is very was not as engaging as it showed the classroom prior to presentation.
evident. could have been for the but had some strong
class. moments.

REFLECTION ON THE INSIGHTS GAINED IN INTEGRATING HOTS IN MY LESSON PLAN

The goal of this Guro 21 Course 2 is to guide and assist teachers to meet the challenges of the 21 st century and succeed in an
increasingly interconnected and competitive global society. These challenges involve integrating HOTS in our lesson plan as
students are expected to become critical thinkers instead of just recalling facts and ideas during class. In order for students to reach
this potential and be prepared for success, teachers must engage students during instruction by asking higher-order thinking skills
questions. Higher order thinking skills should be a part of all teaching and learning, especially in our department which is
elementary. If students can think and solve issues independently, thinking skills should be included in the curriculum; teachers, on
the other hand, must be familiar with relevant approaches needed in teaching higher order thinking.

In this assignment, I provided a detailed lesson plan to explore the probable questions and reactions that my students may have. I
used higher-order thinking skills in my strategies, such as in the review, I used a guessing game to get them to think outside the box
with the questions. I encourage students to infer things like inquiring about the weather and asking probing questions about what
they've seen in the motivational part during the discussion. I employ a series of effective questions throughout the session to
increase students' interest and critical thinking skills. There is also a group activity in which they are judged as a team, and teamwork
is essential in developing an effective discussion. The rubric I made is suitable for the group activity because it stresses each
criterion on how they will be rated.
HOTS are essential in our everyday life and in our existence as a 21 st century teacher. HOTS assists me in addressing and resolving
challenges necessitate critical and innovative thinking. It also helps me in providing better service learning and allowing me to
assess various types of information as well as teaching skills that I may use in the classroom. With the help of using HOTS, it guides
me in developing innovative and entertaining methods in teaching my students. Hence, I learned that to avoid uncertainty regarding
thinking activities, higher-order thinking skills require clear communication. Lesson plans should incorporate examples of applied
thinking for varied learner’s needs, as well as modeling of thinking skills.