ACTIVITY 3

Prepare a copy of your learning area’s original K-12 Curriculum Guide and
corresponding list of MELCs. Go to the sections of the curriculum guide and MELCs that are
relevant to your instructional needs. Copy and accomplish the following table in your Study
Notebook and compare the two documents to determine which learning competencies were
retained, dropped, or merged.
K TO 12 LEARNING COMPETENCIES MELCS

 Use the least count concept to  Estimate errors from multiple

estimate errors associated with measurements of a physical
single measurements. quantity using variance.
STEM_GP12EU-Ia-4 STEM_GP12EU-Ia-5
 Estimate errors from multiple  Rewrite a vector in component
measurements of a physical form. STEM_GP12V-Ia-10
quantity using variance.
MERGED/
STEM_GP12EU-Ia-5
CLUSTERED  Estimate the uncertainty of a
derived quantity from the estimated
values and uncertainties of directly
measured quantities.
STEM_GP12EU-Ia-6
 Calculate directions and
magnitudes of vectors.
STEM_GP12V-Ia-11

 Solve measurement problems  Solve measurement problems

involving conversion of units,
expression of measurements in
scientific notation. STEM_GP12EU-
Ia-1
 Differentiate accuracy from
RETAINED precision. STEM_GP12EU-Ia-2
 Differentiate random errors from
systematic errors. STEM_GP12EU-
Ia-3
 Differentiate vector and scalar
quantities. STEM_GP12V-Ia-8
 Perform addition of vectors.
STEM_GP12V-Ia-9
involving conversion of units,
expression of measurements in
scientific notation.
STEM_GP12EU-Ia-1
 Differentiate accuracy from
precision. STEM_GP12EU-Ia-2
 Differentiate random errors from
systematic errors.
STEM_GP12EU-Ia-3

 Estimate intercepts and slopes—

and their uncertainties—in
DROPPED experimental data with linear
dependence using the “eyeball
method” and/or linear regression
formulae. STEM_GP12EU-Ia-7
UNPACKING OF MELCS
RETAINED LC
 Solve measurement problems involving
conversion of units, expression of
measurements in scientific notation.
STEM_GP12EU-Ia-1
MERGED LC
 Estimate errors from multiple measurements of
a physical quantity using variance.
STEM_GP12EU-Ia-5
REMOVED/DROPPED LC
 Estimate intercepts and slopes—and their
uncertainties—in experimental data with linear
dependence using the “eyeball method” and/or
linear regression formulae. STEM_GP12EU-Ia-
7
SAMPLE LEARNING OBJECTIVES
1. Define physical quantity.
2. Differentiate fundamental and derive quantity.
3. Differentiate metric and British system of
measurement.
4. Convert units of measurement.
SAMPLE LEARNING OBJECTIVES
1. Estimate errors from multiple measurements of a
physical quantity using variance.
2. Calculate standard deviation and percentage error.
SAMPLE LEARNING OBJECTIVES
1. Plot in a graph the given data.
2. Use “eyeball method” and linear regression
formulae.
ACTIVITY 4

Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING

Grade Level and Learning Area: Grade 12
Lesson/Topic: Units of Measurements
Learning Objective:
1 define physical quantity;
2 differentiate fundamental and derive quantity;
3 differentiate metric and British system of measurement;
4 convert units of measurement;
5 express number in scientific notation; and
6 solve measurement problems involving conversion of units and expression in
scientific notation
ACTIVITY 5

WEEKLY HOME LEARNING PLAN

Day and Time Learning Area Learning Competency Learning Tasks Mode of
Delivery
WEEK 8: November 16 – 20, 2020
MONDAY
7:30 – 8:30 Distribution/Submission
8:30 – 9:30 Distribution/Submission
9:30 – 10:00 Break
10:00 – 11:00 Distribution/Submission
11:00 – 12:00 Distribution/Submission
12:00 – 1:00 Lunch Break
1:00 – 2:00 Distribution
2:00 – 3:00 Distribution/Submission
3:00 – 4:00 Distribution/Submission
4:00 – 5:00 Distribution/Submission
TUESDAY
7:30 – 8:30 Checking of learners’ output
8:30 – 9:30 Homeroom Identify one’s strengths, 1. Identify your strengths Self-Learning
Guidance Module weaknesses, interests, and weaknesses and their Modules
1 – STEM-2 talents, abilities, hobbies, role on your personal
and values. development;
2. Show ways to enhance
strengths and overcome
weaknesses on different
aspects of personality:
physical, physiological,
mental, spiritual, social,
moral and emotional; and
3. Express an oath of
commitment in valuing
yourself.
9:30 – 10:00 Break
10:00 – 11:00 Checking of learners’ output
11:00 – 12:00 Checking of learners’ output
12:00 – 1:00 Lunch Break
1:00 – 2:00 Checking of learners’ output
2:00 – 3:00 Checking of learners’ output
3:00 – 4:00 Checking of learners’ output
4:00 – 5:00 Checking of learners’ output
WEDNESDAY
7:30 – 8:30 Checking of learners’ output
8:30 – 9:30 Checking of learners’ output
9:30 – 10:00 Break
10:00 – 11:00 Checking of learners’ output
11:00 – 12:00 Checking of learners’ output
12:00 – 1:00 Lunch Break
1:00 – 2:00 General Physics 1 STEM_GP12Kin-Ib-12. 1. Convert a verbal Self-Learning
Module 3.1 and Convert a verbal description description of a physical Modules
3.2 – STEM-2 of a physical situation situation involving
involving uniform uniform acceleration in
acceleration in one one dimension into a
dimension into a mathematical description;
mathematical description. 2. Recognize whether or
not a physical situation
involves constant velocity
or constant acceleration.
2:00 – 3:00 General Physics 1 STEM_GP12KINIb-14. 1. Interpret displacement Self-Learning
Module 3.3 – Interpret displacement and and velocity, respectively, Modules
STEM-2 velocity, respectively, as as areas under velocity vs.
areas under velocity vs. time Time and acceleration vs.
and acceleration vs. time Time curves;
curves. 2. Understand
STEM_GP12KINIb-15. displacement, velocity
Interpret velocity and and acceleration;
acceleration, respectively, 3. Understand motion
as slopes of position vs. time graphs (v vs. T and a vs.
and velocity vs. time curves. T); and
STEM_GP12KINIb-16. 4. Be able to interpret
Construct velocity vs. time motion graphs and to
and acceleration vs. time make prediction
graphs, respectively,
corresponding to a given
position vs. time-graph and
velocity vs. time graph and
vice versa.
3:00 – 4:00 Checking of learners’ output
4:00 – 5:00 Checking of learners’ output
THURSDAY
7:30 – 8:30 Checking of learners’ output
8:30 – 9:30 Personal EsP-PD11/12DWP-Ib- 2.2. 1. Discuss the relationship Self-Learning
Development Evaluate his/her own among physiological, Modules
 Module 1 Lesson thoughts, feelings, and cognitive, psychological,
2 – ABM-2, behaviors. spiritual, and social
HUMSS-2A, EsP-PD11/12DWP-Ic- 2.3. development to
HUMSS-2B, Show the connections understand his/her
COOKERY-2, between thoughts, feelings, thoughts, feelings, and
AUTO-2A and behaviors in actual life behaviors;
situations 2. Evaluate his/her own
thoughts, feelings, and
behaviors; and,
3. Show the connections
between thoughts,
feelings, and behaviors in
actual life
Situations.
9:30 – 10:00 Break
10:00 – 11:00 Checking of learners’ output
11:00 – 12:00 Checking of learners’ output
12:00 – 1:00 Lunch Break
1:00 – 2:00 Checking of learners’ output
2:00 – 3:00 Checking of learners’ output
3:00 – 4:00 Checking of learners’ output
4:00 – 5:00 Checking of learners’ output
FRIDAY
7:30 – 8:30 Checking of learners’ output
8:30 – 9:30 Personal EsP-PD11/12DWP-Ib- 3.1. 1. Discuss developmental Self-Learning
Development Discuss developmental tasks and challenges Modules
Module 1 Lesson tasks and challenges being during adolescence;
3 – ABM-2, experienced during 2. Evaluate one’s
HUMSS-2A, adolescence. development through the
HUMSS-2B, EsP-PD11/12DWP-Ic- 3.2. help of significant people
COOKERY-2, Evaluate one’s around him/her (peers,
AUTO-2A development through the parents, siblings, friends,
help of significant people teachers, community
around him/her (peers, leaders); and
parents, siblings, friends, 3. Identify ways that help
teachers, community one become capable and
leaders). responsible adolescent
EsP-PD11/12DWP-Ic- 3.3. prepared for adult life.
Identify ways that help one
become capable and
responsible adolescent
prepared for adult life
9:30 – 10:00 Break
10:00 – 11:00 Checking of learners’ output
11:00 – 12:00 Checking of learners’ output
 12:00 – 1:00 Lunch Break
1:00 – 2:00 Checking of learners’ output
2:00 – 3:00 Checking of learners’ output
3:00 – 4:00 Checking of learners’ output
4:00 – 5:00 Checking of learners’ output

ACTIVITY 6

Action Plan
(Recommended Developmental
Intervention)
Developmental Timeline Resources
Needs Needed
Strengths Learning Intervention
Objectives of
the PD
Program

Functional competencies

KRA 2.1. KRA 2.3. Used To use Attend and Quarterly MOOE
Managed differentiated, differentiated, participate in
classroom developmentally developmentally trainings/semi
structure to appropriate appropriate nars/workshop
engage learners, learning learning s; Join LAC
individually or in experiences to experiences to sessions;
groups, in address learners address Through
meaningful gender, needs, learners gender, colleague
exploration, strengths, needs, mentoring
discovery and interests, and strengths, especially by
hands-on experiences. interests, and Master
activities within a experiences. Teacher
range of physical
learning
environments.

KRA 3.2. KRA 3.1. To plan, Attend and Every MOOE

Participated in Planned, manage, and participate in quarter
collegial managed, and implement trainings/semi
discussions that implemented developmentally nars/workshop
use teacher and developmentally sequenced s; Join LAC
learner feedback sequenced teaching and sessions;
to enrich teaching and learning process Through
teaching learning process to meet colleague
practice. to meet curriculum mentoring
curriculum requirements especially by
requirements and and varied Master
varied teaching teaching
contexts. contexts.

KRA 3.3. KRA 4.1. To design, Attend and Every MOOE

Selected, Designed, select, organize, participate in quarter
developed, selected, and use trainings/semi
organized, and organized, and diagnostic, nars/workshop
used appropriate used diagnostic, formative, and s; Join LAC
teaching and formative, and summative sessions;
learning summative assessment Through
resources, assessment strategies colleague
including ICT, to strategies consistent with mentoring
address learning consistent with curriculum especially by
goals. curriculum requirements. Master
requirements. Teacher

Core behavioral competencies

Result Focus Innovation To demonstrate Attend and October Principal,

an ability to participate/ to March School Head
think “beyond join webinars 2020 and other
the box”. and trainings Master
Continuously to improve Teachers,
focuses on innovation. Personal
improving expense and
personal MOOE
productivity to
create higher
value and
results.