2 Designing the Curriculum

WORKSHEET NO. 2
The Teacher as a Curriculum Designer
 PRETEST
Directions: Read and answer the following statements by writing True if the statement is correct and False if it is wrong.
1. Every single day, a teacher designs a lesson or utilizes a curriculum that has been made and was previously
written. True
2. Societal development and knowledge revolution come so fast that the need to address the changing condition
requires new curriculum designs True
3. Competitive activities, where students will test their competencies against another in a healthy manner, allow
learners to perform to their maximum. Trure
4. Curriculum planners and designers should begin with the new curriculum. True
5. As a curriculum designer, the beginning of the learning journey is the learning outcomes to be achieved. True

Fundamentals
Lesson 3.1 of Curriculum Design
 LEARNING ACTIVITIES
Directions: Secure a copy of a sample Lesson Plan. Using the matrix given below, analyze the sample you secured and give
suggestions based on the principles and concepts you learned in this module.

Components Copy from the Sample Your Comment/ Suggestions

Title of the lesson plan
Intended Learning Outcomes/ OBJECTIVES
Objectives
Content/ Subject matter
DETAILED LESSON PLAN IN BIOLOGY
FOR GRADE EIGHT
At the end of a 60-minute period, the Grade
Eight students should achieve the
following with 75% proficiency level:
1. Describe the transfer of energy in trophic
levels
2. Explain the importance of the transfer of
the energy from one organism to
Another
SUBJECT MATTER
TRANSFER OF ENERGY IN TROPHIC
LEVELS
A. Reference
Science 8 Learner’s Module. Campo, Pia C.
et al. 2013. P273
I don’t have any comments
regarding the title for I think it
just accurate for the lesson plan
itself
I think the objective isn’t so clear.
Cognitive, affective and psychomotor
skill should clearly manifest in the
objectives. It should be complete.
The content or the subject matter is
relevant to the outcome. It was nice
that it was complete from reference
down to it values.

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
 B. Materials
Visual aids, pictures, video clip, manila paper,
markers
C. Ideas
Producers- autotrophs or the organisms that
can produce their own food through
photosynthesis
Consumers- heterotrophs or the organisms
that can’t produce their own food
and feed on the producers or other
consumers
Food chain- a hierarchical series of
organisms each dependent on the next as a
source of food
Food web- a system of interlocking and
interdependent food chains
Symbiosis- relationship between two or more
organisms that live closely together
Biomass- the total mass of organisms in a
food chain or a food web
D. Processes
Describing, identifying
E. Values
Collaboration
Methods/ Strategies PROCEDURE The methods or strategies are quite
A. Preliminary Activities good. It more focus on the topic. I
1. Prayer also observed that It only contains
2. Checking of the attendance more question and answer portion. I
3. Checking of the assignment would suggest a more active
4. Review of the past lesson Individual and group activities that
B. Motivation helped them to extent their
Pictures knowledge and collaborate with
C. Lesson Proper others.
Let’s start our class with a prayer.
(A student will lead the prayer)
Good afternoon class.
Before you sit down, please arrange your
chairs and pick up pieces of paper.
Class monitor, please check the attendance.
Please pass your assignments forward.
What was our lesson yesterday?
Have you learned anything from the report
yesterday? If yes, kindly tell me about it.
Today, we’re going to continue the lesson.
And these will be our objectives for today.
Kindly read everyone.
Thank you. At the end of this period, you are
expected to be able to describe the transfer of
energy through the trophic levels and explain

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
 its importance to all organisms, including us
humans.
In yesterday’s report, we encountered a lot of
terms and one of them was ecosystem. What
is ecosystem?
Okay, so an ecosystem doesn’t only include
the biotic and abiotic factors but also the
interactions between each other.
Some interactions are beneficial, some can
be harmful to the other organisms and there
are interactions where organisms neither
benefitted nor harmed.
Interaction with other species is important for
survival. The quote “No man is an island”
doesn’t only apply to humans, but also to all
organisms. We need each other to survive.
To survive, what do you think is our most
essential need in our everyday life?
Good afternoon ma’am Rose.
Good afternoon ma’am Jean.
Good afternoon classmates.
Mabuhay!
Yesterday, the reporters talked about
the interactions in the ecosystem such as
mutualism, commensalism, predation,
parasitism, and competition.
They also reported about the food
chain which shows the interdependence of a
series of organisms.
The Grade Eight students should be
able to:
Describe the transfer of energy through
the trophic levels
Explain the importance of the transfer
of the energy from one organism to
another
Includes all the living things in an area,
interacting with each other, and with their
non-living environment.
Our most essential need is food and water.
Why do we need to eat food?
So, in an ecosystem, what are the main
sources of energy?
That’s right. Because of that, plants and other
autotrophs are called as producers.
They can make their own food through the
process of photosynthesis.
What is photosynthesis class?
So that makes the sun the ultimate source of

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
 energy in the ecosystem.
But you see, I don’t eat fruits and vegetables.
I only eat chicken meat and beef. Does that
mean I won’t survive because I did not obtain
energy from the plants?
Very good. So, it means that there is a flow of
energy from the producers to the consumers.
What are consumers again class?
There are kinds of consumers. The primary
consumers, the secondary consumers,
tertiary consumers and the quaternary or
apex predators.
What are examples of each one of them and
why do you think they belong to that group?
Our example has formed a food chain.
I will properly illustrate it so you will
understand.
Now, let’s do a group activity. We will divide
the class into 3 (count off). For each group, I
will give an envelope that
contains pictures of animals. You will have to
imagine a scenario where the animals interact
with each other in a food web.
Paste your work on the manila paper
provided. Put arrows to indicate interaction
and label which trophic level does the animal
belong to.
You will be given 3 minutes to complete your
work and after that, your group representative
shall present your work in front. Is everything
understood?
So, this will be the rubrics for our activity.
(Explain rubric)

You may start your work.

(3 min. is up)
Please post your work on the board.
Each representative will be given 1 minute so
keep your explanations short and concise.
(Gives scores and comments)
Now, who can come here in front and create
a pyramid of biomass out of this food chain?
How about the energy pyramid?

Let’s look again at the two pyramids. Which

organisms have the greatest biomass? The
least biomass?
Which organisms have the greatest energy?
The least energy?

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
 So, imagine how much energy will you get if
you are strictly carnivorous?
That’s right. It could be only 1% or even
lesser. That is why it is not good to eat meat
all the time. We also need to eat vegetables
and fruits because other than how they can
provide a greater amount of energy they also
provide vitamins and nutrients needed by our
body.
From now on, are you still going to eat only
meat all the time?
That’s good.

Evaluation/ Assessment
D. Generalization
What is the importance of the transfer of
energy between each organism?
E. Application
If one organism is removed from the web of
interconnected feeding relationship, how will it
affect the other organisms and us humans?
IV. EVALUATION It utilized self-assessment. I think it
Formative Test will be nicer if they evaluate their own
Identification learning and provide feedback on
each other’s learning too.

Answer briefly:
1. Which one principle of Oliva is reflected in the lesson plan? Explain.
The Principle of Olivia that is reflected in this lesson plan is “curriculum development is more effective when it follows
a systematics process”. As you can this lesson plan clearly manifests process from the desired outcomes to subject
matter content.
2. If you were to improve the design, what will you add, or subtract or modify? Write your re-design suggestion.
If I were to improve the design, I will add more in objective and activities that more interactive that they will extend
their skills and knowledge.

 SELF EVALUATION
Directions: Which of the following concepts do you clearly understand? Answer Yes or No to the questions that follow.
Questions
As a curricularist and curriculum designer…
1. Do you think curriculum change is inevitable? Yes
2. Does curriculum change not consider the existing one? No
3. Should curriculum be designed only by one person? No
4. Should any change in curriculum include an evaluation process? Yes
5. Does curriculum change mean total overhaul? No
6. Should learning outcomes be considered first before the content? Yes

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
7. Should teaching methods consider only the expertise of the teacher? No
8. Are time tested methods like inductive and lecture no longer useful? No
9. Should contents be updated and relevant? Yes
10. Is there only one design that a teacher should know? No

Approaches
Lesson 3.2 to Curriculum Designing

 LEARNING ACTIVITIES
Directions: Get a hold of materials about the K to 12 and answer the following:
1. What kind of curriculum design influence mostly the K to 12 Curriculum? (A) Subject-Centered? (B) Learner-
Centered? (C) Problem-Centered? (You may have more than one answer)
2. Cite an illustrative example that relates to your choice.
3. Place your answer on a matrix like the one below.
Type of Curriculum Design in K to 12 Illustrative Example
Subject-Centered Design/ Approach A model in which the curriculum is divided into subject
areas and cross-curricular learning is not quite
flexible. Emphasis focuses on the acquisition,
memorization and interpretation of each unique area
of content. There is a clear emphasis on instruction,
teacher-to-student explanation, and direct methods
within this curriculum structure. Direct approaches
include lectures, questions and answers, as well as
conversations between teachers and students.
Learner-Centered Design/ Approach Learner-centered originally referred to forms of
education that for example, include opportunities for
students to conduct learning activities, participate in
discussions more actively, organize their own
learning projects, discuss topics of interest to them
and generally contribute to the design of their own
course of study
Problem-Centered Design/ Approach This fact implies that because of the interests,
expectations and abilities of the learners, a learner
should be equipped to solve real life problems that
arise. Many school activities revolve around solutions
to issues such as poverty, drug problems, lack of
positive ideals, environmental concerns, and much
more.

 SELF- EVALUATION
Directions: Identify what kind of design and approach are utilized in the following descriptions.
1. Only students who master the subject content can succeed. Subject-Centered
2. Students are encouraged to work together to find answers to their task. Problem-Centered
3. No learner is left behind in reading, writing and arithmetic. Subject-Centered

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BSEd-SCIENCE III
 4. School means survival of the fittest. Problem-Centered
5. Teacher extends class because the children have not mastered the lesson. Learner-Centered
6. Lesson deals with finding solution to everyday problem. Problem-Centered
7. Differentiated instruction should be utilized for different ability groups. Learner-Centered
8. Accumulation of knowledge is of primary importance in teaching. Subject-Centered
9. Learning how to learn is observable among students. Learner-Centered
10. Students are problem-finders and solution-givers. Problem-Centered

Curriculum Mapping and Curriculum

Lesson 2.1
Quality Audit
 LEARNING ACTIVITIES
Direction: A. Using the Sample A1 for Science Curriculum Map, what knowledge and understanding have you learned?
Analyze the matrix and answer the questions that follow:
1. What are the main clusters of science content that students should learn from G3 to G10?
The numerous themes in the area of science, including Matter, Force, Motion, and Energy, Living Things and their
Environment, and Earth and Space, are the main clusters of science material that students should master from Grade
3 to 10.
2. How does science content progress from G3 to G10?
The science content from the sample curriculum map progresses from Grade 3 to 10 following an order per quarter.
As we can observe, from Grades 3-7, each quarter have the same topic. For example, the science content in the first
quarter from Grades 3-7, is all about matter and then the next quarter will have science content. While from
Grades 8-10, each quarter have different science contents. For example, In the first quarter of the 8th Grade, they will
take on Force, Motion and Energy, while in the 9th Grade, they will take Living things and their Environment which is
unlike the science content from Grades 3-7 that has same science content per quarter.
3. When you look and analyze the map, what summary ideas can you give?
The map depicts the various science materials that should be taught in each of the Grades. It also indicates how
these items are distributed on a quarterly basis and at various levels.
4. Science curriculum is spiral. How do you explain that in terms of what you see in the map?
According to the map, students are exposed to a variety of topics at various levels each quarter. The science material
or important concepts are taught continuously throughout the program, making it spiral. In addition, because it is
taught in every grade, this spiral curriculum allows students to understand fundamental ideas.

B. Using Sample B, analyze and answer the following questions briefly:

1. What is the meaning of “practiced” with a green background for subject Teaching Profession and PO1 “Applied basic
and higher 21st century skills?”
The meaning of Practiced with a green background for the subject Teaching Profession and PO1- Apply basic and
higher 21st century skills is that, based on what I've seen on the map, I think it has something to do with teachers or
learning facilitators focusing their attention on achieving learning outcomes such as knowledge, skills, and values,
which I think can be accomplished by applying basic and higher 21st century skills.

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
 2. What is your interpretation of the colored cell with “Learned: that crossed between subject Social Dimensions and
PO5, Facilitate learning of different types of learners in diverse learning environment?
My interpretation of the colored cell with Learned that crosses between Social Dimensions and PO5- Facilitate
learning of different types of learners in diverse learning environments is that in the field of social dimensions, I
assume they are interconnected with this topic because, as you can see, it talks about how to facilitate learning in a
diverse learning environment with different types of learners, which is related to the field of social dimensions.
3. What does the colored “Opportunity” in the cell of the subject “Curriculum Development that crosses with the PO6
“Direct experience in the field and classroom” (observations, teaching assistance, practice teaching)
With my own perspective, the colored Opportunity in the cell of the subject Curriculum Development that crosses with
the PO6-Direct experiences in the field and classroom (observation, teaching, assistance, practice teaching)
indicates that the subject curriculum development is linked to the concept of direct experiences in the field and
classroom. This is because curriculum creation is linked to observation in the classroom, and the teacher should pay
attention to this aspect in order to achieve the desired learning results.
 SELF EVALUATION
Directions: Make wise decision. Show me that you understood the lesson. Know the difference between YES and NO answer
to each of the question.
1. Does curriculum mapping help a teacher understand what to accomplish within the period of time?
Yes, curriculum mapping may assist a teacher in determining what needs to be accomplished in a given time frame
since it acts as a guide for reaching the best potential learning outcomes.
2. Is a curriculum map a permanent document?
YES, since this map will help teachers integrate key concepts into their teaching and learning processes.
3. Can a curriculum map help explain to parents what their children are learning in school?
Yes, since this curriculum map will assist parents in determining their child's learning capacity.
4. Is curriculum mapping a task of only one teacher?
NO, in order to make the teaching and learning process more successful, this curriculum mapping should be done
with all instructors in all disciplines.
5. Can a curriculum map as a tool be used in instructional supervision?
Yes, a curriculum map may be utilized as an instructional supervision tool since it organizes all of the major topics
within a discipline in a classroom discussion.

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
  LEARNING ACTIVITIES
A. Get a copy of the syllabus in professional education. Identify one or two topics and the corresponding specific
outcomes, learning activities and assessment tasks. Determine the beginning teacher indicator/s being addressed if
any. Is there alignment in the learning outcomes, activities and assessment tasks that address the beginning teacher
indicators? Why and why not?

Course Title: Facilitating Learner-Centered Teaching

Course Description:
This course is designed to explore and equip pre-service teachers with the fundamental principles, processes, and practices
anchored on learner-centeredness and other educational psychologies supportive of learning environments as these apply to
facilitate various teaching learning delivery modes to enhance learning. It also includes the demonstration of knowledge and
understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences. Further, pre-
service teachers will be trained to implement teaching strategies that are responsive to learners’ linguistic, cultural, socio-
economic and religious backgrounds
Course Learning Outcomes:
At the end of the course, pre-service teachers should be able to:
[1] Demonstrate understanding of the concepts and principles of learner-centered teaching based on educational philosophies
and research and their application in actual teaching and learning;
[2] Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning;
[3] Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within the available physical learning environments;
[4] Demonstrate understanding of supportive learning environment that nurture and inspire learner participation;
[5] Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for
their own learning;
[6] Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior;
[7] Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths,
interests and experiences;
[8] Implement teaching strategies that are responsive to learners’ linguistic, cultural, socio-economic and religious
backgrounds;
[9] Demonstrate understanding of the special educational needs of learners who have been displaced due to urban
resettlement, calamities and armed conflict; and
[10]Demonstrate knowledge of laws and policy documents that promote learner-centered teaching.

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
As you can see there’s alignment in the learning outcomes, activities and assessment tasks that address the beginning
teacher indicators. Because building alignment between assessment and learning outcomes also allows you to develop and
communicate the pathway for students' learning progression. It enables you to explain what knowledge and skills were
expected on entry to the course and the knowledge and skills that will be developed throughout the course.

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
  SELF- EVALUATION
1. Study the teacher indicators in the PPST. As a pre-service teacher, list the beginning teacher indicators that you have
already acquired as a result of your teacher education training. Write your observation.
Here is the list of beginning teacher indicators that i have already acquired as a result of my teacher education
training.
1.1.1 Demonstrate content knowledge and its application within and/or across curriculum teaching areas.
1.2.1 Demonstrate an understanding of research based knowledge and principles of teaching and learning.
1.3.1 Show skills in the positive use of ICT to facilitate the teaching and learning process.
1.5.1 Apply teaching strategies that develop critical and creative thinking, and/or other higher-order thinking skills.
1.6.1 Use Mother Tongue, Filipino and English to facilitate teaching and learning.
1.7.1 Demonstrate an understanding of the range of verbal and non-verbal classroom communication strategies that
support learner understanding, participation, engagement and achievement.

I observed that each BTI represents what the PST needs to perform to become a good teacher. No one BTI is more
important than the other.

 ASSESSMENT
Directions: Choose the letter of the correct answer and explain briefly.
1. Which of the following is true about curriculum mapping?
a. It is unusual for a curriculum map to cover an entire school year
b. Curriculum mapping is most effective when it is initiated by a teacher for the subject and the grade she/he
teaches.
c. A lesson plan is a curriculum map that outlines the details of what will be taught, how it will be taught, and
what resources will be used to teach
d. The systematic curriculum mapping results to an improved horizontal, vertical, subject area, and
interdisciplinary coherence.

2. The decision for inclusion of learning outcomes, activities and assessment strategies in the curriculum originates with
the
a. School head c. Policy makers
b. Teachers d. Stakeholders
3. The following statements below refer to the concepts and parameters of curriculum quality audit except one. Which is
the exception?
a. Curriculum quality audit determines competencies to be taught across courses and disciplines in various
programs
b. Curriculum quality audit identifies overrepresentation of the competencies anchored on standards
c. The process ensures alignment of course content, activities, assessments to support student success.
d. The audit includes mapping the competencies in the course syllabi to the standards

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
 4. Study the sample curriculum quality audit (CQA) form below that maps the beginning teacher indicators to the
different courses.
Course Beginning Teacher Indicators Total
Indicators
1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6
A xxx xxxx x X 9
B xxxxx xxxxxxx xxxxxxxxxx 25
C x 1
D Xxx 3

Which is true based on the CQA form?

a. Course B is the most important course representing the most number of beginning teacher indicators.
b. Beginning teacher indicator 1.1.4 should be deleted since it is not represented in any course.
c. Beginning teacher indicator 1.1.3 is underrepresented
d. Beginning teacher 1.1.5 is overrepresented

5. If you were the teacher, what should be done based on the data?
a. Revise the syllabus and include all the beginning teacher indicators as required in the curriculum
b. Initiate a meeting with school head and co-teachers and analyze the gaps to achieve balance in the
curriculum
c. Inform the school head or the curriculum expert regarding the discrepancy so he/she can do something
about it
d. Request for capacity building activity to gain expertise in the process of implementing the curriculum quality
audit.
6. Which of the following standards for quality teacher education is used as the basis for the design, implementation and
evaluation of the Philippine Teacher Education?
a. PPST c. CMO 74 to 82
b. NCBTS d. CFT-SEA

Fabrero, Ethel Kate F.

BSEd-SCIENCE III