Republic of the Philippines

Department of Education
Regional Office No. VIII
Division of Northern Samar
DON JUAN F. AVALON NATIONAL HIGH SCHOOL
rd
12
GRADE ______ 3
PERFORMANCE OUTPUT GUIDE (POG) FOR THE _____ GP
Subjects Performance Standards Subject Teachers
PHYSICAL SCIENCE The learners should be able to make a creative representation of the historical development of the atom ELVIN L. JARITO
or the chemical element in a timeline.
MEDIA The learners should be able to organize a creative and interactive symposium for the community ROQUE C. BRONIOLA
INFORMATIONAN focusing on a being a media and information literate individual.
LITERACY (MIL)
READING AND WRITING The learners should be able to critique a chosen sample of each pattern of development focusing on JADE R. PUASO
information selection, organization, and development.

Aspiration The goal of the performance task "Atomic Evolution: A Creative Symposium on Media Literacy and Information
(Goal) Selection Through the Lens of Historical Atom Development" is to engage students in exploring the parallels between the
evolution of atomic theory and the development of media literacy, fostering critical thinking and informed decision-making in
the digital age. Through creative presentations, discussions, and activities, students will deepen their understanding of how
historical advancements in atomic science can inform strategies for navigating and evaluating the vast array of information
sources available in today's media
Collaboration Students are tasked with organizing and facilitating various components of the symposium under the guidance of their teachers and
(Role) mentors. Here's how their roles might unfold:
1. Research and Presentation Preparation:
 Students are divided into groups, each focusing on a specific historical period or key figure in the evolution of atomic theory.
 They conduct in-depth research on their assigned topics, exploring the scientific developments, societal contexts, and implications
of each stage.
 Students collaborate to create engaging multimedia presentations that highlight the parallels between atomic theory and media
literacy, incorporating visuals, demonstrations, and interactive elements.
2. Workshop Design and Implementation:
 Students work together to design interactive workshops aimed at enhancing media literacy skills.
 They develop activities and discussion prompts that encourage critical thinking, information evaluation, and responsible digital
citizenship.
Don Licerio Sosing Street
Zone 1, San Roque, N. Samar
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  During the symposium, student facilitators lead these workshops, guiding participants through hands-on exercises and facilitating
group discussions.
3. Panel Discussions and Debates:
 Students participate in panel discussions where they present their research findings and insights on the intersections of atomic
evolution and media literacy.
 They engage in debates on controversial topics related to information selection and digital media ethics, drawing connections to
historical debates within the scientific community.
4. Creative Projects and Exhibitions:
 Students showcase their creativity through various artistic projects that explore the theme of atomic evolution and media literacy.
 They produce short films, digital artworks, podcasts, or written pieces that offer unique perspectives on the topic.
 These creative works are displayed in an exhibition space during the symposium, allowing participants to interact with and reflect
on the content.

Target
(Audience) 1. Students: Both high school and college-level students who are studying subjects related to science, history, media studies, or
digital literacy. The symposium provides them with an opportunity to deepen their understanding of atomic theory while also
enhancing their critical thinking skills in evaluating media content.
2. Educators: Teachers and professors who are interested in integrating interdisciplinary approaches into their curriculum. They can
gain insights into how to incorporate historical scientific concepts into discussions about media literacy and information selection,
enriching their teaching methods.
3. Media Literacy Advocates: Professionals and organizations working in the field of media literacy and digital citizenship. They can
attend the symposium to exchange ideas, share best practices, and collaborate with educators and students on promoting media
literacy skills in educational settings.
4. Researchers: Scholars and researchers in the fields of science communication, media studies, and history of science. The
symposium offers them a platform to explore the connections between historical scientific developments and contemporary media
landscapes, potentially leading to new avenues of research.
5. General Public: Members of the community who are interested in learning about the history of atomic theory and its relevance to
understanding media literacy. The symposium can serve as an engaging and accessible way for the public to expand their
knowledge and critical thinking skills in navigating information in the digital age.

During the symposium on "Atomic Evolution: A Creative Symposium on Media Literacy and Information Selection Through the Lens of
Inquiry Historical Atom Development," a workshop on critical analysis of online content is being conducted. The workshop leader, Dr. Patel, a
(Situation) media studies professor, guides participants through an interactive exercise designed to highlight the importance of source evaluation.
Dr. Patel begins the session by presenting participants with two articles: one claiming that "atomic theory is settled science" and another

Don Licerio Sosing Street

Zone 1, San Roque, N. Samar
303546@deped.gov.ph
 asserting that "atomic theory is still a topic of debate among scientists." Both articles appear on reputable-looking websites, but Dr. Patel
reveals that one is from a scientific journal while the other is from a blog written by a non-expert.
Students are divided into groups and tasked with analyzing the articles to identify key differences in credibility, authorship, and evidence
presented. They are encouraged to apply the principles of media literacy discussed earlier in the symposium, drawing parallels to
historical debates and revisions in atomic theory.
As the groups delve into their analysis, they engage in lively discussions, debating the reliability of the sources, the expertise of the
authors, and the accuracy of the information presented. Some participants express surprise at how easily misinformation can be disguised
as credible content online, while others share personal anecdotes of encountering similar challenges in their own research.
Throughout the workshop, Dr. Patel provides guidance and facilitates group discussions, encouraging participants to critically evaluate the
information presented and to consider the broader implications for media literacy and information selection in the digital age.
Reference:
Workshop design inspired by principles of media literacy and source evaluation discussed in:

 Hobbs, R., & Frost, R. (2003). Measuring the Acquisition of Media Literacy Skills. Reading Research Quarterly, 38(3), 330-355.
 Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the Challenges of Participatory Culture:
Media Education for the 21st Century. The MIT Press.

Output 1. Multimedia Presentations: Students may create multimedia presentations that explore the parallels between historical atom
(Product/Performance) development and modern media literacy. These presentations could incorporate visuals, videos, and interactive elements to
engage the audience. (Reference: Adapted from principles of multimedia learning by Richard E. Mayer)
2. Research Papers: Participants may produce research papers delving into specific aspects of atomic theory evolution and its
implications for media literacy. These papers could analyze historical texts, scientific journals, and media studies literature to draw
connections and insights. (Reference: APA Style Manual)
3. Creative Projects: Students might develop creative projects such as short films, podcasts, digital artworks, or written pieces that
creatively interpret the themes of atomic evolution and media literacy. These projects could be showcased during the symposium.
(Reference: Creative projects inspired by principles of digital storytelling by Joseph Lambert)
4. Workshop Materials: Workshop leaders may create materials such as handouts, interactive activities, and discussion prompts to
facilitate engaging workshops on media literacy and information selection. These materials would be used during the symposium
to guide participant learning. (Reference: Workshop design inspired by principles of adult learning theory)
5. Panel Discussions: Panelists may prepare talking points, research summaries, and visual aids to contribute to panel discussions
exploring the intersections of atomic theory and media literacy. These discussions would provide opportunities for participants to
engage in dialogue and debate. (Reference: Panel discussion format adapted from academic conference proceedings)

Don Licerio Sosing Street

Zone 1, San Roque, N. Samar
303546@deped.gov.ph
 The Learners output will be graded based on the following criteria as specified in the attached Rubrics:
Norms
(Standards) MEDIA INFORMATION LITERACY READING & WRITING
PHYSICAL SCIENCE

--Content Knowledge -4 points --Content Knowledge -4 points

-Content Knowledge -4 points
-Critical Thinking -4 points -Critical Thinking -4 points
-Critical Thinking -4 points
-Creativity -4 points -Creativity -4 points
-Creativity -4 points
-Communication -4 points -Communication -4 points
-Communication -4 points
-Collaboration -4 points -Collaboration -4 points
-Collaboration -4 points
-Relevance -4 points -Relevance -4 points
-Relevance -4 points
-Organization -4 points -Organization -4 points
-Organization -4 points
-Citations/References -4points -Citations/References -4points
-Citations/References -4points
-Overall impact -4 points -Overall impact -4 points
-Overall impact -4 points
---------------------------------------------- ----------------------------------------------
----------------------------------------------
TOTAL - 36 points TOTAL - 36 points
TOTAL - 36 points

The students’ output will be assessed in accordance with the following rubric

"Atomic Evolution: A Creative Symposium on Media Literacy and Information Selection Through the Lens of Historical Atom
Development"

Criteria Excellent (4) Good (3) Fair (2) Poor (1)

Content Knowledge Demonstrates Shows good understanding Demonstrates some Shows limited
thorough of historical atom understanding of understanding of historical
understanding of development and its historical atom atom development and its
historical atom relevance to media literacy. development and its relevance to media literacy.

Don Licerio Sosing Street

Zone 1, San Roque, N. Samar
303546@deped.gov.ph
 Criteria Excellent (4) Good (3) Fair (2) Poor (1)
development and its
relevance to media relevance to media
literacy. literacy.

Demonstrates some Shows limited ability to

Engages in rigorous Identifies biases, ability to identify biases, identify biases,
analysis and evaluation misinformation, and logical misinformation, and misinformation, and logical
Critical Thinking of information sources. fallacies effectively. logical fallacies. fallacies.
Presents ideas in a Uses creative multimedia
unique and innovative elements to enhance Demonstrates some Lacks creativity in
Creativity manner. presentation. creativity in presentation. presentation.
Communicates ideas Engages audience Communicates ideas
clearly and effectively members through effective adequately to the Communication is unclear
Communication to the audience. delivery and interaction. audience. or ineffective.
Works collaboratively
with peers to plan,
organize, and execute Demonstrates respect for Works with peers to
symposium diverse perspectives and execute symposium Lacks collaboration with
Collaboration components. contributions. components. peers.
Addresses some
Applies concepts of Addresses contemporary contemporary issues and Fails to address
media literacy to real- issues and debates in debates in media contemporary issues in
world situations and media consumption and consumption and media consumption and
Relevance challenges. information selection. information selection. information selection.
Presents information in
a logical and coherent Structures presentations or Presents information Organization of information
Organization manner. workshops effectively. somewhat coherently. is poor.
Provides accurate
citations and Demonstrates adherence Provides some citations
references for all to academic integrity and references for Lacks citations or references
Citations/References sources used. standards. sources used. for sources used.
Overall Impact Leaves a lasting Inspires reflection and Leaves some impression Fails to leave an impression

Don Licerio Sosing Street

Zone 1, San Roque, N. Samar
303546@deped.gov.ph
 Criteria Excellent (4) Good (3) Fair (2) Poor (1)
impression on the
audience through
compelling content, action on the importance
presentation, and of media literacy and
engagement. information selection. on the audience. on the audience.

Prepared by: Checked by: Recommending Approval: Approved:

ELVIN L. JARITO RAQUEL G. BANTILO JONATHAN G. LOBOS MARIFE B. BULAWAN

Physical Science Teacher Master Teacher-I HT/Head, Senior High School Department School Principal

JADE R. PUASO
R&W Teacher

ROQUE C. BRONIOLA
MIL Teacher

Don Licerio Sosing Street

Zone 1, San Roque, N. Samar
303546@deped.gov.ph