Session 7.1 - Walkthrough AP 9 First Quarter.1

Walking Through Grade 9
Araling Panlipunan
(First Quarter)
Session Objectives
In this learning session, the participants should
be able to:
1. gain clearer understanding on the contents and
processes in teaching Grade 9 Araling
Panlipunan First Quarter
2. discuss difficulties / concerns related to the
teaching of Grade 9 Araling Panlipunan First
Quarter
3. identify ways of addressing the difficulties /
concerns in teaching Grade 9 Araling
Panlipunan First Quarter
DEPARTMENT OF EDUCATION
Activity
1. Form a small group, then choose among

yourselves who will serve as the chairperson
and the secretary of your group.
2. Examine the contents of the Leaners Material
(LM) and Teachers Guide (TG) and the
activities in the LMs and TGs materials.
Follow the LM/TG Matrix in writing your
groups responses. Use manila papers to
present your output.
Content
/Topic
Competencies
Process/ess
(Strategy/ies
Activity
/Activity/ies)
(LM and TG)
Critical
Competencies
(Pls. put a
check mark if
it is critical)
Assessment Others
(LM and TG)
Analysis
On the Activity
1.What discoveries did you
come up with after doing the
activity?
On the Groups Outputs

1.What are the points of
agreement and disagreement?
2.What are the common
discoveries youve made?
On the Topics / Competencies
On Maximizing the LM & TG
1.What topics/competencies
do you think will the teachers
find difficult to teach? Why?
1.What other concerns

regarding the LM and TG have
been surfaced after the
activity?
ANALYSIS
Analysis
Are the
processes/strategi
es/ activities
leading to the
development of
the competency?
Is the
assessment
aligned with the
policy on KPUP?
Will the
assessments lead
to the
development of
Are these
congruent with
the
content/compete
ncy?
As a
trainer/teache
r, how will you
maximize the
use of TGs
and LMs?
Abstraction
Understanding the Connection

among the CF, CG, LM and TG
Connection among CF, CG, LM & TG

Grade 9 First Quarter
CURRICULUM
FRAMEWORK
Araling
Panlipunan
(Social Studies)
The K to 12
Philippine Basic
Education
Curriculum
Framework
Content
Standard
Performa
nce
Standard
A. KNOW
(Alamin)
Learning
Competen
cies
B. PROCESS
(C.Paunlarin)
REFLECT
AND
UNDERSTAN
D
(Pagnilayan
at Transfer
Unawain)(
D.
Ilipat
/Isabuhay)
Holistic
Filipino
Learner/
Child
Connection among CF, CG, LM & TG

The Learning Standards and Learning Competencies
Le
ar
ni
ng
Content
Standard
Co
m
pe
te
Performance
nc
ie
Standard
s
The Grade 9 Learning

Standards
(First Quarter)
The Learning Standards

Grade 9
Grade Level Standard (Pamantayan sa Bawat Baitang/ Antas ):
Naipamamalas ang pag-unawa sa mga konsepto at isyung pangkasaysayan,

pangheograpiya, pang-ekonomiya, pangkultura, pampamahalaan, pansibiko, at panlipunan
gamit ang mga kasanayang nalinang sa pag-aaral ng ibat ibang disiplina at larangan ng araling
panlipunan kabilang ang pananaliksik, pagsisiyasat, mapanuring pag-iisip, matalinong
pagpapasya, pagkamalikhain, pakikipagkapwa, likas-kayang paggamit ng pinagkukunangyaman, pakikipagtalastasan at pagpapalawak ng pandaigdigang pananaw upang maging isang
mapanuri, mapagnilay, mapanagutan, produktibo, makakalikasan, makabansa at makatao na
papanday sa kinabukasan ng mamamayan ng bansa at daigdig.
Program Standard :
Naipamamalas ang mga kasanayan sa pagsisiyasat, pagsusuri ng datos at ibat

ibang sanggunian, pagsasaliksik, mapanuring pag-iisip, mabisang komunikasyon, at
pag-unawa sa kasaysayan, politika, ekonomiya, kultura, at lipunan ng Daigdig mula sa
sinaunang panahon hanggang sa kasalukuyan.

Content Standard :
Ang mga mag-aaral ay naipamamalas ang pag-unawa sa

interaksiyon ng tao sa kaniyang kapaligiran na nagbigay-daan sa pagusbong ng mga sinaunang kabihasnan na nagkaloob ng mga pamanang
humubog sa pamumuhay ng kasalukuyang henerasyon.

Content Standard Key Concepts
Heograp
iya ng
Daigdig
Pagsisimula
ng mga
Kabihasnan
sa Daigdig
(Preshistorik
o- 1000 BCE)
Pangangala
ga at
preserbasyo
n ng mga
pamana
Interaksi
yon ng
tao sa
kaniyang
kapaligir
an
Panukal
ang
proyekt
o

Performance Standard
pagsisiya
sat
pagunawa sa
kasaysaya
n, politika,
ekonomiy
a, kultura,
mabisang
at lipunan
komunikasy
on
pagsus
uri ng
datos
mapanuri
ng pagiisip
Panukal
ang
proyekt
o
The Learning Standards Learning Competencies

1. Nasusuri ang katangiang pisikal ng daigdig
2. Napahahalagahan ang natatanging kultura ng mga rehiyon, bansa at mamamayan sa daigdig
(lahi, pangkat- etnolingguwistiko, at relihiyon sa daigdig)
3. Nasusuri ang kondisyong heograpiko sa panahon ng mga unang tao sa daigdig
4. Naipaliliwanag ang uri ng pamumuhay ng mga unang tao sa daigdig
5. Nasusuri ang yugto ng pag-unlad ng kultura sa panahong prehistoriko
6. Naiuugnay ang heograpiya sa pagbuo at pag-unlad ng mga sinaunang kabihasnan sa daigdig
7. Nasusuri ang pag-usbong ng mga sinaunang kabihasnan sa daigdig: pinagmulan, batayan at
katangian
8. Nasusuri ang mga sinaunang kabihasnan sa daigdig batay sa politika, ekonomiya, kultura,
relihiyon, paniniwala, at lipunan
9. Napahahalagahan ang mga kontribusyon ng mga sinaunang kabihasnan sa daigdig
Refer to your copy of the Curriculum Guide for a complete list of the LCs.
What have you observed on the list of LCs? What does it mean?
The Learning Competencies (LCs)

You should notice that:
1. The Learning Competencies (LCs) are coded. This was initiated in

order to identify learning competencies that are connected and
exhibited spiral progression (from Kinder to Grade 10). These LCs
bear the same code number. This is also connected to the creation
of the LRMDS or Learning Resources Management and
Development System.
AP8HSK-Id-4: Nasusuri ang katangiang pisikal ng daigdig
The Learning Competencies (LCs)

You should notice that:
3. The Learning Competencies (LCs) are distributed within a nineweek period. The 10th week of the quarter is reserved for the
periodical tests and for some interruptions in the school days (e.g.
typhoon, regular holidays, etc.).
(Refer to your copy of the Curriculum Guide)
The Grade 9 Learners Material

(LM) & Teachers Guide (TG)
(First Quarter)
Parts of the Learners Material (LM)

-Overview of what is expected
- Activate prior knowledge of
- opportunity to transfer the
learning through product of

performance
- describe the tools for
assessing the
product/performance
-based on real life situations
-on GRASPS with assessment
criteria
Tra
ns
er f
OW
KN
LEARNERS
MATERIAL
- Additional activities and
reading resources to
enrich/broaden their
understanding
- Provocative or critical
questions to draw learners
core understanding
-- Check student readiness
(ASSESSMENT AS question,
checklist, etc.)
the learner
- elicit responses to
provocative and critical
questions
- identification and clarification
of misconceptions
- assessment of students
knowledge
- Activities requiring students

CT
LE
F
R E ND A
A
ST
ER
D
UN ND
PR
OC
ES
S
to process/make sense of the

information
- Assess students skills
- Questions that enable
students to construct their own
meanings/understanding
Parts of the Teachers Guide (TG)

states the types
of assessment
for the lesson
Assessment
Plan
contains the target

concepts and the
skills to be
developed
Overview of
Content &
Objectives
TEACHERS
GUIDE
Activities
presents the
description and ways
to process the tasks
Resources
contains the list of

materials and
equipment needed
for the lesson
Learners Material/Teachers Guide Matrix

Araling Panlipunan Grade 9 LM First Quarter
Module 1
Heograpiya at
mga Sinaunang
Kabihasnan sa
Daigdig
Mga Aralin
Aralin 1
Heograpiya ng
Daigdig
Culminating Activity
nakabubuo ng
panukalang proyektong
nagsusulong sa
pangangalaga at
Aralin 2 Ang
mga Sinaunang Tao preserbasyon ng mga
pamana ng mga
sinaunang kabihasnan sa
Aralin 3 Ang
Daigdig
mga Sinaunang
Kabihasnan
The Learners Material (LM)
ry
o
t
c
d u nt
o
r
t
In teme
sta
MODYUL 1: Heograpiya at mga Sinaunang Kabihasnan sa Daigdig
Isa ang HEOGRAPIYA sa mga salik na nakaaapekto sa daloy ng kasaysayan.

Sa katunayan, malaki ang bahaging ginampanan ng heograpiya sa pagusbong at pagbagsak ng isang kabihasnan. Ito rin ang humubog at patuloy na
humuhubog sa pag-unlad ng kabuhayan at paglinang ng kultura ng tao.
Sa Yunit na ito, mauunawaan ang ugnayan ng heograpiya at ng kasaysayan.
Maiisip kung paano nilinang at ginamit ng mga prehistorikong tao ang
kanilang kapaligiran upang matugunan ang mga pangangailangan at tuluyang
mapaunlad ang kanilang pamumuhay. Dahil sa kanilang mahusay na
pakikiayon sa kapaligiran, nabigyang daan ang pagtatatag ng maunlad na
pamayanan at kalinangang kultural na tinawag na kabihasnan.
Ang mga sinaunang kabihasnan sa daigdig, partikular sa Asya, Africa, at
America, ay nag-iwan ng mga kahanga-hangang pamanang maipagmamalaki
sa lahat ng panahon at nakapagbigay ng malaking kapakinabangan sa
pamumuhay ng mga tao sa kasalukuyan. Sa modyul na ito, susuriin kung
paano maipamamalas ang pag-unawa sa kahalagahan ng mga
pamanang ipinagkaloob ng mga sinaunang kabihasnang

of
w
r vie on
e
v
O
ss
e
l
th e
ARALIN 1: Heograpiya ng Daigdig
Sa iyong pag-aaral ng kasaysayan ng daigdig, malaki

ang bahaging ginagampanan ng heograpiya sa
paghubog ng pamumuhay ng tao mula pa noong
sinaunang panahon. Sa pagbubukas ng bagong
asignatura sa ikawalong grado, una mong pagtutuunan
ng pansin ang pag-aaral ng heograpiya ng daigdig.
Tatalakayin sa araling ito kung paano nakaaapekto ang
heograpiya sa pamumuhay ng mga tao.
Halina at simulang tuklasin ang pisikal at kultural na
heograpiya ng daigdig

Mga Layunin
Sa Aralin 1 ng modyul na ito, ay inaasahang matututuhan
are taken from the
ang mga sumusunod.
Curriculum Guide (CG)
Nasusuri ang limang temang heograpikal
define the enabling
bilang kasangkapan sa pag-unawa sa daigdig knowledge and skills to
develop/achieve the
Nasusuri ang katangiang pisikal ng daigdig
desired content and
Napahahalagahan ang natatanging kultura
ng
performance
standard
clarify expectations in
mga rehiyon, bansa, at mamamayan sa daigdig,
terms of what students
kabilang ang lahi, pangkat-etniko, at relihiyon.
should know, understand
Be reminded that the expected output is to submit a Panukalang Proyekto and the criteria for
assessment will be: Nilalaman
ng Panukalang Proyekto, Pinagkunan ng Datos, at
Presentasyon ng Panukalang Proyekto.
clarify expectations in terms of what students should be

able to do, produce/perform as evidence of transfer of
learning
criteria for assessment

Know (Alamin)
Sa pagsisimula ng iyong paglalakbay sa unang aralin ng yunit
na ito, pagtutuunan mo ng pansin ang dalawang gawaing
pupukaw sa iyong interes. Bukod dito, ipakikita sa mga
gawaing ito ang iyong dati nang alam tungkol sa heograpiya,
gayon din ang antas ng kahandaan ng bawat isa sa mga
paksang nakaloob dito. Simulan mo na.
(Refer to your copy of the LM for full text of this part)


- Hook and engage students
interest
- Diagnose and activate
prior knowledge of the

learner
Gawain 1. GEOpardy!
- elicit responses to
provocative and critical

questions
Gawain 2. Graffiti Wall 1

- identification of
misconceptions and
clarification of
expectations and how
students shall be
assessed

Process (Paunlarin)
Pagkatapos balikan ng mga mag-aaral ang kanilang

mga kaalaman tungkol sa heograpiya ng daigdig,
ipababasa na sa kanila ang teksto kaugnay ng paksa.
Layunin ng gawaing ito na mapalawak pang lalo ang
kanilang kaalaman sa aralin.
Maaaring ibigay bilang takda ang ilang konsepto
tungkol sa heograpiya.

Process (Paunlarin)
Gawain 3. Tukoy-Tema-Aplikasyon
Gawain 4. KKK GeoCard
Completion
Gawain 5. Dito sa Amin.
Gawain 6. Three Words in One
Gawain 7. Illustrated World Map
Gawain 8. The Map Dictates
Gawain 9. Crossword Puzzle
- Activities requiring
students to
process/make sense of
the information
- Assess students
understanding
- Questions that enable
students to construct
their own
meanings/understanding

Reflect and Understand
(Pagnilayan at Unawain)
Sa bahaging ito, ang mga tinalakay na paksa

tungkol sa pisikal na katangian at
heograpiyang pantao ng daigdig ay bibigyan
ng malalim na pagtalakay sa tulong ng mga
nakalaang gawain. Maipakikita rito ang
pagbibigay ng kabuluhan sa paghubog ng
heograpiya sa kabuhayan at pamumuhay ng
tao.
- Additional activities and
Gawain 10. My Travel

Reenactment
reading resources to
enrich/broaden their
understanding
- Provocative or critical
Gawain 11. Modelo ng

Kultura
questions to draw learners

understanding
- Check student readiness

(ASSESSMENT AS question,
checklist, etc.)

Transfer (Ilipat at Isabuhay)
Sa pagkakataong ito, isagawa

ang huling yugto ng Modyul 1,
ang ILIPAT. Gamit ang kaalamang
natutuhan mula sa pag-unawa ng
teksto at pagsasagawa sa mga
gawain, ihanda ang sarili sa
pagbuo ng susunod na proyekto.
Gawain 17 POKUS NGAYON
Overview of what is
expected
Panukalang
proyekto
para
Preserbasyon ng mga Pamana ng
mga Sinaunang Kabihasnan ng
Daigdig
Kraytirya: Nilalaman
ng
Panukalang Proyekto, Pinagkunan
ng(ReferDatos,
at Presentasyon ng
to your copy of the LM for full text of this part)
Panukalang Proyekto
opportunity to transfer
the learning through
product or
performance
describe the tools for
assessing the
product/performance
based on real life

situations
on GRASPS with
assessment criteria
Ideally, 1 lesson = 6 days but extend if

necessary.
KNOW = Day
1
PROCESS = Day 2
and 3
UNDERSTAND
=4
TRANSFER = Day 5
and 6
Ideally, Day 1 =>

Diagnostic test (Alamin)
assessment for learning
recorded but not graded
Day 2, 3, 4 => Formative /

developmental assessments
(Paunlarin, Pagnilayan at Unawain)
assessment for and
assessment as
learning on the
substantive content,
big ideas, concepts
and understanding,
operations on facts
and information to
construct meaning
Results are recorded

but not graded.
Use for improving
learning or changing,
modifying strategies
or learning activities
that have not been
effective
Day 5 and 6 => Evaluative / summative

assessment (Pagnilayan at Unawain,
Ilipat)
Assessement of / as learning
Real life application of
understanding as evidenced by the
learners (independent)
performance of authentic tasks
Point of Clarifications
LM and TG
On the Tasks / Activities
highly modifiable, but no deviation from enabling
activities and Culminating Activity
consider contextualization, localization, and
differentiated instruction
begin where students are, not where the content is
LM and TG
On Assessment
embedded in the tasks / activities

to be recorded (if ASSESSMENT OF LEARNING
summative)
not to be recorded (formative, diagnostic)
varied (product / performance)
Culminating Activity = PS non negotiable
LM and TG
Teachers Guide
guide only
contains directions for each activity
key to corrections for summative assessment
no key to corrections for varied answers
How to Use the Learning

Package
Reflection and Application

Questions to Ponder:
As a teacher, how will you maximize the use of LMs
and TGs?
1. With the same learning groups, answer the

questions by preparing guidelines on
optimizing the use of LMs and TGs.
2. Post and present your groups answer.
Thank
you!

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Walking Through Grade 9

1. Form a small group, then choose among

On the Groups Outputs

On the Topics / Competencies

On Maximizing the LM & TG

1.What other concerns

Understanding the Connection

Connection among CF, CG, LM & TG

Connection among CF, CG, LM & TG

The Grade 9 Learning

The Learning Standards

Naipamamalas ang pag-unawa sa mga konsepto at isyung pangkasaysayan,

Naipamamalas ang mga kasanayan sa pagsisiyasat, pagsusuri ng datos at ibat

The Learning Standards

Ang mga mag-aaral ay naipamamalas ang pag-unawa sa

The Learning Standards

The Learning Standards

The Learning Standards Learning Competencies

The Learning Competencies (LCs)

You should notice that:

1. The Learning Competencies (LCs) are coded. This was initiated in

The Learning Competencies (LCs)

You should notice that:

(Refer to your copy of the Curriculum Guide)

The Grade 9 Learners Material

Parts of the Learners Material (LM)

- Activate prior knowledge of

- opportunity to transfer the

learning through product of

- Additional activities and

- Activities requiring students

to process/make sense of the

Parts of the Teachers Guide (TG)

contains the target

contains the list of

Learners Material/Teachers Guide Matrix

The Learners Material (LM)

MODYUL 1: Heograpiya at mga Sinaunang Kabihasnan sa Daigdig

Isa ang HEOGRAPIYA sa mga salik na nakaaapekto sa daloy ng kasaysayan.

The Learners Material (LM)

ARALIN 1: Heograpiya ng Daigdig

Sa iyong pag-aaral ng kasaysayan ng daigdig, malaki

The Learners Material (LM)

clarify expectations in terms of what students should be

The Learners Material (LM)

(Refer to your copy of the LM for full text of this part)

The Learners Material (LM)

prior knowledge of the

provocative and critical

Gawain 2. Graffiti Wall 1

The Learners Material (LM)

Pagkatapos balikan ng mga mag-aaral ang kanilang

The Learners Material (LM)

The Learners Material (LM)

Sa bahaging ito, ang mga tinalakay na paksa

The Learners Material (LM)

- Additional activities and