Directions: For each set of the following tasks, identify three process-oriented learning competencies.

1. Role-playing a skit about the importance of the National language.

- Collaboration: Working together as a team to create and perform the skit.
- Communication skills: Effectively expressing ideas and using the national language in the role-play.
- Critical thinking: Interpreting the role and understanding the importance of the national language in
different contexts.

2. Writing an essay about the effects of the pandemic on the socio-economic status of the country.
- Research skills: Gathering relevant information about the pandemic and its socio-economic effects.
- Analysis: Understanding and interpreting how the pandemic has impacted the socio-economic status.
- Organizational skills: Structuring the essay coherently with an introduction, body, and conclusion.

3. Creating a visual organizer to illustrate photosynthesis.

- Conceptual understanding: Grasping the key processes involved in photosynthesis and presenting
them visually.
- Creativity: Designing an effective and visually appealing organizer that clearly explains
photosynthesis.
- Attention to detail: Ensuring all the necessary components of photosynthesis are accurately
represented.

4. Crafting three-dimensional models of solids from scraps.

- Hands-on skills: Utilizing materials to create 3D models, involving creativity and craftsmanship.
- Problem-solving: Figuring out how to design and assemble the models using available materials.
- Spatial awareness: Understanding the shapes, dimensions, and properties of the solids while crafting.

5. Role-playing to illustrate the concept of Filipino family values.

- Empathy and perspective-taking: Understanding and portraying different Filipino family values
through acting.
- Teamwork: Collaborating with peers to develop a skit that accurately represents these values.
- Cultural awareness: Demonstrating an understanding of Filipino family traditions and their
significance in daily life.
Directions: From your curriculum guide, select a topic in any grade level. Copy the learning competency
expected after the lesson has been finished. Craft specific learning objectives for the lesson.
Based from your written learning objectives, create a process oriented, performance based assessment.
Include the direction and clearly indicate the activity to measure the learning objectives. Lastly, complete
a rubric that will assess your learners' level of performance.

Topic: Periodic Table (Grade 8, Science - MATATAG Curriculum)

Learning Competency (from Curriculum Guide):

Explain how the arrangement of elements in the periodic table is related to the number of protons,
electrons, and atomic mass of an element.

Learning Objectives:
By the end of the lesson, students will be able to:
1. Identify the main groups and periods of the periodic table.
2. Classify elements based on their position in the periodic table (metals, non-metals, and metalloids).
3. Explain how the atomic number, atomic mass, and electron configuration influence an element's
position in the periodic table.
4. Predict the chemical properties of elements based on their position in the periodic table.
Performance-Based Assessment

Activity Title: Exploring the Periodic Table

Directions: You will work in pairs to create a visual representation (poster or infographic) of a specific
group (family) in the periodic table. Your task is to research the elements within your assigned group and
provide the following information for each element:
- Atomic number
- Atomic mass
- Number of protons, neutrons, and electrons
- Electron configuration
- Chemical properties (reactivity, common compounds)
- Metal, non-metal, or metalloid classification
Instructions for the Activity:
1. Research and Information Gathering: Each pair will be assigned a group or period from the
periodic table. Use available resources (textbooks, internet) to gather information about the
elements in your group.

2. Visual Representation: Create a well-organized visual representation (poster or infographic) that

includes the required information for each element.

3. Presentation: Each pair will present their visual representation to the class. Be ready to explain
how the atomic number and electron configuration relate to the chemical properties of the
elements in your group.

Rubric for Assessment:

Criteria 4-(Excellent) 3-(Good) 2-(Fair) 1-(Need

Improvement)
All information is Most information Some information Information is
Content Accuracy accurate and is accurate and is accurate but mostly inaccurate
complete with 0 complete with 1 incomplete with 2 or incomplete with
mistakes. mistakes. mistakes. 3 mistakes.
Information is very Information is Some Information is
Organization & well organized, mostly organized, organization, but poorly organized,
Clarity easy to follow, no easy to follow, 2 presentation is difficult to follow,
mistakes. mistakes. confusing at times, 4 mistakes.
3 mistakes.
Excellent use of |Good use of Some visuals, but Very few or no
Visual Appeal visuals, very visuals, somewhat lacks with 2 – 3 visuals, not
engaging with 0 engaging with 1 issues. engaging with 4
issues. issues. issues.
Clearly explains Explains the Some explanation, Struggles to
Explanation of the relationship concepts with 2 but 3 major gaps in explain the
Concepts between atomic minor gaps. understanding. concepts with 4
structure and gaps.
element properties
with no issues.
Clear no mistakes, Clear presentation Presentation lacks Presentation is
Presentation confident, and with 2 minor confidence or unclear or hard to
Skills engaging issues. clarity with 3 understand with 4
presentation issues. issues.
Directions: Look at least two examples of analytic and Holistic rubric that would apply for a specific
topic in you field of specialization. Save them with references.

Example 1: Analytic Rubric for Science Experiment (Chemistry: Investigating Acids and Bases

Criteria Excellent (4 Good (3 points) Satisfactory (2 Needs

points) points) Improvement (1
point)
Clear, testable, and Testable but lacks Hypothesis is No hypothesis or
Hypothesis based on scientific a strong scientific unclear or not not testable
knowledge. basis. entirely testable
Organized, Mostly accurate, Some inaccuracies Inaccurate or
Data Collection accurate, and with some minor or missing data incomplete data
complete. errors.
Thorough analysis Analysis is good Conclusion is Conclusion is not
Analysis & and conclusion but lacks some partially supported supported by data
Conclusion fully supported by depth. by data. or missing.
data.
Follows all safety Minor mistakes in Some safety Major safety
Safety Practices guidelines following safety guidelines are not guidelines are not
perfectly, guidelines. followed. followed
Detailed, easy to Detailed but misses Procedure is No clear procedure
Procedure follow, and minor variables. unclear or misses
addresses all important variables
variables.
Reference: Adapted from DepEd. (2017). *Sample Science Rubric for Science Investigations
Department of Education.

Example 2: Holistic Rubric for Science Experiment (Physics: Investigating Force and Motion)

Level Description
Student demonstrates a thorough understanding of force and motion concepts. The
4 (Excellent) experiment is well-organized and accurate. All data collected is relevant, and
conclusions are fully supported by data. All safety measures are followed carefully.
Student demonstrates a good understanding of force and motion concepts. The
3 (Good) experiment is mostly well-organized, but with minor errors. Data is mostly relevant, and
the conclusion is partially supported by the data. Some safety measures may be missed.
Student demonstrates a basic understanding of force and motion, but with notable
2 (Satisfactory) errors. The experiment is somewhat organized, but data collected has some
inaccuracies, and the conclusion is weakly supported. Some safety measures are not
followed.
Student shows limited understanding of force and motion. The experiment is poorly
1 (Needs organized or incomplete, with significant errors in data collection and analysis. Safety
Improvement) procedures are largely disregarded.
Reference: Adapted from Spady, W. (1994). Outcomes-Based Education: Critical Issues and Answers.
American Association of School Administrators.
Let’s exercise!
Direction: Design a project or task for each of the following learning objectives

1. Illustrate the concept of the Water Cycle:

- Project Task: Create a 3D Model** of the water cycle using recyclable materials. Label the different
stages (evaporation, condensation, precipitation, and collection) and present how water moves through
these stages. Students can present their models in class and explain the process.

2. Identification of the different ethno-linguistic groups in the Philippines:

- Project Task: Conduct a research project where students choose one ethno-linguistic group from the
Philippines. They will create a poster or a digital presentation that includes the group’s language, culture,
traditions, and geographical location. Students will then share their findings in class.

3. Differentiate between Mitosis and Meiosis:

- Project Task: Have students create a comparison chart or a comic strip that highlights the key
differences between mitosis and meiosis. They can illustrate each phase of the two processes and describe
how they differ in terms of purpose, process, and outcomes.

4. Computing for the volume of a three-dimensional polygon:

-Project Task: Assign students to design a mathematical problem-solving project where they compute
the volume of three different 3D shapes (such as cubes, pyramids, and spheres) using real-life objects
(e.g., boxes, jars). They should present their calculations in class.

5. Perform the fundamental hand and feet dance movements:

- Project Task: Organize a group dance performance where students practice and perform traditional
Filipino dance steps that emphasize the basic hand and feet movements. They can record the performance
or present it live in class.
Directions: From your curriculum guide, select a topic in any grade level. Copy the learning competency
expected after the lesson has been finished. Craft specific learning objectives for the lesson.
Based from your written learning objectives, create a product oriented, performance based assessment.
Include the direction and clearly indicate the activity to measure the learning objectives. Lastly, complete
a rubric that will assess your learners' level of performance.

Task:

Design a product-oriented, performance-based assessment based on your written learning

objectives. This assessment should:

1. Clearly indicate the activity to measure the learning objective.

2. Include directions and criteria for evaluating the task.

Topic: Understanding the Water Cycle

Learning Objective:

 The student will be able to explain and demonstrate the different stages of the water
cycle (evaporation, conde

Product-Oriented Task:

- Project: Create a 3D model of the water cycle using clay, paper, or other craft
materials.
- Performance Task: Students will present their 3D model to the class and explain
each stage of the water cycle.

Assessment Criteria

Criteria Level of Performance

- Clear explanation of each stage of the
Content Knowledge (40%) water cycle (evaporation, condensation,
precipitation, and collection).
- Accurate use of scientific terms and
concepts.
- Well-organized and visually creative 3D
Creativity and Presentation (30%) model.
- Engaging and clear presentation of the
model to the class.
- Well-organized and visually creative 3D
Application (20%) model.
- Engaging and clear presentation of the
model to the class.
 - Project demonstrates effort and is fully
Effort and Completeness (10%) complete with all stages of the water cycle
represented.