GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

LASALLIAN LEARNING MODULE

Teacher: Ms. Jeehan Grace A. Recaa

Year/Level: Grade 5

Subject: HELE

Term Module: 1st Term

Title: Home Economics - Puberty

Time Frame: 16-18 hours

CONTENT STANDARD
The learner will demonstrate understanding and skills in
household chores and self-care to show responsibility and
independence during the stage of puberty

PERFORMANCE STANDARD
The learner will demonstrate skills in household chores and selfcare to contribute in home organization and be responsible and
independent during puberty

RELATED LASALLIAN GUIDING PRINCIPLES

Lasallian educational experiences are dynamic processes that:
1) Challenge learners to realize their full potential by promoting critical and creative thinking, self-knowledge and self-mastery;
2) Bring Christian perspectives to bear on human knowledge and culture;
3) Encourage synergy, collaboration and dialogue in an environment that is fraternal, hospitable and laden with mutual respect;
4) Impel learners to translate their knowledge into actual practice for the betterment of society; and
5) Prepare learners for responsible participation in the world of work, the family, the community, the wider society and the local
Church.

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GS (Name of Department) DEPARTMENT

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CONTENT and COMPETENCIES

A. Changes and Care during Puberty: Physical Change, Emotional Change, Mental Change, Good grooming
1. Describe orally, the significant transitions experienced during the stage of puberty
2. Cite orally, ways on how to do proper grooming
3. Explain orally the effects associated with significant transitions
4. Demonstrate the proper way of grooming through a checklist
5. Compare and contrast the significant transition between male and female during the stage of puberty
B. Being responsible during Puberty: Washing Clothes, Ironing Clothes
1. Recite orally, the steps in washing and ironing clothes in sequence
2. Demonstrate the steps in washing and ironing clothes
3. Discriminate in writing the given steps in washing and ironing clothes
4. Show the proper way of washing and ironing clothes
C. Being Healthy during puberty: Healthy Food Preparation according to budget; Menu Planning according to food
pyramid; Waste management in the kitchen
1. Classify food in writing, using the food pyramid guide
2. Identify fresh ingredients visually
3. Create a menu plan for a day based on the food pyramid
4. Select fresh ingredients visually, from a given choice of ingredients
5. Criticize in writing a menu plan through the use of food pyramid
6. Explain in writing the significance of choosing fresh ingredients
7. Prepare a breakfast menu using fresh ingredients based on the food pyramid
8. Segregate kitchen trash using proper waste segregation

REFERENCES/ SOURCES
1. Story on Puberty: Introducing Terry http://www.phecanada.ca/sites/default/files/Activity_Sheet_Introducing_Terry.pdf
2. Worried about changes during puberty? (video) http://youtu.be/aTrCaConhTY
3. Worksheets on Puberty http://www.phecanada.ca/programs/always-changing-worksheets
4. Alamo, C.D,et.al.(2007) The Basics of Better Family Living. Philippines: Vibal
5. Basbas, Leonora D. (2007) Learning and Living in the 21st Century. Philippines: Rex
BLENDED TOOLS

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GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

Face-to-Face

eLearning

Examples:
Group/ pair discussions
Modeling/role playing
Field trip
Lab works
Games
Coaching
Case Study

Examples:
Web research
Wiki interaction
Webinar sessions
Virtual classroom
Simulations
Threaded discussions
Use of apps (e.g., productivity, assessment, presentation)
eBook reading, writing and annotation (for PEARL)

STAGE 1: ESTABLISHING DESIRED RESULTS

TRANSFER GOAL(S): (from Unpacking the Standards)
Students will independently use their learning to adjust well during the stage of puberty and become more independent and
responsible doing some household chores and food preparation while observing waste segregation in the kitchen

BIG IDEA/ENDURING UNDERSTANDING (EU):

EU:
Students will realize that understanding and accepting the changes during puberty can help them adjust life in school and at home to
be more responsible and independent
ESSENTIAL QUESTION(S):
EQ:
How can I show responsibility and independence to my family?
How can puberty affect my life in school and at home?

STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT

PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING IN GRASPS FORMAT

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GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

You are a chef of a school canteen. Your task is to prepare a healthy breakfast meal based on the food pyramid. Your clients are
students of the grade school level of De La Salle Zobel School. You need to prepare the menu plan you have developed so that
students will get to eat a balanced diet based on the food pyramid. Aside from preparing a healthy meal, you must ensure that you
and your employees will be able to observe proper waste segregation in the kitchen area. Your breakfast menu should include
grains, meat, vegetables, fruit and dairy. Your waste segregation will be checked through the use of a rubric.

ASSESSMENT TOOLS (taken from your Curriculum Map)

Knowledge

Process

Understanding

Pre-assessment

KWL

Formative assessment

Worksheets

Worksheets
KWL
Checklist on Grooming
Habits

Summative assessment

Worksheet
Assessments 1-2

Checklist on Grooming Assessment with Rubric

Habits
Performance Task
Rubric
Assessments 2-4

RELATED FACET(S) OF UNDERSTANDING:

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Performance/ Product

Scoring Rubric

GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

Explanation:
Provide thorough and justifiable accounts of phenomena, facts, and data by describing why puberty occurs.
Interpretation:
Tell meaningful stories, offer appropriate translations, provide a revealing historical or personal dimension to ideas and events; make
subjects accessible through images, anecdotes, analogies, and models by relating transitions in Puberty to personal experience
Application:
Effectively use and adapt what they know in diverse contexts by using their skills in ironing and washing clothes at home and
encourage family members to prepare healthy meals

STAGE 3: LEARNING PLAN FLOW

LESSON PROPER

(include teaching strategies used, process or guide questions, short description of the activity, flow/procedure numbered
Week 1:
I.

INTRODUCTION OF ESSENTIAL QUESTIONS and TRANSFER GOAL

Objectives:
1. Type answers for the KWL Worksheet
2. Read the Essential Questions and Transfer Goal
Activities:
1. Test prior knowledge
- Accomplish KWL on Food pyramid, Puberty, Ironing and Washing Clothes
2. Introduce EQ and Transfer Goal
Essential Questions
a. How can I show responsibility and independence to my family?

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GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

b. How can puberty affect my life in school and at home?

Transfer Goal
Students will independently use their learning to adjust well during the stage of puberty and become more independent and
responsible doing some household chores and food preparation while observing waste segregation in the kitchen
3. Introduce the learning unit
In this module, you are expected to know more about the stage of Puberty which you will undergo and learn how to be
independent. We will do things like preparing healthy meals, washing and ironing clothes to enhance skills on being
independent. You will also find out the truth as to how Puberty affects your life at home and in school and why we need to go
through it.
II. INTERACTION (all activities after the introduction of the EQ)
Objectives:
1. Describe orally, the significant transitions experienced during the stage of puberty
2. Explain orally the effects associated with significant transitions
3. Compare and contrast the significant transition between male and female during the stage of puberty
4. Create a story based on the pictures shown showing different emotions

Activities:
1. The class will be divided into 2 groups according to their own gender. A picture of a child will be shown and each group
will be given 30 seconds to guess the name of the celebrity. The group with the most points wins.
What are the differences that you have seen in the picture of the celebrity when they were a child and an adult?
2. Let the students realize that our physical characteristics change as we grow old. If you feel bad about your looks now, you
will not do so when you become older because your physical characteristics will improve.

3. Introducing Terry
Read the Article about Terry

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GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

4. Together with your group mates, do the following on an MLD using the PDF file given by your teacher. Open the file in
Type on PDF. You will be given 10 minutes for the activity.

Process questions:
1. What is Puberty?
2. When does Puberty start?
3. Why do we need to go through Puberty?
4. What are the similarities and differences of Puberty transitions among males and females?

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GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

Watch the video on Puberty by ChildLine.org.uk

http://youtu.be/aTrCaConhTY
Do you feel the same way like the child in the video?
5. Create a Story
You will be grouped into 6. The teacher will assign each group a picture. You will create a story out of the assigned picture.

Process Questions:
1. Have you experienced any of the situations in your life?
2. How did you react to the situation? Do you think what you did is right?
3. How can these situations affect our life at home and in school?
Week 2:
Objectives:
1. Cite orally, ways on how to do proper grooming
2. Demonstrate the proper way of grooming through a checklist
3. Create a Venn Diagram and Comics based on puberty
4. Create an infomercial based using grooming materials
Activities:
1. Create a Venn diagram of the changes occurring during puberty.

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GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

2. Comics Head Lite

Create a comic strip showing how a teen copes up emotionally.
3. Grooming
Look at a photo of a person who is neat and a person who is untidy. Which person do you prefer to approach? Why?

4. Grooming check list

Your class will be grouped into 5-6. A leader will be assigned to check on its members grooming. This will be done until
the end of the school year. Grooming kit will also be checked.
5. Group work: Create a simple infomercial using grooming tools/materials. This will be presented the next meeting.
- Will this be done during
Week 3:
Objectives:
1. Answer Assessment #1 on puberty
2. Present the infomercial based on using grooming tools/materials.
3. Answer worksheets on Puberty and Good grooming
Activities:
1. Answer Assessment #1 on Puberty
2. Grooming checklist to be done by leaders.
3. Class presentation of simple commercial using grooming tools/materials.

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GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

http://www.rcampus.com/rubricshowc.cfm?code=AA5749&sp=yes&

Presentation Rubric
Missing
1 pts
Organization

Missing
Audience cannot
understand
presentation because
there is no sequence
of information.

Content

Volume and Clarity

Length

Fair
3 pts
Poor

Audience has difficulty

following presentation
because student
jumps around.

Fair
Student presents
information but the
sequence is not logical,
making it hard for
audience to understand.

Excellent
5 pts
Good

Student presents
information in
logical sequence
which audience can
follow.

Poor

Fair

Good

Content is missing and

student did not do
research.

Content is weak. Facts

are inaccurate.
Student should have
research in more
depth.

Student is uncomfortable
with information,
however message can be
heard.

Student is at ease
with content and
has an easy flow
within the message.

Missing

Poor

Fair

Good

Unable to hear student

and information goes
missing.

Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for viewing
audience to hear

Student's voice is low.

Student incorrectly
pronounces terms.
Audience members have
difficulty hearing

Missing

Poor

Fair

Missing
Student is unable to
explain content of
commercial and
doesn't present.

40 to 59 seconds
Poor
Student is unable to
explain commercial.

4. Answer worksheets on Puberty and Good grooming

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Good
4 pts

Missing

20-39 seconds
Presentation

Poor
2 pts

60 to 75 seconds
Fair
Student explains
commercial but does not
make eye contact and is
hard to understand.

Student's voice is
clear. Student
pronounces most
words correctly.
Most audience
members can hear
with little effort.
Good
2 minutes
Good
Student explains
content and makes
eye contact.

Excellent
Student presents
information in logical,
interesting sequence
which audience can
follow.
Excellent
Student demonstrates
full knowledge of the
topic and engages the
audience with
enthusiasm.
Excellent
Student uses a clear
voice and correct,
precise pronunciation of
terms. Student is
enthusiastic. All viewing
audience can hear
without effort.
Excellent
2 or more minutes.
Excellent
Student explains
content, makes eye
contact and keeps
audience attention.

GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

Week 4:
Objectives:
1. Recite orally, the steps in washing and ironing clothes in sequence
2. Demonstrate the steps in washing and ironing clothes
3. Show the proper way of washing and ironing clothes
Activities:

1. Look at the photo of stained clothing. Would you wear this shirt after taking a bath? How will you help maintain the
cleanliness of your clothes

3. Look at the actual materials being used in doing laundry. You name them and identify where the given materials are
being used.
4. You will arrange the sequence in doing the laundry. Discuss the correct sequence of doing the laundry and the correct
hand position. Observe the teacher as she demonstrates the correct sequence of doing the laundry including the hand
position.
5. Look at the actual materials being used in ironing clothes. You name them and identify where the given materials are
being used.
6. You will arrange the sequence in ironing clothes. Discuss the correct sequence of ironing clothes and the correct hand
position in holding the iron. You will demonstrate the correct sequence of ironing clothes including the hand position in
ironing.
7. Practice washing of clothes and ironing clothes.

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GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

Week 5:
Objectives:
1. Answer Assessment #2 on Washing and Ironing clothes
2. Demonstrate the proper way of washing and ironing clothes
3. Use materials in washing and ironing clothes properly
Activities:
1. You will practice washing the clothes by group. You need to demonstrate the proper hand position by following the given
procedure in washing.
2. You will practice ironing the clothes individually. You need to demonstrate how to follow the proper procedure in ironing
clothes.
Week 6:
Objectives:
1. Demonstrate the proper way of washing and ironing clothes
2. Answer understanding Assessment
Activities:
1. Individual performance assessment of washing and ironing clothes

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GS (Name of Department) DEPARTMENT

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ACADEMIC YEAR 2014-2015

GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

2. You will answer the understanding assessment while other classmates are doing their performance task.
Week 7:
Objectives:
1. Classify food in writing, using the food pyramid guide
2. Identify fresh ingredients visually
3. Create a menu plan for a day based on the food pyramid
4. Select fresh ingredients visually
Activities:
1. Nearpod activity: Childrens Food Pyramid
- This is an introduction to the Food pyramid. You will learn about the food groups in the food pyramid. You will classify the
given food into its food group.
- Process question: Why should we follow the food pyramid guide in planning meals?
2. Menu Plan
- Let us try to plan the food you will eat for the day. Given the food choices below, create a menu plan for breakfast, lunch
and dinner.

Hot chocolate
Milkshake
Banana
Mixed Vegetables
MENU PLAN
Grains
Meat
Vegetables
Fruit
Dairy

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Garlic rice
Pork Adobo
Mango

Milo
Plain rice
Pineapple
Buttered vegetables

BREAKFAST

Fried Chicken
Brown rice
Bacon
Fried egg
Mashed Potato
Steamed Vegetables
LUNCH

DINNER

GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

Criticize your menu plan for a day.

3. Once you have planned your menu. The next step is to start marketing for your ingredients. If one is in a grocery
store/market. There are a lot of items to choose from. How do you know if the ingredients you have chosen are fresh?
Bring out the

Choosing Fresh
Choose the fresh ingredients from the given choices
Process question: Why did you choose that ingredient? How do you choose fresh ingredients?
4. Bring out your fruits/vegetables. Place it in front of you. Analyze if the fruit is fresh on not. Write down characteristics which
would determine if the fruit/vegetable is fresh or not.
Week 8:
Objectives:
1. Create a menu plan for a day based on the food pyramid
2. Analyze if the food is fresh or rotten
3. Classify food according to the food pyramid
4. Answer Worksheets on food pyramid
Activities:
1. Classify the given food according to the food pyramid.
2. Pair work: Look at the given food visually. Note down indicators on why it is fresh/rotten.
3. Create a final breakfast menu plan for your cooking activity given the following choices.
4. Answer worksheets on food pyramid and marketing fresh ingredients.

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GS (Name of Department) DEPARTMENT

ACADEMIC YEAR 2014-2015

III. INTEGRATION
(Performance Task/GRASPS)
Week 9:
Objectives:
1. Segregate kitchen trash using proper waste segregation
2. Prepare a breakfast menu using fresh ingredients based on the food pyramid
Activities:
Cooking Activity: Practice by group. You will enhance kitchen skills in preparing a breakfast menu and observe skills in
waste management while inside the kitchen.
Week 10:
Objectives:
1. Segregate kitchen trash using proper waste segregation
2. Prepare a breakfast menu using fresh ingredients based on the food pyramid
Activities:
Final Cooking Activity: Your group will prepare a breakfast menu, observe cleanliness and apply waste management during
performance task. You will be graded according to the given rubric

CLOSURE
Objectives:
1. Create a HELE portfolio based on the first term activities
2. Make a reflection based on first term learning
3. Create a graphic organizer based on puberty

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GS (Name of Department) DEPARTMENT

Activity:
1. Using any app, create a portfolio based on the first term activities
2. Using Max journal app, make a reflection based on the first term learning
3. Using Popplet lite, create a graphic organizer based on puberty

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ACADEMIC YEAR 2014-2015