DEPARTMENT: SOCIAL STUDIES

UNIT: HIGH SCHOOL

ACADEMIC YEAR: 2015 - 2016
LASALLIAN NxGEN BLENDED LEARNING MODULE
TEACHER: MS. LITA MAY O. LUBUGUIN

GRADE/YEAR LEVEL: GRADE 10

SUBJECT: SOCIAL STUDIES

TERM: FIRST

UNIT TOPIC: ECONOMICS AS A

CONTEMPORARY ISSUE

TIME FRAME: 10 WEEKS

CONTENT STANDARDS

PERFORMANCE STANDARDS

The students will... identify and analyze the forms, causes and effects of local and
international economic issues which hinder national and global development

The students will... suggest programs that can aid in effective allocation of
available resources for sustainable development.

LASALLIAN GUIDING PRINCIPLES

Lasallian educational experiences are dynamic processes that:
Check applicable LGPs

LGP 1: Challenge learners to realize their full potential.

LGP 4: Ensure that learners translate knowledge into something useful in

actual practice for the betterment of society.

LGP 2: Bring Christian perspectives to bear on human

understanding, skills and values of the learners.

LGP 5: Prepare learners to participate responsibly in the world of work, family,

community, nation, and church.

LGP 3:Are dynamic and encourage differentiation, diversity and

synergy amongst learners that are friendly, caring and respectful.

STAGE 1: ESTABLISHED DESIRED RESULTS

TRANSFER GOALS:
Students will independently use their learning to engage in tasks that will promote civic-mindedness and good stewardship of Gods creation.
ENDURING UNDERSTANDING:
Students will understand that the proper allocation and maximization of scarce resources through the cultivation of a simple lifestyle can aid in addressing
pressing contemporary issues faced by the economy.
ESSENTIAL QUESTIONS:
Students will find the answers to the question:
In what concrete ways can we aid in addressing the contemporary issues faced by the economy?
ACQUISITION:
Knowledge:
1. Define and identify digitally contemporary issues influencing the immediate society (AP10IPE-Ia-1)
2. Identify visually the types of calamities and risks based on ones resources (AP10IPE-Ib-3)
3. Discuss in writing climate change as an economic issue (AP10IPE-Ic-8)
4. Enumerate digitally the role of government in disaster mitigation tasks (AP10IPE-Ic-6; AP10IPE-Ie-12)
Process:
1. Relate in writing the importance of analyzing the pressing contemporary issues faced by the society. (AP10IPE-Ia-2)
2. Relate in writing human activitys correlation to the increasing rate of human disaster (AP10IPE-Ib-4)
3. Dissect digitally the political, social and economic dimensions of climate change (AP10IPE-Ic-8)
4. Discuss in writing ways to establish a strong collaboration between government and the citizens in establishing effective disaster mitigation guidelines
(AP10IPE-Ie-12

STAGE 2: DETERMINING VALID EVIDENCE / ASSESSMENT

GRASPS NARRATIVE OF TRANSFER TASK

The recent environmental changes in our society have triggered a lot of our government and community leaders to collaborate on projects that will encourage
awareness of the local community on the effects of climate change. As the elected barangay captain, you and your local community have been tasked to create
a mural painting that will show awareness on the effects of climate change in your specific community.
The mural will be presented to the City Councilors and Local Disaster and Risk Reduction Management Council (LDRRMC) members. The artwork is expected
to be coherently expressed, made use of some primary data from the chosen community, and should present a clear picture on how to encourage other people
to be aware of the economic situation of the people in the chosen community as well as the risks involved caused by climate change.

ASSESSMENT TOOLS (Unit Assessment Map)

TYPE
Pre-Assessment/ Diagnostic
Formative

Summative

Self-Assessment

KNOWLEDGE

PROCESS

UNDERSTANDING

Concept Map
Calamity Map
Mind Map
Keynote Presentation
5-item Multiple Choice (LA)
10-item Data Analysis (LA)
10-item sentence completion (LA)

Govt Data Chart

Cause and Effect Chart
Semantic Web
Checklist

Oral Presentation
Slogan

PRODUCT/
PERFORMANCE

Class Mural Painting

5-point Essay

Reflection Essay
5-point Position Paper

SCAFFOLD FOR TRANSFER

LEVEL 1
Directed Prompt

LEVEL 2
Open Prompt

LEVEL 3
Guided Transfer

LEVEL 4
Independent Transfer

News Report Presentation and Analysis

Reflection Essay

Slogan

Mural Painting

RELATED FACETS OF UNDERSTANDING

BLENDED ACTIVITIES/TOOLS
ENVIRONMENT
ATTRIBUTES

FACE-TO-FACE

E-LEARNING

ACTIVE

Class Discussion

News Headline Analysis

COLLABORATIVE

Concept Map
Graphic Organizer

Keynote Presentation
Mind Map
Govt. Data Chart Analysis

CONSTRUCTIVE

Semantic Web

Calamity Map
Cause and Effect Chart

Reflection Essay

Checklist (Ten Commandments on Effective and Collaborative

Disaster Mitigation)

Mural Painting

Slogan

AUTHENTIC
GOAL-DIRECTED

STAGE 3: LEARNING PLAN FLOW

LESSON PROPER
I.

INTRODUCTION

WEEK 1-3: June 9 26

Objectives: By the end of the lesson, the students will be able to:
1. Familiarize themselves with the following:
a. unit topic
b. subject requirements
c. course outline for Term 1
d. guidelines for News Reporting Activity
2. Reflect initially on the Essential Questions and Enduring Understanding for the for unit topic
3. Brainstorm and present an effective output in celebration of the Independence Day.
Task: Mass-media Material (8 Millennium Development Goals of the United Nations)
Mechanics:
1. The class will be divided into 8 groups.
2. Each group will have an assigned MDG.
3. Each group must come up with a mass-media material that will promote their assigned MDG.
4. After the allotted time, each group will be asked to present their mass-media material to the class.
5. Class discussion shall follow afterwards.

Guide Questions:
1. What is your groups assigned MDG?
2. How far has the UN gone in achieving this goal?
3. How far has the UN and the government gone in addressing this goal in the Philippines?
4. Do you think this goal is a priority of the Philippine government? Why or why not?
5. In what way can we, ordinary citizens aid in promoting and achieving this goal of the UN?
ENDURING UNDERSTANDING: The proper allocation and maximization of scarce resources through the cultivation of a simple
lifestyle can aid in addressing the pressing contemporary issues faced by the economy.
ESSENTIAL QUESTION: In what concrete ways can we aid in addressing the contemporary issues faced by the economy?
II.

INTERACTION

WEEKS 4 - 9: June 29 July 31

Objectives: By the end of the lesson, the students will be able to:
1. Define and identify the contemporary issues influencing the immediate society.
2. Identify the types of calamities and risks based on ones resources.
3. Discuss climate change as an economic issue.
Task 1: News Reporting
BLENDED: Active (Class Discussion) ; E-Learning (News Headline Analysis)
Mechanics:
1. There will be two news reporters each meeting.
2. The schedule for each reporter has been uploaded at the Notes and Homework and EDMODO site.

3. Each reporter can choose either a local or foreign news article.

4. The news reporter shall provide a brief summary of the article as well as a photo, editorial cartoon or a political comic strip related to the
chosen article as well as their brief reflection.
5. After the reporters have presented, the class shall write their own personal reflection regarding the reports presented by their
classmate.
Task 2: Introduction to Contemporary Issues
BLENDED: Active: F2F (Class Discussion)
Collaborative: E-Learning (Concept Map)
Mechanics:
1. The class will be asked to form a pair with their seatmates.
2. Each pair will be asked to do the following:
a. create a concept map of the word contemporary issues. (Apps: Graphic Organizer/Inspiration map/Kidspiration Map)
b. based on the words on the concept map, construct a clear definition of contemporary issues.
c. list down contemporary issues faced by the Philippine economy.
d. create a collage of news headlines of some of the contemporary issues faced by the economy at present.
3. After the allotted time, the teacher calls out volunteer pairs to present their work to the class.
4. Class discussion follow afterwards.
Guide Questions:
1. Based on your concept map, what are contemporary issues?
2. What are some of the contemporary issues that the Philippine economy is facing today?
3. How are these issues being addressed by the different sectors of the economy?
4. How do these issues affect our growth as a nation?
5. Why is it important to study these contemporary issues?

Task 3: Resources and Scarcity

BLENDED: Active: F2F (Class Discussion / Concept Map)
Collaborative: E-Learning (Semantic Web)
Constructive: E-Learning (Cause and Effect chart)
Mechanics:
1. The class will be asked fill up a concept map of the word resources on the board.
2. Based on the words on the concept map, the class shall construct a clear definition of resources.
3. The class will be divided into 4 groups. Each group will be given a specific type natural resource to discuss.
Group 1 Land resources
Group 2 Marine resources
Group 3 Mineral resources
Group 4 Energy resources
4. Each group will create a semantic web on powerpoint presentation/keynote presentation of the assigned type of natural resource
present in the Philippines. (Apps: Graphic Organizer/Inspiration map/Kidspiration Map)
5. Each group will also create a short mind map and a brief definition of scarcity and a cause and effect chart between scarcity and resources.
6. After the allotted time, each group will present to the class.
7. Class discussion shall follow afterwards.
Guide Questions:
1. What kinds of natural resources do we have here in the Philippines?
2. Where can these resources be found?
3. How do we use these resources?
4. How do these resources help our economy?
5. What is scarcity?
6. How does scarcity affect the resources of the country?

Task 4: Challenges and the Conservation of Philippine Natural Resources

BLENDED: Active: F2F (Class Discussion / Reflection essay)
Constructive E-Learning (Cause and Effect Chart)
Mechanics:
1. The class will be divided into 4 groups. Each group will be given a specific type natural resource to discuss.
Group 1 Land resources
Group 2 Marine resources
Group 3 Mineral resources
Group 4 Energy resources
2. Each group will create a cause and effect chart that will show the problems faced by the assigned type of natural resource
present in the Philippines.
3. After the allotted time, each group will present to the class.
4. The class will be asked to watch a video presentation on the challenges of the natural resources in the Philippines.
5. After the presentation, the students will write a reflective essay based on the video.
6. Class discussion shall follow afterwards.
Guide Questions:
1. What are the challenges faced by each type of resources in the Philippines?
2. What causes these problems?
3. What can happen to our resources if these problems prevail?
4. How is the government responding to address these problems?
5. In what way can we help in conserving our natural resources?

Task 5: Climate Change as an Environmental and Economic Issue

BLENDED: Active: F2F (Class Discussion)
Collaborative: E-Learning (Govt. Data Analysis)
Authentic: F2f (reflection Essay)
Mechanics:
1. The class will be asked to watch a video presentation on the climate in the Philippines and its natural hazards.
2. After the presentation, the students will write a reflective essay based on the video.
3. The class will be asked to form pairs with their seatmates.
4. Using data sheets obtained from official government websites, create a data chart that will show how human activities increase the risk of
natural disasters from happening in the near future. (App: World Bank Climate Change Data Finder Application)
5. Class discussion shall follow afterwards.
Guide Questions:
1. Describe the climate here in the Philippines.
2. What role does our climate play in our resources?
3. In your opinion, why do these natural disasters keep on getting stronger and worse?
4. So far, what has been the action of the government and LGUs in relation to these natural resources?
5. Which part of the video struck you the most? Why?

Task 6: Environmental Talk on Climate Change and the Philippines and Disaster Mitigation task
BLENDED: Active: F2F (Group Discussion / Community Profile)
Constructive: E-Learning (Calamity Map)
Authentic: F2F (Reflection essay)
Mechanics:
1. There will be invited guest speakers who will give an environmental talk on the climate change in the Philippines and disaster mitigation
tasks for disaster preparedness.
2. After a talk the students will be asked to write a comprehensive essay based on the talk.
3. The students will be divided into different groups based on where they live.
a. Muntinlupa area
b. Paranaque area
c. Las Pinas area
d. Cavite area
e. Laguna area
f. Pasay / Makati area
4. Each group will be tasked to create a community profile and draft a calamity map of their assigned areas.
5. After the allotted days of brainstorming and data gathering, each group will present their community profile and calamity map.
Guide Questions:
1. Which part of the talk struck you the most? Why?
2. Which of the facts presented about climate change surprised you? Why?
3. In what way did the effects of climate change manifested in the country?
4. What plans or course of action is your local community doing in terms of disaster preparedness?
5. What concrete actions are the members of your community doing in order to prepare themselves in times or emergency / disaster?

Task 7: Establishing Effective Disaster Management Information

BLENDED: Active: F2F (Class Discussion)
Authentic: E-Learning (Calamity Checklist- 10 Commandments)
Mechanics:
1. The students will be divided into different groups based on where they live.
a. Muntinlupa area
b. Paranaque area
c. Las Pinas area
d. Cavite area
e. Laguna area
f. Pasay / Makati area
4. Each group will be tasked to create the Ten Commandments on Effective and collaborative disaster mitigation participation.
5. After the allotted days of brainstorming and data gathering, each group will present their output to the class.
Guide Questions:
1. What were your groups 10 Commandments?
2. How were your able to come up with the list?
3. In what way can this 10 commandments help in your local community?
4. What other ways can you help in the community in bringing awareness on this topic?

III.

INTEGRATION

Task 8: Performance Task (Slogan and Class Mural)

BLENDED: Active: F2F (Class Discussion)
Goal Directed: F2F (Class Mural)
E-Learning (Slogan)
Mechanics:
1. The students will be asked to create their individual slogan that will show how the collaboration of the government and the citizen in
minimizing the harmful effects of disasters to the community.
2. The class will be tasked to create a mural that will illustrate how the people in the community contribute in addressing the rising concern on
climate change and other contemporary issues faced by society today.
PERFORMANCE TASK G.R.A.S.P:
The recent environmental changes in our society have triggered a lot of our government and community leaders to collaborate on
projects that will encourage awareness of the local community on the effects of climate change. As the elected barangay captain, you and
your local community have been tasked to create a mural painting that will show awareness on the effects of climate change in your specific
community.
The mural will be presented to the City Councilors and Local Disaster and Risk Reduction Management Council (LDRRMC) members. The
artwork is expected to be coherently expressed, made use of some primary data from the chosen community, and should present a clear
picture on how to encourage other people to be aware of the economic situation of the people in the chosen community as well as the risks
involved caused by climate change.
Guide Questions:
1. How were you able to realize that the proper allocation and maximization of scarce resources through the cultivation of a simple lifestyle can
aid in addressing pressing contemporary issues faced by the economy.?
2. In what concrete ways can we aid in addressing the contemporary issues faced by the economy?

REFERENCES (use APA Format - use Auto format in Word):

Department of Education. K-12 Basic Education Curriculum Guide. Philippines: Department of Education (December 2013)
Books
Samuelson, P and Nordhaus, W. Economics.USA: McGraw Hill Higher Education, c2001
Soriano, Celia and et.al. Kayamanan 10: K-12 Araling Panlipunan. Quezon City: REX Publishing, c2014
Tullao, T. (2004) Understanding Economics in the Philippine Setting. Phoenix Publishing House, Inc.
Websites and Videos
____. What is a Community Profile? http://www.mheducation.co.uk/openup/chapters/9780335221646.pdf (retrieved, May 31, 2015)
Climate Change in the Philippines
https://www.youtube.com/watch?v=GKJ1XSKSqf4 (retrieved, May 10, 2015)
Disasters in the Philippines Based on Official Data 2011 2012
https://www.youtube.com/watch?v=-2T-couEK1Y (retrieved, July 1, 2015)
Education for Disaster Preparedness
https://www.youtube.com/watch?v=USLHmwvpjX8 (retrieved, July 3, 2015)
____. Speech of President Aquino at the UN Climate Change summit 2014 http://www.denr.gov.ph/news-and-features/features/1953-speech-of-presidentaquino-at-the-un-climate-change-summit-2014.html (retrieved, July 10, 2015)