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TASK DESIGNING

Product-Oriented Task Designs

Topic: SOLAR SYSTEM


Competency: Determining the positions of the Planets in the Solar System
Objectives:
At the end of the activity, the students must be able to:
a. identify the planets belonging into the solar system correctly;
b. illustrate properly the arrangement of the planets and the sun; and
c. draw the solar system accurately.
TASK:
To illustrate or draw the Solar System in a plain-white Cartolina using Color Pastels.

Task Procedure:
1. Introduce first the concept of the solar system to the students.
2. Group the students into groups having 3 members.
3. Tell the students to bring out their cartolinas and Color Pastels.
4. In their plain-white cartolinas, instruct them to draw the solar system using their
color pastels.
5. Remind them to place the planets in their proper position and distance from the
sun.
6. Ask them to label the planets or any other elements included in their drawing.
7. Let them submit their drawings to you and have them graded.
8. Rate their outputs using the rubrics for Product-Oriented Performance-Based
Assessment.

Topic: Lunar Eclipse


Competency: Determining the proper formation of the sun, the earth and the moon
during the lunar eclipse.

Objectives:
At the end of the activity, the students must be able to:
a. determine the concept of the lunar eclipse correctly;
b. showcase accurately the how the moon, the earth and the sun depend to each other;
and
c. construct a tangible illustration of the formation of the moon, the earth and the sun
using specific materials.
Task:
To make a model or replica presenting or showing the formation of the moon, the
earth and the sun during the lunar eclipse using recycled styro-balls, old paper clips,
fuzzy wires, water color and glue.

Task Procedure:
1. Explain to the students the concept or idea of the lunar eclipse.
2. Group the students into five.
3. Ask them to bring out their materials.
4. Instruct them to start working on their material.
5. Let them construct the model or replica of the formation of the moon, the earth and
the sun during the lunar eclipse.
6. Remind them to position the sun, the earth and the moon according to their
appropriate designation during the lunar eclipse.
7. Let them submit their outputs to you, and have them graded.
8. Rate the outputs using the rubrics for Product-Oriented Performance-Based
Assessment.

Process-Oriented Task Design


Topic: Solar System
Competency: Determining the concept of the Solar System
Objectives:
At the end of the activity, the students must be able to:
a. determine the concept of the solar system accurately;
b. showcase the relationship of the planets and the sun in the solar system appropriately;
and
c. present the fact about the solar system through chants, yells and movements.

Task:
To perform a jazz chant presenting the idea of the solar system.
Task Procedure:
1. Explain to the students the concept or idea of the solar system.
2. Group the students into four.
3. Instruct the groups to craft a piece for jazz chant and perform it before the class.
4. Explain the mechanics and rules in the jazz chant presentation.
5. Give ample time for each group to come up and practice the jazz chant.
6. Let the students perform their jazz chant.
7. Rate their performance using a rubric for performance-based assessment.
Topic: Lunar Eclipse
Competency: Determining the proper formation of the sun, the earth and the moon
during the lunar eclipse.
Objectives:
At the end of the activity, the students must be able to:
a. determine the concept of the lunar eclipse correctly;
b. showcase the relationship of the moon, the sun and the earth correctly through
illustration; and
c. illustrate the formation of the moon, the earth and the sun through creative formation,
gestures, posing, and expression,

Task:
To form a tableau presenting the concept and the formation formed in the
occurrence of the lunar eclipse.
Task Procedure:
1. Explain to the students the concept or idea of the solar system.
2. Group the students into 5 groups.
3. Tell each group to choose the members who will portray the sun, the moon and
the earth.
4. Remind the students to apply creativity when presenting the concept and the
formation.
5. Give each group enough time to brainstorm, plan and practice.
6. Let the students present their tableaus.
7. When a certain group is performing, instruct the other groups to observe and give
comments regarding the performance of the group.
8. Rate the performance of each group using a rubric for a process-oriented
performance-based assessment.

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