Weaving the Roots: A Seminar Workshop on the Development of

Culture-Based Lesson Exemplar

A Seminar Paper
Presented to the Faculty of the Graduate Studies
La Salle University
Ozamiz City, Philippines

In Partial Fulfillment
Of the Requirements in SW of the Degree
MASTER IN EDUCATION

by
Cearra Mae C. Ebrona
Gloria C. Estalilla
Darel T. Aguas

May 2019
 INTRODUCTION

Teaching is a way to transfer knowledge and skills to individual or to a number

of people. Teaching is a noble profession since it aims to mold people into a better
person. It is both an art and science. Brown and Thornton (1971) stated in the book
Effective Teaching Third Edition that, “If the students have not learned, the teacher
has not taught”. Another view holds that teaching is “the act of providing activities
that facilitate learning.” It requires competent teachers with adequate knowledge and
skills to deliver a quality teaching. This requirement is essential to have a good
classroom management and would elevate the engagement level of the students
(Parkay and Stanford, 2002).
Engagement refers to the level of attention, curiosity, interest, optimism, and
passion that students show when they are learning or being taught, which extends to
the level of motivation they have to learn and progress in their education (Reeve, et.
Al., 2004). It is a broad construct that reflects a person’s enthusiastic participation in
a task and subsumes many interrelated expressions of motivation, such as
intrinsically motivated behavior, self-determined extrinsic motivation, work
orientation, and mastery motivation (Fincham, Hokoda, & Sanders, 1989; Furrer &
Skinner, 2003; Harter & Connell, 1984; Reeve, Jang, Hardre, & Omura, 2002).
As a teacher, it is greatly observed that the level of engagement can be shown
through high participation rate of the students. Students are most likely active during
discussions. They tend to be enthusiastic, attentive, and participative in learning.
Teachers also point that one factor that would help make the students engage more in
classroom discussion is through a lively tone and quality of voice of the one teaching.
In schools, engagement is one of the most important aspects in the teaching-
learning process. It serves as a behavioral pathway in motivating the students that
contributes to their subsequent learning and development (Welborn, 1991). For
instance, engagement predicts students’ achievement (Skinner, Zimmer-
Gembeck,&Connell, 1998) and eventual completion of school (vs. dropping out;
Connell, Spencer,& Aber, 1994). Furthermore, it is important because teachers (e.g.,
practitioners) rely on it as an observable indicator of their students’ underlying
motivation during instruction (Furrer & Skinner, 2003; Patrick, Skinner, & Connell,
1993; Skinner & Belmont, 1993). Thus, engagement is important both because it
predicts important outcomes (e.g., learning, development) and because it reveals
underlying motivation.
Teachers keep innovating themselves to create a more improved way of
motivating the students. Teaching styles are continuously produced and developed.
Strategies for effective teachings are envisioned to be used by the school principal
and the classroom teachers to enhance particular teaching skills (Key Issue:
Enhancing Teacher Leadership, 2007). To depict what good managers of learning do
in the classroom management. It is there where the entire students engage in teaching
and learning work together (Ornstein, 1992).
It was emphasized in Grasha, 1996, that there are five teaching guides which
teachers could use in the teaching-learning process. These are expert, formal
authority, personal model, facilitator, and delegator. Furthermore, it emphasizes, that
teachers must display different styles in teaching. This helps teacher to choose
appropriate approach that is suitable to the academic setting and kinds of individuals
they are handling. However, being knowledgeable of this teaching and learning styles
is not enough to yield a skillful learner. Using and developing it continuously is
necessary.
Our learners live in a different world today. They belong to different
environmental settings. Thus, they are different kinds of individuals. Due to the fast
pace of living and social intervention that they have, teaching styles must also be at
pace with the kind of culture that they have now. Old styles or approaches of teaching
might not be applicable for them. When the teacher is controlling and is delivering
more on the informational language, it tends to be not aligned with the student’s
culture. In this view, it will result to no valuing of interest in the aspect of school
work. There will also be no acceptance of knowledge and negative reactions to
request or assignments. Thus, there is a decrease in student’s engagement rate. The
researcher opted to use a culture-based lesson exemplar along with engaging
activities that supports students’ autonomy to increase student’s engagement.
According to Prof. Ferdinand M. Lopez of the University of Santo Tomas, the
basic foundation of culture-based education is culture. It provides both perspective
and principle, framework and methodology, impetus and driver of discussion,
assessment and evaluation. Through this the concept of self and the world-at-large
with respect to the skills, abilities, and knowledge of the learners are constituted,
mediated, and disseminated
Instant entertainment and social connection are the cultural movers for them. We
know they tend to gravitate towards certain digital stimuli as well. Through this we
face different kinds of learners. As an educator, it is important for us to familiarize
the habits and mindsets that define our digital generation.
With this problem, there is a need to improve or redevelop the lesson exemplars
given by the DepEd Curriculum and inject culture-based education to it.
This seminar paper aims to teach the teachers and prospect teachers on how to
develop a culture-based lesson exemplar.
 REVIEW OF RELATED LITERATURE

In the past decades, many studies have been conducted to identify the best-suited
strategy in teaching but traditional patterns through textbook or lecture method have
still remained largely unchanged resulting in an urgent need for improving quality
teaching. It is always the aim of each teacher to be effective in teaching.
Effective teaching means creating effective learning environment and employing
interactive teaching strategies where students are actively participating and engaging
with the materials (Baes and Irapta, 2011). This shows that the students engagement
is very essential in their performance level.
In schools, engagement is one of the most important aspects in the teaching-
learning process. It serves as a behavioral pathway in motivating the students that
contributes to their subsequent learning and development (Welborn, 1991). For
instance, engagement predicts students’ achievement (Skinner, Zimmer-
Gembeck,&Connell, 1998) and eventual completion of school (vs. dropping out;
Connell, Spencer,& Aber, 1994). Furthermore, it is important because teachers (e.g.,
practitioners) rely on it as an observable indicator of their students’ underlying
motivation during instruction (Furrer & Skinner, 2003; Patrick, Skinner, & Connell,
1993; Skinner & Belmont, 1993). Thus, engagement is important both because it
predicts important outcomes (e.g., learning, development) and because it reveals
underlying motivation.
According to Reeve, et. Al (2004), the level of attention, curiosity, interest,
optimism, and passion that students show in class is what we called engagement
which extends to the level of motivation they have to learn and progress in their
education.
In the blog (https://www.edutopia.org/blog/golden-rules-for-engaging-students-
nicolas-pino-james) there are interrelated elements when designing and implementing
learning activities to help increase student engagement behaviorally, emotionally, and
cognitively, thereby positively affecting student learning and achievement. One of
which is making the lesson meaningful to the students. Research has shown that if
students do not consider a learning activity worthy of their time and effort, they might
not engage in a satisfactory way, or may even disengage entirely in response
(Fredricks, Blumenfeld, & Paris, 2004). To ensure that activities are personally
meaningful, we can, for example, connect them with students' previous knowledge
and experiences, highlighting the value of an assigned activity in personally relevant
ways. Also, adult or expert modeling can help to demonstrate why an individual
activity is worth pursuing, and when and how it is used in real life.
Therefore, contextualization is essential in the teaching process. It is the process
of presenting lesson in meaningful and relevant context based on previous
experiences and real-life situations. This can be done in all learning areas. This is
divided into two subdivisions; the localization and indigenization. Localization
maximizes materials, activities, events, and issues that are readily available in the
local environment; to contextualize, teachers must use authentic materials, and
anchor teaching in the context of learners’ lives. Mouraz and Leite states that
contextualization is a prerequisite in addressing the content and organization of
activities to be undertaken in the classroom. When students are learning the concepts
and how those concepts can be used in the real-world contexts their engagement in
their school work increases.
An indigenous instructional material is a teacher-made material that is based on
the cultural, indigenous knowledge system and practices, and indigenous learning
system of the learners and community. It is believed that this will lead students to be
more participative in class since they will have the opportunity to express their ideas
through integrating culture and tradition with the lesson. It is speculated that students
will learn to be more proud of their knowledge and reverent to the heritage of
others(Fernandez, 2015).
Culturally contextualized education motivates students to know more about their
cultural heritage. Contextualized teaching is defined operationally in different ways.
In addition, this means to teach in connection with real life and within the culture of
the learners.
The use of cultural aspects in education may serve as a new flavor that can uplift
student’s interest towards the subject matter. Furthermore, this can lead learners to
strong connection between classroom learning experiences and their way of life.
They may also develop a spirit of patriotism, nationalism, and cultivate their strong
sense of belongingness to the community. All these will lead to an optimistic change
to the nation.
 Culture plays a noteworthy role in the learning-teaching process and serves as
the origins of the teacher’s innovation and creativity in teaching methodologies and
approaches. The modern socio-cultural situation requires from an educational
institution to create an active, responsible, self-reliant member of the society who can
act thoughtfully and rationally in ambiguous situations (Sadovaya, Koshunova, &
Nauruzbay, 2016).
In Hawaii, course instructors analyzed teacher participants’ perceptions of
culturally-responsive teaching. A teaching plan, a post-course questionnaire, a focus
group interview, and follow up questionnaire were collected after the course. Analysis
of the data generated three themes: 1) Doing culturally-responsive activities; 2)
Moving towards culturally responsive teaching as a perspective; and 3) Being a
culturally-responsive teacher. This article suggests ways teacher educators might
reconceptualize culture-based courses to deepen teacher perspectives rather than
merely enhance teaching activities which support culturally responsive teaching and
learning (Ebersole, Kanahele-Mossman, & Kawakami, 2015)
Despite emphasis on diversity, teacher education program can offer fragmented
and superficial treatments of diversity (Mills, 2008). Additionally, empirical studies
on multicultural teacher education coursework and fieldwork show slight and
inconsistent effects on future teachers’ perceptions of diversity and maintaining their
naive understandings of equity (Rose & Potts, 2011). Although there has been a
strong emphasis on multicultural education, culturally relevant pedagogy and
culturally-responsive pedagogy, helping teachers become culturally responsive
continues to challenge teacher educator today (Ladson-Billings, 2011).
Building culturally-responsive practices requires teachers to construct a broad
base of knowledge that shifts as students, contexts, and subject matters change
(Banks, et al., 2005). Rather than provide generic strategies for teaching for diversity,
teacher, teacher educators need to help teachers find “generative ways to understand
the values and practices of families and cultures that are different from their own”. In
most teacher education programs, however, teachers take a “multicultural” or
“diversity” course which is an “add on” to regular teacher education programs rather
than integrated within the curriculum. This can be problematic because “the very
coursework that comprises teacher education fails to take up notions of culture and
learning in robust and substantive ways” (Ladson-Bilings, 2011).
 Culture-based learning is a strategy of creating learning environments and
designing learning experiences that integrate cultures as part of the learning process.
The activities are integrated in the learning through a variety of contextual learning
strategies, namely: problem-based learning, cooperative learning, project-based
learning, service learning, and work-based learning coupled with value learning.
(Sardijo and Panen, as cited by Saripudin, & Komalasari, 2016).
Instant entertainment and social connections are the cultural movers for them.
We know they tend to gravitate towards certain digital stimuli as well. Through this
we face different kinds of learners. As an educator, it is important for us to familiarize
the habits and mindsets that define our digital generation.
With this problem, there is a need to improve or redevelop the lesson exemplars
given by the DepEd Curriculum and inject culture-based education to it.
The researchers would like to present the following topics for the seminar:
1. Contextualization
a. Localization
b. Indigenization
c. 4 Realms of Human experience
2. Culture-based Education
3. Culture-based Lesson Exemplar Development
4. Workshop on how to make a culture-based lesson exemplar

CONCLUSION
Therefore the researchers conclude that the use of culture-based lesson would
really help increase students engagement which leads to higher performance level of
the students by making the lessons meaningful to every students around the
Philippines.
This will also alleviate the grave risk with the indigenous knowledge being lost
and along with it is the valuable knowledge about ways of living sustainably.
Furthermore, through this move we could conserve those knowledge and bring back
the lost information that we might still use in the moment.
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ANNEXES
Name: DAREL T. AGUAS
School: OZAMIZ CITY NATIONAL HIGH SCHOOL
Subject: TLE Grade 7 & 8 Bread and Pastry Production
Time: 1hr. Session

I. Objectives:
At the end of the lesson, the students are expected to:
a. Identify the baking tools and equipment use in baking bread and pastry in
Remy Bakery.
b. Discuss the uses of each tools and equipment through group presentations
like singing,
role play and news reporting.
c. Show cooperation with the group activity.

II. Subject Matter: “Baking Tools and Equipment and their Uses”
References :
K to 12 Basic Education Curriculum
Technology and Livelihood Education
Learning Module, Bread and Pastry Production for Grades 7 & 8
Pages 07-12 and www.google.com

Cultural Icon: Remy Bakery

Materials:
Real baking tools and equipment
Pictures
Visual aids
PowerPoint presentation
Subject Integration: Mathematics, MAPEH, MTB, Araling Panlipunan

III. Procedure: 4A’s

Teacher Activity Student’s Activity
A. Awareness:
a.1 Prayer
a.2 Checking of attendance
a.3 Review
a.4 Motivation
Teacher present pictures to the
class and let the students say
something about it.
Teacher asks questions: What did you see Ma’am, the Remy bakery.
in the pictures? Ma’am, I see a Pan Ramona / Pan Remy.
Ma’am, I see a pugon.

Class, based on the picture what

was the traditional or old equipment Ma’am, they used pugon.
being used by Remy bakery when baking
Pan Ramona/ Pan Remy?

Note: Teacher may state summary history

about the Remy bakery.

a.5. Statement of the Aims

Teacher presents the lesson by
posting the subject matter and objectives
on the board.

B. Analysis:
The class will be group into 2. Each
group will be
given a paper bag (bolseta) that contain
pictures of baking tools and equipment
used by Remy bakery and directions of
activity. Each group is given 5 minutes to
perform and do the activity.
The following criteria must be followed Students do the given activity.
during the presentation:
a.Mastery - 9 points
b. Creativity - 7 points
c. Cooperation- 4 points Group 1- Baking Tools
d. Content - 10 points
Total - 30 points
Note: Let the students also name the tools
and equipment using their mother-tongue
based.
Paligid-ligid

Gunting

Salaan

Togkay

Mga kutsara

Group 2- Baking equipment

Kaldero

Mixer
 Oven

Oven

Teacher check the students work through

the used of powerpoint presentation. Oven naay elektrik fan

C. Abstraction:
Teacher presents real baking tools
and equipment used by Remy bakery. The
class will brainstorm with regards to the
topic and let the students state the uses of
each baking tools and equipment used by
Remy bakery through posting the charts
on the board.

Rolling pin – is used to flatten or roll

the dough.

Kitchen shear - are used to slice rolls

and delicate
cakes.

Strainer – is used to strain or sift dry

ingredients.
Wooden spoon – is also called mixing
spoon which
comes in various sizes
suitable for
different types of
mixing.

Measuring spoons – consist of a set of

measuring
spoons used to
measure small
quantities of
ingredients.
Group 2- Baking equipment

Dutch oven- is a thick-

walled (usually cast iron) cooking pot
with a tight-fitting lid. It has been used as
cooking vessels for hundreds of years.

Electric mixer – is used for different

baking
procedure for beating,
stirring and
blending.

Rack oven is a large oven into which

entire racks full of sheet pans can be
wheeled for baking.
 Mechanical oven - The food is in motion
while it bakes in this type of oven.

c.1. Value integration:

Questions are ask to the students to
test what they have understand the topic
like:
Convection oven - contains fans that
circulate the air
 Why is it important to learn the and distribute the heat rapidly
different tools and equipment throughout
used by Remy bakery when the interior. Strong forced air
baking bread and pastry? can distort the
shape of the products made
Very good! with batter and
soft dough.
 Why do we need to follow the
correct tools and equipment when
baking bread and pastry?

Exactly!

D. Application:
Teacher group students into 3
groups then assign each group to
perform the following:
Group 1- Sing Leron-Leron Sinta but
replace the lyrics that contain baking
tools that used by Remy bakery.
Group 2- Role play about the uses of
baking equipment used by Remy bakery.
Group 3- List down the names of
bakeries and count how many bakeries
that you’ve found in your barangay then
perform television news about it.
Ma’am, it is important to learn the
different tools and equipment used by
Remy bakery so that we know the right
baking tools and equipment when we
bake some bread and pastry in our home.
Ma’am, we need to follow the correct
tools and equipment when baking some
bread and pastry so that for us to achieved
a perfect result when baking bread and
pastries.

IV. ASSESSMENT:
Students will be given
questioners and let them answer in 5
minutes.
 Students do the given activity.

Direction: Match column A with Column

B. Write the letters only.
Column A.
Column B.
1. The food is in motion while it
bakes in this type of oven. A.
Dutch
2. Used to slice rolls and delicate
cakes. B.
Electric mixer
V. ASSIGNMENT: 3. A thick-walled (usually cast iron)
Directions: In a long bond cooking pot with a tight-fitting lid. C.
paper draw some baking tools, equipment Strainer
that can be found in your house. Label it 4. Used for different baking procedure
and write its uses. Pass it next meeting. for beating, stirring and blending. D.
Mechanical
5. Also called mixing spoon which
comes in various sizes suitable
for different types of mixing. E.
Rack
6. An oven that contains fans that
circulate the air and distribute the
heat rapidly throughout the interior. F.
Rolling pin
7. It is a large oven into which entire
racks full of sheet pans can be
wheeled for baking.
G.Measuring spoon
8. Used to strain or sift dry
ingredients. H.
Convection
9. Consist of a set of measuring
spoons used to measure small
quantities of ingredients. . I.
Wooden spoon
10. Used to flatten or roll the
dough. J.
Kitchen shear

Topic: Chemical Reactions

Cultural Icon: Temogo Technique: Dyeing technique of T’boli weavers
Level: Grade 10
Subject: Science
Sessions: 3 days
Author: Cearra Mae Ebrona
Teacher I - Glan School of Arts and Trades, Region XII
GDCE Scholar - La Salle University- Ozamiz City ( 2017-2018)
Graduated Bachelor in Secondary Education Major in Biology,
Mindanao State University 2011
Earned units: Master of Arts in Teaching Science at Sultan Kudarat State
University
Master in Education in Cultural Education at La Salle
University, Ozamiz City

I. OBJECTIVES

A. Content Standards
The Learners demonstrate an understanding on the chemical reactions
associated with biological and industrial processes affecting life and the
environment.

B. Performance Standards
The Learners shall be able to use any form of media, present chemical
reactions involved in biological and industrial processes affecting life and the
environment.

C. Learning Competency
1. Explain how the factors affecting rates of chemical reactions are applied
in food preservation and materials production, control of fire, pollution, and
corrosion.
Code: S10MT-IVh-j-24

D. Specific Objectives
1. Identify the factors that affects the rate of reaction by explaining the T’boli
dyeing techniques of Lake Sebu, South Cotabato, Philippines, how it affects the
dying process.
2. Enumerate the techniques and materials used in T’boli dyeing,
3. Analyze the effect of chemical reactions in Temogo and the lives of the T’boli
people through visual presentation.
4. Create a poster that will represent one’s understanding of chemical reaction on
dyeing, weaving and to the T’boli weavers.
5. Appreciate the value of chemical reaction to the dyeing and weaving process
of the T’boli people.
6. Value the craftsmanship of the T’boli weavers.

II. CONTENT

A. Topic: Chemical Reaction

B. References
Gabay sa Araling Sagisag Kultura ng Filipinas
 Science- Learner’s Material

C. Other Learning Resources

Video clip, drawing paper(oslo) or any available clean sheet of paper, pencil with
eraser, crayons or any coloring media, puzzle, permanent marker, worksheets (Part 2:
Factors Affecting Reaction Rates), rubrics, and interview guide

D. Value
Cooperation, Resiliency, Responsibility, and Appreciate T’boli weavers

III. LEARNING ACTIVITIES/ PROCEDURES

A. Preparation (3 minutes)
-Prayer
-Greetings
-Attendance
-Review of the past lesson

B. Motivation
(5 minutes)
1. The teacher will list T’boli terms for the steps of dyeing and the different
products used on the board.
2. Each terms will have a corresponding image/picture or printed text that
describes the terms.
3. The teacher will randomly choose students to match the images into its correct
mother tongue words.
*Loko- * Gendanaw-
*Kanalom-

Choices:

4. After which, the teacher will unlock the words and check the answer of the
students.
(Note: You can add more to make it more interesting to the students.)

C. Development
a. Activity
(10 min)
Comprehension check
Let the students read the story of Lang Dulay and they will answer the question
that follows. (A story will be shown through a PPT)

b. Analysis/ Developing Mastery

 (10 minutes)
1. The students will watch a video clip on how the T’boli people uses
different plants in dyeing.
2. They must take note of the different steps/details obtained from the video
clip.
3. They will also bring 1 type of plant that they can use to dye a piece of
cloth.

Answer the following question:

a) What are the steps to dye the abaca fibers?
b) What materials(reactants) do the weavers use in the dyeing process?
c) What benefit will the weavers get in using these raw materials?
d) How valuable does chemical reaction to the dyeing and weaving
process of the T’boli weavers?
e) What insights can you analyze and value with the T’boli weavers?

C. Abstraction

1. Each group will make a flow chart of the dyeing process.

2. Discuss the value of the T’nalak weaving to the community. The teacher may
touch the spiritual concept or meaning of the designs of T’nalak.

D. Application
Day 2 (20 minutes)
1. The students will now try the dyeing process. They must relate the
previous lesson and experiment to their new activity.
2. The teacher must also prepare the cooking materials needed ahead of time
to avoid delays.
3. Give them enough time to perform the said experiment but they must
deligate properly the different tasks given to all the members in order to perform
and answer the experiment in the designated time frame.
4. The teacher will facilitate the connection of the previous lesson and
activity to the new task.

(Note: Prior to the conduct of the experiment, the teacher must prepare the materials
needed.)

IV. EVALUATION

Journal Writing:
Students will write in their journal/ notebook about their reflections or learning
insights on the activities they have participated in and about the Temogo technique.

V. Agreement

The teacher will make a classroom-based poster and slogan competition. The
mechanics are as follows:
1. Each students must have an entry to the competition.
2. They must create their masterpiece at home provided that they are the ones
who created it. No cheating.
 3. They must not ask help from their parents, guardians or anyone aside from
themselves.
4. The theme to their artwork must be about the T’boli dyeing techniques,
weaving and the weavers.
5. All of the artworks will be exhibited at the hall way of the grade level
building.
6. Three winners will be awarded and be given certificate and a simple token.

CULTURE – BASED LESSON EXEMPLAR IN MATH 7

May 23, 2019
CONTENT: Geometry
CONTENT STANDARD: The learner demonstrates understanding of key concepts
of geometry of shapes and sizes, and geometrical relationships.
PERFRORMANCE STANDARD: The learner is able to create modes of plane
figures and formulate and solve accurately authentically problems including sides and
angles of a polygon.
CODE: M7GE – IIIh – I – 1

I. OBJECTIVES
At the end of the session, the learner should be able to:
1. To identify the height and diameter of kawayan cylinder
2. To find the volume of kawayan cylinder
3. To value thrift, cooperation, and resiliency in using kawayan cylinder

II. SUBJECT MATTER

A, Topic: Kawayan
Volume of Cylinder
B. References: Math 7
Malakas at Maganda (Filipino Story; First Man and Woman) March
22, 2013
by Evans Nanay: Video link:www.you tube.com/watch?
v=wuTncnbzWQc
Sagisag Kultura ng Filipinas link: www.sagisagkultura.blogspot,com
C. Materials: cartolina, scotch tape, scissors, ruler, tape measure, alkansiyang
kawayan
D. Values: Thriftiness, Cooperation, and Resiliency

III. LEARNING ACTIVITIES

A, Preparatory Activities
The class will be divided into six groups.
1. Review
Let the learner sing the “Perimeter Area and Volume Song by Linda
Bolin using the tune “Bahay Kubo”.
Perimeter, Area and Volume Song
Linda Bolin
You measure along the lines,
You measure along the lines,
 If you want to find the perimeter
You measure along the lines.

You cover it up with squares,

You cover it up with squares,
If you want to find the area
You cover it up with squares.

You fill it up with cubes

You fill it up with cubes
If you want to find the volume
You, fill it up with cubes.

Dimensions, there are three

So, three measures there must be
Units, squares, square units,
cubic units
Measure the shapes you see.
Volume of cylinder = Πr2h

2. Motivation
Springboard (Use Video Clip)
Let the learners watch the “Ang Alamat ni Malakas at Maganda”.
Discuss the relevance to the topic.

Give the leaners additional knowledge such as

1. Alamat is a folk literature designed to culturally inform, emphasize
the values, and entertain children and adults at home or in any
gathering.
2. The story is just a legend, there is no such bamboo as huge as
depicted in the legend.
3. Kawayan showed the shape of cylinder has enclosed space where
Malakas and Maganda came from. The volume of kawayan can be
occupied by them.

B. Developmental Activities

Presentation
A. Activity (Group Activity )
Background music: Lawiswis Kawayan
Ahah! Syndrome
1. Each group will choose their Malakas and Maganda.
 2. The other members of the group will construct their own kawayan
which is enough for Malakas and Maganda.
3. Each group will create a circle using cartolina serves as the
kawayan.
4. The height of the bamboo will be determined by the height of the
highest member of the group.
5. Measure the three dimensions of the kawayan they made by
selecting from cubic units of measure. ex. cm
6. After determining the measurements, the group will write on the
respective area on the kawayan frame. (height and diameter of
kawayan)
7. Find the volume of their kawayan.
8. If they find the volume, then they should say, Ahah!
Rubrics: Presentation – 2, Content – 2, Cooperation – 1

B. Analysis (Emphasize on how to find the volume using the process.)

1. How do you identify the height and diameter of kawayan?
2. How do you find the volume of kawayan? What is the unit of its
volume?

C. Abstraction
Individual Activity: Situation: The Department of Education
implemented such program “PISO for CANCER VICTIMS”, The
Grade 8 – Adams adviser brought alkansiyang kawayan for the said
program.
Questions
1. What did the adviser bring for the said program?
2. What is the shape of it?
3. Why do we need to share your blessings to the victims?
4. Why we need to save our money?
5. How do you find the volume of alkansiyang kawayan that was
brought by the adviser?
D. Application
1. Each group will look for one cylinder that is found inside or
outside the room. Find its volume.
2. The group will show their answer using art forms.(role
playing, media, creative writing, music, dance, visual)

Rubrics: Content/Relevance – 2, Creativity – 2, Cooperation – 1

E. Generalization
How could you find the volume of cylinder?

F. Values Integration
How do you value thrift, cooperation, and resiliency in using
volume of kawayan cylinder?

IV. EVALUATION
 Find the volume of the following:

1. Bamboo Cylinder Flower Pots

Diameter: 50 cm
Height: 32 cm
2. Bamboo Cylinder Flower Base
Diameter: 20 cm
Height: 60 cm
3. Bamboo Pen Holder
Diameter: 12,3 mm
Height: 15.4 cm
4. Bamboo Cylinder Ash Casket
Diameter: 235 mm
Height: 220 mm
5. Bamboo USB Stick Cylinder
Diameter: 30 mm
Height: 75 mm

V. ASSIGNMENT/ AGREEMENT

Make your own kawayan cylinder.

Measure its volume.
Bring it tomorrow.