THE TEACHING PROJECT PLAN

Reganit, Graciele
Tantoco, Johanna
I. DESCRIPTION AND RATIONALE OF MINI-PROJECT
Grade level
GRADE 2
Theme / Project title
I am part of the Community
Integration
Values, Arts, Hekasi
Reasons
For the students to
know the people who are part of their community
be familiar with the places in the community
recognize their role as a member of the community
For safety and emergency purposes
II. ESSENTIAL QUESTION
How does the community affect you, and how do you affect the community?
III. INSTRUCTIONAL DESIGN PLAN
Collaborative Learning with accountable talk scenario
-Brainstorming
-Consulting an expert
Inquiry-based
-Interviews
-Drawing about the effects of improper waste disposal
-Story telling and circle time
Self-directed
-Make your own pledge
-Construct an artwork of choice based on understanding
Direct instruction
-map making
Discussion
-discussion about waste disposal, action plans,
Field trip
-Field trip to UP Diliman MRF, the community of the school,

Final Output
-A museum of all the outputs of every subject matter
Other Strategies
-Walkathon
IV. FORMAT
Objectives
To know more about and experience planting by going listening to and interviewing
the guest gardener
To make fertilizers by segregating their trash at home and bringing biodegradable
wastes to school
Subject Matter
Problems and Solutions to Environmental Problems
Learning Activities
TIME FRAME

ACTIVITIES

DESCRIPTION

DAY 1
15 minutes

Discussion

Talk about the

following:
-Non-biodegrad
able VS.
biodegradable
-effects of
improper waste
disposal
-personal
contribution

30 minutes

ASSESSMENT:
Art and
presentation

With a group,
make a drawing
of what happens
because of
improper waste
disposal.

DAY 2

Community
observation

-take pictures of
how waste is
disposed
-observe the
surroundings (Is
it clean? Are
there wastes
around the
area?)

-go to a
condominium, a
hospital, or any
public place and
ask about how
the wastes are
disposed
DAY 3

Field trip

Visit the UP
Materials
Recovery
Facility -open
forum about
how they
dispose waste

DAY 4
15 minutes

Plan of Action

Discuss what to
do and how to
raise
awareness, and
assign what to
bring for the
implementation
of the plan

15 minutes

Blueprint
making

Make a
blueprint for the
poster for the
walk of
awareness and
for the
collection of
wastes

15 minutes

Contract making Make a contract

and sharing
of how you can
personally care
for mother
earth, then
share it with the
class.

DAY 5

Painting and
drawing

Paint tarpaulins
to be used for
the walkathon
and draw flyers
for the
collection of

biodegradable
wastes
DAY 6
15 minutes

ASSESSMENT:
Use your
creativity

Make a drawing,
a reflection, a
poem, etc.
entitled What I
Learned from
Manong
Gardener

30 minutes

Disseminate
Information

-post on social
media
-hand out flyers

DAY 7

Consult expert

Discuss with a
gardener:
-Gardening 101
for children
-Things to
remember
-Rules to follow
Demo gardening
with a gardener

DAY 8

Walkathon

Walk with an
advocacy of
segregating
trash

DAY 9

Collection and
Setting Aside of
Wastes

Have a booth
for collection of
biodegradable
wastes

DAY 10

Collection and
Setting Aside of
Wastes Part 2

DAY 11

Burying of
wastes

*ASSETS
LESSON PLAN

DAY 12-13

Bury waste to
fertilize the land
So what are the
crops that you
can find in your
community?

Planting

Plant seedlings
provided by the
school, guided
by the teacher

and the
gardener.
DAY 14

Plant visitation

Watering and
maintain the
plants

DAY 15
15 minutes

Finding
treasures

Walk around the

school, and find
non-biodegrada
ble waste

15 minutes

10 Ways

Using the
material you
found, give ten
ways on how
you can use and
reuse it

15 minutes

ASSESSMENT:
Presentation

Share your
material and its
10 uses

Objectives
To make a hypothesis on their communitys specialties through interviewing people
in their communities under a span of 2 days
For every last day of the week for two weeks, visit the places of asset of the schools
local community
Students of the grade two class will construct a story about the asset of their
community using folders and writing materials in the classroom
Subject Matter
Assets of the Community
Learning Activities
TIME FRAME

ACTIVITIES

DESCRIPTION

DAY 1
3

Discussion

The teacher will

show dioramas of
a field, food
market, fishing
port and a beach

10

Discussion

Teacher will
explain what
assets are and

why communities
have assets
5

Presentation

Teacher will give

examples of
places which are
known for the
dioramas shown

Discussion

Other possible
assets will be
shown through
concrete pictures

Discussion

Students will give

the answers of
their parents they
acquired for their
assignment

Teacher will bring

out a sorting table

15

Sorting

Students will be
asked to write
their name on a
sticker and place
them under the
category of
specialty their
community is
known for

DAY 2
20

Research

The students will

be assigned
partners to
research on one
place in the
Philippines and
determine what it
is known for using
computers

20

ASSESSMENT:
Art

Each pair would

draw that
specialty on a
paper and color it

Art

Teacher will paste

every drawing

together to form a
collage
Assignment

Bring gardening
gloves, boots,
shovels and
watering cans

DAY 3
10

Discussion

The teacher will

explain their task
for the day and
why it is
important to
experience what
the farmers
experience

Discussion

Teachers will
show pictures of
communities with
agriculture as
specialty

10

Preparation

The class will get

ready for
gardening

20

Gardening

Teacher will guide

the students in
planting the
various kinds of
seeds

DAY 4
30

Gardening

The class will fix

the garden plots
in an organized
manner
Seeds will also be
planted on pot
plants

ASSESSMENT:
Quiz Bee

Conduct a quiz
bee where the
teacher asks
questions about
farmers and
farming

Assignment

Have your parents

sign the field trip

15

permission slip for

tomorrow
DAY 5
15

Preparation

The class will

prepare to visit
the water industry
- a possible asset
of a community

10

Field Trip

Have a tour
around the
drinking water
factory

10

The
person-in-charge
or coordinator will
conduct a talk on
why water
industries may be
what communities
are known for
Forum

Students will ask

questions to the
person-in-charge
or coordinator
Mobilization back
to school

DAY 6
5

Plan of Action

Students will be
grouped into
three

40

ASSESSMENT:
Art

Each group will

produce a
sunburst concept
map using
magazines and
papers on the
benefits which the
water industry
can give to the
community

Assignment

Ask three
teachers or adults
specialties /
assets of places
they know

DAY 7
10

Sharing

Students will
share the answers
they obtained
from the adults

Preparation

Bring out a tally

chart

18

Sorting

Students will
write the name
of the places
they acquired
from the
assignment on
stickers and
paste them
under the name
of their specialty

25

ASSESSMENT:
Integration

Share how these

specialties help
communities

DAY 8

ASSESSMENT:
Integration

Ask students to
pick a picture out
of a box of
pictures of
specialties and
share how they
can help people in
communities

Assignment

Bring colored
papers, coloring
materials,
strings/ribbons
and folders

DAY 9
15

Reading

Read a story
about a
community
benefitting from
their asset

Preparation

Give instructions
on the story
picture/drawing
book the students
will create

Preparation

Have the students

find their own
partners for the
project

22

Action Planning

The students will

plan out their
story and
drawings for the
story while the
teacher goes
around to give
suggestions
and/or comments

DAY 10
25

ASSESSMENT:
Art

Creation of the
project using the
materials given as
an assignment
two days before

Scaffolding

Teacher will go
around to help
drawing and
binding

Art

Finishing touches
of the
picture/drawing
books

10

Art

Finished products
will be compiled
and bound by the
teacher

Art

The picture books

will be displayed
and arranged on a
community corner

Objectives
To be able to be identify the landmarks and its functions through a field trip
To gather information about the buildings through visiting it and interviewing key
personnels
To design an ideal community after knowing more about the functions of the
buildings
Subject Matter

Public Places
Learning Activities
TIME FRAME

ACTIVITIES

DESCRIPTION

DAY 1
15 minutes

Introduction
discussion

Asking
questions, such
as the ff.:
What places do
you see in your
community?
How does it help
your
community?
Why were these
places built?

15 minutes

Art

Make an
artwork of your
favorite place to
go in your
community.

15 minutes

ASSESSMENT:
Presentation

Present your
artwork and tell
the class why
you like the
place you drew.

DAY 2

Community field Spot different

trip
landmarks and
take a photo of
it. Then take a
tour inside, and
interview key
persons who
know a lot
about the place.

DAY 3
30 minutes

Landmark write
up

Write about the

background and
the location.

15 minutes

ASSESSMENT:
Map making

Draw a map of
the community,
featuring key
landmarks, such
as the church,
police station,
markets, etc.

DAY 4
30 minutes

Ideal
community

Make a
blueprint of an
ideal community
as a class.

15 minutes

Plan of action

Plan to make
the community
will come to
life.Plan for
materials that
will be used in
making a
diorama of the
community they
designed.

DAY 5- 9

Project making

Implementation
of the plan of
action

DAY 10
10 minutes

Story telling

Franklins
Neighborhood
Written by
Sharon Jennings
and illustrated
by Benda Clark

15 minutes

Discussion

Asking
questions, such
as the ff.:
If you were in
the story, which
part of the
community
would you pick
to present to
the class?
Why do you
think Franklin
picked the
people of the
community as
his favorite?

15 minutes

Transition
discussion

Asking
questions, such
as the ff.:
Which of the
characters in

Franklins story
did you like
best?
For you, which
job is the best?

Objectives
For a whole quarter, second graders will distinguish with learning aids what different
people do for their communities
Grade two students will go on one-day field trips to different communities
At the end of the quarter, the second grade students will create posters on what they
want to do for their communities with the help of their parents
Subject Matter
Community Helpers
Learning Activities

References
Daro, D. & Dodge, K. (2009) Creating Community Responsibility for Child Protection:
Possibilities and Challenges, The future of children, 19(2), pg. 67-93.
Spellings, M. (2005) Helping Your Child Become a Responsible Citizen. Washington, D.C.:
Education Publications Center, U.S. Department of Education
Rosenberg, L. (1968) Children make murals and sculpture : experiences in community art
projects. New York : Reinhold Book Corp
Hardman, M. (2014) Human exceptionality : school, community, and family. Boston, MA :
Wadsworth/Cengage Learning

Rubrics for the Artworks

5

Deadline

Passed on time

Passed after the

day of the
deadline

Passed two or
more days after
the deadline

Originality

Used different art

mediums,
themes, and ideas
for the artwork

Used a few art

materials and
combined the
ideas of others

No original
thought, and
based ideas on
others works

Cleanliness

The artwork is
neat, and there
are no visible
pencil marks

There are faint

pencil marks, and
a bit of crumple
on the paper

There are
prominent pencil
marks and
crumples on the
paper

Explanation

Well thought of
explanation that
is connected to
the artwork

Vague connection
to the artwork

No connection to
the artwork

Deadline

Passed on time

Passed after the

day of the
deadline

Passed two or
more days after
the deadline

Depth of thought

Provided
examples and
interpretations

Provided a few
examples and the
points were vague

Lacks personal
interpretation

Structure

Correct use of
grammar and
punctuation

With hanging
sentences, and

Well transitioned

The transition is
smooth, and the
topic was opened
at an appropriate
time

Rubrics for Written Works

Rubrics for Oral Presentation

5

Rubrics for Participation