BLENDED LEARNING TECHNOLOGY INTEGRATION PLAN

SCHOOL:

SUBJECT:

TEACHER: GRADE: SECTION:

DATE AND TIME OF IMPLEMENTATION:

UNIT TITLE:

CONTENT AND PERFORMANCE STANDARDS ADDRESSED:

ESSENTIAL QUESTION and ENDURING UNDERSTANDING for the UNIT:

PROFICIENCY TARGETS
KNOW UNDERSTAND DO
(Students are able to: ) (Students are able to understand (Students are able to: )
that: )

SUMMATIVE
ASSESSMENT
OUTLINE of LESSON
ARTICULATION:
 Outline of Lesson
Flow
 Learning Environment
for the lesson
 Technology tools to be
used with SAMR Level

Emie Baylon (7-31-2019) 1

 (Weblink Title, URL,
pins/codes)
 Process Questions
 Synthesis
SELF – CHECK of LESSON
Accomplishment

Emie Baylon (7-31-2019) 2

 BLENDED LEARNING TECHNOLOGY INTEGRATION PLAN

SCHOOL: De La Salle Santiago Zobel School

SUBJECT: Social Studies 8 - World History

TEACHER: Emie C. Baylon, MA GRADE: Grade 8 SECTION: J and K

DATE AND TIME OF IMPLEMENTATION:

UNIT TITLE: Prehistory and Evolution of Man

CONTENT AND PERFORMANCE STANDARDS ADDRESSED:

ESSENTIAL QUESTION and ENDURING UNDERSTANDING for the UNIT:

EQ: How did geography shape the lives of the first man and vice versa?
EU: Geography shaped the ability of man to adopt and adapt in any changes.

PROFICIENCY TARGETS
KNOW UNDERSTAND DO
(Students are able to:) (Students are able to (Students are able to:
 Define prehistory understand that:) )
 Differentiate the theories explaining man’s origin EQ: Geography shaped
 Trace the evolution of man the ability of man to adopt
 Describe man’s life during each prehistorical epoch and adapt in any changes.
SUMMATIVE 10 point written assessment (Short) Timeline (10 points – with
ASSESSMENT rubric)
OUTLINE of LESSON  Prayer  Prayer
ARTICULATION:  Class routines  Class routines
 Outline of Lesson  Headlines (News Report)  Headlines (News Report)
Flow  Lesson Proper – (ACTIVE – COLLABORATIVE)  Lesson Proper –
 Learning o Reiteration of Learning Targets and EQ (ACTIVE –
Environment for the COLLABORATIVE)

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 lesson (ACTIVE, o Motivation – pretest on prehistory. o Reiteration of Learning
COLLABORATIVE, SUBSTITUTION: “SS8 T1 Pre-History (Learning Targets and EQ
CONSTRUCTIVE, Targets - Pre-Test)” bit.ly/ss8prehis o Recall of previous
AUTHENTIC, o Short Process of Pretest results lesson
GOAL DIRECTED) o Discussion o AUGMENTATION
SUBSTITUTION: Microsoft PPT – “SS8 1920 T1 – MODIFICATION
 Technology tools to Prehistory” Discussion: - (Timeline
be used with SAMR  What is prehistory? Making)
Level (Weblink  What are the theories explaining man’s origin?  Using any timeline
Title, URL,  AUGMENTATION: “Creation and Evolution” making tool,
pins/codes) https://www.youtube.com/watch?v=B_sE07heyy4 students will create
 Process Questions Compare the similarity and difference of the a timeline tracing
 Synthesis theories of man the evolution of
o Process: man.
 How did the video rationalize the evolution of  The timeline
mankind? contains the name
 How do the two theories complement each other? of the evolving
o Wrap Up human, period or
epoch when they
lived and their
abilities which is
relevant to our lives
these days.
 This is a group
work. Each group
should have 4
members only.
 Outputs will be
uploaded via
Google Classroom.
 Personal insights
about the output
should also be
written as a
comment. I am
grateful that
evolution

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 happened because
______.
o Deadline is on Tuesday,
July 30.
o Process questions:
 What are the
abilities of every
man in each epoch?
 Given the abilities
stated, what
conclusions can you
say about the
geography of the
early man?
 Did geography
shape the ability of
man to adjust their
ways to their
environments?
How?
 How do you apply
this to our current
realities? Do our
ways depend on our
surroundings and
vice versa? Cite
examples.
SELF – CHECK of Assesement will be Students may continue
LESSON Accomplishment making their outputs at
home.
HOMEWORK

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