AFFECTIVE DOMAIN LESSON PLAN
Course Code and Title PCK3 Assessment in Learning 2
Semester and School Year 2nd Semester_SY 2022-2023
Professor Jennifer P. Consing
Topic: Pollution
Learning Objectives At the end of the 60-minute session, students will be able to:
1. Identify what is Pollution and the different types of pollution
2. Compare the Land, Air, Water, and Noise Pollution
3. Present the different environmental concerns relative to
pollution
Methodology (Activities) I. ACTIVITY PRIOR KNOWLEDGE
REVIEW ACTIVITY:
Task Title: Fact Pollution
Directions:
1. There will be a short video clip about “Construction of
Dams” that students will watch and analyze
2. After watching the video, students will choose between two
types of flags: red and green
3. The students will explain why they choose those flags
4. Their explanation should be based on the Environmental
Concern and Issue Topic
Video Link:
https://youtu.be/OUpZHFx-GxM
Sample Video
Sample Flags
II.
II.
II.
II.
II. ACQUIRING NEW KNOWLEDGE
A. MOTIVATION (RESPONDING)
Task Title: Pollute-in the knowledge.
Direction:
1. Students will choose the worst image of pollution among
4 pictures
2. The student will explain why they chose that particular
picture
Sample Pictures
AIR
POLLUTION
LAND
POLLUTION
WATER
NOISE
POLLUTION
B. SESSION PROPER (RECEIVING)
Students will watch a video about Pollution and the different
types of Pollution
Video Discussion Link:
Learn about Pollution
https://youtu.be/OqHp03RRTDs
Sample Video
Task Title: Be part of the solution but not pollution
Direction:
1. Divide the class into 5 groups
2. Each student will discuss and express their opinion,
perspective, and importance of addressing all types of
pollution
3. They will include in the discussion all the information
contained in the video, especially their thoughts and
realizations they had while watching it.
4. They will apply the content that they had discussed in
their next activity
Task Title: Unite against all polluters (VALUING)
Direction:
Students will make a reflective essay about their discussion,
and it must answer the question “How can we accurately
assess the societal value of implementing measures
addressing pollution?”
III. APPLYING THE KNOWLEDGE
Task Title: Action Pollution (ORGANIZATION)
Direction:
1. The student will develop an action plan
2. It must be outlining the steps using a Mind Map Diagram
3. They can take personal or collective data and exhibit
concern for the issue of pollution
4. The students’ developed action plan will be assessed using
the attached rubric (see page
Evaluation of Learning Task Title: Fight Pollution! (CHARACTERIZATION)
Outcomes (Assessing Directions:
Knowledge) 1. Divide the class into 4 groups
2. Each group will make video advocacy addressing common or
prevalent issues relative to pollution
3. The video can be in either landscape or portrait orientation
and it must not be less than or more than 5 minutes
4. They will present their video advocacy in front of the class
5. The students’ video advocacy will be assessed using the
attached rubric
Rubric for Mind Map:
INTERMEDIA
CRITERIA ADVANCE IMPROVING BASIC
TE
Presentation is Presentation is
Presentation is
Presentation is highly somehow relevant slightly relevant and
relevant and shows a
relevant and shows a and shows some shows slight
clear understanding
PRESENTATION clear understanding understanding of the understanding of the
of the topic.
of the topic. topic. topic.
(15 pts.)
(20 pts.) (10 pts.) (5 pts.)
Information presented Information presented Information Information presented
is well understood. is understood. presented is somehow is slightly understood.
CONTENT
understood.
(20 pts.) (15 pts.) (5 pts.)
(10 pts.)
Additional elements, Additional elements
Additional elements
such as pictures or are included that are
are used but do not No additional
maps, are not relevant to the
enhance the elements are used.
CREATIVITY incorporated to topic of the
presentation.
enhance the presentation.
(10 pts.)
presentation.
(15 pts.)
(0 pt.)
(20 pts.)
All sources selected All sources are All sources are
SELECTION AND All sources are
are highly validated, somehow validated, slightly validated, and
VALIDATION OF validated, and all
and all pieces of and all pieces of all pieces of
SOURCES AND pieces of information
information are information are information are
ACCURACY OF are accurate.
highly accurate. somehow accurate. slightly accurate.
INFORMATION
(15 pts.)
(20 pts.) (10 pts.) (5 pts.)
All information is Information lacks Lacks thoroughness
All information is
thorough but there is complete and missing
complete and highly
COHERENCE OF information slightly thoroughness, and information are
thorough.
INFORMATION missing. some information is apparent.
missing.
(20 pts.)
(15 pts.) (5 pts.)
(10 pts.)
TOTAL SCORE: 100 pts.
Rubric for Presentation:
INTERMEDIA
CRITERIA ADVANCE IMPROVING BASIC
TE
Presentation is
slightly relevant and
All objectives were All objectives were Some objectives are
shows slight
communicated communicated. communicated.
PRESENTATION understanding of the
seamlessly.
topic.
(15 pts.) (10 pts.)
(20 pts.)
(5 pts.)
Information presented Information presented Information Information presented
is well understood. is understood. presented is somehow is slightly understood.
CONTENT
understood.
(20 pts.) (15 pts.) (5 pts.)
(10 pts.)
Additional elements, Additional elements
Additional elements
such as pictures or are included that are
are used but do not No additional
maps, are not relevant to the
enhance the elements are used.
CREATIVITY incorporated to topic of the
presentation.
enhance the presentation.
(10 pts.)
presentation.
(15 pts.)
(0 pt.)
(20 pts.)
All sources selected All sources are All sources are
SELECTION AND All sources are
are highly validated, somehow validated, slightly validated, and
VALIDATION OF validated, and all
and all pieces of and all pieces of all pieces of
SOURCES AND pieces of information
information are information are information are
ACCURACY OF are accurate.
highly accurate. somehow accurate. slightly accurate.
INFORMATION
(15 pts.)
(20 pts.) (10 pts.) (5 pts.)
All information is Information lacks Lacks thoroughness
All information is
thorough but there is complete and missing
complete and highly
COHERENCE OF information slightly thoroughness, and information are
thorough.
INFORMATION missing. some information is apparent.
missing.
(20 pts.)
(15 pts.) (5 pts.)
(10 pts.)
TOTAL SCORE: 100 pts.
