12

CATCH-UP FRIDAYS

Lesson Script in
EMPOWERMENT
TECHNOLOGIES
Quarter 1 Week 5
Catch-Up Fridays
Lesson Script in Empowerment Technologies
Quarter 1: Week 5
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of
the MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum content,
standards, and lesson competencies.

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Published by the Department of Education

Development Team

Writer: Javed R. Maralit

Content Evaluator: Lana Leyne C. Capistrano, Rosa T. Tayamora, Kharisma F. Vicente

Language Evaluator: Lana Leyne C. Capistrano, Rosa T. Tayamora, Kharisma F. Vicente

Layout Artist: Javed R. Maralit

Management Team:

Regional Director: Atty. Alberto T. Escobarte, CESO II

Assistant Regional Director: Loida N. Nidea
Curriculum and Learning Management Development Chief: Viernalyn M. Nama
Regional Learning Resource Supervisor: Dianne Catherine T. Antonio
Regional Focal Person - Lesson Scripts: Hazel Angelyn E. Tesoro

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Week 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The principles and techniques of design using online creation tools,

A. Content platforms, and applications to develop ICT content for specific
Standards professional tracks.

At the end of the 2-week period independently apply the principles and
techniques of design using online creation tools, platforms, and
applications to create original or derivative ICT content for use in specific
professional tracks These may be in the form of, but not limited to:
1. Survey instruments using Google forms (Business/Academic)
B. Performance
2. Athletic match-ups and league standings using MindMeister (Sports)
Standards
3. Catalogues/Swatches/ options for products and services using Prezi
(TechVoc)
4. Online photo album of artistic works or photographs using Picasa
(Arts)
5. Online music production using Sibelius (Music)
C. Learning Evaluate existing online creation tools, platforms in developing ICT
Competencies content for specific professional tracks. CS_ICT11/12-ICTPT-Ig-h-9

At the end of the lesson, the learners shall be able to:

a. Explain the nature and purposes of online creation tools, platforms,

and applications.
D. Learning b. Evaluate online tools for content creation according to their
Objectives intended use for professional content development.
c. Develop an immense appreciation of the importance of evaluating
online creation tools, platforms, and applications in developing ICT
content to empower the community to raise awareness and address
social issues.
II. CONTENT

Evaluating Online Creation Tools for Effective Professional Content

Subject Matter
Development
Area for Integration Reading, Values, and Peace Education
Reading:
• Reading Comprehension
• Critical Thinking
• Making Inferences
• Evaluation Skills
Theme
Peace Education and Values Education:
• Intercultural Understanding
• Social Justice
• Human Rights
• Global Peace and Security
Reading:
• Highlighting the importance of assessing online tools based on
Key Concept for
their intended purposes for professional content development,
Integration
enhancing comprehension through reading.
Values:

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 • highlighting the importance of accurate information for social
harmony and informed decision-making.
• Recognizing how false information can affect different cultures and
communities, and the importance of respecting diverse
perspectives.
• Understanding how misinformation can violate individuals' rights
to accurate information and can lead to the marginalization of
certain groups.
Peace:
• Highlights the importance of evaluating the role of misinformation
in creating conflict and instability, and the need for responsible
information sharing to maintain peace and security.
• Emphasizes the importance of evaluating online tools to create ICT
content that empowers the community to raise awareness and
address social issues, particularly in combating misinformation,
and can be used ethically to support truth, justice, and human
rights.
III. LEARNING RESOURCES

SHS Most Essential Learning Competencies (MELCs) for Empowerment

A. References Technologies G12 page 3
DepEd Order 2, s. 2024
"Explained: What is fake news?| Social Media and Filter Bubbles."
B. Other
www.webwise.ie. Webwise, Accessed July 14, 2024.
Learning https://www.webwise.ie/teachers/what-is-fake-news/.
Resources

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Teacher: Good morning, class! Today, we will delve into the world of
online creation tools which are essential in the modern digital age. These
tools are vital because they enable us to efficiently convey ideas, express
creativity, and engage with audiences worldwide. It is crucial to remember
that every tool has different purposes and is designed for particular kinds
of content creation.

Activity: Quick Overview of Online Creation Tools

Now, we’re going to have an activity to activate your prior knowledge
about online creation tools by exploring their nature and purposes."
Activating Prior
Knowledge
Group Activity: (5 minutes)
1. Group Formation (1 minute):
Teacher: Firstly, let's divide the class into small groups. Each group will
choose one online creation tool from the list: Canva, YouTube, TikTok,
Google Sites, or Wix.

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 2. Quick Discussion (3 minutes)
After that, you'll have three minutes to talk about the tool you were given.
Use your devices to recall information and focus on these key points:
• What type of content can you create with this tool?
• Who uses this tool and who is its target audience?
• What is one main feature of the tool?
• What is the purpose of this tool?
2. Group Presentation: (3 minutes)
After the discussion, each group will present their findings in 1
minute. Please highlight the key points you discussed.
Sample Learner’s answer:
Group 1: Canva
• Type of content: Infographics, posters, presentations, social media
graphics.
• Primary audience: Designers, marketers, educators, students.
• Main features: Drag-and-drop interface, templates, design elements,
collaboration.
• Professional use: Creating marketing materials, educational
resources, and brand identity.
Teacher: Great job, everyone! You have demonstrated a clear
understanding of the nature and purposes of online creation tools,
platforms, and applications. Recognizing the capabilities of these tools.
Platforms and applications will help you gain valuable insights into the
possibilities of digital content creation. Keep exploring and experimenting
with these tools to unleash your creativity and express your ideas
effectively.
Teacher: At the end of our lesson today, you will be able to explain the
nature and purposes of online creation tools, platforms, and applications.
You will also evaluate online tools existing online creation tools,
platforms, and applications in developing ICT content suited for specific
Lesson professional tracks. Furthermore, you will develop an immense
Purpose/Intention appreciation of the importance of evaluating online creation tools,
platforms, and applications in developing ICT content within specific
professional contexts that would empower the community to raise
awareness and address social issues.

READING, PEACE, AND VALUES EDUCATION INTEGRATION

Teacher: Today, we're going to discuss a topic that's becoming more and
more prevalent in our digital world - false information, also known as fake
news. Let us read an article from www.webwise.ie.

Lesson Language Explained: What is False Information (Fake News)?

Practice False Information v Fake News

Experts now recommend avoiding the term ‘fake news’, or at least limit its
use, as the term ‘fake news’ is closely associated with politics, and this
association can unhelpfully narrow the focus of the issue. The term ‘false
information’ is preferable as it can refer to a diverse range of
misinformation and disinformation covering topics such as health,
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environmental and economics across all platforms and genres, while ‘fake
news’ is more narrowly understood as political news stories.

What is False Information?

Lots of things you read online especially in your social media feeds may
appear to be true, often is not. False information is news, stories or
hoaxes created to deliberately misinform or deceive readers. Usually,
these stories are created to either influence people’s views, push a
political agenda or cause confusion and can often be a profitable business
for online publishers. False information can deceive people by looking like
trusted websites or using similar names and web addresses to reputable
news organizations.

According to Martina Chapman (Media Literacy Expert), there are three

elements to fake news: ‘Mistrust, misinformation and manipulation’.

The Rise of False Information

False information is not new; however, it has become a hot topic since
2017. Traditionally we got our news from trusted sources, journalists and
media outlets that are required to follow strict codes of practice. However,
the internet has enabled a whole new way to publish, share and consume
information and news with very little regulation or editorial standards.

Many people now get news from social media sites and networks and
often it can be difficult to tell whether stories are credible or not.
Information overload and a general lack of understanding about how the
internet works by people has also contributed to an increase in fake news
or hoax stories. Social media sites can play a big part in increasing the
reach of these types of stories.

The economics of social media favor gossip, novelty, speed, and

“shareability”’ Simeon Yates

(The teacher may provide this QR code to the students to have a copy of
the content of the article)

Teacher: To gain deeper understanding into the intriguing topic of fake

news and false information and how data operates on the internet offering
a new platform for publishing, sharing, and consuming information. The
spread of misinformation can indeed have far-reaching consequences. It's

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 essential to critically analyze the information we encounter and be
mindful of the sources we trust. Let us answer the following questions:

1. With the advent of technology, why is it important to discriminate 'fake

news' from 'false information'?

2. In what ways does a lack of regulation and editorial standards impact

the dissemination of false information, especially in the context of social
media?

3. How online creation tools could address misinformation, and promote

social justice and human rights?

(Students’ answers vary.)

Teacher: I hope you've gained valuable insights into the importance of

responsible information dissemination and the significant role of selecting
the right online creation tools in conveying accurate information to
promote social justice and human rights.

Duration: 10 minutes

During/Lesson Proper

Teacher: Now, we are about to embark on an exciting activity that will

help us assess the capabilities of various online creation tools in
developing ICT content tailored to specific needs. These tools are essential
for producing effective ICT content for particular professional tracks, such
as business, tourism, education, law enforcement, and health, as we have
mentioned. However, different online creation tools serve different
purposes and are suited for various types of content creation.
Understanding these tools is crucial for effective communication in
various professional fields. Are you ready? Let’s get started.

Group Activity: Evaluating Online Creation Tools for Professional

Content Development
Reading the Key
Idea/Stem 1. Tasks:
• In this activity, you will work in small groups to evaluate specific
(Activity/ online creation tool.
Demonstration) • Each group will use the provided rubric to evaluate the tool based
on its usability, features, media output quality, functionality, and
suitability for a specific professional track.
2. Use of Rubrics:
• Please refer to the provided rubric to guide you to the evaluation
process.
3. Group discussion:
• Take a few moments to talk about the tool's advantages and
disadvantages in relation to your evaluation criteria. This is a great
opportunity to compare insights and deepen your understanding of
each tool's capabilities. Once your group has discussed these
points, complete the evaluation table appropriately.
4. Presentation:

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 • Choose a representative to present your group’s findings and
evaluation. You have ten minutes to do this activity.

Assigned Tools and Professional Tracks:

Group 1: Canva in promoting education or school
Group 2: YouTube in maintaining peace and order
Group 3: TikTok for online business and marketing
Group 4: Google Sites in posting updates related to tourism
Grade 5: Wix for promoting health awareness

(See attached rubric for the evaluation of online creation tool)

Criteria Description Rating Comments

Poor (1) to
Excellent (5)

Name of Online Creation Tool: ________________________

Usability Ease of use and user

interface

Relevance to Alignment with

professional professional track
track objectives

Functionality Intuitiveness and range

of functions

Media Output The visual and content

Quality quality produced

Features Diversity and

usefulness of features

Customization Flexibility in adapting to

specific needs

Collaboration Tools for teamwork and

content sharing

Support Availability of resources

and customer service

(Students will present the evaluated online ICT content creation tools.)

Teacher: Alright, Time is up! Let us hear from each group representative
about their evaluation.

Duration: 10 minutes

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 FEEDBACKING AND CLASS DISCUSSION

Teacher: Congratulations everyone! Evaluating these online creation

tools, platforms and applications enhances our understanding of how
technology can support different professional tracks.

(Students share their insights and experiences in evaluating online creation

tools.)

Processing questions:

1. What specific features of the online creation tools you evaluated most
significantly influenced the effectiveness of the ICT content in
conveying its message?
2. Compare and contrast the online creation tools reviewed by different
Developing
groups. Which tool do you believe is the most effective for your specific
Understanding of the
professional track and why?
Key Idea/Stem
3. How did this activity change your perspective on the importance of
tool selection in developing effective ICT content?
4. Based on your evaluation, suggest improvements or additional
features for one of the online creation tools that would better serve
your professional track’s needs.

(Students’ answers may vary)

Duration: 5 minutes

Teacher: Way to go! Your active participation and thoughtful analysis

have made this a highly productive session. y evaluating these tools,
we've gained valuable insights into how to leverage technology to support
our specific professional tracks and address broader societal issues.

Teacher: Based on the evaluation of your classmates’ developed ICT

content, let us answer the following questions:

1. How can evaluating online creation tools impact the effectiveness of

conveying information?
2. How can the skills and knowledge gained from evaluating these online
creation tools be applied to future projects within your chosen
professional track?
3. In what ways do evaluation of online creation tools empower the
community to raise awareness and address social issues, particularly
Deepening in combating misinformation?
Understanding of the 4. How does evaluating online creation tools help you in developing ICT
Key Idea/Stem content that empowers the community to raise awareness and
address social issues?

(Students’ answers may vary)

Teacher: Great job! Your proficiency in assessing online creation tools is

impressive. You are now equipped to make informed decisions about the
online tools, platforms, and applications you use. Keep up the great work!

Duration: 5 minutes

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After/Post-Lesson Proper

Teacher: To sum up what you have learned, let us complete the following
phrases:

The topic was about evaluating online creation tool. It matters because
(reason why it's important)discussion. I have learned today (what you
learned or gained from the topic). So, as a learner, I will (action or
implication).

(Students possible response: The topic was about evaluating online

creation tool. It matters because I can appropriately choose the online
creation tool for creating specific ICT content. I have learned about online
Making creation tools, assess them based on their usability, features, and user
Generalizations and reviews for professional content development, and recognizing the
Abstractions significance of evaluating these tools to empower communities in
addressing social issues through ICT content creation. So, as a learner, I
will utilize my skills by effectively selecting the most suitable tools for my
projects, enhancing the productivity, and creating high-quality content.

Teacher: Very good everyone! Remember, the content we share online has
the power to shape opinions, influence perspectives, and contribute to a
more informed society. By being mindful of the sources we use and the
tools we leverage, we can play a crucial role in combating misinformation
and promoting authenticity in the digital world.

Duration: 5 minutes

Teacher: To assess your learning of today’s lesson, Complete the

following sentence: Write your answers on a separate sheet of paper.

Sentence Completion

The effectiveness of an online creation tool for professional content

development can be assessed by looking at its _______________________.
Evaluating Learning Sample Learner’s Answer:

The effectiveness of an online creation tool for professional content

development can be assessed by looking at its usability, features,
customization, collaboration, cost, support, and alignment with
professional needs.

Duration: 3 minutes

Teacher: Great Job! You have grasped the key factors to assess when
evaluating online creation tools for developing ICT content that can drive
positive changes within your community or profession.
Additional Activities
for Application or If you wish to further enhance your skills by applying the knowledge
Remediation (if gained in this lesson, here are additional online creation tools for your
applicable) consideration. Select at least three from the list below. Research their
features, pricing, usability, and support options. Evaluate these tools
using the same rubrics we discussed. You may also develop criteria to
assess them, including factors such as ease of use, customization
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 options, integration capabilities, and suitability for specific professional
tracks.

For those learners interested in advancing their skills, consider creating a

sample project or content using each tool to test its capabilities and
features. Document the process, noting any challenges and advantages
encountered. Identify the strengths and weaknesses of each tool within
the context of your chosen professional
track.

This activity will further strengthen your understanding and prepare you
for real-world applications. If you have any questions or need guidance
along the way, feel free to ask. Keep up the excellent work! I look forward
to our next meeting, where we will explore more enjoyable learning
activities and have meaningful discussions to exchange ideas. See you all
then!

Duration: 2 minutes

Remarks

Reflection

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Annex 1

Rubric in Evaluating Online Creation Tools for Professional Content Development

Needs
Poor (1) improveme Good (4)
Criteria Fair (3) Excellent (5)
nt (2)

The tool is The tool is The tool is The tool The tool is
very difficult somewhat moderately is extremely user-
to navigate usable but user- generally friendly with
and has a requires friendly but easy to excellent user
confusing significant may have use with interface
USABILITY
user improvemen some a clear design,
interface. t in user usability user maximizing
interface issues. interface, usability.
and ease of enhancin
use. g
usability.

The tool has The tool has The tool is The tool The tool is
no relevance some moderately is mostly highly relevant,
Relevance to the relevance relevant relevant and fully
to assigned but lacks and aligns and aligned with
professiona professional alignment with most aligns the
l track track with all aspects of well with professional
aspects of the the track's needs
the professional track’s and goals.
professional track. objectives
track.

The tool is The tool is The tool is The tool The tool is
confusing to somewhat moderately has a intuitive, with
navigate functional functional good advanced
and lacks but may with basic range of functions and
essential have features, functions customization
functions, limitations but there is enhancin options,
hindering impacting room for g maximizing
Functionali
usability. usability improveme usability usability and
ty
and nt in and functionality
effectiveness functionalit providing effectively.
. y and adequate
usability. functiona
lity for
most
tasks.

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 Needs
Poor (1) improveme Good (4)
Criteria Fair (3) Excellent (5)
nt (2)

The tool The tool The tool The tool The tool
produces generates provides delivers consistently
poor-quality below- average above- produces
outputs that average output average excellent
are output quality, output quality output,
Media
unusable or quality that meeting quality, demonstrating
Output
below the requires basic showcasi high-quality
Quality
industry significant standards. ng good visuals and
standards. enhancemen visuals content that
ts to meet and exceed industry
basic content. standards.
standards.

The tool The tool The tool The tool The tool offers
lacks offers a few includes provides a wide array of
essential basic some useful many diverse and
features, features but features, useful valuable
limiting lacks enhancing features features,
creativity diversity, content for empowering
Features and hindering creation to content users with
functionalit comprehensi a certain creation, advanced tools
y. ve content extent. fostering for content
creation. creativity creation that
and set industry
customiz benchmarks.
ation.

The tool The tool The tool The tool The tool offers
provides no allows offers provides extensive
customizati limited moderate good customization
on options, customizatio customizati customiz options,
severely n with on options ation allowing for
limiting significant that meet capabiliti highly
Customizat adaptability restrictions, basic needs es, personalized
ion to different hindering but may allowing content
user needs adaptability not fully for creation that
and and adapt to tailored caters perfectly
preferences personalizati specific content. to user-specific
on user needs and
requiremen preferences.
ts.

The tool The tool has The tool The tool The tool excels
Collaborati does not limited supports facilitates in collaboration
on support collaboration basic effective features,
collaboratio features, collaboratio teamwork enabling

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 Needs
Poor (1) improveme Good (4)
Criteria Fair (3) Excellent (5)
nt (2)

n or sharing hindering n but lacks and seamless

among effective advanced sharing of teamwork and
users. teamwork. sharing content. content
tools. sharing.

The tool The tool has The tool The tool The tool excels
lacks limited provides offers in support,
adequate support basic good providing
support resources support support extensive
resources and resources with resources,
and reliable inconsistent and average comprehe comprehensive
customer customer customer nsive tutorials, and
service, service, service, resources excellent
making it requiring addressing and customer
Support
difficult to enhancemen most issues responsiv service that
resolve ts to provide but with e exceeds
issues adequate some delays customer expectations
effectively. support. or gaps. service, and ensures
resolving seamless user
issues experience.
effectively
and
promptly.

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Prepared by:

JAVED R. MARALIT
Writer

Reviewed by:

LANA LEYNE C. CAPISTRANO ROSA T. TAYAMORA

Content/Language Evaluator Content/Language Evaluator

KHARISMA F. VICENTE
Content/Language Evaluator

Approved by:

VIRGILIO O. GUEVARRA, JR. HAZEL ANGELYN E. TESORO

Education Program Supervisor Education Program Supervisor

DIANNE CATHERINE T. ANTONIO

Education Program Supervisor- LRMS

VIERNALYN M. NAMA
Chief Education Supervisor

LOIDA N. NIDEA
Assistant Regional Director

Atty. ALBERTO T. ESCOBARTE, CESO II

Regional Director

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