–025 JHS INSET Group Workshop Output

Subject ___TLE-ICT________ Grade Level: ___8_____

Unit Topic: _Video Editing____ Quarter: _____1______
Group Members:
Ella Mae Joy Basbas Jay Londonio
Alliah May Natualla Edlyn Benosa
Zaldy V. Jardinel Jr. Joevir Velasco
Joy Salvamante-Saez Mary Jane Bongalos
Rica Eunice Bandol Wendel Intia
Luchia Fatima Salamanque

II. 2024 JHS INSET Unit Learning Plan Template

LEARNING PLAN

EXPLORE

TOPIC: Video Editing Unit Introduction and Overview:

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 CONTENT This unit is about video editing, focusing on the essential skills and tools needed to create
STANDARD: polished and engaging video content. It explores the basic principles of cutting, trimming,
and arranging video clips, adding transitions, effects, audio, and text overlays.
The learners
demonstrate an
You will learn to plan a video project, use editing software effectively, and enhance visual
understanding of video
storytelling through thoughtful editing techniques.
editing tools.

Essential Question:
Consider this question: How can we use video and graphic design tools to create
meaningful content while ensuring safety, responsibility and respect in digital
PERFORMANCE environments?
STANDARD:
Map of Conceptual Change Activity for Students’ Prior/New Knowledge:
The learners create
videos with graphics
Students will show their initial answer to the EQ with the use of Background Knowledge.
design in a safe and
responsible manner.
Instructions:
Read carefully the Essential Question stated inside the middle box. Considering your prior
knowledge on this, answer the Right Now. This is my Idea Box. The last box - After the
Session, I realized it will be answered before you do your performance task.

Right Now, This is my idea Essential Question After the session, I

realized,

My idea on video and How can we use video Creating videos with
graphic design tools should and graphic design tools graphic design is not just a
have more understanding of to create meaningful technical skill but also a
both graphic design content while ensuring responsible practice that

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 principles and video editing safety, responsibility and requires awareness of
techniques. respect in digital digital ethics, safety
environments? protocols and respectful
communication in order to
contribute positively to the
digital community.

LEARNING
COMPETENCY (as FIRM-UP (ACQUISITION)
stated in Curriculum
Map)
LC1 (A1) IN PERSON/ONLINE
Define the different Activity 1 - Labeling exercise (Mnemonic Song)
video editing tools and
multimedia materials.
Synchronous: Students join a video call (e.g., Zoom or Google Meet) where they sing or
Learning Target(s): listen to a mnemonic song, then label related parts (e.g., tools, steps) on a shared
1. I can name and whiteboard or worksheet.
describe at least three
video editing tools and Asynchronous: Students watch a pre-recorded mnemonic song video and complete a
explain their basic digital labeling task (e.g., Google Forms or Slide activity).
functions.

2. I can identify different Activity 1 “The Edit” – Learning Video Tools Through Song 🎶
types of multimedia Introduction:
materials and give
Instructions: Listen to the song “The Edit”, sung to the tune of “The Climb” by Miley Cyrus.
examples of each.
Follow along, highlight or note the tools and media types mentioned. Analyze the lyrics
provided below.

🎵 "The Edit"

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 Success Criteria:
(Mnemonic Song for Video Editing Tools & Multimedia Materials)
1. I can correctly name
and describe at least three [Verse 1]
video editing tools with 🎶
clear explanations of I can almost see it, the edit that I need
each tool’s basic There’s a tool for every vision, for every kind of screen
function. Premiere Pro for power, layers deep and wide
2. I am able to identify at
Text and video shining, effects I can’t hide
least three types of
multimedia materials and CapCut on my mobile, simple and it's free
provide at least one Trim it up, add stickers, and post it easily
appropriate example for
each. Filmora’s got transitions, animation fun
With images and filters, you’re second to none

[Chorus]
Look for: 🎶
It’s the edit, it’s the tools
1. Student output With text, images, and videos too
includes tool names (e.g., Add some animation, make it shine
Adobe Premiere, iMovie, Each one’s a way to tell what’s mine
Filmora), and each tool is
OpenShot’s open-source, fast and light
described with a basic
function like cutting,
Adobe Express makes reels feel right
trimming, or adding It’s the edit, yeah it’s the edit
effects. 🎶 Keep your story in sight...

2. Student lists types [Verse 2]

(e.g., text, audio, video, 🎶
images) and gives Drag and drop my content, colors come alive
examples like “narration Cropping out the silence, transitions let it thrive
for audio” or “JPEG Express brings it quickly, graphics in a flash

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 image for visuals.” Auto-cut my video, save it in a dash

I’m learning all the software, picking what fits best

From OpenShot’s simplicity to Premiere’s power test
Images for memory, video’s the core,
Text brings out the meaning, animation gives it more

[Chorus – repeat]
🎶
It’s the edit, it’s the tools
With text, images, and videos too
Add some animation, make it shine
Each one’s a way to tell what’s mine
OpenShot’s open-source, fast and light
Adobe Express makes reels feel right
It’s the edit, yeah it’s the edit
🎶 Keep your story in sight..

[Bridge / Outro]
🎶
So when I’m choosing tools today,
I think of what I want to say
From pro to quick, they light the way
With multimedia every day

🎶 It’s the edit, it’s the edit

Telling stories frame by frame...

Questions to Answer:
1. Which of the following is a video editing software?

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 A. Microsoft Word
B. Adobe Premiere Pro
C. Excel
D. Notepad

2. Which file format is commonly used for video files?

A. .mp4
B. .jpg
C. .docx
D. .mp3

3. What is the primary purpose of a video editor?

A. Writing articles
B. Editing and combining video clips
C. Browsing the internet
D. Creating spreadsheets

4. Match the video editing tool with its feature:

Adobe Premiere Pro – ______
A. Audio-only editing
B. Text document formatting
C. Timeline-based video editing
D. 3D modeling
5. A student wants to create a school project that includes video, images, background
music, and text overlays. Which combination of tools and file formats would they most
likely use?
A. Adobe Premiere Pro (.mp4, .jpg, .mp3, .txt)
B. Excel (.docx, .pdf, .xlsx)
C. Notepad (.txt, .jpg, .avi)
D. Audacity (.mp3, .wav, .txt)

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 MODULAR

For modular mode of classes, the student will be given a printed copy of the mnemonic song
with a related diagram or chart. Students sing or read the song, then label parts using a worksheet
with a word bank.
LC2 (A) IN PERSON/ONLINE
Enumerate the Activity 1 -
different video editing
tools. Enumeration using a Word Hunt graphic design tool (e.g., Canva, WordArt):

Learning Target(s): Students create a word hunt puzzle containing video editing tools or multimedia materials.
I can list at least five Then, they exchange puzzles and find
video editing tools and
describe their basic Online (Synchronous/ Asynchronous) Activity
use.
Synchronous: Use Canva or WordArt in a breakout session via Zoom or Google Meet where
students create and screen-share their word hunt for others to solve live.
Success Criteria: Asynchronous: Modular Activity:Students create a digital word hunt using Canva or a word
I am able to
correctly list at cloud generator, then upload it to a learning management system (e.g., Google Classroom)
least five video for peers to solve.
editing tools and
provide a short QUESTIONS TO ANSWER:
description of each
1. Name two popular video editing software used for basic video projects.
tool's basic use.
A. Adobe Premiere Pro & Final Cut Pro
B. Windows Movie Maker & iMovie
C. Blender & After Effects
Look For: D. Sony Vegas & DaVinci Resolve

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 A list that 2. Which multimedia materials are commonly used in video editing? (Choose all that
includes tools like apply)
Adobe Premiere, A. Audio files, images, video clips
iMovie, CapCut, B. Text documents, spreadsheets, slideshows
etc., with simple
C. Programming codes, apps
explanations such
as “used to cut D. Maps, charts, graphs
clips” or “add 3. Identify the function of the “timeline” in video editing software.
transitions.” A. To edit the colors of the video
B. To arrange clips and audio in sequence
C. To export the video
D. To add subtitles
4. Compare two video editing tools and explain which would be better for creating a
professional video and why.
A. Use iMovie because it has more effects
B. Use Adobe Premiere Pro for professional quality
C. Use a phone camera only
D. Use Windows Movie Maker because it’s free
5. Describe how multimedia materials like animations and transitions enhance video
storytelling. Provide examples from common video editing tools.
A. They make the video longer and harder to watch
B. They add smooth scene changes and highlight points
C. They remove audio and images
D. They cause the video to crash

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 MODULAR:

Learners receive printed instructions to create a word hunt puzzle by hand or using a word
template. They include a list of at least 5 video editing tools or multimedia materials, and
submit the puzzle and solution sheet as part of the module.

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 LEARNING DEEPEN (MAKE MEANING)
COMPETENCY
LC (M) In-Person/ Online/ Modular
1. Discuss the Activity: Concept Mapping
differences
among the given Introduction:
video editing Today, we will compare video editing tools like Adobe Premiere Pro, Capcut,
tools (e.g., Filmora, Openshot, and Adobe Express. Using a concept map, you will organize
Adobe Premiere their similarities and differences visually. This will help you understand each tool’s
Pro, Capcut, features and choose the best one for your video projects.
Filmora,
Openshot, Instructions:
Adobe Express) Create a concept map with “Video Editing Tools” at the center, then compare Adobe
Premiere Pro, Capcut, Filmora, Openshot, and Adobe Express by listing their key
features, strengths, and limitations, showing similarities and differences using lines,
Learning Target(s):
symbols, or colors, and finish with a short 2–3 sentence reflection on what you
1. I can identify at
learned and which tool you prefer.
least two similarities
and two differences
SAMPLE CONCEPT MAP
between Adobe
Premiere Pro,
Capcut, Filmora,
Openshot, and
Adobe Express.

Success Criteria:
The student clearly
states at least two

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 similarities and two
differences among
the video editing
tools.

Look For:
A list or short
paragraph that
includes two
similarities and two
differences with
correct tool names
and accurate
descriptions.

LC (M) In-Person/ Online/ Modular

2. Analyze the Activity: CER
features,
functions, and Introduction:
practical Through this activity, you will analyze these video editing tools by making claims
applications of about their features and functions, providing evidence from your own exploration or
various video research, and explaining how these aspects help in creating engaging video
editing tools content. This will deepen your understanding and help you apply these tools
(e.g., Adobe effectively
Premiere Pro, .
CapCut, Filmora, Instructions:

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 OpenShot, Complete the CER table by making a clear claim, supporting it with specific
Adobe Express) evidence, explaining your reasoning, and ending with a conclusion that summarizes
by integrating the impact of AI on video editing for creators of all levels.
multimedia
materials (e.g
text, images, C-E-R Worksheet Question:
video, and How do AI-powered features in video editing tools like Wondershare Filmora
animation) to influence the creative process and accessibility for content creators across different
create skill levels?
meaningful and
engaging video
content. C-E-R Sample Completed Worksheet

Learning Targets: Claim: AI-powered features in Wondershare Filmora enhance the

1. I can identify creative process and accessibility by simplifying complex
and describe editing tasks, allowing creators of varying expertise to
key features
produce professional-quality videos efficiently.
of different
video editing
Evidence: ● Filmora's AI-powered tools include Text-to-Video, AI
tools.
2. I can explain Auto Cut, AI Remover, and AI Voice Cloning,
the main enabling users to generate videos from scripts,
functions of remove unwanted elements, and create lifelike
common voiceovers without recording.
video editing
software. ● The software offers dynamic captions and smart
3. I can background music generation, allowing for polished
demonstrate and engaging content creation.
how to add
and arrange ● With its intuitive interface and cross-platform
text, images,
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 and video availability on Windows, macOS, Android, and iOS,
clips in a
video editor. Filmora empowers creators to produce professional-
4. I can create a quality videos effortlessly.
short,
engaging
video by Reasoning: ● By automating tasks such as script-based video
combining generation (Text-to-Video), object removal (AI
text, images,
Remover), and voiceover creation (AI Voice Cloning),
and
animations Filmora's AI features reduce the technical barriers to
using a video video editing. This democratizes the creative process,
editing tool. enabling users with varying skill levels to focus on
storytelling and content quality rather than complex
Success Criteria: editing procedures. The intuitive interface and cross-
1. I can list at platform availability further enhance accessibility,
least three allowing creators to work efficiently across different
key features devices and operating systems.
of video
editing tools. Conclusion: In conclusion, Wondershare Filmora's AI-powered features
2. I can explain
—such as Text-to-Video, AI Auto Cut, AI Remover, and AI
how at least
two functions Voice Cloning—streamline complex editing tasks, making
work in a the creative process more efficient and accessible for
video editor. content creators across different skill levels. The software's
3. I can add and intuitive design and cross-platform support further enhance
organize its usability, enabling users to produce professional-quality
multimedia videos with ease.
elements
correctly in a
video timeline.
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 4. I can produce
a video that
integrates
multimedia
elements
clearly and
creatively.

Look For:
1. Student
provides
accurate
descriptions of
features such
as timeline
editing,
effects, and
export
options.
2. Student’s
explanation
shows
understanding
of functions
like trimming
clips, adding
transitions, or
layering
audio.
3. Student’s
video project
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 shows text
overlays,
images, and
clips arranged
logically and
smoothly.
4. Video
demonstrates
smooth
transitions,
clear text,
balanced use
of images and
animation,
and engaging
content flow.

TRANSFER
PERFORMANCE Transfer Goal: The learner on their own and in the long run will be able to create
STANDARD: The safe, responsible, and creative videos with graphic design elements to effectively
learners create videos share ideas or messages beyond the classroom.
with graphic design in.
safe and responsible Activity 1: Start Up — Getting to Know Your Video Editing App
manner Objective:
To explore and become familiar with the basic interface and functions of a video editing
LC (T): Utilize video application.
editing tools (e.g.,
Adobe Premiere Pro, Materials Needed:
Capcut, Filmora, ● A computer or mobile device with a video editing app installed
Openshot, Adobe ● Sample video clips, audio, and images
Express) with ● Headphones (optional)
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 multimedia materials
(e.g., Text, Images, Instructions:
Video and Animation) Step 1: Launch the Application
● Open your video editing app.
LEARNING ● Create a New Project.
TARGET: ● Name your project "My First Edit".
I can open and
navigate a video Step 2: Explore the Workspace
editing software to ● Navigate and identify the following components:
import multimedia ● Timeline
files. ● Media Library
● Preview Window
SUCCESS CRITERIA: ● Toolbar / Tools Panel
I am able to open the ● Import Button
video editing software ● Export Button
and import different
multimedia files Task: Take a screenshot of the interface and label the parts using a photo editing app or
correctly. PowerPoint.

LOOK FOR: Step 3: Import Media

Students successfully ● Import a video clip, image, and audio into your project.
open the software, ● Drag and drop them into the timeline.
import videos, images,
or audio files into the Task: Play your timeline preview and describe what happens.
project without errors.
Step 4: Try Basic Editing
Try the following:
● Trim a video clip
● Add a transition between two clips
● Insert a title or text
● Apply a simple effect (e.g., brightness, filter, etc.)

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 ● Adjust the volume of the audio

Task: Save your edited project and export a short (10-20 second) video.

Reflection Questions:
1. Write short answers to the following:
2. What was the easiest part of using the app?
3. What part did you find confusing or challenging?
4. What feature do you want to explore more in the next activity?

Activity 2: Environmental Campaign Poster (Using Canva)

PERFORMANCE Objective:
STANDARD: The Design a creative poster on Canva to promote awareness about an environmental issue.
learners create videos
with graphic design in. Materials Needed:
safe and responsible ● Device with internet access
manner ● Canva account (free version is fine)

LC (T): Create safe, Instructions:

responsible, and ● Log in to Canva
creative videos with ● Go to www.canva.com and log in or create a free account.
graphic design ● Create a New Design
elements to ● Click "Create a design" Select Poster.
effectively share
ideas or messages ● Choose a Topic
beyond the ● Pick an environmental issue (e.g., air pollution, ocean plastic, climate change).
classroom. ● Design Your Poster
● Add a slogan or message
● Include facts or a call to action
● Use images, icons, or Canva templates

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 ● Download & Submit
● Click Share Download (PNG or PDF)
● Submit your file as instructed by your teacher

Output:
One Canva poster promoting an environmental cause

Show below the ff.:

Performance Task with 21st Century Skills (completed)

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 Performance Task GRASPS (completed)
Your school has launched a campaign called “EcoVoices: Youth for a Greener
Future.” You’ve been invited to submit a short video that can be featured in the school’s
official social media page and during a community event. The campaign aims to raise
awareness and promote sustainable actions. As a youth environmental advocate and
content creator, you represent the voice of the younger generation concerned about the
future of the environment.Your target audience includes your fellow students, teachers and
school staff and community members who may not be aware of the issue

You will be evaluated based on the following standards: Content Accuracy, Clarity of
Message, Creativity & Presentation, Impact & Call To Action, and Technical Quality

Performance Task Analytic Rubric (completed)

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 Values Integration and Reflection

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 Learning Resources/Materials/Handout: (title and description)

Clickable Links : (Website Title and URL)

● UNICEF – Youth Voices on Climate Action - https://www.youtube.com/watch?

v=utBsmrHkY-M
● Be Internet Awesome – Be Internet Smart
● Common Sense – What is Copyright?
● National Geographic Kids – How to Save the Earth -
https://kids.nationalgeographic.com/nature/save-the-earth
● National Geographic Kids – Save the Earth -
https://kids.nationalgeographic.com/nature/save-the-earth
● WWF – Environmental Threats
● Common Sense – Copyright 101
● How to Balance Audio in CapCut (Beginner Tutorial)
● Audio Tips for Beginner Video Editors – Canva Guide
● CapCut Transitions Tutorial (Smooth & Clean)
● Clipchamp – How to Add Transitions
● How to Edit for Better Pacing in Videos (Student-Friendly)
● Canva – Trimming and Adjusting Video Clips
● How to Add End Credits in CapCut
● How to Add a Logo or Watermark in Canva

ACTIVITY WORKSHEETS
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PRIORITIZING STANDARDS AND LEARNING COMPETENCIES

CONTENT STANDARD: The learners demonstrate an understanding of video editing tools.

PERFORMANCE STANDARD: The learners create videos with graphics design in a safe and responsible manner.

COMPETENCIES R E A L POWER OR
(needed for next unit (needed for real life) (needed for achievement or (needed by other SUPPORTING?
or grade) admissions or job tests) subjects)
A1. Define the different video editing / / x x Supporting
tools and multimedia materials.
A2. Enumerate the different video / / / / Supporting
editing tools.
A3. Discuss the differences among / x / X Supporting
the given video editing tools (e.g.,
Adobe Premiere Pro, Capcut,
Filmora, Openshot, Adobe Express)

A4. Analyze the features, functions, / / / X Supporting

and practical applications of various
video editing tools (e.g., Adobe
Premiere Pro, CapCut, Filmora,
OpenShot, Adobe Express) by
integrating multimedia materials
such as text, images, video, and
animation to create meaningful and
engaging video content

A5. Utilize video editing tools (e.g.,

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Adobe Premiere Pro, Capcut, / / / / Power
Filmora, Openshot, Adobe Express)
with multimedia materials (e.g.,
Text, Images, Video and Animation)

EXPLORE: MAP OF CONCEPTUAL CHANGE: (TYPE)

Map of Conceptual Change Activity for Students’ Prior/New Knowledge:

Students will show their initial answer to the EQ with the use of Background Knowledge.

Instructions:
Read carefully the Essential Question stated inside the middle box. Considering your prior knowledge on this, answer the Right Now. This is my Idea Box. The last box - After
the Session, I realized will be answered before you do your performance task.

FIRM UP: CONVERGENT THINKING TECHNIQUES

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DEEPEN: SAMPLE CLAIM-EVIDENCE-REASONING COMPLETED WORKSHEET:

LEARNING COMPETENCY: Discuss the differences among the given video editing tools (e.g., Adobe Premiere Pro, Capcut, Filmora, Openshot, Adobe Express)
INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM: Video editing tools vary widely in features, usability, and target users. For instance, Adobe Premiere Pro offers professional-grade editing
capabilities, including multi-cam editing, advanced color correction, and a vast array of plugins, but requires a steep learning curve and a subscription fee. In contrast, iMovie
provides a simpler, user-friendly interface ideal for beginners or casual users, with basic editing features and free availability on Apple devices. Meanwhile, DaVinci Resolve
stands out for its powerful color grading tools and robust free version, making it popular among indie filmmakers. Each tool caters to different needs, balancing complexity,
cost, and functionality.

QUESTION: How do the design priorities and target users of each video editing tool influence their strengths and limitations, and what does this suggest about the
relationship between accessibility and professional capability in digital content creation?

CLAIM: My claim or answer to the question is the design priorities and target users of each video editing tool influence their strengths and limitations by creating a trade-off
between accessibility and professional features.

EVIDENCE: The evidences I can cite in line what the question is looking for are the following:
Evidence 1: “Adobe Premiere Pro is a professional-grade software known for its advanced features, industry use, and integration with other Adobe products.”

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 Evidence 2: “CapCut is designed for quick mobile editing with user-friendly templates, perfect for social media creators.”
Evidence 3: “Adobe Express focuses on simplicity and speed for short-form content, offering basic video tools within a web platform.”
Evidence 4: “Openshot appeals to users who prefer a free desktop solution with basic capabilities, though it may lack stability and polish.”

REASONING:
The question asks about how do the design priorities and target users of each video editing tool influence their strengths and limitations, and what does this suggest about the
relationship between accessibility and professional capability in digital content creation?
This means that video editing tools are developed with specific users in mind—some tools are created for beginners or casual users, prioritizing ease of use and accessibility,
while others are built for professionals, emphasizing advanced features and flexibility. These priorities affect what each tool can do well and where it may fall short,
depending on who is using it and for what purpose.
In line with this, my evidences shows that tools like CapCut and Adobe Express are designed for quick, mobile-friendly editing with intuitive interfaces, making them
highly accessible to beginners, but they often lack advanced features like multi-layer timelines, motion tracking, or custom color grading. On the other hand, tools like Adobe
Premiere Pro and Filmora offer more professional-level capabilities suitable for complex projects, but they require more time to learn and are less accessible for casual users
due to their cost and complexity.
Therefore, my claim or answer to the question is the design priorities and target users of each video editing tool influence their strengths and limitations by creating a trade-
off between accessibility and professional features.

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE Article/Problem:
Video editing tools vary widely in features, usability, and target users. For instance, Adobe Premiere Pro offers
professional-grade editing capabilities, including multi-cam editing, advanced color correction, and a vast array of
plugins, but requires a steep learning curve and a subscription fee. In contrast, iMovie provides a simpler, user-
friendly interface ideal for beginners or casual users, with basic editing features and free availability on Apple
devices. Meanwhile, DaVinci Resolve stands out for its powerful color grading tools and robust free version, making
it popular among indie filmmakers. Each tool caters to different needs, balancing complexity, cost, and functionality.
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 Question:
How do the design priorities and target users of each video editing tool influence their strengths and limitations, and
what does this suggest about the relationship between accessibility and professional capability in digital content
creation?

Claim
The design priorities and target users of each video editing tool influence their strengths and
limitations by creating a trade-off between accessibility and professional features.

Evidence "Now I need to support that claim with evidence from the text. I’m going to pick out
specific lines that show what each tool is made for and what it can or can’t do."
Evidence 1: “Adobe Premiere Pro is a professional-grade software known for its
advanced features, industry use, and integration with other Adobe products.”
Evidence 2: “CapCut is designed for quick mobile editing with user-friendly templates,
perfect for social media creators.”
Evidence 3: “Adobe Express focuses on simplicity and speed for short-form content,
offering basic video tools within a web platform.”
Evidence 4: “Openshot appeals to users who prefer a free desktop solution with basic
capabilities, though it may lack stability and polish.”

Reasoning "Now I have to explain why those pieces of evidence support my claim. To do that, I
need to define some of the key terms in the question."
"First, 'design priorities' means what the tool was made to focus on — like power, ease of
use, or simplicity. 'Target users' means the people the tool is built for — like beginners,
mobile users, or professionals."

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 "Next, 'accessibility' is how easy and available a tool is to most people. 'Professional
capability' means how powerful or advanced the tool is, especially for expert-level
work."
"Looking at the evidence, I see that Adobe Premiere Pro is designed for professionals, so
it has high professional capability, but it's less accessible — you need skills and a strong
computer. On the other hand, CapCut and Adobe Express are very accessible because
they’re simple and mobile-friendly, but they have fewer professional tools."
"That supports the idea that tools can’t always be both super accessible and super
powerful — designers often have to choose."

Conclusion "So, to wrap it up: The design priorities and target users of these video editing tools shape what
they’re good at and what they’re not. Tools like Adobe Premiere Pro are strong but harder to use,
while tools like CapCut are easier but limited. This shows there’s often a trade-off between
accessibility and professional features."

TRANSFER: PERFORMANCE TASK

PERFORMANCE STANDARD: The learners create videos with graphics design in a safe and responsible manner

SITUATION: Your school has launched a campaign called “EcoVoices: Youth for a Greener Future.” You’ve been invited to submit a short video that can
be featured in the school’s official social media page and during a community event. The campaign aims to raise awareness and promote sustainable actions.

GOAL: Your goal is to create an engaging and informative Environmental Awareness Campaign Video that promotes awareness, encourages action, and
highlights solutions to a specific environmental issue in your community or school.
ROLE:You are a youth environmental advocate and content creator, you represent the voice of the younger generation concerned about the future of the
environment.

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PRODUCT: You will create a 2 to 4-minute campaign video that raises awareness about a specific environmental issue in your school or community. The
video should be informative, creative, and include a clear message with factual content. Use engaging visuals or storytelling methods, and end with a strong
call to action. This video will be part of the “EcoVoices: Youth for a Greener Future” campaign and may be shown during school events or online.

AUDIENCE: Your target audience includes your fellow students, teachers and school staff and community members who may not be aware of the issue

STANDARDS:

Your video will be assessed based on the following criteria:

1. Content Accuracy – Information is well-researched, factual, and relevant to the topic.

2. Clarity of Message – The advocacy is clearly stated and easy to understand.

3. Creativity and Presentation – The video is engaging, original, and visually appealing.

4. Impact and Call to Action – The video motivates the audience to take action or learn more.

5. Technical Quality – Clear audio and video, appropriate length, good editing.

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.

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2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The
PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.

PERFORMANCE TASK WITH 21st CENTURY SKILLS

21st CENTURY SKILLS PERFORMANCE TASK INSTRUCTIONS

CRITICAL THINKING AND PROBLEM-SOLVING
Teacher poses a problem and asks students to solve it or research for answers.
COMMUNICATION
Teacher raises an issue or topic and students express their ideas with varied media.
COLLABORATION
Teacher provides a task and students work in teams where members have different roles
and tasks.
CREATIVITY
Teacher presents a challenge and students design a solution or an innovation.
CROSS-CULTURAL UNDERSTANDING
Teacher shows examples from several ASEAN countries and asks students to describe
how they would interact with people from different cultures in relation to the problem.
COMPUTER/ICT
Teacher shows digital resources and asks students to use them to solve problems or
create a project.
CAREER LIFELONG LEARNING
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Teacher poses a reflection question on how students can personally continue to learn
about the issue.

TEACHER’S CHECKLIST FOR PERFORMANCE TASK WITH 21st CENTURY SKILLS:

21st CENTURY SKILLS TEACHER’S PERFORMANCE TASK CHECKLIST

CRITICAL THINKING AND PROBLEM-SOLVING • Have I clearly posed a problem or question for students to solve or research?
Teacher poses a problem and asks students to solve it or research for answers. • Did I provide adequate guidance and resources to support students in their
critical thinking and problem-solving process?
• Did I encourage students to use evidence and reasoning to support their
solutions or answers?
COMMUNICATION • Have I effectively communicated the issue or topic to students?
Teacher raises an issue or topic and students express their ideas with varied media. • Did I solicit from students the use of various forms of media through which
they can express their ideas?
• Have I emphasized the importance of proper citation when sharing
information?
COLLABORATION • Did I assign roles or multiple tasks to team members, ensuring they have
Teacher provides a task and students work in teams where members have different roles different responsibilities?
and tasks. • Have I promoted a collaborative atmosphere in the classroom, encouraging
students to work together and communicate effectively?
• Did I monitor and provide guidance during group work to ensure productive
collaboration?
CREATIVITY • Have I presented a challenge that encourages students to think creatively
Teacher presents a challenge and students design a solution or an innovation. and propose innovative solutions?
• Did I allow room for students to explore and express their unique ideas and
approaches to the challenge?
• Have I provided feedback and encouragement to foster creativity among
students?
CROSS-CULTURAL UNDERSTANDING • Have I asked for examples from multiple cultures, particularly ASEAN
Teacher shows examples from several ASEAN countries and asks students to describe countries, to promote cross-cultural awareness?
how they would interact with people from different cultures in relation to the problem. • Did I clearly articulate the expectation for students to describe how they
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 would interact with people from different cultures in relation to the problem
or issue?
• Have I provided resources or guidance on understanding cultural
differences?
COMPUTER/ICT • Did I ask for or suggest digital resources and technology tools that are
Teacher shows digital resources and asks students to use them to solve problems or relevant to the task and aligned with learning objectives?
create a project. • Have I ensured that students have the necessary skills and access to
technology to effectively use digital resources?
• Did I provide instructions or tutorials on how to use specific software or
online platforms?
CAREER LIFELONG LEARNING • Have I included a reflection question that prompts students to consider how
Teacher poses a reflection question on how students can continue to learn about the they can continue learning about the issue beyond the task?
issue. • Did I encourage students to identify specific strategies or resources for
ongoing learning and personal development?
• Have I emphasized the importance of continuous learning in the context of
the task?

STUDENTS’ PERFORMANCE TASK CHECKLIST:

21st CENTURY SKILLS STUDENTS’ PERFORMANCE TASK CHECKLIST

CRITICAL THINKING AND PROBLEM-SOLVING • I am able to identify the problem or question posed by the
Teacher poses a problem and asks students to solve it or research for answers. teacher.
• I have thoroughly researched and analyzed information to
find solutions or answers.
• I have applied critical thinking skills to evaluate the validity
and relevance of the information I found.
COMMUNICATION • I am able to express my ideas and findings clearly and
Teacher raises an issue or topic and students express their ideas with varied media. effectively using various forms of media such as written
reports, oral presentations, or multimedia presentations.
• I have appropriately cited my sources when sharing
information.
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COLLABORATION • I am able to work effectively in a team with fellow students,
Teacher provides a task and students work in teams where members have different roles each of us having different roles and responsibilities.
and tasks. • In relation to my assigned role or task, I have actively
contributed to the group's efforts and maintained open
communication with team members.
CREATIVITY • I am able to demonstrate creativity in designing solutions or
Teacher presents a challenge and students design a solution or an innovation. innovations to address the challenge presented by the teacher.
• I have thought "outside the box" and proposed unique and inventive
ideas.
CROSS-CULTURAL UNDERSTANDING • I am able to describe how I would interact with people from different
Teacher shows examples from several ASEAN countries and asks students to describe cultures in relation to the given problem or issue.
how they would interact with people from different cultures in relation to the problem. • I have considered cultural differences and their impact on problem-
solving and communication.
COMPUTER/ICT • I am able to effectively use digital resources and technology
Teacher shows digital resources and asks students to use them to solve problems or tools provided by the teacher to aid in problem-solving or
create a project. project creation.
• I have demonstrated proficiency in using relevant software,
online platforms, or digital resources.
CAREER LIFELONG LEARNING • I am able to reflect on how I can continue to learn about the
Teacher poses a reflection question on how students can continue to learn about the issue or topic presented by the teacher.
issue. • I have identified specific strategies or resources for ongoing
learning and personal development related to the subject
matter.

PERFORMANCE TASK ANALYTIC RUBRIC:

CRITERIA 4 3 2 1 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
Content All information Most Some Information
Accuracy is accurate, information is information is is mostly

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 relevant, and accurate and inaccurate or inaccurate
well- relevant. lacks or missing.
researched relevance.
Clarity of Message is Message is Message is Message is
Message clear, clear and somewhat unclear or
focused, and conveys the unclear or confusing.
strongly main idea. lacks focus.
conveys the
environmental
issue.
Creativity Very creative Creative and Somewhat Lacks
& and highly engaging; good creative; creativity
Engageme engaging; use of visuals or needs more and does
nt excellent use storytelling. effort to not capture
of visuals or engage interest.
storytelling. viewers.

Call to Powerful and Clear call to Weak call to No clear

Action inspiring call action; action; may call to
to action; encourages not clearly action or
encourages viewer motivate completely
real change. involvement. viewers. missing.

Technical Excellent Good video and Fair quality; Poor

Quality video and audio quality; noticeable quality;
audio quality; minor editing issues in distracting
smooth issues. video, audio, issues
editing and or editing. throughout
pacing. the video.

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VALUES INTEGRATION

Unit Learning Competency

and Performance Standard Related Values Scenario Reflection
Utilize video editing tools Creativity 1. How did I incorporate unique ideas
with multimedia materials Editing a short film for a school project, a student combines into the project?
various multimedia elements—video clips, sound effects,
and animations—to create an engaging narrative. 2. What challenges did I face in blending
different media, and how did I overcome
them?

3. In what ways did my creative choices

enhance the storytelling?

Collaboration
A group of students work together to edit a video, each 1. How did working with others enhance the
contributing different skills such as scripting, filming, and video project?
editing.
2. What communication strategies worked
well in our group?

3. How can I contribute better to team

projects in the future?

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 Ethical 1. How did I ensure the ethical use of
Responsibility In producing a public service announcement, the student multimedia materials?
ensures all multimedia content is original or properly
credited, avoiding the use of copyrighted materials without 2. What steps did I take to respect
permission. intellectual property rights?
3. Why is ethical responsibility crucial in
multimedia production?s

REFLECTION SONG
“Teamwork Song”
(To the tune of “Fight Song” by Rachel Platten)
[Verse 1]
Like a small team, in a big world,
We come together, every boy and girl,
With the clips and tools we share,
We build our story, show we care.
[Pre-Chorus]
This is our time, to work as one,
Every frame we make, it’s never done alone.
[Chorus]
This is our teamwork song,
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 We edit strong, we can’t go wrong,
With every cut, and every frame,
We bring our vision to life again.
And all those voices, blend as one,
Together’s how the best gets done,
This is our teamwork song,
Let’s make it loud and proud, come on!
[Verse 2]
When we struggle, we don’t give in,
We lift each other, help and win,
Sharing ideas, hand in hand,
Our story’s stronger when we stand.
[Pre-Chorus]
This is our time, to work as one,
Every frame we make, it’s never done alone.
[Chorus]
This is our teamwork song,
We edit strong, we can’t go wrong,

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 With every cut, and every frame,
We bring our vision to life again.
And all those voices, blend as one,
Together’s how the best gets done,
This is our teamwork song,
Let’s make it loud and proud, come on!
[Bridge]
We learn, we grow, we create as a team,
Our best work shines when we dream the same dream.
[Final Chorus]
This is our teamwork song,
We edit strong, we can’t go wrong,
With every cut, and every frame,
We bring our vision to life again.
And all those voices, blend as one,
Together’s how the best gets done,
This is our teamwork song,
Let’s make it loud and proud, come on!

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