Department of Education | Region III | Schools Division of Zambales

STA. CRUZ DISTRICT

SLAC ACTION PLAN

RESOURCES
OBJECTIVE/S TOPICS/SESSIONS PERSONS INVOLVED TIME FRAME Fund Source of SUCCESS INDICATOR
Amount Funds
At he end of the session, teachers should be 1. Revisiting 21st Century  School Heads June 29, 2019 P100 per School *100% participation of science
able to: Skills Vis-à-vis the K to 12  Head Teachers person MOOE teachers within the district.
1.Identify the desired set of 21st century skills Science Curriculum  Science Teachers
that the K to 12 program aims to develop in  Schools Administrative
the learners; Officers
2. discuss the specific scientific reasoning
and skills tha the K to 12 Science curriculum
argets to enable graduates to become
globally compeititive; and
3. relate he purpose of the K to 12 content
and performance standards to the
development of learners’ specific reasoning
skills
1. Identify various techniques for unpacking a 2. Unpacking the  School Heads June 29, 2019 P100 per School *100% participation of science
standard-based curriculum and Standards and  Head Teachers person MOOE teachers within the district.
2. Apply the appropriate technique for Competencies and  Science Teachers
unpacking standards and competencies in Competencies in the  School Administrative *100% implementation in
selected learning unit Curriculum Guide Officers teaching science subject within
3. Discuss the Know-Understand -Do (KUD) Learning Progression and the district.
framework as a basis for a learning Targets
progression and
4. Write child friendly learning targets or
success criteria for a learning unit
1.describe differentiated instruction; 3. Differentiated  School Heads June 29, 2019 P100 per Canteen *100% participation of science
Instruction: Tailoring  Head Teachers person Fund teachers within the district.
2.differentiate learning styles; and Learning for the 21st  Science Teachers
Century Skills  Canteen Manger
3. recognize the importance of differentiated
instruction approach in facilitating science
lessons.

“Maka-Diyos. Maka-tao. Makakalikasan. Makabansa.”

 Department of Education | Region III | Schools Division of Zambales
STA. CRUZ DISTRICT
1.Describe differentiated instruction 4. Differentiated  School Heads July 6, 2019 P100 per Canteen *100% participation of science
approach as means of tailoring instruction Instruction:  Head Teachers person Fund teachers within the district.
teach Science lessons and to meet students’ Application and  Science Teachers
needs; Simulation  Canteen Manger *100% monitored and evaluated
by the school heads.
2. Recognize that when differentiated
instruction approach is used in facilitating
Science lessons the science process skills of
students are being developed;

3.Present inquiry approach (as a

differentiated instruction) as an active and
engaging way to teach Science lessons
particularly on least mastered learning
competencies;

4.Develop instructional materials and

assessments that measure what can students
learn effectively, regardless of differences in
ability;

5.Design differentiated instruction strategy

that match tasks to varying student needs.
1.Describe Hermann Whole Brain Thinking Brain-based Learning  School Heads July 6, 2019 P100 per School *100% monitored and evaluated
and Biffle Whole Brain Teaching as brain-  Head Teachers person Fund by the school heads.
based learning pedagogies.  Science Teachers
 School PTA Treasurer *100% used in classroom
2.Describe the different activities that can instruction among science
anchor to four brain quadrants according to teachers within the district.
Hermann Whole Brain Teaching as
introduced by Bawaneh, et. al. (2010).

3.Describe how the seven features of Whole

brain teaching by Biffle can be adapted in
Science classes classroom.

4. Evaluate the acceptability of the Whole

Brain teaching model of Hermann (1998) and
Biffle (2013) as a vehicle of learning delivery
in the Science

“Maka-Diyos. Maka-tao. Makakalikasan. Makabansa.”

 Department of Education | Region III | Schools Division of Zambales
STA. CRUZ DISTRICT

5. Develop draft learning plan aligned with

Whole Brain Teaching model

1.Participate in the simulation of brain-based Brain-based Learning  School Heads July 6, 2019 P100 per MOOE *100% monitored and evaluated
learning activities as active students; and Simulation  Head Teachers person by the school heads.
 Science Teachers
2.Determine how a brain-based lesson can be  School Administrative *100% used in classroom
designed using Biffle’s Whole Brain Teaching Officer instruction among science
and Hermann’s Whole Brain Teaching teachers within the district.

1.describe inquiry-based approach as an Inquiry-Based  School Heads July 13, 2019 P100 per MOOE *100% monitored and evaluated
active and engaging way to teach Science Approach:  Head Teachers person by the school heads.
lessons; 5E Instructional Model  Science Teachers
 School Administrative *100% used in classroom
2. recognize that when 5E inquiry-based Officer instruction among science
model is used in facilitating Science lessons teachers within the district.
the science process skills of students are
being develop; and *100 % participation of science
teachers within the district.
3. put in memory the stages of 5E inquiry-
based model

1. Explain 5Es inquiry-based learning (IBL) IBL AND 5Es ON THE  School Heads July 13, 2019 P100 per MOOE *100% monitored and evaluated
model as an active and engaging way to GO  Head Teachers person by the school heads.
teach Science lessons  Science Teachers
 School Administrative *100% used in classroom
2. Design an inquiry-based learning lesson Officer instruction among science
plan using the 5Es instructional model; and teachers within the district.

3. Recognize the importance of using 5Es *100 % participation of science

Inquiry-based instructional model teachers within the district.
in teaching Science lessons.

“Maka-Diyos. Maka-tao. Makakalikasan. Makabansa.”

 Department of Education | Region III | Schools Division of Zambales
STA. CRUZ DISTRICT
At the end of the session, teachers should be Why PBL? Problem-  School Heads July 20, 2019 P100 per MOOE *100% used in classroom
able to: Based Learning and the  Head Teachers person instruction among science
1.demonstrate understanding of the key K to 12 Standards  Science Teachers teachers within the district.
elements of problem-based learning and  School Administrative
teaching practices by examining sample Officer *100 % participation of science
“PBL” activities. teachers within the district.

2.demonstrate how the PBL approach can

help achieve K-12 Science Standards.

At the of the session, the participants Learning Through PBL  School Heads July 20, 2019 P100 per MOOE *100% used in classroom
instructional skills enrich as they:  Head Teachers person instruction among science
 Science Teachers teachers within the district.
1.walk through a PBL lesson in electricity and  School Administrative
magnet.ism Officer *100 % participation of science
teachers within the district.
2.reflect critically on specific strategies to
nurture creativity among science teachers
and students

1.Differentiate between content area literacy Literacy Across the  School Heads July 27, 2019 P100 per Canteen *100% monitored and evaluated
and disciplinary literacy Curriculum:  Head Teachers person Fund / by the school heads.
Changing Paradigms and  Science Teachers MOOE
2.Articulate the knowledge and skills Implications of Text  Canteen Manger / School *100 % participation of science
teachers need to support students in Complexity for Administrative Officer teachers within the district.
developing disciplinary literacy Instructions in Science

3.Appreciate the role of science teachers in

developing students’ content and disciplinary
literacy

4.Explain the nature of text complexity

5.Describe the tools used to measure text

complexity

6.Articulate the knowledge and skills

teachers need to match students with the
right texts/tasks

“Maka-Diyos. Maka-tao. Makakalikasan. Makabansa.”

 Department of Education | Region III | Schools Division of Zambales
STA. CRUZ DISTRICT
7.Apply text complexity diagnostic tools to a
content area text

8.Recommend appropriate pedagogical

support to help students cope with the
demands/ challenges posed by the text

At the end of the session, teachers should be Engaging students  School Heads July 27, 2019 P100 per Canteen *100% monitored and evaluated
able to: with tradebook and  Head Teachers person Fund by the school heads.
digital text  Science Teachers
1.explain the rationale for using texts  Canteen Manager *100 % participation of science
(children’s literature) other than those teachers within the district.
found in textbooks in content area learning;
*100% used in classroom
2.define the terms text, children’s literature, instruction among science
trade books, digital texts, teachers within the district.
hypertext/hypermedia, intertextuality;

3.explore the different genres and formats

of trade books and digital texts that can
enhance learning in the content areas; and

4.describe ways in which a non-textbook

material (print/digital) may be used in a
content area lesson or unit of study.
1.Adopt literacy strategies for disciplinary Strategies for  School Heads August 3, 2019 P100 per Canteen *100% monitored and evaluated
literacy Developing Science  Head Teachers person Fund by the school heads.
Disciplinary  Science Teachers
2.Use strategies to engage students in Literacy:Meeting  Canteen Manager *100 % participation of science
understanding complex texts Reader and Task teachers within the district.
Demands
3.Differentiate informational vs. narrative/ *100% used in classroom
fiction texts instruction among science
teachers within the district.
4.Discuss the role of vocabulary in
comprehending complex texts

5.Plan for learning activities that integrate

pre- reading literacy skills in guiding

“Maka-Diyos. Maka-tao. Makakalikasan. Makabansa.”

 Department of Education | Region III | Schools Division of Zambales
STA. CRUZ DISTRICT
students in reading complex texts
1.To acquire strategies for teaching literacy Strategies in  School Heads August 3, 2019 P100 per Canteen *100% monitored and evaluated
skills in science Developing Science  Head Teachers person Fund / by the school heads.
Disciplinary Literacy:  Science Teachers School
2.To help students develop a repertoire of Obtaining, Evaluating,  Canteen Manager/School Fund *100 % participation of science
reading skills that can be applied to all types and Communicating PTA Treasurer teachers within the district.
of texts, especially informational Science Information
texts *100% used in classroom
instruction among science
3.To learn strategies that encourage students teachers within the district.
to engage in discussion

4.To understand the reading-writing

connection

5.To plan a science lesson with embedded

strategies targeting literacy skills

1.Define educational technology and digital Educational and Digital  School Heads August 3, 2019 P100 per Canteen *100% monitored and evaluated
tools. Tools in Science  Head Teachers person Fund / by the school heads.
 Science Teachers School
2.Differentiate Web resources and Mobile  Canteen Manager/School Fund / *100 % participation of science
technologies that can be used in the PTA Treasurer / School MOOE teachers within the district.
classroom. Administrative Officer
*100% used in classroom
3. Demonstrate knowledge and skills in instruction among science
utilizing web resources and digital tools in teachers within the district.
teaching and learning Science.

4. Design a sample lesson or learning activity

using Educational and digital tools.

5. Show appreciate for integration of

technology in the classroom as a necessity
in 21st Century teaching and learning.

“Maka-Diyos. Maka-tao. Makakalikasan. Makabansa.”

 Department of Education | Region III | Schools Division of Zambales
STA. CRUZ DISTRICT

Prepared and submitted by:

FLORNCHAI S. MOVILLA JEANNE M. MACABUNGA ELMO M. MIRADOR

Master Teacher I Teacher III Teacher III
STA. CRUZ NATIONAL HIGH SCHOOL GUISGUIS NATIONAL HIGH SCHOOL Mena Memorial National High School

MELANY S. LUMAWIG RAIZEL ANNE M. EBUEN SUZETTE S. SABANGAN JUNAVIE M. MOVILLA

Teacher II Teacher II Teacher II Teacher II
Acoje National High School San Fernando High School Sta. Cruz South High School Don Marcelo C. Marty High School

TIFFANY P. PACIFICO ROCHELLE ANN C. MARTY

Teacher I Teacher I
Guisguis National High School Don Brigido Miraflor Integrated School ( JESMAG)

Approved by:

“Maka-Diyos. Maka-tao. Makakalikasan. Makabansa.”