DIFFERENTIATED PERFORMANCE TASK TEMPLATE

SESSION 3

SITUATION

In a certain barangay in Camarines Norte with children who are weak and feeble due to
nutritional deficiency. With this situation, students decided to conduct a seminar with the
support of the following group of person: Nutritionist: BHW, and Doctor of Internal Medicine.

As part of the seminar, there will be information dissemination about the causes of
nutritional deficiency as possible ways on how to avoid nutritional deficiency.

As professional in the medical field, they are tasked to gather or collect information and
data about the cases of nutritional deficiency. The data gathered is to be presented in the
form of multimedia presentation, info graphics and case study. The content of the following
presentations will be presented to the barangay constituents. These presentations will be
evaluated according to its content, organization, effectiveness, and cooperation.

Transfer Goal: Students on their own and in the long run they will be able to:
Engage in activities that promote certain awareness about diseases resulting from
nutrient deficiency and the possible ways on how to avoid them.
Transfer Task Scenario Goal: To Study the nutritional practices of the barangay
constituents.

ROLE 1 Nutritionist ROLE 2 BHW (Barangay ROLE 3 Doctor of Internal

Health Worker) Medicine

AUDIENCE: Barangay Constituents

Situation: In a certain barangay of Camarines Norte , Children get weakened and feeble
due to nutritional deficiency
Product 1 Multimedia Product 2 Info graphics Product 3 Case Study
Presentation
Standards: These multimedia presentations, information graphics and case study will be
evaluated according to its content, organization, effectiveness, and cooperation.

GRADE 8 QUARTER 4 RUBRICS

(MULTIMEDIA PRESENTATION)

Criteria Outstanding Satisfactory Developing Beginning

Use of Multimedia The graphics go well The graphics go well The graphics go The graphics do not go
Presentation with the text and with the text and well with the text, with the accompanying
there is a mix of text there is a good mix but there are too text on approach to be
and graphics of text and graphics few randomly chosen
Content Covers topic in- Includes essential Includes essential Content is minimal ad
depth with details knowledge about information about have several factual
and examples. topic. Subject the topic but there errors.
Subject knowledge is knowledge is good. are some factual
excellent errors.
Oral Presentation Intensity, well- Intensity with Delivery was not Delivery was not
rehearsed with smooth delivery smooth but able to smooth and
smooth delivery that holds hold audience audience attention
that holds audience attention attention most of was lost.
audience attention the time.

Organization The sequence of The sequence of The sequence of The sequence of

information is logical information is logical information is information is not
and intuitive as information are clear somewhat logical, logical and
information is clean and direct. information are irrelevant.
and direct. confusing and
flawed.

GRADE 8 QUARTER 4RUBRICS

(INFORMATION GRAPHICS)

CRITERIA EXCEED EXPECTATIONS MEET EXPECTATIONS NEEDS MORE

WORK

TOPIC The topic of the info graphic is The topic of the info graphic The topic of the info
specific in nature and is intended may be a bit too broad to graphic is hard to
to inform or convince the viewer understand the main points ascertain and needs
to be made more
specific.
Type The Type of info graphic chosen The type of info graphic The type of info
(e.g. time-like, informational, chosen represent the contents graphic chosen
etc.)Highly supports the content being chosen but another type does not convey the
being presented may lead to more clarity for the information well or
viewer support the content
being presented.
Objects The objects included in the info Some objects included are Too many different
graphics are repeated to support repeated but the info graphic types of objects are
various data points and to make it are repeated, but the info used in the info
easier for the viewer to graphic did not see to include graphics and that
understand the info graphics enough repeated elements to makes it hard for
make it understandable the viewer to
understand the
content.
Data The data visualization formats The data visualization formats Other data
Visualizations chosen make the data presented chosen showcase the data, but visualization
easy for the viewer to understand some may make it difficult for formats should be
the information the viewers to understand the chosen to best
points. showcase the data
presentation for the
viewer.

GRADE 8 QUARTER 4 RUBRICS

(CASE STUDY)

CRITERIA OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

Content The information The information Some of the The information

presented is presented is accurate information presented is
accurate and presented is erroneous
comprehensive inaccurate

Organization Information The information is Some of the Presentation of

presented in a clear presented in a logical information is not the information is
 and logical manner. manner. presented not well thought
Connections among logically. Some of causing
Connections among the
the concepts are connections of the confusion.
concepts are
explicitly established concepts are not Connection among
established
ad detailed to evident. the concepts is not
promote made.
understanding of the
lesson.

Effectiveness The presentation is The presentation Some parts of the The presentation
compelling in sufficiently disseminates presentation fails to
disseminating information disseminate disseminate
information information information

Cooperation Group members are Group members share Some group The group is
actively collaborating tasks, work members are ineffective in the
with one another collaboratively, and inconsistent in distribution of
and are consistent in perform assigned tasks performing tasks. Most group
performing assigned conscientiously assigned task members are not
tasks performing
assigned tasks.
 UNPACKING THE STANDARDS FOR UNDERSTANDING TEMPLATE

Session 3 HO 2
Subject: Science Content Standard Performance Standard Competencies:
The Learner shall be able
Topic: Situations Disease that result from to The Learners should be able to:
and Functions on nutrient deficiency and Present an analysis of  Describe the different digestive
the Digestive ingestion of harmful the data gathered on tract and their function
System substances, and their diseases resulting from  Explain ingestion, Absorption,
prevention and nutrient deficiency assimilation and extraction
treatment  Explain how disease of the
digestive system more
prevented, detected and
treated.
 Identify healthful practices that
affect the digestive system.

Key Nouns in: Big Ideas: Big Ideas Essential Essential

Ingestion, Diseases, Analysis, disease and Understanding: Question:
Nutrient Deficiency, nutrient Deficiency.
Treatment and Students will How does
prevention understand that nutritional
occurrence of the deficiency
disease of the affect the total
Digestive system function of the
result from nutritional human Body
deficiency

Higher Order Transfer Goal: Transfer

Verbs Engage in activity Task in
that promotes certain GRASPS
awareness about FORM:
diseases resulting
from nutrient To study the
deficiency and the nutritional
possible ways on practices of
how to avoid them. the barangay
constituents

Adjectives/ Rubric
Adverbs in Criteria For
Transfer
Task :

Content
Organization
Effectiveness
 UNIT ASSESSMENT- ACTIVITIES MATRIX
Session 3 (HO 3)
CODE Levels of What will I How will I How Will I Related
Assessment Assess? assess Score Activities
A Knowledge LC: Multiple Choice 1 point per item Labelling the parts
Describe the (Pre- Test) of the digestive
different tract and tracts and state
their functions. their function

A Process/ Skills LC:

Explain ingestion, Extemporaneous Holistic Rubrics Extemporaneous
absorption, Speech Speech
assimilation and
extraction.

M Understanding Enduring
Understanding:
Case Study Holistic Rubric Survey
Students will Analysis
understand that
occurrence of the
diseases of the
digestive system
result from nutritional
deficiency

T Product/ Performance Transfer Goal: Transfer Task: Scaffold

Engage in activities To study the

that promotes certain nutritional
awareness about practices of the
disease resulting from barangay
nutrient deficiency constituents.
and possible ways on
how to avoid it them.
 SCAFFOLD FOR TRANSFER

Session 3- HO 6
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
Directed Prompt Open Prompt Guided Prompt Independent Prompt
System Analysis System Analysis Case Analysis Case Study

1. Identify the parts of 1. The digestive system is BMI Survey helps the
the digestive system and composed of different school nurse to check and PERFORMANCE TASKS
the function of each part. organs that are made up to measure students
2. Describe how the parts of smooth muscles which certain condition, like
carry out their functions is responsible for nutritional deficiency.
together. ingestion, absorption and
3. Identify one organ of extraction. Make an analysis of
the digestive system that 2. Nutritional deficiency student with certain
is affected by is a disease caused by the condition. Supplement
environmental stresses insufficient intake of your analysis with
4. Formulate a hypothesis nutritious food and relevant research.
to explain what might harmful substances.
happen to the digestive 3. Identify the organ that
system as a result of the is affected.
change you described 4. Identify the part that is
previously not functioning well
Discuss how this
malfunction can affect
the whole system and the
organism. Make a
summary of your analysis
by writing a paragraph
 UNIT ASSESSMENT MAP

SESSION 4

Type Knowledge and Understanding Transfer

Process/ Skills (Meaning Making)
(Acquisition)

Pre- Assessment/ Pre- Test (NG) KWL Chart (NG)

Diagnostic Interpretation
Explanation

Formative Activity Reports (G) Nutritional Status

Assessment Interpretation, Survey Form (NG)
Explanation,
Application

Nutritional Status
Survey (NG)
Summary
Interpretation,
Explanation

Summative Post Test (G) KWL Chart (NG) Rubric for Case
Assessment Interpretation, Study (G)
Explanation

Self- Assessment Reflection Logs (NG) Journal (NG)

Self- Knowledge Self- Knowledge
 GUIDED GENERALIZATION

SESSION 5- HO 2
ESSENTIAL QUESTION TEXT 1 TEXT 2 TEXT 3
Six ways to boost Nutrient Reason why your digestive Stress and Digestive System
Absorption system isn’t working
properly
Answer: Answer: Stress can lead to
nutritional deficiency as it
Nutritional Deficiency is the Malfunctioning Digestive can bring about digestive
result of poor nutrient System leads to poor disorders, affecting the
absorption nutritional intake resulting entire human body.
to nutritional deficiency
Supporting Text: Supporting Text: Supporting text:

How does nutritional If your body isn’t absorbing
deficiency affect the the nutrients then you
functioning of the human aren’t reaping any of the
body? health benefits.
Reason:
Digestive issues if not fully
fixed result to painful
consequences
Reason:
People with digestive
problems at the idea that
stress could be the root of
their problems.
Reason:

Poor nutrient absorption Presence of Digestive Digestive disorders brought

brought absorption brought disorders and other about by stress leads to
about by digestive disorders digestive issues results to nutritional deficiency.
does not give the full nutritional deficiency
functioning of the body.
Common Ideas in reason:
A digestive issue leads to poor nutrient absorption.
Enduring Understanding:
Presence of digestive disorders results to nutritional deficiency that may affect the total
functioning of the human body

PROCESSING QUESTION FOR ARTICLE 1

1. What does the saying “You are what you eat” implies?

2. How does the human digestive system work?

3. How to keep the digestive system healthy and functioning properly?

 COMPETENCY-ASSESSMENT- ACTIVITY TABLE

Session 7- HO 4

COMPETENCY ASSESSMENT ACTIVITY

Describe the different digestive
tract and their functions
Explain ingestion absorption,
assimilation and extraction
Explain how diseases of the
digestive system are prevented,
detected and treated
Multiple Choice Labelling the parts of the digestive
Pre- Test tracts and state their function
Extemporaneous Speech Extemporaneous Speech
Short Response Question Brochure Making
-Students will choose a specific
digestive disease and they will give
how it is detected, prevented and
treated.
-RUBRIC

Identify Healthful practice that Post-Test Infomercial

affects the digestive system. -Students will make a 3-5 minute
video clip on healthful practices
that affect the digestive system

RUBRICS FOR EXTEMPORANEOUS SPEECH

CRITERIA 4 3 2 1
Eye Contact Maintains consistent Maintains eye contact Only occasionally Has no eye contact
eye contact with entire with most of the looks at audience with the audience
audience audience most of the
time
Volume/ Projection Speaks loudly and Speaks loudly enough Speaks softly causing Cannot be heard
comfortably to be to be heard by most some audience
heard by entire audience members discomfort
audience.
Rate/ Pacing Varies rate and pauses Uses appropriate rate Speaks too rapidly or Rate causes confusion
for natural effect but may have some lowly; pauses may for audience
throughout pauses that do not interfere with
presentation. create distractions smoothness of rate
Content All the ideas the Most of the ideas that Some ideas that the The ideas regarding
students presents students presents are student presents are the opinion of the
regarding his/ her supported by supported by students are not
opinion are supported additional additional supported by
by additional information or information or additional
information or explanations explanations information f
explanations explanations.

RUBRICS FOR BROCHURE MAKING

CRITERIA 4 3 2 1
ORGANIZATION The brochure has The brochure has The brochure has The brochure
excellent formatting appropriate some organized format and
and very well formatting and information with organization of
organized well- organized random formatting. material are
information information confusing to the
reader
IDEAS The brochure The brochure The brochure The brochure
communicates communicates communicate communicates
relevant relevant irrelevant irrelevant
information information information, or information, and
appropriately and appropriately to the communicates communicates
effectively to the intended audience. inappropriately to inappropriately to
intended audience the intended the intended
audience audience.
CONNECTIONS All of the writing is Most of the writing Some of the writing Most of the writing
done in complete is done in complete is done in complete is not done in
 sentences sentences, Most of sentences. Some ofcomplete sentence.
Capitalizations and the capitalization capitalization and Most of the
punctuations are and punctuation are punctuation are capitalization and
correct throughout correct throughout correct throughoutpunctuation are not
the brochures. the brochure. the brochure correct throughout
the brochure
GRAPHICS The graphics go well The graphics go well The graphics go well The graphics do not
with the text and with the text, but with the text, but go with the
there is a good mix are so many that they are too few accompanying text
of text and graphic. they distract from or appear to be
text. randomly chosen.

RUBRICS FOR INFOMERCIAL

CRITERIA 5 3 1
ORGANIZATION Information presented in Information is presented Presentation jumps
a logical, interesting in logical sequence. around, hard to
sequence. Hook draws Narration, stance and distinguish where
the audience into the confirmation are present narration, stance and
presentation reason are.
SUBJECT KNOWLEDGE Demonstrate full Demonstrates knowledge Information is lacking
knowledge of topic and of topic but one reason both reasons should be
both reasons are fully may be more developed explained more.
developed then other
VIDEO AND VISUAL Excellent video, put Video effective and Video is uneven, visuals
together smoothly and visuals are interesting are poorly used, uneven
effectively, visuals and appropriately used. effectiveness in lightning,
enhance presentation Lightning sound, voice sound voice over
and lightning, sound over, captions, music may captions, music may not
voice over, captions, have some troubles but be all effective and some
music all enhance overall do not hurt may even distract from
together presentation presentation.
AUDIENCE APPEAL 10 equals 5 pts 8 equals 3 pts 5 equals 1 pt.
 UNIT ACTIVITIES MAP

SESSION 8- HO-2

Subject: Science 8 Grade: 8 Quarter 4th

Unit Topic: Structure and Functions: Digestive System

Content Standard: Disease that result from nutrient deficiency and ingestion of
harmful substances, and their prevention and treatment

Performance Standard: Present an analysis of the data gathered on diseases

resulting from nutrient deficiency

Competencies:

 Describe the different organs of digestive tract and their function

 Explain ingestion, Absorption, assimilation and extraction
 Explain how disease of the digestive system more prevented, detected and
treated.
 Identify healthful practices that affect the digestive system.

Activities for acquiring
knowledge and skills
Administration of pre-test
Webpage reading bout
digestion processes (Ingestion,
absorption, assimilation, and
extraction)
Viewing about the different
digestive processes
Administration of post test
Activities for making meaning Activities Leading to transfer
and developing
understanding
Explore( Introduction)
Eliciting prior knowledge
through labelling
KWL Chart
Firm up (Interaction)
Scaffolding 1
Scaffolding 2
Deepen (Interaction)
Extemporaneous Speech Scaffolding 3
Role paly
Short- response questions
Transfer ( Integration)
Making a meal diet plan Scaffolding 4
Articulating new knowledge
through KWL
 LEARNING PLAN CALENDAR

SESSION 8- HO-3
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Day 1 Day 2 Day 3 Day 4 Day 5

Explore Explore Firm- up Firm- up

PRE TEST Activity 1- Elicit Activity 2- Activity 3- Webpage Activity 4- Video
prior knowledge Accomplishment of reading about Viewing about the
through labelling KWL chart digestive processes different digestive
(Ingestion, processes
Absorption,
Assimilation, and
Extraction)
Day 6 Day 7 Day 8 Day 9 Day 10

Firm- up Deepen Deepen Deepen Deepen

Activity 5 Activity 6 Activity 7 Activity 8 Revision of
Collaborative Extemporaneous Short- response Role- playing accomplished KWL
learning Speech questions Chart
Day 11 Day 12 Day 13 Day 14 Day 15

Transfer Transfer Transfer Transfer Transfer

Administration of Activity 9 Completion of Completion of Completion of
post test Making a meal diet transfer task transfer task transfer task
plan
Day 16 Day 17 Day 18 Day 19 Day 20

Values integration
Session 8

1. In doing the task, what part did you find difficulty in doing?

2. In your own present community, do you think a seminar on nutritional deficiency is needed?
What do you think will be its impact to your community?

3. As a student, in what ways can you help in the information dissemination campaigns on
nutritional deficiency in your own community?
DETAILED ACTIVITY