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Republic of the Philippines

ABRA STATE INSITUTE OF SCIENCES AND TECHNOLOGY

VISION
A university that produces graduates who are academically competitive, locally responsive and globally sustained

MISSION
We are committed to be agents in the development of Abra through enhanced instruction, creative and innovative researches and projects for public and community
services towards globally competitive professionals who contribute to the realization of a nation that enjoys strongly rooted comfortable and secure life.

CORE VALUES

N obility -Learned and educated

E ntreprenuership -Productivity and self-reliance
W isdom -Love of God
A ction -Performance-focused
S incerity -High commitment to duty
I ntegrity -Personal transformation
S ervice -Client-orientation
T eamwork -Coordinated group work

COLLEGE GOALS

1. To produce quality graduates who are locally and globally competitive.

2. To develop/generate new knowledge and verify client-oriented technologies and other solutions to development problems.
3. To disseminate and showcase client, responsive technologies and other solutions to development problems towards an improved welfare of local communities.
4. To engage in viable Income Generating Products (IGPs) to augment the finances of the college.
5. To transform ASIST as a dynamic and responsive, learning and performing, organization efficiently and effectively managing its resources.
 QUALITY POLICY

The Abra State Institute of Sciences and Technology commits a continual improvement of its system process to ensure effective and efficient delivery of the services
towards sustained clientele satisfaction.

PROGRAM OBJECTIVES

1. To develop students become highly competent teachers for the elementary/secondary level, equipped with the necessary knowledge, skills and values in teaching
the different;
2. To develop research, production, and service-oriented teachers.
3. To develop graduates who take care of the environment and utilize resources wisely and economically.

COLLEGE OF TEACHER EDUCATION

Teacher Education Department

Outcomes-Based Teaching and Learning Plan

Course Title Social Studies in Early Childhood Course Code

Education
Credit Units 3 Course Pre-/Co-requisites None
Course Description The course focuses on the discussion of the concepts in Social Studies as well as the developmentally appropriate
strategies in teaching these concepts to young learners
Course Intended Learning After completing this course, students must have:
Outcomes (CILO) 1. Understood developmentally appropriate practices from children’s social emotional,Personality theories
2. Identified contemporary cultural and socio-educational issues and trends affecting the teaching profession, and
how they are interrelated at the local and global level
3. demonstrated knowledge on the concepts in Social Studies as well as the developmentally appropriate strategies
in teaching children about people’s interactions in and with their social and physical environment now and in the
past, both in local and global contexts in the three ECE levels;
4. demonstrated knowledge of teaching strategies that promote good citizenship in young children which are also
responsive to the linguistic, cultural, socio economic and religious background;
5. demonstrated familiarity with a range of strategies for communicating learner needs, progress and achievement in
Social Studies in the three ECE levels;
6. demonstrated engagement and enjoyment in facilitating Social Studies activities to nurture and inspire learner
participation; and
7. designed activities in Social Studies that promote critical and creative thinking and higher order thinking skills for
the three ECE levels.
 COURSE MAPPING GRID

UNIT Cre PS CT DML Com Col ICT IL Cit LC PSR

2 2 3 3 3 3 2 2 3 2 2
2 2 3 3 3 3 2 2 3 2 2
2 2 3 3 3 3 2 2 3 2 2
2 2 3 3 3 3 2 2 3 2 2

Codes: 3 = To a Large Extent 2 = To Some Extent 1 = To a Little Extent

Legend:
Cre Creativity PS Problem Solving CT Critical Thinking DML Decision Making & Learning
Com Communication Col Collaboration ICT information and Communication Technology
IL information Literacy Cit Citizenship LC Life and Career PSR personal and Social Responsibility

Liminal Period (MIDTERM) Unit 1: Introduction to Globalization

Essential Learning
Intended Learning Outcomes Suggested
Declarative Assessment
Week Content Standards Functional Knowledge (ILO) Teaching/Learning
Knowledge Tasks (ATs)
Students should be able to: Activities (TLAs)
1st Gain understanding Discussion of the Discussion of Discuss the vision, mission, and Input Material/Resources Discussion
on the vision and VMGO of the - Vision goals of the college and the School prospectus and fliers
mission of the College - Mission objectives of the department.
institution, goals of - Goals Output Materials
the department and College Grading - Objectives Students illustrate the VMGO
objectives of the System of the college through
program. drawings, song and pictures.
To be familiar with the
grading system,
course outline and
course requirements
2nd Demonstrate Overview on Introduction Identify contemporary cultural Teaching/Learning Activity: Short essay
familiarization with Early Childhood and socio-educational issues and Module
introduction of Early in the Social trends affecting the teaching Brainstorming and
Childhood in the Studies Integrative Learning: profession, and how they are Think-Pair-Share through Quiz
Social Studies Setting the stage for a interrelated at the local and google meet/phonecall
 Pedagogy of pedagogy of global level
Contemporary contemporary
Input Material/Resources
Handouts
Internet/phone
Steger, Manfred B.
“Ideologies of Globalization.”
2005. Journal of Political
Ideologies 10 (1): 11-30

Output Materials
quiz

3rd Demonstrate Interdisciplinary A Cognitive- Examines interdisciplinary Teaching/Learning Activity: synthesis

knowledge on Learning: Epistemological learning in cognitive and Module
cognitive and Foundation epistemological terms. Think-Pair-Share
epistemological terms
of cognitive and Input Material/Resources
epistemological terms Handouts

Output Materials
Short essay
4th  Demonstrate Rights of the The rights of children: Identify the rights of children: Teaching/Learning Activity: Matrix
knowledge on the children and Policies to best serve 3, Policies to best serve 3, 4, and 5 Picture analysis
different Rights of the policy 4, and 5 year olds in year olds in Public Schools Brainstorming Short essay
children and policy Public Schools Class Sharing
Case analysis
Input Material/Resources
Module
Output Materials
matrix
5th Demonstrate Educating for Preparing our Youth to Identify engaging topics of local Teaching/Learning Activity: Reflection Paper
familiarization on Global Engage the World and global significance. • Focus module
global competence Competence on global competence outcomes.
through education contemporary cultural • Design performances of global Input Material/Resources
and socio-educational competence. • Employ ongoing Handouts
issues and trends global competence–centered
affecting the teaching assessments. Output Materials
profession Reflection Essay
 cultural identities in
modern societies
 Demonstrate Out of Eden Tishman Out of Eden Discuss OoEL integrated to Teaching/Learning Activity: Video analysis
understanding on the Learn Learn: An innovative educating young children. Lecture/module
Approach OOEL model for promoting Input Material/Resources Reaction paper
cross-cultural inquiry and Creat a model to promote cross- Handouts, Readings
exchange. cultural inquiry
Output Materials
Story writing
6th  demonstrate Social Skills 1. Social Competence Teaching/Learning Activity:
knowledge of positive Development 2. Children’s Friendships a. discuss the social skills Conducting an interactive Quiz about the
and non-violent 3. Prosocial Behavior development and competencies; discussion on the social skills social skills
discipline in the development and development and
management of b. explain about children’s competencies of young competencies of
learner behavior. friendships; children young children
Group Collaboration
c. identify and help Compilation of
children develop prosocial Input Material/Resources identified
behavior Handouts, Readings strategies to help
young children
Output Materials make friends in the
classroom
• Interviewing early
childhood teachers on what Interview report
positive disciplines they are and reflection
practicing in the classroom paper on positive
and non-violent
discipline in the
management of
learner behavior

Liminal Period (MIDTERM)

7th  Demonstrate Socialization a. discuss about socialization of Teaching/Learning Activity:
strategies for young children; Observing an early childhood Quiz on
facilitating young strategies for facilitating b. identify strategies for classroom and capturing the socialization of
children’s young children’s facilitating young children’s strategies used by the young children
socialization in the socialization in the socialization in the classroom; teacher/s in facilitating
classroom classroom and children’s socialization Observation report
 c. plan and implement Planning and conducting
socialization activities. socialization activities with
appropriate materials

Input Material/Resources
Handouts, Readings
internet

Output Materials

Output: Activity plan and

materials
Demonstration and scoring
rubric

8th  demonstrate Social 1. Celebrating Diversity advocate acceptance of diversity Teaching/Learning Activity:
understanding Responsibility 2. Becoming in the classroom; Discussion about social • Quiz on
of social Environmentally Aware responsibility and diversity standards
responsibility discuss about environmental and goals
to promote issues; and Creating and advocacy poster for social
celebration of about celebrating diversity studies
diversity; demonstrate being a socially
 responsible citizen of the Researching on current
Philippines. environmental issues and a
making a reflection paper
about it
Promoting social
responsibility through joining
or implementing activities
(clean up drive, tree planting,
extending

Input Material/Resources
Handouts

Output Materials

advocacy poster
9th  Demonstrate Social Studies 1. Standards and Goals Discuss the standards and goals Teaching/Learning Activity:
knowledge on the for Social Studies of social studies. Lecture/module Quiz on standards
standards and goals and goals for
of social studies Discussion about standards social studies
and goals for social studies

Liminal Period (FINAL TERM)

Essential Learning
Intended Learning Outcomes Suggested
Declarative Assessment
Week Content Standards Functional Knowledge (ILO) Teaching/Learning
Knowledge Tasks (ATs)
Students should be able to: Activities (TLAs)
10th-  demonstrate Culture 1. Art Teaching/Learning Activity:
11th approved behaviors 2. Language describe their own culture Quiz on social
related to social and 3. History and the culture of others; Sharing about one’s own responsibility and
ethnic customs (e.g., 4. Customs culture diversity
manners and other 5. Beliefs b. discuss the similarities Researching about other
respectful behaviors). 6. Geography and differences of different cultures Output: advocacy
7. Anthropology cultures in the Philippines; poster and a
scoring rubric
c. discuss about dealing Discussing about dealing with
with stereotypical ideas and stereotypical ideas and Research report
positive attitudes toward diversity; positive attitudes toward and reflection
and diversity paper on
environmental
d. demonstrate approved Input Material/Resources issues
behaviors related to social and Handouts
ethnic customs (e.g., manners Documentation or
and other respectful behaviors). Output Materials report on the
Designing a matrix indicating activity/ies done
the similarities and
differences of different
cultures in the Philippines

Liminal Period (FINAL TERM)

12th  Demonstrate the Time, History discuss the history, development Teaching/Learning Activity: timeline chart and
history, development Continuity, and and changes in one’s society. students will identify the quiz on the history,
Change significant milestones in the development, and
 and changes in one’s Geography describe the relationship of history, development, and changes in the
society and People, Places, people and the environment; and changes in the Philippine Philippine society
relationship of and society
environment and the Environments analyze environmental issues.
people Discussing about the matrix on the
relationship of people and the analysis of the
environment environmental
problems and
Examining environmental resolutions
issues and analyzing the
problems and resolutions advocacy poster
with a scoring
rubric
Input Material/Resources
Lecture Handouts

Output Materials
Using a timeline chart,

Making of advocacy poster

13th Demonstrate skills in Individuals, Teaching/Learning Activity: Reflection paper

making activities in Groups, and Sociology discuss how people live together Discussing how people live about the
promoting social Institutions in families, neighborhoods, and together in families, discussion
interactions communities;
Planning activities in making
describe positive attitudes about the children/ students practice activities in making
belonging to a group beyond social skills or promote social the children/
family; and interactions students practice
social skills or
plan activities in making the promote social
children/ students practice social neighborhoods, and interactions
skills or promote social communities
interactions. Input Material/Resources
module

Output Materials
 Liminal Period (FINAL TERM)
14th  Demonstrate Skills Production, Economics discuss rudimentary ideas of how Teaching/Learning Activity:
-15th realated to different Distribution, goods and services are Discussion on how goods and Quiz on how
social studies content and produced, exchanged, and services are produced, goods and
Consumption consumed. exchanged, and consumed services are
produced,
Discussing about democratic exchanged, and
Civic Ideals and Political Science discuss democratic principles and principles and practices in the consumed
Practices practices; and Philippines and in other
countries
exhibit skills related to social Quiz on
studies content, such as Planning and conducting democratic
collecting and analyzing data, activities with appropriate principles and
mapping, and making decisions. materials related to social practices in the
studies content Philippines and in
other countries

Input Material/Resources
Handouts Demonstration and
a scoring rubric
Output Materials

activity plan and materials

16th –  Demonstrate Educational 1. Teaching Peace analyze the current issues on Teaching/Learning Activity:
18th Familiarization on the Issues through Conflict education and culture in the Researching about the compilation of
different educational Mediation Philippines; and current issues on education researches about
issues 2. Determining how the and culture in the Philippines the current issues
Social Domain Fits into Writing reflection on the on education and
the Daily Routine current issues on education culture in the
3. Other current and culture in the Philippines Philippines
educational issues Reflection on the
Analyzing case dilemmas current issues on
education and
Creating an advocacy poster culture in the
based on the resolutions Philippines
gathered by analyzing the
issues Case report

Input Material/Resources Advocacy posters

 Handouts and a scoring
rubric
Output Materials
Reflection Paper
advocacy poster

POSTER – slogan RUBRIC

Category 4 3 2 1
Required Slogan/ Graphics Clarity The poster includes one of the The poster includes one of the Part of the slogan is missing or Required slogan is missing or
required slogans, which can be required slogans, which can be cannot be easily read from a illegible.
read easily from 8-10 feet away. read easily from 5 feet away. distance.
Graphics Relevance All images and graphics are related Most images and graphics are Some images and graphics are The images and graphics are not
to the topic and make it easier to related to the topic and make it related to the topic, or some may related to the topic and the
understand. easier to understand. impede understanding. poster’s meaning is unclear.
Artwork Quality All included images are original All included images are original All images are original and free of The poster shows copyright
and free of copyright. The poster and free of copyright. The poster copyright. Several mistakes are infringement or is messy and
is attractive in terms of layout, is attractive, although one or two visible or the poster seems rushed unfinished.
design, and neatness. mistakes are visible. and messy.

References Beaty, J. J. (2019). Preschool Appropriate Practices: Environment, Curriculum, and Development. Boston, MA: Cengage.
Bergin, C. A., & Bergin, D. A. (2019). Child and Adolescent Development in your Classroom: Chronological Approach. Boston, MA: Cengage.
Cushner, K., McClelland, A., & Safford, P. L. (2019). Human Diversity in Education: An Intercultural Approach. New York: McGraw-Hill Education.
Extended Readings
Course Assessment Class Standing -------------------------- 35% Class Standing includes: To get the Final Grade:
Portfolio/Project------------------------- 20%  Participation/Recitation Mid Term Grade: 33.3%
Examination ----------------------------- 40%  Assignment/projects Final Term Grade: 66.7%
TOTAL ------------------------------------100%  Quizzes Final Grade: 100%
Course Policies Language of Instruction. The language of instruction is English. In the teaching and learning presentation, however, the Ilocano
dialect may be used in the group work, collaboration and discussion so as to express deeply the things needed to obtain an
output among the students.
Attendance. The college rule on a 54 – hour attendance applies: 20% absence is considered failed or dropped, as the case may be.
There will be a make-up class to be arranged by the instructor if the class is interrupted due to school wide activities. Those
who cannot come on the examination day are advised to take the test on the day prior to the schedule.
Homework, Written Reports and Other Requirements. Course requirements must be returned in following the scheduled dates. If
you cannot make it on time, give your outputs to a classmate to submit for you. Failure to submit requirements shall merit a
reduction of score.
Portfolio. The portfolio is a form of assessment for this class. Each of you is expected to compile all forms class outputs, homework,
worksheet, readings and other items in your portfolio at the end of the semester. Prepare the Title Page and following it is the
 Table of Contents. Bring your portfolio on a schedule assigned by the instructor.
Honor, Dress and Grooming Code. You are enjoined to wear the prescribed uniform of the college with your ID worn at all times.
Respect administrators, faculty and staff of the college as well as to your classmates and other students shall be observed.
You are obliged to follow all school policies and regulations.
Deficiencies. Incomplete grades have to be attended to within a year.
Committee Members: MA. RITA V. FLORES, Ph. D.
DONNA JOY C. VALDEZ
MA. LOURDES Q. BEJARIN, MAT-Eng
Consultation Schedule: Faculty Member: MA. LOURDES Q. BEJARIN, MAT-Eng
E-mail Address: [email protected]
Consultation Hours: From Monday to Thursday
Time and Venue: Every 12:00 to 1:00 NN/ CTE Faculty Room

Course Title: AY/Term of Effectivity: Prepared by: Recommending Approval: Pages

MA. RITA V. FLORES, Ph. D.

Course Instructor
MAE AMALIA B. PILARTA, Ed. D.
ECEd 107
Chairperson
AY 2020 - 2021 MA. LOURDES Q. BEJARIN,
11
Social Studies in Early 1st Semester MAT-Eng
Approved:
Childhood Education Course Instructor

MA. RITA V. FLORES, Ph. D.

DONNA JOY C. VALDEZ
Dean
Course Instructor