Capacity Building of Key Stage 1

Teachers on Learning Recovery in

Literacy and Numeracy via School-
based Learning Action Cell
 Module 2
Session No. 3
Cause and Effect Artsy Attack!
 Professional Standards Covered

Proficient Teachers

1.5.2. Apply a range of teaching strategies to

develop critical and creative thinking, as well
as other higher-order thinking skills
 Professional Standards Covered

Highly Proficient Teachers

1.5.3. Develop and apply effective teaching

strategies to promote critical and creative
thinking, as well as other higher-order thinking
skills
 Terminal Objective

At the end of the session, the participants shall

be able to accomplish the identified tasks intended
for each target group:
a. Proficient Teachers
Develop a lesson plan reflecting the
identified
strategies and learning experiences on
inferring cause and effect.
 Terminal Objective

b. Highly Proficient Teachers

Create meaningful strategies and
learning tasks on inferring cause and
effect.
 Enabling Objectives

a. Discuss key contents in developing the target

skill (infer cause and effect);
b. Exhibit skill in the use of appropriate strategies fit

for the level of the learners; and

c. Acknowledge the value of the new trends in
developing inferring cause and effect skills.
Photo by Freepik.com
 Leading Activity

Situation The country mouse

got surprised at
: what he saw on the
table.
The country mouse
Modeling/ The country mouse saw and ate a lot of
Teaching went to the city. different food served
on the table.
The country mouse
together with the
city mouse was
chased by a big cat.
 Leading Activity

Let us look at the sentences we formed from the

diagram.

a.The country mouse decided to visit the city because it

was too curious about what the city looked like.

b.The City Mouse and the Country Mouse ran to the

corner of the house so they could hide from the cat.

c.So that Country Mouse could have peace of mind, it

decided to go back to the farm.
 Leading Activity

Discuss how the clue words (because, so, so

that) can help the pupils find out which part of the
sentence tells the cause and effect.

By simply examining the cause-and-effect

diagram above, it is possible for a cause to have
several effects?
 Leading Activity

Remember:

1. A CAUSE is why something happens. To find

the cause, look for a REASON why something
happened.

2. An EFFECT is what happened because of the

cause. To find the effect, look for the RESULTS

of the causes.
 Leading Activity

Remember:

3. Usually, a CAUSE always happens first. Then

it is followed by the EFFECT.

4. Clue words such as because, so, and so that,

are often used to help you understand cause
and effect in the sentence.
Probing Questions:
1. Do statements a, b, c give you a hint of the skill
focus of the lesson?
2. Are the four sentences under Remember
enough
to scaffold the fixing of the target skill?

3. Is the modeling strategy helpful in the learning

process?
Probing Questions:
4. Teaching the same topic in one of your learning
episodes, what challenges did you encounter?
How
did you resolve them?
5. If you were to teach the same lesson, what
strategy or strategies would you use to provide
initial inputs on the topic to the learners in the
modeling phase?
 Self-Reflection

Now, let us reflect on our current strategies in

teaching learners how to infer cause and effect by
answering the questionnaire below.

TEACHERS’ PERCEPTION OF THE IMPORTANCE OF SKILLS IN

INFERRING CAUSE AND EFFECT, INSTRUCTIONAL PRACTICES,
AND FUTURE ACADEMIC DECISIONS

Name : _____________________________ Date : ___________________________

School: _____________________________ District: _________________________

 Self-Reflection

Directions: Put a check mark (/) inside the box that

best corresponds to your answer.

Likert Scale Self-reported Truth Response

4 Strongly Agree (SA)
3 Agree (A)
2 Disagree(D)
1 Strongly Disagree (SD)
 Self-Reflection

Start here!
Part I: I know…
 Self-Reflection

TEACHERS’ PERCEPTION OF THE IMPORTANCE OF SKILLS IN

INFERRING CAUSE AND EFFECT
 Self-Reflection

TEACHERS’ PERCEPTION OF THE IMPORTANCE OF SKILLS IN

INFERRING CAUSE AND EFFECT
 Self-Reflection
Part II: I do…
TEACHERS’ INSTRUCTIONAL PRACTICES
Directions: Put a check mark (/) inside the box that best
corresponds to your answer.
Likert Scale Self-reported Truth Response
4 Very True of Me (VT)
3 Mostly True of Me (MT)
2 Not Very True of Me (NVT)
1 Not at All True of Me (NT)
Self-Reflection
Self-Reflection
 Self-Reflection

PART III- I feel…..

I feel that ___________________________________________
________________________________________________________
_______________________________________________________.
I realized and plan
to__________________________________
________________________________________________________
_______________________________________________________.
 Key Concepts/Contents
Cause
An event that makes another occur

Categories of causes:
1. Necessary causes
One event must be present before another
occurs.
One cause is necessary before another cause
happens.

ex. TB exposure must happen before anyone can have

a TB infection.
 Key Concepts/Contents

2. Contributory causes
An aid for something to happen but can’t
produce effects singly because there are
other contributory factors.
Conditions that contribute to the result.

ex. Lack of nourishment can cause illness.

(...and other factors aside from lack of
nourishment)
 Key Concepts/Contents

contributory
cause
contributory contributory
cause cause

contributory contributory
cause cause
one
cause
 Key Concepts/Contents

Cause and effect relationship

A relationship between two objects and/or
phenomena where one makes the other happen.

Connectors for Cause and Effect

Words/phrases that connect or join the cause and the
effect.
Ex. because, due to, therefore, consequently, in
effect, as a result, etc.
 Key Concepts/Contents

Correlation
The relationship between two things, objects, and
phenomena. It is the connection between two or
more things.

Effect
Something that happens after an occurrence or
phenomenon. One thing or things that occur after

an event.
 Key Concepts/Contents

Temporal precedence

• An event that happens with another.

• This tells that the cause is the main
explanation for the effect, and no other.
 Key Concepts/Contents

Types of cause-and-effect structure

1. simple - one cause-one effect

cause effect

Ex. slippery pathway: accident

 Key Concepts/Contents

Types of cause-and-effect structure

2. Dominoes - cause/effect - then the effect

becomes the cause of another effect and so on..
chain reaction

Ex. typhoon — destruction of farms — increase in prices of

farm products — economic problem — hunger — death
 Key Concepts/Contents

Types of cause-and-effect
structure
3. Volcano - one cause
- multiple effects
Ex. (cause)
happiness: (effects)
better sleep,
becoming active,
cheerfulness

Illustration by JLDiquit
 Key Concepts/Contents

Types of cause-and-effect structure

4. Perfect Storm
multiple causes - one effect

Ex. Causes
Effect
• improper waste disposal
• cutting of trees death of natural resources
• quarrying
 Key Concepts/Contents
Types of cause-and-effect structure

5. Avalanche - simple/small cause - big/great

effect
Ex. (cause) love for reading:
(effect) best academic
performance
 Key Concepts/Contents

Signals for cause-and-effect relationship

thus accordingly
as
for this reason
this led to…
because
since so…
in effect
so
as a result of
in as much as
consequently in as much as
in order to
due to
as a consequence
 Suggested Teaching and Learning
Activities

Let’s explore!
1. Learning groups will be given Literacy Exploration
Envelopes.
2. Each group will get one (1) brown envelope from each
station.
3. The assigned facilitator will lead the group in the
discussion, interpretation, and demonstration of learning
activities and assessment strategies found in the envelope.
4. One output/simulation per station is expected from each
group.
 Literacy Exploration
Envelope
Literacy Station 1 Literacy Station 2 Literacy Station 3
- Learning - Learning - Other Learning
Activities Assessment Activities
Strategies
Sentence Strips Hand Signals Scenario-based
Paper Chain Exit Tickets Locate Signal Words
Experiment Four-corners Nursery Rhymes
Happy Cause-Effect
Graphic Organizers
1. Describe your experiences in doing the activities?
2. Discuss the strategies presented in the stations that
you walked through.
3. What are your realizations/commitments upon
knowing the different strategies in teaching cause
and effect?
4. What are your favorite sentence constructions in the
outputs that you made?
 Application
For Proficient Teachers:
To make a meaningful use of the module, teachers are
expected to make them part of the lesson plan. Among
the suggested learning activities and assessment
strategies presented, choose a few that you would like to
include in the your lesson on cause and effect. Follow the
DLP format provided in DO 042, s. 2016.
Outputs will be checked based on the following tool.
 Application
Not
Indicators Eviden
Evident
t
The objectives are in KSA and clearly focus on
inferring cause and effect.
The plan utilizes multiple strategies and includes
questions appropriate for engaging students in
HOTS.
The plan accommodates learners’ differences by
providing appropriate activities for inferring cause
and effect.
The assessment tools completely gauge the ability
of the learners to infer cause and effect.
The plan reflects concepts learned.
 Application

For Highly Proficient Teachers:

In addition to the strategies explored, create 2

new teaching and learning activities that can be
meaningfully used in the classroom. Use the
template/format that follows.
 Application

Name of the Strategy:

Short Description:

Simple Illustration:

Directions for the Teacher:

Outputs will be checked based on the following

indicators.
 Application

Indicators Evident Not Evident

The tasks display creativity.
The tasks are appropriate for the target
learners.
Clear descriptions of the tasks are
provided.
Instructions for the teachers and learners
are explicitly stated.
The learning tasks are originally made.
 Resource Library

Bertik, Malia. (2021). 18 Cause-and-Effect Lesson Plans

You’ll Love.weareteachers.com/cause-and-effect-lesson-
plans.
Bressmer, Allison. (2022). Cause and Effect Definition and
examples. April 21, 2022. prowritingaid.com/cause -and-
effect#.
Clark,R., (2009) Accelerating Expertise with Scenario-Based

Learning. Learning Blueprint. Merrifield, VA: American

Society for Teaching and Development.
 Resource Library

Diquit, JL. S. (2024). Illustration of a Volcanic Eruption.

Diquit, JL. S. (2024). Illustration of an Avalanche.

Hanson, Deb et.al. (2018). 5 Types of Cause and Effect You

should Teach. supperelementarysnapshots.com
/2018/10/5-typesofcause-and-effect-ypu- should.html.
 Resource Library

Ledford,Stephanie. (2022). 20 Cause and Effect Activities

Students will Love.Teaching Expertise.2022 teaching

expertise.com/ classroom-ideas/ cause-and-effect
-Activities.
People Segregating Trash. Freepik.com.
Ponciano Flores M. et. al. 2015 Let's Get Better in
English 3. Published by the Department of Education.
 Resource Library

Van Deursen,A.J.A.M, Helsper, E.J. & Eynon, R..

(2014). Measuring Digital Skills from digital
skills
to the tangible outcomes project report.
University of Twente.
Volcanic Eruption. Freepik.com