OUR LADY OF FATIMA UNIVERSITY

COLLEGE OF EDUCATION

Teaching Social Studies in Intermediate Grades (Culture and Basic Geography) TSSE211
OLFU VISION

A premier inclusive university of choice aspiring to improve man as man by developing individuals through a legacy of
excellent education and compassionate value formation.
OLFU MISSION OLFU CORE VALUES
Through innovative learning strategies focused on
strong and updated academic foundation with
enhanced
The Our Lady of Fatima University, together with Fatima industry skills and experience, a graduate of OLFU is
Medical Science Foundation, Inc., is dedicated to the expected to be an ACHIEVER. In the community and
improvement of man as man through the holistic formation in the workplace, an OLFU graduate will be known as
a
of individuals imbued with knowledge, skills, and virtues.
person who:

A – Aspires to do his Best

C – Credible and Compassionate

H – Hardworking and Honorable

I – Inspiration to Others

E– Efficient, Effective and Ethical

V – Visionary

E – Entrepreneurial, Employable and Excellent

Work Habits

R – Responsible
PROGRAM MISSION PROGRAM VISION

The College of Education commits itself in producing a high The College of Education envisions itself to be one of
performance level of teacher graduates who can teach across the country’s leading teacher – training institutions in
different learning areas and shall take into account the students developing globally competitive, committed, and
and the community welfare towards a humane, progressive and accountable educators.
responsible citizenry for the country and for the world.

PROGRAM EDUCATIONAL OBJECTIVES (PEO) PROGRAM OUTCOMES

A graduate of BECEd is expected to:

1. Demonstrate high level of content and pedagogical

1. Articulate the rootedness of education in philosophical, socio- knowledge.
cultural, historical, psychological and political contexts.
2. Demonstrate appreciation for diversity
2. Demonstrate mastery of subject matter/discipline;
3. Manifest collaborative skills.
3. Facilitate learning using a wide range of teaching methodologies
and delivery modes appropriate to specific learners and their 4. Demonstrate innovative thinking.
environments
5. Possess critical and problem solving skills.
4. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners 6. Advocate for children’s rights, equity, community,
nationalism and democratic ideas.

5. Apply skills in the development and utilization of ICT to promote 7. Pursue lifelong learning.
quality, relevant and sustainable educational practices.

6. Demonstrate a variety of thinking skills in planning, monitoring,

assessing, and reporting learning processes and outcomes
7. Practice professional and ethical teaching standards, sensitive t
the changing local, national, and global realities

8. Pursue life-long learning for personal and professional growth

through varied experiential and field-based opportunities.

COURS E SYLLABUS

Teaching Social Studies in Intermediate Grades (Culture and Basic Geography) TSSE211
COLLEGE EDUCATION COURSE DESCRIPTION:

DEPARTMENT PROFESSIONA Teaching elementary geography is designed for the students to have
L EDUCATION a strong background in local history and culture. This background serves as an
avenue for further inquiry of the available resources in the community for the
COURSE CODE localization and contextualization of teaching of elementary subjects. Areas to
DESCRIPTIVE Teaching Social be studied include natural heritage of the locality, tangible and intangible
TITLE Studies in culture that are of great significance to the socio-economic and political
Intermediate activities of the people in the place. In the end, they are expected to come up
Grades (Culture with the profiling of available cultural resources in the community. It also
and Basic identifies and explores some of the key issues around teaching geography in
Geography) primary school. Thus, engaging with these issues and debates will help you to
PREREQUISITE reflect upon and develop your practice as a geography teacher. You will also
develop a greater awareness of the wider context of geography education and
CREDIT UNITS (S) 3 how this marks geography in the primary school curriculum.

COURSE OUTCOMES (CO):

CONTACT HOURS 3 HRS / WEEK 1. Outline the nature of geographical concepts and the enquiry
PER SESSION: approach, and explain their significance in geographical learning to
the students
2. Explain modes of creativity and the stages of the ‘creative’ process in
geographical teaching and learning
3. Define controversial issues and correlate the significance in teaching
geography in primary school
4. Relate the personal point of views in teaching and learning
geography
5. Use different resources and approaches to support students’ learning
through demonstration teaching

ALIGNMENT OF COURSE OUTCOMES (CO) WITH PROGRAM OUTCOMES (PO)

CO DESCRIPTION PO1 PO2 PO3 PO4 PO5 PO 6 PO 7
Outline the nature of geographical concepts and the enquiry / /
1 approach, and explain their significance in geographical learning / / /
to the students
Explain modes of creativity and the stages of the ‘creative’ /
2
process in geographical teaching and learning / / /
Define controversial issues and correlate the significance in / /
3 teaching geography in primary school / /
Relate the personal point of views in teaching and learning
4 geography / / /
Use different resources and approaches to support students’ / / /
5
learning through demonstration teaching /

ALIGNMENT OF COURSE EXPECTED OUTCOMES (CEO) WITH UNIT EXPECTED OUTCOMES (UEO)
UEO DESCRIPTION CEO1 CEO2 CEO3 CEO4 CEO5
Exhibit the content and explain the geographical location of the / /
1
Philippines

Understand regional differences and analyze their causes based on / / /

2
geographical location.
Locate and describe the characteristics of the landscape studied / / /
3

Appreciate the complexity of the interactions within the landscape / / /

4 studied and evaluate the suitability and potential of a region for
human activity.
Describe & compare the distribution & the consumption of two major / / / /
5
natural resources using a variety of documents
Showcase and understand the symbols and values of every region in / / /
6
the Philippines through art exhibit appealing to the primary students
Identify and discuss different traditions in the Philippines. / / / /
7

Appreciate and discuss different festivals in the Philippines / / /

8

Discuss the Filipino Positive Values and give own example of Filipino / / / /
9 Values

Demonstrate and identify different landmarks and tourist spots in the / / / /

10
Philippines
 Make a teaching demo with regard on cultural and famous tourist / / / / /
11
spots in the Philippines

WEE
TEACHING-LEARNING
UNIT COURSE Assessment Tasks (AT) Resources
K ACTIVITIES (TLA)
OUTCOMES CONTENT
(UO) TEACHING LEARNING ASSESSMEN TOOL
T

1 1.Explain the ORIENTATION Didactic Lecture Cooperative Rubrics Student

mission- vision A. Mission Learning Handbook
and the B. Vision Inductive Discussion Activity Answer
policies of C. School -Find Key Course
OLFU Policies Discovery Someone Who Syllabus

Short Quiz

2 Pedagogies,  Motivation Lecture Brainstorming Interactive Answer Course

strategies and  Techniques Discussion Key Syllabus
different  Strategies
approaches in  Visual aids Handout
teaching  Approaches and
geography and procedure
social studies  Assessment
in primary
 Evaluation
school

3 Understand Deductive Short Quiz Answer Handout

What is geography
regional Key
differences Cooperativ
Philippine
and analyze e
Geography
their causes Learning
 Direction
based on Activities
geographical  Distance
location.  Location

Regional Differences

Culture
 People
 Languages
 Food
 Religions
 Products
 Arts
 Folk Songs

4-5 Locate and Physical geography Interactive Persuasive Brainstorming Rubrics Course
describe the & human activity Discussion Essay Writing Syllabus
characteristics
of the
landscape
studied

Answer Handout
Appreciate the Landscape: Allowing a Short Quiz Key
complexity of Tectonics, rock type, continuous
the interactions erosion, transport, two-way
within the deposition, process of
landscape weathering, factors discussion
studied and influencing climate,
evaluate the climate types, Deductive
suitability and factors influencing
potential of a vegetation,
region for vegetation types
human activity.

PRELIMINARY EXAMINATION
 Describe & Natural Resources Interactive Brainstorming Comparative Rubrics Handout
7 compare the Discussion Essay
distribution & The use of natural
the resources change
consumption of over time,
two major renewable & non-
natural renewable
resources using
a variety of
documents
8 Showcase and Symbols and Deductive Performance Art Rubrics Course
understand the Values of Different Based Task Presentation Syllabus
symbols and Regions in the
values of every Philippines Lecture Handout
region in the
Philippines
through art
exhibit
appealing to the
primary
students
9 Identify and The Philippines Deductive Drill Cooperative Rubrics Course
discuss different Traditions Learning Syllabus
traditions in the  Wedding Activity
Philippines.  Burial
 Lenten
Season

10- Appreciate and Different Festivals Brainstorming Quiz Handout

11 discuss different in: Interactive
festivals in the  Luzon Discussion
Philippines  Visayas
 Mindanao - allowing a
continuous
two-way
process of
discussion

MIDTERM EXAMINATION

13-14 Discuss the The Filipino Values Lecture Group

Filipino Presentation Reading Rubrics Course
Positive -Positive Values Comprehensio Syllabus
Values  Po and n Check up
Opo Handout
 Mano po
 Bayaniha
n
 Hospitabl
e
 Strong
Family
Ties
 Patriotism
 Resiliency

15 Give own Interactive Individual Answer

The Filipino Values
example of Discussion Presentation Key
Filipino
-Negative Values
Values
 Mańana
Habit
 Ningas
Kugon
 Crab
Mentality
 Bahala na
System
 Padrino
System

16-17 Demonstrate Landmarks and - allowing a Teaching Rubrics Handout

and identify Tourist spots in the continuous Demonstration
different Philippines two-way
landmarks  Region 1- process of
and tourist 13 discussion
spots in the  CAR
Philippines  NCR
 ARMM
Make a
teaching
demo with
 regard on
cultural and
famous tourist
spots in the
Philippines
FINAL EXAMINATION

REFERENCES

Gray, S. W. (2003), The Philippines (True Books: Geography: Countries). Retrieved from: https://www.amazon.com/Philippines-True-
Books-Geography-Countries/dp/0516242121

Gultiano, S., Balbarino, E., Saz, E. and Urich, P (2003). Geography of the Philippines. Retrieved from:
http://www.cicred.org/Eng/Publications/Books/MonographiePhilippines/08MonoPhilippinesChap3.pdf

Huke, R. E. (2015). SHADOWS ON THE LAND: An Economic Geography of the Philippines by Philippine Studies. vol. 12, No. 2 (APRIL
1964), pp. 374-376

Links to Philippines, 1st Edition

Philippines: 1st Edition / Table of Contents
http://philippines-atbp.jimdo.com/philippines-1st-edition

Introduction
http://philippines-atbp.jimdo.com/philippines-i-and-ii
Geography and Natural Resources
http://philippines-atbp.jimdo.com/geography-resources/
Places and General Information - A
http://philippines-atbp.jimdo.com/places-general-info-a/

Places and General Information - B

http://philippines-atbp.jimdo.com/places-general-info-b/

Additional Information
http://philippines-atbp.jimdo.com/additional-info/

Filipinos, Culture, Heroes and Heroines; Education

http://philippines-atbp.jimdo.com/filipinos/
Inspiration, Acknowledgement and References
http://philippines-atbp.jimdo.com/philippines-part-vii-inspiration-acknowledgement-references/

ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE EXPECTED OUTCOMES (CEO)
NO TEACHING CEO1 CEO2 CEO3 CEO4 CEO5

1 DIDACTIC - Educator tells the facts, concepts, principles and generalizations / /

INDUCTIVE - Educator facilitates; Learner arrives at the facts, principle, truth or
2 / / /
generalization
DISCOVERY - Educator facilitates; Learners are tasked to synthesize thoughts to
3 /
perceive something not known before
REFLECTIVE - educator facilitates; learners continually learn from their own
4 experiences by considering alternative interpretations of situations, generating and /
evaluating goals, and examining experiences
INQUIRY TEACHING – the learners are lead to query or investigation by asking
5 the 3 levels of questioning and from there, formulate their own thoughts or / /
reflection.
CONSTRUCTIVISM - the learners are guided to construct thoughts from out of
6 /
what they have previously taught, experience, or read
PROBLEM SOLVING- the learners are exposed to situations, shown video clips, or
7 tasked to read speeches and they are given questions to answer that would / /
explain what and how situation may affect or be affected by other aspects.
DEMONSTRATION - the educator shows how something occurs or is done and
8 / /
the learners imitate the same thing using their own style.
PROJECT METHOD - the facilitator allows the learners to get into a newly
9 / /
crafted work to express thoughts, feelings, or ideas
DEDUCTIVE – the facilitator starts off with the general ideas, concepts, theories
10 and explains these by giving a lot of examples, illustrations, and explanations / /
to make sure learners understand.
NO LEARNING

1 LECTURE - Communicating information to audience / /

2 DISCUSSION - encouraging application of learning materials and soliciting feedback /

CASE STUDY - Evaluating a situation and incident through analysis beyond

3 / /
interpretation of facts

4 MODELING - encouraging learners’ performance that would enhance their / /

communication skills and creativity.

PERFORM ACTIVITIES- (collage presentation) – The learners get to do tasks

5 / /
which shall reveal their learning and own talents. This activity would allow
individual differences and success at the same time.
SITUATIONAL ANALYSIS –is similar to Inquiry Teaching for the learners are
exposed to situations, shown video clips, or tasked to read speeches and they
6 / /
are given questions to answer that would explain what and how situation may
affect or be affected by other aspects
GUIDED STUDY – is similar Reflective since educator facilitates; learners
continually learn from their own experiences by considering alternative interpretations
7 / /
of situations, generating and evaluating goals, and examining experiences. An
example of this is a Concept paper.
 GROUP DYNAMICS- learners learn the value of teamwork, trust, and sharing
8 / /
as they are tasked to work on something as a group.
CONCEPT MAP- learners outline important points or vital elements taken from
9 /
stories read or speeches heard.

ASSESSMENT TASK (AT) AND TOOLS WITH COURSE EXPECTED OUTCOMES (CEO)
NO ASSESSMENT TASK (AT) CEO1 CEO2 CEO3 CEO4 CEO5

1 PAPER AND PENCIL TEST / / / /

2 ORAL ASSESSMENT / / /

3 PERFORMANCE-BASED / / / / /

4 PRODUCT BASED / / / / /

NO TOOL CEO1 CEO2 CEO3 CEO4 CEO5

1 ANSWER KEY /

2 RUBRIC / / / /

ASSESSMENT WEIGHTING: HOMEWORK,ORAL REPORTS, WRITTEN REPORTS, PORTFOLIOS AND PAPERS

Homework and Assignment

(Number for the entire semester, submission mode and weight)
Particulars:

Students are required to render an oral report and submit a written report as scheduled. And by
Oral Reports. Written Reports, Portfolios the end of the final period, a portfolio is an academic requirement which is equivalent to 20% of
his final period grade.

GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:

ABOVE 74.00 and

AVERAGE 95.00 – 97.00 92.00-94.00 89.00 – 91.00 86.00-88.00 83.00 –85.00 80.00 - 82.00 76.00-79.00 75.00
98.00 below
FINAL
1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 5.0
GRADE

FDA (Failure due to Absences) UW (Unauthorized Withdrawal) INC (Incomplete)

AW (authorized withdrawal NFE (No Final Examination

Lecture Prelims (20%) Midterms (20%) Finals (20%) Assessment Task with Quizzes (35%) Capstone/Term Paper (5%)

OTHER IMPORTANT INFORMATION

OTHER COURSE POLICIES

All exercises and requirements for the course are to be complied by the students as part of their
STUDENTS COURSE PORTFOLIO
portfolio and must be made available for inspection by the instructor before the end of the semester

LANGUAGE OF INSTRUCTION ENGLISH

Per Section 1551 of CHED’s Manual of Regulation for Private Educational Institution, a student who
has incurred absences more than twenty percent (20%) of the total number of school days shall not be
ATTENDANCE
given credit to the course regardless of class standing. For further provisions of the said policy, please
refer to the OLFU Student Handbook.

COURSE CONSULTATION SCHEDULE

COURSE REVIEW AND ENHANCEMENT Chair: Dr. Hansel Hope C. Perez
MEMBERS Member : Mr. Jefferson B. Lerona

PREPARED: ENDORSED: APPROVED:

COLLEGE OF EDUCATION DR. HANSEL HOPE A. PEREZ DR. ELMER S. HIDALGO

Faculty Member Program Head, College of Education Dean, College of Education