I.

II.
III.
IV.
V.
VI.

Prayer
Credo
Personal Educational Philosophy
Resume
Site of Practice Teaching (Short description)
TABLE
OFPlans
CONTENTS
Examples of
Lesson
(Detailed, Semi-detailed,

VII.
VIII.

brief)
School Forms
Best Lesson Plan (with complete set of materials and

IX.

other evidences with reflection)

Sample of Learners work and feedbacks (with

X.
XI.

reflection
Titles and brief synopsis of Professional Readings
Career Plan

TEACHERS PRAYER
Grant me Oh Lord,
the ability, the wisdom,
and the love to be a leader today.
Grant me Oh Lord,
the ability to guide young minds
on a positive, productive way
Grant me Oh Lord,
the ability to take interest and pride
in the
achievement of each young heart
Grant me Oh Lord,
the ability to make possible through
learning,
their dreams really do come true
Grant me Oh Lord,
the ability to pass on to them
kindness,

I believe that diversity is a part of the natural order of thingsas

natural as the trillion shapes and shades of the flowers of spring or
the leaves of autumn. I believe that diversity brings new solutions
to an ever-changing environment, and that sameness is not only
uninteresting but limiting.
I believe in positivity. No matter what life throws at me, inside the
classroom or out, I believe that attitudes are contagious and a
positive attitude is always preferable to a negative attitude.
I believe in getting to know my students - strengths, weaknesses,
likes, dislikes - as best I can, so that I may help them to grow.
I believe in fairness. Whether this shows through the
implementation of classroom management techniques or in grading
methods, all students will be treated fairly.
I believe in a positive approach to behaviour management - an
approach based on positive reinforcement, recognition and rewards
as opposed to negativity and punishment.
I believe in treating all students with respect.
I believe in treating students equally. This also implies that I will
treat students differently according to their needs. As they say,
Success breeds success, so I will give my students every
opportunity to succeed on their own terms.
I believe in student-centered, constructivist learning, where
students are given responsibility for their own learning.
I believe in implementing goal-oriented lessons. If a lesson does not
have a specific objective, what am I trying to teach?
I believe in giving students a say in what should be learned. This
shared control approach gives students a voice in the classroom
and makes them feel more comfortable in their environment.
I believe in teaching through games. Games get students involved,
having fun, and learning more then they even realize. Dr. Seuss said
it best - "It's fun to have fun, but you have to know how.

MY
Philosophy is the window and compass of a teacher in her teaching
profession. It becomes his opening to every opportunity so he could identify every
existence of learners and make it a guide in imparting his knowledge towards the
students.
As for my own philosophy, I do believe in progressivism. I believe that
education should focus on the whole child, rather than on the content or the
teacher. This educational philosophy stresses that students should test ideas by
active experimentation. Learning is rooted in the questions of learners that arise
through experiencing the world. It is active, not passive. The learner is a problem
solver and thinker who makes meaning through his or her individual experience in
the physical and cultural context. Effective teachers provide experiences so that
students can learn by doing. Curriculum content is derived from student interests
and questions. The scientific method is used by progressivist educators so that
students can study matter and events systematically and first hand. The emphasis is
on process-how one comes to know. The Progressive education philosophy was
established in America from the mid 1920s through the mid 1950s. John Dewey
was its foremost proponent. One of his tenets was that the school should improve
the way of life of our citizens through experiencing freedom and democracy in
schools. Shared decision making, planning of teachers with students, studentselected topics are all aspects. Books are tools, rather than authority.
I believe that individuality, progress, and change are fundamental to ones
education. I believe that a learner learns best from their interests, experiences and
abilities. I try to make school interesting and useful by planning lessons that
provoke curiosity. With this, the students are actively learning. They interact with
one another and develop social qualities such as cooperation and tolerance for
different points of view.

AGNES B. GATIL
Brgy. San Juan, San Jorge, Samar
Cell No. (09269906771)
E-mail Add: agnes_gatil@yahoo.com
CAREER OBJECTIVE:
To work independently that would be able to utilize and develop my skills, and at the
same time, acquaint myself with the new techniques and information that would aid my growth
and allow me to contribute in your good institution.
QUALIFICATIONS:
Strong communication skills, interpersonal skills, excel as a leader, extremely reliable
and flexible. Proficient in all Microsoft Office programs in Windows Systems 1998, XP. I am
comfortable both using and teaching online software programs.
EDUCATIONAL BACKGROUND:
College Education
Course
Year Graduated
Secondary Education
Year Graduated
Elementary Education
Year Graduated

: Samar State University, Catbalogan City

: Bachelor of Elementary Education
: 2016
: Northwest Samar State University, San Jorge Campus
: 2011
: San Jorge Central Elementary School
: 2007

PERSONAL BACKGROUND:
Date of Birth
Place of Birth
Present Address
Civil Status
Citizenship
Sex
Height
Weight
Religion
Fathers Name
Occupation
Mothers Name
Occupation
Address

: October 1, 1994
: San Jorge, Samar
: Brgy. 3, Pier II, Catbalogan City
: Single
: Filipino
: Female
: 53
: 85 lbs.
: Roman Catholic
: Avelino B. Gatil
: Self-employed
: Remedios B. Gatil
: Government Employee
: Brgy. San Juan, San Jorge, Samar

SEMINARS AND ACTIVITIES ATTENDED:

Title
-PERSONA: Understanding Your Personality
-Crossing the Verge of Autusm
-History as a Tool in Understanding
Waray Culture and Identity
-Gender and Development
-CROSSING BORDERS IN EDUCATION:
A Symposium on Distance Learning,

Place
SSU- AVC, Catb. City
SSU-AVC, Catb. City
SSU-AVC, Catb.City
Catb. V CES-Function Hall
SSU-AVC, Catb. City

Date
1-06-12
1-16-12
2-27-15
12-04-15
2- 25-16

Human Rights and Peace & Global

Education

This is the school

where I was assigned to
do my practice teaching.
I can say that the
environment is conducive
to learning since it is far
from
noises
and
disturbances. They have
complete facilities and
learning materials for
student learning and
development. There is a
guard to look after the entrance and the pupils. There are also janitors for the
cleanliness of the school.
REFLECTION
Before I was dispatched to be trained on becoming a teacher, I was holding
back and still thinking I am yet to develop and not ready for the field, imagining
numbers of pupils I would be facing. I was assigned to have my practice teaching
at Catbalogan V Central Elementary School with Mrs. Ma. Carmen B. Pagunsan. I
was really nervous on that very moment because of so many what ifs. But I just did
one thing and that is to believe in myself.
With regards to my cooperating teacher, I am blessed and grateful because
she is kind and approachable. She gave me insights to the best teaching strategy
which Im going to employ to the pupils as well as the making of lesson plan and
instructional materials. What delighted me the most is her words of wisdom and
lifes lessons.
I always pray to the Lord and ask Him the strength and power as well as
knowledge that I can use in my teaching. I am motivated to be the best teacher I
can because every day I try to focus on helping to make each pupil of mine
understand every lesson which I imparted to them. I am motivated as well because
I can feel and observe that my pupils are attentively listening whenever Im infront
of them. Teaching each subject does not only help and make the pupils appreciate
the subject but also help them grow as better individual. Now that Ive finally
finished my practice teaching, I can somehow say that Im a satellite ready for
takeoff.

PROFESSIONAL READINGS
Taking People With You: The Only Way to Make Big Things Happen by David
Novak
Synopsis:

David Novak learned long ago that you can't lead a great organization of any
size without getting your people aligned, enthusiastic, and focused relentlessly
on the mission. But how do you do that? There are countless leadership books,
but how many will actually help a Taco Bell shift manager, a Fortune 500 CEO,
a new entrepreneur, or anyone in between?
Over his fifteen years at Yum! Brands, Novak has developed a trademarked
program he calls Taking People with You. He spends several weeks each year
personally teaching it to thousands of managers around the world. He
convinces them that they'll never make big things happen until they learn how to
get people on their side. No skill in business is more important. And Yum!'s
extraordinary success (at least 13 percent growth for each of the last nine
years) proves his point.
Novak knows that managers don't need leadership platitudes or business
school theories. So he cuts right to the chase with a step-by- step guide to
setting big goals, getting people to work together, blowing past your targets, and
celebrating after you shock the skeptics. And then doing it again and again until
consistent excellence becomes a core element of your culture.
This book has specific tools at the end of each chapter that will challenge you to
reflect on how you're really doing on key aspects of leadership. And if you apply
it, you'll immediately start to improve.
You'll learn how to . . .
* Get inside the heads of your people. You can't convince them of anything until
you see the world from their perspective.
* Think big. If your sales growth last year was 3.5 percent, don't aim for 4
percent this year, aim for 15 percent. Even if you fail, you'll probably do better
than you would have with a smaller goal.
* Practice "extraordinary authenticity." Show occasional vulnerability and admit
when you don't have the answers.
* Look for good ideas in unexpected places. Novak's team came up with Cool
Ranch Doritos for Frito-Lay during a field trip to a grocery store's salad dressing
aisle.
* Choose a can-do mind-set. There's a huge difference between a boss who
says "We can try this" and one who says "We can do this!"
* Cheer for first downs, not just touchdowns. Publicly recognizing and rewarding
small wins keeps everyone motivated for the long haul.
* Get rid of cynics. In many teams one person will reject your values and spread
negative energy. Moving that person out will show everyone else you're serious.
Get ready to change the way you think about leadership-and more important,
the way you practice it every day.

The Four Obsessions of an Extraordinary Executive: A

Leadership Fable by Patrick Lencioni
Synopsis:
In Lencioni parable form, he takes us through the story of
two competing companies; one healthy, one smart. With
drama, twists, and turns, the contextual nature of his writing
really highlights the principles in real-life circumstances.
Excellent, as always. Here are a few tidbits I picked up along
the way:
The first area which had a profound connection to each of
the four disciplines, was the hiring of new employees. (20)
Three of the firms values in hiring people were humble,
hungry, and smart. (25) Humility, of course being an
absence of pride, hubris, or self-aggrandizement, hungry,
being a drive to perform (an mules work ethic), and smart
being well educated, etc.
letting more than three months go by between formal
feedback sessions was irresponsible. (31)
Senior people should get less rope, because in the process of
hanging themselves, they snag other people too. (33)
Identity is about the companys hiring values and its

Theres No Practice
Like Best Practice
Making Sense of the Research,
Recommendations, and Rhetoric of Professional
Teaching
By; Steve Peha
Teaching Practice can be defined. As someone
who attempts to make a living by
communicating practice to others. I would
definitely concede that teaching is not easy to
quite well. Despite being an intensely personal
and objective undertaking, teaching can be
discussed and analyzed in a rational way that
illuminates more than in obfuscates.
Some practices are better those others. It just
stands to reason that of all the different ways
to do something in teaching, some ways might
be more effective than others. If its true that
some practices than others, then others are
probably even better than those, and so on.
Practice cannot be separated from theory. In
my experience, the only thing teachers hate
more than talking about teaching is talking
about theories of teaching.
Best practices always getting better. Best
practice wouldnt the best practice if it wasnt
always better that something else.
What got me off the pendulum and out of the
pet was a book I came across called, not
surprisingly, Best practice; new standards for
teaching and learning Americas Schools.
Discovering a single resource for information
about best practice was turning point for me.
Now, just because its called Best Practice
doesnt mean it is best practice. But at least I

A SEMI-DETAILED LESSON PLAN IN SCIENCE III

I. LEARNING OBJECTIVES
Identify parts of the tongue that sense different tastes.
Tell that taste buds cover the tongue.

II. SUBJECT MATTER

Parts of the Tongue
A. Science Concept :
1. The tongue senses different tastes.
2. Tastes areas are sensitive to bitter taste, sour taste, salty taste
and sweet taste.
3. The tongue is covered with taste buds.
4. The nerve connected to the taste buds send message to the
brain.
B. Reference :

PELC 1.1 p. 5
Science and Health 3, pp.20-21
Science for everyone 3, p.3
Growing with Science and Health 3, pp29-31.

C. Processes: Observing, Describing

D. Materials : Picture of Tongue with label, candy, ampalaya, vinegar, salt,
mirror
E. Value Infusion : Care of the tongue.

III. PROCEDURE
A. Preliminary Activities
1. Review
What are the different part of the eyes?
2. Checking of Assignment
Picture of the eye
B. Lesson Proper
1. Motivation
What helps you tell the taste of the food your eat?
2. Have the pupils examine their tongue in a mirror.
Let them describe what they see. ( pink color, tiny bumps )
Ask : How do you think the tongue can distinguish sweet from
sour taste? salty taste from bitter taste?

3. Present pictures of food.

Conduct a taste test. Blindfold several pupils and ask them to
identify the tastes by doing the following:
Taste the candy, ampalaya, vinegar and salt.
Ask some pupils to taste one food and tell its taste.
Ask: How do you taste food?
What do you use for testing different types of food?
4. Present the map of tongue showing the areas where in the
different taste are sensed.

taste areas sensitive to bitter taste

taste areas sensitive to sour taste

taste areas sensitive to salty taste

taste areas sensitive to sweet taste.

Ask : What are different taste of food?

Which part of the tongue has taste buds sensitive to sweet
food? sour? bitter? salty?

5. Generalization
What are the parts of your tongue that sense different taste?

6. Application
Answer the following:
1. Which food tastes salty?
a. mango
b. chocolate
2. Which food taste bitter?
a. ampalaya
b. onion
3. Which taste sweet?
a. calamansi
b. tamarind

c. dried fish
c. garlic
d. cabbage
c. cake
d. guava

d. kamias

IV. EVALUATION
1. The surface of the ( tongue , nose , ear ) has taste buds.
2. The sweet taste is recognized on the ( tip , back , side , near tip )
of the tongue.
3. The bitterness of ampalaya can be identified by the ( tip , back , side ,
near back ) of the tongue.
4. The salty bagoong can be tasted by the ( tip , back , side , near back )
of the tongue.
5. Lita ate tamarind candy. The sour taste can be recognized by the
( tip , back , near , near back ) of the tongue

V. HOMEWORK
Complete the table using the four areas of the tongue. Check it ( / )

Taste
tip

Parts of the Tongue

side near
the tip
the back

bitter
salty
sour
sweet

A BRIEF LESSON PLAN

back

Grade: 2: Identifying the Needs of the Animals

Specific Expectations: In this lesson the grade two students are expected to meet certain expectations
from the Ontario Curriculum. This lesson will test whether they are able to compare ways in which
animals eat their food (eg. tear flesh, crack shells), move, and use their environment to meet their needs
(eg. gather grass and twigs to build nests). They will have to describe ways in which animals respond
and adapt to their environment (eg. weasels change colour for camouflage in summer and winter;
mammals living in colder climates have longer fur, etc.) They should be able to ask questions about
and identify some needs of different animals with which they are familiar, and explore possible answers
to these questions and ways of meeting these needs. (eg. examine different kinds of teeth and explain
how their shape enables an animal to bite, tear or grind its food).
Strand: Growth and Change in Animals
Materials and Resources: Chart paper, markers, construction paper, and books on animals.
Important Terminology: air, water, food, shelter,
Background Knowledge: The students will have a lot more information now on the different animals
and their separate kingdoms. By this lesson they should know about the mating period, how animals
care for their young, the different life cycles of living things as well as the metamorphosis of certain
animal species.
Motivator: Before the actual lesson, I will have a discussion with the students where we will talk about
the basic needs of human beings. This should help them get into the lesson because I will first ask them
to list what their basic needs are as human beings before we start talking about the animals needs. I
will list these needs on chart paper.
Lesson Overview: During this lesson I will discuss with the students the needs of animals and how
they can survive and adapt to the environment. The students will give me a list of these needs orally
and I will record them on chart paper. I will then put the two charts the basic human needs and the
animal needs side by side and we will compare and contrast which needs are the same and which are
different by putting circles around the similar ones and squares around the different ones. They will
then go back to their seats and record these similarities and differences in their notebooks.
Key Questions: Will they know the many animal needs? Will they understand the difference between
animal and human needs?
Evaluation: I will ask the students to select an animal of their choice. They will have to draw a
diagram of this animal and draw as many pictures as possible on the page that show the basic needs of
these animals and what they need to survive. This will show me if they know what the term basic
needs means and if they understand the concept.
Enrichment: For those students that finish early, I will ask them to record these needs on a piece of
paper on one side of the page and on the other side of the page they will have to list the ways in which
animals meet these needs.
Remediation: For those students that dont understand the lesson I will do the lesson with them orally
and hope that they understand better once weve gone over the needs together as a group. They will

also be able to draw their pictures and the basic needs while we do our discussion as a group. I will also
be available to provide them with individual help if they still do not understand.
Implication for Future Lessons: They will have to understand this lesson on basic needs before we
can go on to the next lesson which will go further in depth on how these animals meet their needs. This
lesson touches on the basic needs of these animals, but in order to move on to discussing how these
animals meet their needs, the students will have to know more about the basic needs of all living things.

A DETAILED LESSON PLAN

in Science and Health
Grade III
I.

Objectives
At the end of the lesson the pupils should be able to:
A. describe the different sense organ.
B. appreciate the importance of the sense organ of the body.
C. give the function of the different sense organ of the body.

II.

Subject Matter
A. Unit I- Human Beings
Lesson: Sense Organs
B. Materials
Real objects; Pictures; Chart
C. References
Science for Daily Use 3
Violeta R. Roson pp. 2-13
C. Science Processes
Observing, Describing, Identifying, Inferring, Classifying
E. Science Concept
Eyes is our sense of sight.
Nose is our sense of smelling.
Ear is our sense of hearing.
Tongue is our sense of taste.
Skin is our sense of touch.
F. Value
Thank God for the special parts of our body to enjoy things around.

III. Methodology
Teachers Activity

Pupils Activity

A. Preliminary Activities
1. Prayer
Before we start, Miss_____ kindly lead the prayer.
2. Greetings
Good afternoon class!
You may now take your seats.
3. Checking of Attendance

Heavenly Father. Amen

Good afternoon Teacher! Good morning
classmates
( Secretary reports )

Class Secretary tell the class who are absent today

4. Review

Yes Teacher.

Class can you still remember our lesson yesterday?

Now to test if you really remember. I have something
to show you. I have here a chart of a human body. I
would like you to identify the body parts, match the
word that corresponds to the part of the body.
Do you understand
(The teacher shows a picture of different parts of the
body)

(Ask a pupils to each part of the body.)

3. Motivation
(Show a picture of Helen Keller.)

Yes Teacher.

No Maam.

Do you know whos in this picture?

Alright, listen, I will tell a story of Helen Keller.
(The teacher relates the story.)

o She was blind and deaf. She could

neither see nor hear.
o teacher Anne Sullivan
o She let Helen feel objects with one
hand. Then she traced the word for
each object onto the palm of
Helens hand.
o Sense of touch

Helen Keller (1880-1968) lived in a world of

darkness and silence. She was blind and deaf. She
could neither see nor hear. Yet she became one of
Americas most famous authors and lecturers.
She had a very good teacher Anne Sullivan.
Anne made Helen feel objects with one hand. Then
she traced the word for each object onto the palm of o Organ derives from the Latinorganum,
Helens hand.
meaning instrument
o The kind of action or activity proper
o A specialized organ or structure, such
Comprehension Questions:
as the eye, ear, tongue, nose, or skin,
o Who is Helen Keller?
where sensory neurons are
o Who was her teacher?
o How did her teacher make her learned to
concentrated and that functions as a
receptor.
read and write?
o What sense of organ did she used?
4.

Unlocking of difficulties.

Five senses

What are the meaning of the following?

o Organs
o Functions
o Sense organ

B. Presentation
What is in the picture?

The eyes, nose, ears, tongue and skin.

Seeing
Smelling
Hearing
Tasting
Touching

What are they?

What are the functions of each sense organ?
The eyes is for?
The nose for?
The ears is for?
The tongue is for?
The skin is for?
C. Practice
(Refer activity 1 page 4 of Science for Daily Use 3)
Everybody, read the instruction.
Can you tell which sense organs you will use to
describe the following:

Can you tell which sense organs you will

use to describe the following:
Eyes
Tongue
Skin
Smell
Ears
Skin
Eyes
Tongue
Ears
Skin
Yes

1. The height of the building _________

2. The taste of ampalaya _________
3, The texture of a silk cloth __________
4. The fragrance of sampaguita. _________
5. The beautiful music _________
6. The heat of the hot pot. _________
7. The color of your friends eyes ________
8. The flavors of your mothers recipe ________
9. The sound of the guitar _________
10. The temperature in Baguio City ________
Can you use more than one sense organ to describe
things?
Let us see.
Lets have another activity.
Everybody, read the instructions.
Get the objects and describe them. Write your
observation on the table.

Get the objects and describe them. Write

your observation on the table.

Yes teacher.
Using the Sense Organs
No.
Objects

Shap
e

Siz
e

Color Texture Taste

Chocolate
Calamansi
Chalk
Ball
Table
Book
How many sense organ did you use to describe the
object?
Do you known the functions of the sense organ?

No.
No
Yes!
Five

What would happen if you do not have these senses?

Would you be able to taste or to smell your ice
cream?
Wouldyou be able to watch and hear your favorite
television cartoons?
Can you feel the weather?
Are five senses important?
C. Exploring
Were going to have group activity.
Group yourselves into five.
How many group do we have?
Before we start, what are the rules to follow in group
activity?
Everybody, read.

Can I have 1 representative in each group?

Pick an envelope.

1. Listen attentively to the instruction

2. Be careful in using and handling
materials.
3. Follow the time allotment for the
activity.
4. Be cooperative in a group work.
5. Enjoy and doing ones work.
6. Maintain the cleanliness and
orderliness of the room.
7. Returned the materials used in a
properly.

Group 1.
(Refer to page 5 of the book. Science for daily Use 3)
Objective: Identify the shapes, size, and color of the
objects.
Materials: Cut out objects with different shapes and
colors.
Instruction:
1. Name the shapes of the objects.
2. Tell the colors of the different shapes.
3. Classify the object according to its size and
place them on the table.

The eyes. Sense of sight.

Size table:
Small

Medium

Large

Conclusion: What sense organ did you use?

Group 2.
(Refer to page 7 of the book Science for Daily Use 3)
Objective: Identify the kinds of sounds.
Materials: Pictures
Instruction:
1. Name the sounds produced by each pictures.
It can be, loud or soft, high pitch or low pitch,
pleasant or unpleasant?
2. Discuss it in front of the class.

The ears. Sense of hearing.

Conclusion:
What sense organ did you use?
Group 3.
(Refer to page 9 of the book Science for Daily Use 3)
Objectives: Describe the texture of the objects.
Materials: Towel, cotton, water, chair
Instruction:
Hold the materials.
Discuss the answer in front of the class.
Classify the different kinds of textures and write it
down on the chart.

The Skin. Sense of touch.

Circle chart

Conclusion:
What sense organ did you use?
Group 4.
(Refer to page 10 of the book Science for Daily Use
3)
The nose, sense of smelling.
Objectives: Identify the kinds of smell.
Materials: Perfume, Sampaguita, Alcohol

Instruction.
1. Smell the following materials.
2. Describe the smell of each.
3. What are the two kinds of smell? Write it
down on the chart.
Venn diagram:

The sense of taste, tongue.

Conclusion:
What sense organ did you used?
Group 5.
(Refer to page 12 of the book Science for Daily Use
3)
Objective: Describe the different types of taste.
Materials:Candies,
Calamansi, Chips

Chocolate,

Chili, Ampalaya,

Instructions:
1. Name the foods given.
2. Classify them according to taste.

Sight
Tasting
Hearing
Touch
Smelling

3. Discuss in the class what the taste of each

food are.
4. Write down the five kinds of taste on the
chart.
Chart:

Conclusion:
What sense organ did you used?
E. Generalization:
Identify the sense organs of the body?
How does each work?
F. Application
What sense organ is used in each of the following:
1. Beautiful dress?
2. Delicious food?
3. Roaring of thunder?
4. Wet towel?
5. Fragrant flower?
IV. Evaluation
Identify the sense organ use in the following thing. Put it in the appropriate branch of a
tree chart.

V.

Assignment
Give ways on how we take good care of our five senses.

MY BEST LESSON PLAN

Lesson Plan in Science & Health
Grade III

I. OBJECTIVES:

General:

State that the environment is made up of life forms, land, water and
air.

Specific:

Describe the environment

II. SUBJECT MATTER:

Topic:

Describing the environment

Science concept:

Environment is the place where we live in. it is made up life

forms, lands, water and air.

References:

Science and Health 3 pp. 21-204

Science and Health for changing world pp. 2-3

Processes:

Identifying, observing

Materials:

Pictures/textbooks

Value Infusion:cleanliness of the environment

III. PROCEDURE:

A) Preliminary Reports
- Weather Reports
- Checking of Homework
- Unlocking of Difficulties
i. environment
ii. habitat
iii. surro
B) Motivation:
Through the use of pictures

Everyday you can observe things happening around you.

-

Have you ever wondered why the things that you throw up fall on the ground?
Why do dry leaves fall on the ground instead of going upward?
When you see a rainbow after a shower, have you ever asked why it appears
and why it shows several color?
When you look at different plants, have you ever wondered why most of the
leaves are green?
There are many more questions that you and other children ask. (Based on the
picture we can say that it is an environment where children play.)

C) A LESSON PROPER:
I have here three words let us give the meaning
- environment, habitat, surrounding.

There are two kinds of environment the natural environment and the man made
environment. From this kind of environment we can say that environment is
made up of life forms in land, in water and air.

B GROUP ACTIVITIES:

Class what are the things that we can find in the environment in the following:

Environment

Environment in Water

Environment in Air

C. DISCUSSION:

From the list that you have given we prove that different things, living or
non-living things live in a particular environment in different places.

Question:
1. What are the life forms found in land environment?
2. What are the life forms found in water environment?
3. What are the life forms found in air environment?
So, class environment is a place where man, animals live where they can find
food for their survival and live happily.

D GENERALIZATION

Environment as a whole is made up of life forms in land in water and in

water and in air.

E EVALUATION:

True or False

___________ 1. Human beings, animals and plants make up the living

Environment
___________ 2. There are things in the environment which are not living.
___________ 3. We live on the surface of the earth.

___________ 4. The water part of the earth is made up of oceans, seas, rivers
and other small bodies of water.
___________ 5. Air is all around the earth.

IV. ASSIGNMENT:

A) Enrichment
What are the different kind of landforms?

B) Remedial
List down examples of life forms found in land, water and air environment.

C) Reinforcement
Cut pictures of life forms found in land, water and air environment

MY PROFESSIONAL DEVELOPMENT CAREER PLAN

Before I was enrolled to this crash course known as the
Teacher Certificate for Non Education Professionals, I asked
myself: Why be a teacher? Honestly speaking, my mind was
uncertain to answer such question even after I finished studying
all the professional subjects offered in the first semester.
However, such question just became certainly answerable after
I experienced the off-campus teaching in my chosen school none
other than Catbalogan V Central Elementary School. I really
had a very memorable and worthwhile experience in my
cooperating school that opened my mind and heart to embrace
teaching profession as my lifetime career after graduation. With
pride and honor, I promise that I will pursue a teaching career
after graduation. I want to see myself getting old being in this
profession. I want to become a MODERN TEACHER (Modern,
Obedient, Dedicated, Economical, Resourceful, Noble
Talented, Efficient, Active, Creative, Honest, Effective and
Research-oriented.) With all of these characteristics, I can
surely become responsive to the changing needs that await me
in the field of work after graduation.
Moreover, after graduation I have set my mind to accept
only the teaching related opportunities as possible with open
arms so that the enthusiasm in me to teach will keep on burning
and the teacher in me will be kept alive. Also, I want to pass the
board examination this coming September 2016 and enroll
myself in the graduate school to take up a Masters Degree in
Education. After my masters degree, Im going to find a
teaching job. While I am teaching, Im going to pursue my
doctorate degree. There are also several plans that I want to
achieve after graduation that I never mentioned herein but
those are subjects for a case to case basis. Meaning to say, I
cannot proceed to my succeeding plan without accomplishing
the previous ones. Therefore, I need to follow a step by step
process in achieving my plans since a journey towards a
thousand miles begins with a single step.

Reflecti
on

My almost four months of teaching practice was a period of tremendous

growth for me both personally and as an educator. I was assigned in Catbalogan
V Central Elementary School for my teaching practice and my class consisted
of 36 individuals, 26 of them boys and 10 girls. The students possessed their
unique personalities and set of circumstances, therefore it made for an
interesting and often challenging period.
During the first two weeks I observed my mentor teacher, her teaching
techniques, her classroom management strategy and the discipline that she
insisted on in her classroom. The task ahead of me seemed a bit daunting but
one I was excited about. I did not truly understand what I was up against until I
actually began co-teaching during the next three weeks of the practice.
The three-week period of co-teaching was a time when I had to learn the
fastest the strategies I would need to survive as a teacher. For me preparing the
lesson plans for the three subjects I taught - Mathematics, Science and Araling
Panlipunan, was the greatest challenge given my time constraints of only having
24 hours per day to work with! I often functioned on very little sleep but I made
it through and experienced immense growth, becoming a better person in the
process.
During the final five weeks of my ten-week practicum I completed my
independent teaching. My cooperating teacher offered her advice and
recommendations as to what I needed to do to make my lessons more effective.
At first my lesson plans included a list of objectives, but they were not
directly linked to a set of assessments that would measure how well the class
understood the topics covered during the lesson. My cooperating teacher
recommended that each objective stated in the lesson plan be tied to some
specific assignment that would measure and indicate that the class understood
the content of the lesson. Doing this gave my lessons more direction and I
could see that this strategy was highly necessary and effective, for although they
usually completed an assignment which was directly connected to the lesson,
the responsibility was placed on me to make sure that the objective had been
met by way of the students ability to complete the assignment. I also found
that I could not try to include too much in each lesson, as each lesson period
went by very quickly. Simpler lessons are shorter and more easily digested.
My cooperating teacher also pointed out the importance and effectiveness of
reflecting back on each lesson after I had completed it so that I could think
about the steps I would take to improve how I had taught and how I may have
handled a particular situation. I learned that it is of utmost importance as a
teacher to be up front about behavior and very clear about what you expect from
your class otherwise many students try to see what they can get away with
doing and will be very disruptive.

SUBMITTED BY:
AGNES B. GATIL
SUBMITTED TO:
PROF. LAURA BOLLER

EVIDENCES OF COMMUNITY OUTREACH