PLANNING FOR BLENDED LEARNING – STATION ROTATION MODEL

SUBJECT: SCIENCE GRADE: FOUR SECTION: 1

TEACHER: Diosana, L., Dorado, L., Coros, M.

TERM NO. /LEARNING UNIT TOPIC: Weather

CONTENT STANDARD: The learners demonstrate understanding of components of weather using simple
instrument.

PERFORMANCE STANDARD: The learners should be able to practice precautionary measures in planning
activities.

ROTAT KUD STATION 1: STATION 2: STATION 3:

ION LEARNI TEACHER-LED SMALL GROUP INDIVIDUAL
TYPE NG SMALL GROUP WORK INTERACTIVE
GOAL INSTRUCTION ACTIVITY

Student COMMO Competency 1: Identify Competency 2: Identify Competency 3: Identify safety

s rotate N weather instruments and types of weather conditions precautions during different
from LEARNI their uses weather conditions S4ES-IVg-
one NG Material(s)/ICT Resource: 8
station GOAL: Material(s)/ICT Resource: Video: Kinds of Weather
to KNOW Video: Weather Instruments https://www.youtube.com/ Material(s)/ICT Resource:
another https://www.youtube.com/w watch?v=8dZzy8Qx52Y Video: What to do before,
to atch?v=Acp2AWpB93w (Augmentation) and during and after a
accompl (Augmentation) and Worksheet typhoon.
ish Worksheet https://www.youtube.com/
differe Task: watch?v=vNSFrrtoQSU
nt Task: ACCESS: Students by (Augmentation) and
compet ACCESS: Teacher uses the themselves watch in their Worksheet
encies video clip found in the above mobile phone or learning
that link. device access the above link. Task:
may ACCESS: Students by
have PROCESS: Teacher goes PROCESS/COLLABORATE themselves watch in their
the from one instrument to / CREATE: mobile phone or learning
same another in the video Students work in group (5 device access the above link.
learnin presenting the different members) to make a paper
g goal. weather instrument and their doll and dress it according PROCESS: Students first
uses/purposes. to their assigned weather watch the video that presents
condition. what to do before, during and
COLLABORATE/ after a typhoon.
COMMUNICATE: After
reviewing the video, students COLLABORATE:
in pairs identify the In the worksheet, students in
instruments and their uses. pairs write down measures
Teacher gives feedback on they should before, during
the students’ responses. and after a typhoon.

CREATE: Students write in

two sentences their
commitment to share their
knowledge about
precautionary measures
before, during and after a
typhoon.

Student LEARNI Competency 1: Competency 2: Competency 3:

s rotate NG Material(s)/ICT Resource: Material(s)/ICT Resource: ICT Resource:
from GOAL 1:
one
station Task: Task:
to ACCESS: ACCESS: Task:
another ACCESS:
to PROCESS: PROCESS:
accompl PROCESS:
ish COLLABORATE: COLLABORATE:
differe COLLABORATE:
nt COMMUNICATE: COMMUNICATE:
compet COMMUNICATE:
encies CREATE: CREATE:
that CREATE:
have
differe
nt
learnin
g goals.
LEARNI Competency 1: Competency 2: Competency 3:
NG Material(s)/ICT Resource: Material(s)/ICT Resource: ICT Resource:
GOAL 2:

Task: Task:
ACCESS: ACCESS: Task:
ACCESS:
PROCESS: PROCESS:
PROCESS:
COLLABORATE: COLLABORATE:
COLLABORATE:
COMMUNICATE: COMMUNICATE:
COMMUNICATE:
CREATE: CREATE:
CREATE:

LEARNI Competency 1: Competency 2: Competency 3:

NG Material(s)/ICT Resource: Material(s)/ICT Resource: ICT Resource:
GOAL 3:
 Task: Task:
ACCESS: ACCESS: Task:
ACCESS:
PROCESS: PROCESS:
PROCESS:
COLLABORATE: COLLABORATE:
COLLABORATE:
COMMUNICATE: COMMUNICATE:
COMMUNICATE:
CREATE: CREATE:
CREATE:

Student COMMO Material(s)/ICT Resource: Material(s)/ICT Resource: ICT Resource:

s rotate N
from LEARNI
one NG Task: Task:
station GOAL: ACCESS: ACCESS: Task:
to ACCESS:
another COMMO PROCESS: PROCESS:
to N PROCESS:
practic COMPE COLLABORATE: COLLABORATE:
e one TENCY: COLLABORATE:
compet COMMUNICATE: COMMUNICATE:
ency COMMUNICATE:
with CREATE: CREATE:
differe CREATE:
nt
interac
tive
resourc
es.
Checklist:

( ) 1. Stated competencies are drawn from the curriculum guide.

( ) 2. Learning goals (K-U-D) are indicated in relation to the competency.

( ) 3. Specific material for the designated station is stated.

( ) 4. Specific procedures for the students’ task are stated in terms of access, process, create, communicate
and collaborate.

5. Type of rotation observed: (check what applies)

( ) Students rotate from one station to another to accomplish different competencies that may have the
same learning goal.

( ) Students rotate from one station to another to accomplish different competencies that have
different learning goals.

( ) Students rotate from one station to another to practice one competency with different interactive
resources.

( ) 6. Given tasks are achievable within the established class period.

( ) 7. Given tasks are independent of each other.

( ) 8. Different student activities are aligned with the goal and competencies. There are follow-up questions
and activities for students to answer and do in relation to given ICT resources.

( ) 9. SAMR level of ICT resource is properly indicated in parentheses after resource.