Notre Dame of Libungan Inc.

Libungan, North Cotabato

INTEGRATIVE PERFORMANCE TASKS

I. MAPPED MELCs/STANDARDS
Target Subjects: Physical Science, Media & Information Literacy, and Physical Education
Time Frame of Assessment: 3rd Quarter (Week 1-4)

Integrated MELCs

LEARNING AREA MELCs (2 or more) Module Budget of

No. week
Physical Science Explain how the MODULE 4
structure of biological 6
macromolecules such as
carbohydrates, lipids,
nucleic acid, and protein
determine their
properties S11/12Ps-
IIIe-22
Media & Information Describe how MODULE 3-4
Literacy, communication is 1
influenced by media and
information
MIL11/12IMILIIIa-1
Physical Education Self-assess health LAS 1 1-2
related fitness (HRF)
status, barriers to
physical activity
assessment participation
and one’s diet

Agreed IPT for week

A. Online Learners: Create an Infomercial/ Video and post it on their

social media account
B. Offline Learners: Printed Pamphlet
C. Modular Learners: Create an article/ or draw a poster

II. GRASPS

A. GOAL

Physical Science Physical Education Media & Information

Literacy,
Learners present the Learners determine the Learners uses different kinds
structure and functions of different food groups which of media to communicate
different macromolecules contains the macromolecules the structure and function of
(carbohydrates, Lipids, (carbohydrates, Lipids, different macromolecules,
nucleic acids, and proteins) nucleic acids, and proteins) including sample food
and identify its effect to the groups, and how it affects
activities of the body the activities of the body
B. ROLE
Nutritionist/Dietician, Health Specialist, Media reporter, Writer, and pamphlet and poster
designer

C. AUDIENCE
School Head, teachers, parents, students and other stakeholders, social media/netizens

D. SITUATION
Health became the number one priority of people since the pandemic begun. Hence, everyone
should be aware of the type of the food they eat in terms of its macromolecules (carbohydrates,
Lipids, nucleic acids, and proteins) to maintain and enhance body activities. Media plays an
important role in disseminating and communicating information through TV and Videos, Printed
materials, and even those that were locally developed signages, articles and poster in the
community. The use of different media in communicating Information also addresses people who
have different access to media and information

E. PRODUCT

Online Learners: Learners will create an Informercial (video), maximum of 5 minutes, where
they will present different food groups where the different macromolecules (carbohydrates,
Lipids, nucleic acids, and proteins) can be found, and explain how it affects the daily activities of
people. Infomercial Video must be posted on their social media account.
Offline Learners: Learners will create a Pamphlet (printed) where they will present different
food groups where the different macromolecules (carbohydrates, Lipids, nucleic acids, and
proteins) can be found, and explain how it affects the daily activities of people.

Modular Learners: Learners will create an article or draw a poster where they will present
different food groups where the different macromolecules (carbohydrates, Lipids, nucleic acids,
and proteins) can be found, and explain how it affects the daily activities of people.
 G. STANDARDS
RUBRIC IN PHYSICAL SCIENCE
Criteria Weight Needs Satisfactory Very Outstanding Weighted
Improvement 2 Satisfactory 4 Score
1 3
1. Content and Delivery

a. Identifies the different

Macromolecules
AL
X10 1 2-3 L
b. Explains the structure and
(Maximum of the of the of the
function of each Macromolecule NONE
of 40 indicators are indicators are indicators are
of the
points) present and present and present and
c. Provide example (food group) for indicators are
observed observed observed
each Macromolecule present and
observed
d. Presents a clear representation
on the different macromolecules
2. Information Organization
NONE
a. Information are organized from of the 1
X6 2 ALL
Broad to Specific indicators are of the
(Maximum of the of the
present and indicators are
of 24 indicators are indicators are
b. Information were cited well observed present and
points) present and present and
observed
observed observed
c. Information is related to the topic
and presentation
3. Style and Technicality X5 There are There are 4-6 There are 1-3 There are no
(Maximum more than 7 in the in the in the
of 20 errors in the grammar and grammar and grammar and
points) grammar and the mechanics the mechanics the mechanics
 the mechanics of the output of the output of the output
of the output that distracts that distracts that distracts
that distracts the audience the audience the audience
the audience
4. Promptness X4 The output is The output is The output is The output is
(Maximum submitted 3 submitted 1-2 submitted on submitted
of 16 days and days after the the set before after
points) more after the set deadline deadline the set
set deadline deadline

RUBRIC IN MEDIA AND INFORMATION LITERACY

Beginning (1) Developing (2) Accomplished (3) Distinguished (4)
Content and Not Organized. Difficult Portions may be poorly Fairly well organized. Show hows a continuous
Organization to follow. Poor quality organized. Hard to follow Format is easy to follow. progression of ideas and
shows poor effort the progression of the Good explanation shows tells a complete easily
video. Explanation shows good effort followed videos. Well
some effort organized. Excellent, well
thought out explanation
that shows superior effort
Information The students conveyed The students conveyed The students conveyed The students conveyed
factual information and factual information and factual information which factual information which
incorporated at least 3 incorporated at least 2 showed little effort. The showed no effort.
problems and one solution problems and one solution performance did not meet
in a creative manner showing acceptable effort. expectations.
showing acceptable effort. The performance meets
The performance was expectations
excellent.
Usefulness Video demonstrated Video is focused and . Video is focused and very
Video usefulness is in development of computer informative; informative; promotes the
 question; does not technology; has problems promotes the use of use of computer
inform; does not focus staying focused on topic. computer technology technology to create the
on the topic. to create the video to video and makes the
deliver information. others want to use the
same type of format in
delivering information
Creativity and elements Minimal use of design Good use of graphics and Excellent sense of design.
of Design Too many or too elements. No transitions. or other design elements. Effective camera
gaudy graphics Sound is lacking or Some transition are techniques used for the
(extravagant); inappropriate or scratchy. inappropriately placed. video and pictures. Video
transitions, too Some pictures or video Sound quality is ok. and picture are focused
many clips, clips may be out of focus Video clips or pictures are and of good quality.
background and or or shaky. clear and in focus Smooth transition are
sounds detract appropriate and aid in
from content. delivery of presentation.
Pictures or video
clips may be out of
focus or shaky
Video/Oral presentation Great difficulty Some difficulty Fairly fluid delivery. Well-rehearsed. Voice
skills communicating communicating ideas. Communicate ideas with and pacing hold interest
ideas. Poor voice Poor voice projection; proper voice projection; and attentions of audience
projection; mispronounced words; perhaps one
mispronounced stopped or had long mispronounced word
words; stopped pauses; somewhat
or had long confused
pauses; confused
RUBRIC IN PHYSICAL EDUCATION
Exceeded Expectations Meet most expectations Meet some expectations Did not meet
(4) (3) (2) expectations (1)
Content The content is good. The The content is . The content is not
The content is words are memorable somewhat coherent coherent and the words
outstanding. The and enthusiastically and receive by the are not memorable
words are receive by the audience. audience.
memorable and
enthusiastically
receive by the
audience.
Creativity The students composed an The students The students composed
The students original but there are some composed not an not an original and
composed an original elements that are not original and there are message are not conveyed
with a clear theme. excellent. some elements that
are not excellent.
Information The students conveyed The students conveyed The students conveyed
The students . . factual information and factual information which factual information which
conveyed factual incorporated at least 2 showed little effort. The showed no effort.
information and problems and one solution performance did not meet
incorporated at showing acceptable effort. expectations
least 3 problems The performance meets
and one solution expectations
in a creative
manner showing
acceptable
effort. The
performance
was excellent.
Organization The students lack one of The students lack one of The content are
The student the following: clearly the following: clearly unorganized and difficult
clearly organized organized information, organized information, to follow
correct grammar and correct grammar and
 the information, spelling, usage and or spelling, and or legible
used mostly legible handwriting handwriting
correct grammar
and spelling and
used legible
handwriting.
Audience The student The student demonstrates The student demonstrates
The student demonstrates a little sense of audience and no sense of audience used
demonstrates a clear general sense of did not adjust language for limited vocabulary and
sense of audience and audience and uses the audience makes no adjustment
uses appropriate some good language
language for the for the audience
audience

Prepared by: Checked by:

JOHNIE REY P. VILLARUZ, LPT MRS. MARIA ANA D. BANTILAN

Science Teacher Principal