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EPP CONCEPTUAL FRAMEWORK

The document critiques a Grade 3 EPP textbook for ICT, highlighting its age appropriateness, engagement level, clarity of instructions, hands-on activities, and relevance to modern technology. It also outlines a learning activity designed to help students identify computer parts and demonstrate proper care, including objectives for cognitive, affective, and psychomotor skills. The activity includes various components such as group puzzles, demonstrations, and poster creation to reinforce learning.

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Jeanifer Actub
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6 views

EPP CONCEPTUAL FRAMEWORK

The document critiques a Grade 3 EPP textbook for ICT, highlighting its age appropriateness, engagement level, clarity of instructions, hands-on activities, and relevance to modern technology. It also outlines a learning activity designed to help students identify computer parts and demonstrate proper care, including objectives for cognitive, affective, and psychomotor skills. The activity includes various components such as group puzzles, demonstrations, and poster creation to reinforce learning.

Uploaded by

Jeanifer Actub
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Jeanifer R.

Actub

BEED 2A

Get a copy of textbook in EPP; Choose the Grade level & the EPP area : ICT, H.E., AGR.; I.A.

** Make a critique/ Give comments/ Give 5.

Critique/Comments on a Grade 3 EPP Textbook (ICT)

Critique Points:

Age Appropriateness (Rating: 4/5):

The textbook introduces basic concepts like parts of the computer and how to use the mouse
and keyboard, which is appropriate for Grade 3 learners. However, some topics (e.g., file
management) might be too advanced for this age group and need more scaffolding.

Engagement and Interactivity (Rating: 3/5):

The textbook relies heavily on reading and simple exercises. It could include more interactive
elements, such as game-based learning or visual puzzles, to engage young learners better.

Instructions Clarity (Rating: 4/5):

The instructions are generally clear and easy to follow. However, some technical terms (e.g.,
"toolbar" and "icon") need better simplification or illustration to avoid confusing students who
have little to no prior experience with computers.

Hands-on Activities (Rating: 5/5):

The hands-on activities are simple and effective. For example, tasks like typing practice, using
the mouse, and identifying icons on the desktop are well-suited to the age group.

Relevance to Modern Technology (Rating: 3/5):

The textbook could be updated to introduce modern devices (like tablets) that children may
encounter. Many students in urban areas might have access to these, and understanding their
use could be helpful.

2. Choose a competency from any of the 4 areas. Devise/ Design your own learning activities
using the same learning competency or objectives. Formulate the objectives: Cognitive,
Affective & Psychomotor.

Learning Activity Based on a Competency from ICT (Grade 3)


Competency:

"Identify the basic parts of a computer and demonstrate proper care and use of computer
devices."

Learning Objectives:

Cognitive:

The students will identify and name the basic parts of a computer (e.g., monitor, keyboard,
mouse, CPU).

Affective:

The students will demonstrate appreciation for the need to properly handle and care for
computer devices.

Psychomotor:

The students will practice turning the computer on and off correctly and demonstrate how to
handle the mouse and keyboard with care.

Learning Activity Design:

Introduction (10 minutes):

The teacher introduces the topic by showing images of a computer and its parts (monitor, CPU,
keyboard, mouse, etc.). This can be done using a multimedia projector or printed posters.

Hands-on Activity: "Computer Parts Relay" (15 minutes):

The students will be divided into groups. Each group will have a computer diagram puzzle. They
will work together to identify and label the parts of the computer by matching the pieces of the
puzzle to the correct name.

The teacher will then review the correct answers and briefly explain the function of each part.

Demonstration (10 minutes):

The teacher will demonstrate how to properly turn a computer on and off, as well as how to
handle the mouse and keyboard carefully.

During the demonstration, the teacher will emphasize important points like:

Turning the computer off properly to avoid damaging the system.


Using gentle clicks and avoiding banging the mouse.

Keeping the keyboard clean by avoiding spills.

Guided Practice: "Turn On and Explore" (15 minutes):

Each student will have a chance to turn on a computer with the guidance of the teacher.

They will practice using the mouse to point, click, and drag, as well as type a few letters on the
keyboard (e.g., typing their names).

The students will then take turns to shut down the computer correctly.

Group Activity: "Computer Care Poster" (20 minutes):

In small groups, the students will create posters showing different ways to care for the
computer (e.g., no eating/drinking near the computer, gentle use of the mouse, keeping the
monitor clean). Each group will present their poster to the class.

Reflection and Sharing (10 minutes):

The students will be asked to share what they learned about how to take care of computers and
why it is important.

Assessment:

Cognitive:

A short quiz where students identify parts of the computer from images.

Psychomotor:

Observation of each student's ability to turn on/off the computer correctly and use the mouse
and keyboard appropriately.

Affective:

Evaluate their group poster and their verbal reflections on computer care during class
discussions.

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