Learning activity Title

1. Learning Activity Title: PASIG RIVER, OUR STORY
Background to the Project
The Schools
Makati High School is located at Poblacion, Makati City near the Makati Central Business District. Built in 1968, it is one of the Makati’s oldest public high schools. The school caters to mostly poor students living near the school and in neighboring Barangays. At present, the school offers Regular Class curriculum, Open High School Program, and Special Program for Arts and Sports. Through the years the school has built a name for itself for it had already produced countless professionals who are now successful in their chosen fields. Through the support of the local school board, headed by the city mayor, our school is now equipped with facilities like Science laboratory, Computer laboratory with internet access, speech laboratory, audio-visual room and robotics room. Our school has built a reputation for innovative use of ICT. As a matter of fact, it is the school’s objective to promote ICT integration to achieve learning goals in every subjects. The University of Makati (UMak) traces its roots from Makati Polytechnic Community College, which was founded in 1972. Due to the growing number of curricular offerings, its status was elevated in 1987 to that of a full-fledged college, and was then renamed Makati College. By virtue of Municipal Ordinance No. 433, the Pamantasan ng Makati became a chartered university on December 19, 1991 under the administration of Jejomar C. Binay. On August 27, 2002, City Ordinance 2002-111 was approved amending City Ordinance No. 99-443 revising the Pamantasan ng Makati Charter to change the official name of Pamantasan ng Makati to University of Makati.
The University stands on a lot along in Makati, near Fort Bonifacio and facing the Pasig River. Athletic facilities include a Gymnasium and Stadium. A new 12-storey Health and Physical Sciences Building was recently opened which consists of a Physical Fitness Gym, basketball and volleyball Gym at the 12th Floor etc. The football field is also one of the venues of the United Football League
The Teacher
FELIX T. BUNAGAN works in Makati High School as a regular classroom teacher. He is teaching Science to Grade 10 students. Aside from a classroom teacher, he has also a supervision and mentoring function as required of him being a Master Teacher. He is also working as a part-time instructor in the University of Makati teaching Science to grade 12 students in the senior high school. He was an outstanding teacher in the Division of Makati, Microsoft Innovative Teacher Awardee. He is a member of various professional and community organizations.

2. The Project Goals
The following are expected to happen in carrying out this learning activity.
1. Create awareness about Pasig river pollution using ICT tools.
2. Increase community participation in taking good care of the Pasig River.
3. Value the programs initiated by the government and other stakeholders in rehabilitating the Pasig River.
4. Connect the Pasig river problem to real life situation.
5. Develop camaraderie by working collaboratively to other students and the community for a common goal.
The planning and origin of the project and curriculum context
The learning activity was conceptualized because of the present problem faced by the well- known river just near our school, the Pasig River. Since the lesson is all about environmental problem, specifically water pollution, Mr. Felix T. Bunagan wanted to involve his students in promoting awareness of the Pasig River pollution to the community living near the river using technological tools. He designed a unit plan for this purpose. He explained to his students that “as responsible students much is expected of them”. They can start a war of awareness campaign in their own little way by working together as a students and by developing community linkages to address the problem. The conceptualized learning activity “Pasig River, Our Story” allows students to dig dipper on the root causes of Pasig river pollution through direct observation, community immersion and interviews and research. They will also discuss the different programs previous and current to help restore the river and finally use ICT to promote awareness to the community. The students also get the chance to make their own project proposal to help solve the problem. These activities developed and enhanced the students’ technical skills and gave them great opportunity of firsthand experience on the “real world classroom” by collaboratively working with the community.
The structure of the learning activity was aligned in the K12 curriculum. We used the PLANNING, DOING, REVIEWING, IMMERSING and SHARING (PDRIS) cycle. Collaboration among students and ICT application made the learning activity much easier and meaningful.
Despite the difficulties, the students find the activity meaningful and fruitful for they were able to experience learning and at the same time helping the community. The students developed a sense of awareness and responsibility because of the learning activity.
Technology Context
The students in each class were grouped into 5 groups of 6-8 members (2 classes from Makati High School and 2 classes from the University of Makati High School Department). Computers were made available to the students involved in the learning activity by prior arrangement made by the teacher to the computer laboratory manager. The Teacher monitored the development of each group using group progress checklist. Students were also assisted by the computer laboratory manager. Flexible time schedule is followed in working the output. They can work in their houses after class.

3. The following schedule were followed.
Makati High School: 1 hour everyday = 5 hours /week
University of Makati: Monday and Wednesday = 3 hours a week
Week
Activity/ies
Week 1
Introduction
 Introduction of the learning activity
 Goals and objectives setting
 Group planning and conceptualizing
 Use of rubrics
 Unlocking of difficulties
Week 2
Learning Activity Proper
 Distribution of letter to authorities (community immersion)
 Researching
 Taking pictures and videos
 Interviews
Week 3
Community immersion
Group working
 community immersion
 continuation of interviews, research
 creating multimedia presentation
 finalization of output
Week 4
Culmination
 presentation of the different output
Powerpoint presentation
Music Video
Project Proposal
documentary
 critiquing
 Giving of insights