This document outlines a problem-based learning plan for 7th to 8th-grade students focused on differentiating between facts and opinions in media. Students will engage in group activities to analyze various texts, present their findings, and discuss the importance of critical evaluation. The plan also includes assessment criteria and reflection on the learning process.

1. Problem-Based Learning Plan: Facts and Opinions
Grade Level: Grade 7 to Grade 8
Subject Area: Language Arts/Social Studies
1. Problem Statement:
How can we differentiate between facts and opinions in the information we encounter in
everyday life, and why is it important to critically evaluate these statements?
2. Learning Targets/ Objectives:
I can (student centered instead of teacher-oriented target)
• define and differentiate between facts and opinions.
• analyze various texts and media to identify facts and opinions.
• create a multimedia presentation to demonstrate their understanding of the differences
between facts and opinions.
3. Project Overview:
Students will work in groups to explore various sources of information (articles, advertisements,
social media posts, etc.) to distinguish between facts and opinions. They will then present their
findings to the class, emphasizing the significance of critical evaluation.
4. Implementation Steps:
Step 1: Introduction to Facts and Opinions
• Begin with a discussion about the role of facts and opinions in media and daily life.
• Provide definitions:
o Fact: A statement that can be proven true or false.
o Opinion: A statement that reflects personal beliefs, feelings, or thoughts and
cannot be proven.

2. Introduction to Facts and Opinions
Example from a News Article in the Philippines:
Article Title: "Education Sector Faces Challenges Amid Pandemic"
Excerpt:
"The Department of Education reported that over 1.5 million students enrolled for the school
year 2021-2022, indicating a significant drop compared to previous years. This decline is a clear
sign that the education system is failing to meet the needs of students and their families.
Experts believe that the lack of resources and support is largely to blame for this situation."
Analysis:
• Fact: The Department of Education reported that over 1.5 million students enrolled for
the school year 2021-2022, indicating a significant drop compared to previous years.
• Opinion: This decline is a clear sign that the education system is failing to meet the
needs of students and their families.
• Fact: Experts believe that the lack of resources and support is largely to blame for this
situation.
Discussion:
In this example, the first statement is a fact because it can be verified with data from the
Department of Education. The second statement is an opinion, as it reflects a belief about the
education system's effectiveness. The third statement, while presenting an expert's view, is still
categorized as an opinion because it expresses a belief rather than a universally accepted fact.
Encourage students to identify similar examples in other news articles to practice distinguishing
between facts and opinions.
Step 2: Group Formation
• Organize students into small groups (4-5 members each).
Step 3: Research Phase
• Each group selects a variety of texts and media sources (e.g., news articles, opinion
columns, social media posts, advertisements).
• Provide guiding questions for analysis:
o What information is presented as a fact?
o What statements are opinions?
o How can you differentiate between the two?

3. Step 4: Analysis and Discussion
• Groups will discuss their findings and compile examples of facts and opinions from their
sources.
• Encourage students to consider the implications of accepting statements as facts without
critical evaluation.
Step 5: Presentation Preparation
• Each group will create a multimedia presentation that includes:
o Examples of facts and opinions from their research
o A discussion on the importance of distinguishing between the two
o Strategies for critically evaluating information in various media
Step 6: Presentation
• Groups will present their findings to the class.
• Allow time for questions and feedback from peers.
5. Assessment:
• Evaluate group presentations based on clarity, depth of analysis, and engagement.
• Use a rubric that includes criteria such as understanding of concepts, collaboration, and
creativity in presentation.
6. Reflection:
• After the presentations, hold a class discussion about what students learned regarding
facts and opinions.
• Encourage students to reflect on how this understanding can inform their reading,
writing, and discussions in everyday situations.
7. Resources:
• Access to computers or tablets for research or provide news articles
• Projector for presentations
• Handouts with definitions and guiding questions for analysis