The document provides details for a project-based learning activity for Grade 10 students in TLE (Technology and Livelihood Education) and other subjects. The project involves designing a landscape for a peace plaza in Marawi City to promote peace and tourism following the devastation caused by war. Students will be assigned roles to research the city, design the landscape, create a diorama and promotional materials like a video and brochure. They will develop a project proposal and presentation to propose the design to local government. The goal is for students to apply principles of landscaping and design to create a space that symbolizes peace and resilience for the community.

1. “Marawi:
“a city of beauty”
A Project-Based Learning for
Grade 10TLE (and other subjects)
ROXAN A. CONSOLACION
RYAN GLENN C. NARVASA

3. Code: TLE_AFLI19-12TP-Ia-1 .
TLE: Landscaping and Maintenance
Performance Standard: The learner independently
applies the principles of landscaping in improving the
aesthetics of the land, and creates and interprets
landscape plans.
Content Standard: The learner demonstrates an
understanding of the underlying principles and theories of
landscaping, as well as the principles of design.

4. English Performance Standard: The learner composes a short but
powerful persuasive text using a variety of persuasive techniques and
devices. (Grade 10, 1st Quarter)
Standards Across the discipline
Filipino: Ang mag-aaral ay nakapaglalathala ng sariling akda sa
hatirang pangmadla (social media) (Baitang 10 ikalawang Markahan)
English: The learner competently presents a research report on a
relevant socio-cultural issue.

5. Standards Across the discipline
EPP: Naipagmamalaki ang mga magagandang kaugaliang Pilipino sa iba’t
ibang pagkakataon
Araling Panlipunan: Ang mag aaral ay nauunawaan ang pinagmulan
at kasaysayan ng Komunidad.
nakapaglalarawan ng pisikal na kapaligiran ng mga lalawigan sa
rehiyong kinabibilangan gamit ang mga batayang impormasyon
tungkol sa direksiyon, lokasyon, populasyon at paggamit ng mapa.
nagagamit ang kaalaman sa kasanayang pangheograpikal sa
pagpapanukala ng mga solusyon sa pangunahing problema o isyung
pangkapaligiran ng sariling pamayanan bilang isang rehiyon

6. Enduring Understanding
The students will be able to
 understand that landscapes and beautiful parks
will promote peace and tourism.
 work on a series of activities culminating in a
project that used technology.

7. Essential Question
How landscaping promote peace and tourism?
Unit Question
How to design a peace plaza?
Content Questions
1.What is landscape design?
2.What are the principles of design?
3.What are the elements of Landscape?
Curriculum Framing Questions

8. End in mind
At the end of the project, students will be able to
create landscape design and project proposal of
Marawi City Plaza and promote Tourism through
brochure and promotional video.
A Project-based Learning for Students’ Initiative
on Restoring and Redesigning Landscape Design
Parks in Marawi City to promote Peace and
Tourism.

9. Marawi is the capital of Lanao del Sur province, situated in the
Autonomous Region in Muslim Mindanao (ARMM). It has beautiful landscapes
and very wide Lake Lanao. It is a fourth class city with a land area of 87.55
square kilometers, subdivided into 96 barangays.It has a population of 201,78.
Marawi City is also known as the "Summer Capital of the South" for its cool
climate due to its high elevation, a nickname it shares with Malaybalay City in
Bukidnon. The city stands 700 meters above the sea level. Its tourist
destinations include Local attractions in the city such as: Aga Khan Museum of
Islamic Arts, the native folk dances from different regions of Mindanao and
Sulu, the native tools and weapons used by the Muslims and different artistic
designs of houses are the main attractions of museum. Dayawan Weaving
Village, Royal Torogan Houses, and Agus River in Marawi City. The biggest
campus of the Mindanao State University system is also in Marawi, where the
Kalilang Golf and Country Club can be found. The golf course gives a majestic
view of Lake Lanao.
Introduction

10. After Marawi City has been devastated by war between terrorists and
Military, the place is now ready for rehabilitation. The war caused a lot of
damage to the lives and economy of the residents. Tourism of nearby cities
also declined because of safety and security reasons.
President Rodrigo Duterte ordered the Local Government to revive the
City. One of the priority is the redesigning the City Public Park of Marawi.
The Plaza must symbolize peace and resiliency of the People of Marawi,
aside from beauty and leisure it will accommodate the community and
visitors. As employees of the City Government, you are commissioned by
the City Mayor to restore and redesign the public park to be called “Peace
Park”. The design must depict Muslim culture and historical attributes in
order to promote the city as a tourist-friendly and safe place to visit.
Scenario

11. Working with your group, you are expected to:
1.Create Landscape design for the park through diorama;
2.Promote Tourism of the City by creating media output to
promote peace and tourism;
3.Come up with Proposal with specified budget;
4.Defend Proposals orally through PowerPoint presentation.
5.Propose the design to the Local Government Office.
Scenario

12. As a group, in order to realize your duty, one must do his share to finish
the project. You must choose a leader to assign specific roles.
Leader - He is the head master of the group. He will formulate the
communication letter for the LGU as main interviewee and collate all
outputs, manage, monitor each members, presentor of the group and
finalize the Project Proposal.
Researcher - He is responsible of scanning the actual landforms,
environment and location of the destroyed Plaza using google
maps/google earth and History/Background of Marawi City. He must also
know the appropriate kind of plants available, and suitable for the climate
and conducts interview.
Roles

13. Designer - He is responsible of the drawing/sketching the design of the
plaza, showing the hard and softscapes installation including the plants,
shrubs, land marks, lights, benches and statues included in the landscape
design, make all storyboards for video and brochure and headmaster in
making the diorama.
Documenter - He takes pictures of the community and during actual
interview or online assessment. He is the headmaster in making the brochure
to promote the City.
Videographer - He is responsible of capturing videos of the community
during actual interview and site visit. He is the headmaster in making the
promotional Video.
Financial Analyst – He is responsible of the preparation of budget
proposal and proposed project.
Roles

14. 1. Week 1- Project orientation, Assigning Roles
The teacher will give the overview of the project. The group must choose a
leader. And assign roles to each members according to their skills and
knowledge. The group will write a communication letter to the community
members and LGUs for the data gathering. The group will help the researcher
gather input for the history, landmark and preferences that would reflect and
promote the and culture and tourism of the city. Furthermore, you will also
prepare solicitation letters addressed to some sponsors of the project from both
government (e.g. DENR, DPWH, DOT, NCCA, HEIs, DepEd) and non-
government organizations (TV and Radio Stations, SM Foundation and other
Business Establishments, etc.).
Steps
To submit: List of roles and communication Letter and Community assessment of
the ruined plaza.

15. Steps
Week 2- Data Gathering and conducting interview
The researcher will gather information and photos in the internet. The
leader and analyst will interview community members and local officials on
their inputs regarding the components of the landscape e.g botanical garden,
benches, statue etc. The documenter will record the interview with the local
government officials and the locals for their inputs through audio and pictures.
The editor will document the interview through video recording. Research on
the specific location plan that would include the size of the lot and kinds of
plants available and suitable for the place. After the assessment and
information gathering. The leader and the analyst will formulate the project
proposal.
Also, answer daily individual reflections.To submit: Pject proposal, data gathered from interview, pictures and video
clips, components of landscape.

16. Steps
Week 3–Design and creation of layouts
The group will brainstorm on the proposed design for the park
using the data collected from interviews and other data
gathering activities conducted. The Designers will collate all
the shared ideas of the group and finalize the proposed design.
The design must have a complete structure and layout, and
storyboard of their diorama.
To submit: sketch of the proposed landscape design, storyboard
for video and brochure.

17. Steps
Day 4, 5 and 6- Project Making
When the proposal is done, the group will create the diorama and
promotional initiatives for Marawi City featuring its new “Peace Park”.
Using the rubric provided, you will create a short promotional video
depicting the rich culture of Marawi City and prepare brochure that
promotes local attractions and landscapes as one of the tourist
destination in Mindanao. These promotional output will be viewed and
presented during the launching of the “Peace Park” together with the
LGU officials and invited local community.
To submit: Diorama, brochure and promotional video.

18. Steps
Day 8- Launching and Culmination
In a powerpoint presentation, the group will present and
defend to the panel the prepared proposal.
To submit: Reflection papers and self/ peer evaluations

19. Scaffolds
• Video storyboard
• Monitoring checklist
• Guide on making diorama/brochure
• Guide in making theVideo
• Interview Guide questions

20. Supports
• School Principal and the Stakeholders
• Community Leaders
• Religious Groups
• NCAA
• Local Government Unit
• DPWH
• AFP/PNP

21. 1.Landscape Design (layout)
2.Landscape Design Diorama
3.Video Promotion
4.Campaign Advertisement (Brochure, Flyers)
5.Project Proposal with Financial Plan
6.Letter of Communication
Projects

22. 1.Group Output 90%
letters 15%
project proposal 15%
presentation 15%
video 15%
diorama 15%
brochure 15%
Assessment
2. Individual Reflection Paper 5%
3. Peer Evaluation 5%

23. Sample Rubric:

26. RECAP:Your video must have
 An event, historical background or symbols/statues that depicts the cultural
heritage within community is highlighted.
 Be 30 - 45 seconds in length; no more, no less.
 Background music that fits the mood of the video you are creating and not
commercially used.
 Storyboard approved by the supervising teacher of the promo.
 Titles that give information of the promotion.
 Only footage that was created by you and edited by you.
 Film in or output to 4:3 format to fit the school's broadcast system
requirements.
All final work must be reviewed and approved by your teacher before broadcast.
Submit your completed promo video as groupname.promovideo.mp4

27. Track yourself:
 we have chosen our role
 we have written my communication letter
 we have done our daily reflections
 we can get enough information on my chosen topics (books, pamphlets,
interviews, internet)
 we have done my interview
 we have organised the information into a sensible order
 we have finished my presentation layout
 we have written my project proposal
 we have sketched and created my diorama
 we have done our storyboard for our promotional video and brochure
 we have accomplished our promotional video, diorama and brochure for
presentation
 we have filled out the other sections on this Rubric (Evaluation etc)

28. Brochure Content
 2 Attractions or Events.They must not be of a similar type.
 Features of the attraction/Event have been described in a way to
motivate target audience to go. Be able to point out your use of
persuasive language.
 Use of Red Hat appeals to people
 History of both chosen attractions.. relevant
 Map to locate
 Sensible selection of images that follow copyright rules
 Original Slogans for each of the attractions/events
 Information from questions/interview has been incorporated
 Set out of brochure so that text and images flow within the
space. Use of shape/colour/contrast/balance.

29. 1. Choose your theme.
2. Plan your diorama. Create a list of ideas for possible inclusions for your diorama.
3. Select a frame. Because dioramas have layers of background, they need a box or frame that
is several inches deep.
4. Create your background. Your diorama should be worked on from the back to the front.
5. Build up the ground. A realistic diorama does not fail to acknowledge the creation of the
ground.
6. Begin adding details. Add your first layer of details and objects at the back and near the
sides of your diorama.
7. Finish the landscape. Complete the background for your diorama by adding any additional
landscape details you may want.
8. Add your figures. Although you don’t have to, complete your scene with the addition of small
figurines or models.
9. Create a textured ground. Try gluing sand or gravel along the bottom of the frame to give
the look of a rough terrain.
10.Make trees. To give the appearance of trees in your diorama, gather small twigs and
branches from your yard or neighborhood.
11.Make water. If you are looking to create the look of water in your diorama, consider using
glass, cellophane, paint, or nail polish.
12.Add things to the sky. To add detail to the sky, consider putting in things to act as clouds,
the sun, the moon, or stars.

30. VIDEO STORYBOARD
Production title
Scene:
Shot description:
Narration/text:
Audio:
Location

31. PROMOTIONAL VIDEO RUBRIC
CRITERIA Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Score Remarks
Storyboard/
Planning
Little to no evidence of
planning including
minimally completed
sketches, sequencing,
pacing and storytelling
Evidence of planning
through up to 1/3 of
story board including
sketches, sequencing,
pacing and storytelling
Evidence of planning
through up to 2/3 of
storyboards including
sketches, sequencing,
pacing and storytelling
Complete and detailed
evidence of planning
throughout entire storyboard
including sketches,
sequencing, pacing and
consistent storytelling.
Content and
Theme
Content does not
depicts cultural
Heritage of Marawi City
and theme has no
message
Content depicts little of
cultural Heritage of
Marawi City and theme,
message is not clear
Content depicts some of
cultural Heritage of
Marawi City and theme,
the message is clear with
some confusing points.
Content depicts cultural
Heritage of Marawi City and
theme the message is clear.
Interest and
Appeal
Storyline lacks interest
and appeal.
Storyline shows some
interest
Storyline idea is appealing Storyline idea is very
appealing and interest
catching
Editing Little to no transitions,
effects, audio, and
edits are appropriate to
the subject matter, add
to the flow of the video
and most importantly,
do not distract from the
video.
Some transitions,
effects, audio, and edits
are appropriate to the
subject matter, add to
the flow of the video
and most importantly,
do not distract from the
video.
Most transitions, effects,
audio, and edits are
appropriate to the subject
matter, add to the flow of
the video and most
importantly, do not distract
from the video.
Transitions, effects, audio,
and edits are appropriate to
the subject matter, add to the
flow of the video and most
importantly, do not distract
from the video.
Creativity 3 or more elements are
not original in
composition and
delivery, no evidence
of critical thinking skills
2 elements are not
original in composition
and delivery, little
evidence of critical
thinking skills
12 element is not original
in composition and
delivery, some evidence
of critical thinking skills
Complete originality in
composition and delivery,
strong evidence of critical
thinking skills

32. Category 4 3 2 1 Score
Quality of
Construction
The diorama shows
considerable attention to
construction. The items are
neatly trimmed. All items are
carefully and securely
attached to the backing. There
are no stray marks, smudges
or glue stains. Nothing is
hanging over the edges.
The diorama shows
attention to construction. The
items are neatly trimmed. All
items are carefully and securely
attached to the backing. A few
barely noticeable stray marks,
smudges or glue stains are
present. Nothing is hanging over
the edges.
The diorama shows
some attention to
construction. Most
items are neatly trimmed. All items
are securely attached to the
backing. A few barely noticeable
stray marks, smudges
or glue stains are present. Nothing
is hanging over the edges.
The diorama was put
together sloppily. Items
appear to be just "slapped
on". Pieces may be loose
or
hanging over the edges.
Smudges, stains, rips,
uneven edges, and/or stray
marks are evident.
Creativity Several of the objects used in
the diorama reflect an
exceptional degree of student
creativity in their
creation and/or display
One or two of the
objects used in the
diorama reflect student
creativity in their
creation and/or display.
One or two objects
were made or customized by the
student, but the ideas were typical
rather
than creative
The student did not make
or
customize any of the items
on
the diorama.
Design Objects are an appropriate
size and interesting shape and
are arranged well. Care has
been taken to balance
the diorama scene.
Objects are an appropriate size
and interesting shape and are
arranged well. The
diorama, however does not
appear balanced.
Objects are an
appropriate size and shape
, but the arrangement of items is
not very attractive. It appears there
was not a lot of planning of the
item placement
Objects are of an
inappropriate size and/or
shape. It appears little
attention was given to
designing the diorama.
Attention to
Theme
The student gives a
reasonable explanation of how
every item in the diorama is
related to the landform. For
most items, the relationship is
clear without explanation.
The student gives a reasonable
explanation of how most items
in the diorama are related to the
landform. For many of the items,
the relationship is clear without
explanation.
The student gives a fairly and
reasonable explanation of how
most items in the diorama are
related to the landform.
The student's explanations
are weak and illustrate
difficulty understanding
how to relate items to the
landform.
DIORAMA RUBRIC

33. Category 4 3 2 1
Eye Contact Always has eye contact
with audience.
Most of the time has eye
contact with the
audience.
Sometimes has eye
contact with the
audience.
Does not have eye
contact with the
audience.
Enthusiasm Very enthusiastic about
the topic during the
presentation.
Most of the time
enthusiastic about the
topic during the
presentation.
Sometimes enthusiastic
about the topic during
the presentation.
Does not appear
enthusiastic about the
topic during the
presentation.
Preparedness and
Organization
Very prepared and
organized during the
presentation.
Most of the time
prepared and organized
during the presentation.
Somewhat prepared and
organized for the
presentation.
Does not appear to have
prepared for the
presentation.
Speaks Clearly Speaks very clearly. Very
easy for the audience to
understand.
Most of the time
speaks clearly. Easy for
the audience to
understand.
Sometimes speaks
clearly. Sometimes easy
for the audience to
understand.
Does not speak clearly.
Difficult for the audience
to understand.
Knowledge of
Content/Recycling
Knowledge of recycling is
very clear. Student shows
full understanding of
content during
presentation.
Knowledge of recycling is
clear most of the time
during the presentation.
Knowledge of recycling is
sometimes evident
during the presentation.
Knowledge of recycling in
not clear. Student does
not show understanding
during presentation.
ORAL PRESENTATION RUBRIC

34. Rubric - Making a Flyer Name:
CRITERIA EXCEEDS
EXPECTATIONS
4
MEETS
EXPECTATIONS
3
ALMOST MEETS
EXPECTATIONS
2
BELOW
EXPECTATIONS
1
Directions Followed all directions
exactly.
Almost followed
directions.
One or more items
missing.
Many items missing
and/or late.
Layout Extremely neat and easy
to read.
Neat and easy to read. Somewhat difficult to
read.
Very difficult to read.
Illustration Adds to the
understanding of the
text.
Good but does not add
much meaning to the
text.
Has nothing to do with
the text.
None included.
Grammar &
Conventions
Flyer contains no errors. Flyer contains one error. Flyer contains two or
three errors.
Flyer contains four or
more errors.
Content Clearly promotes the
beauty of Marawi City
depecting its Cultural
Heritage and people.
Explains promotes the
beauty of Marawi City
depecting its Cultural
Heritage and people
Promote Marawi City
depecting its Cultural
and somehow depicts
Cultural Heritage and
people
Does not promote the
beauty of Marawi City
and do not depict its
Cultural Heritage and
people.
Total Points

35. RUBRIC FOR BROCHURE
CRITERIA
PROFESSIONAL
4
ADEQUATE
3
NEEDS WORK
2
UNSATISFACTORY
1
Score
ORGANIZATION
The brochure has
excellent formatting and
very well organized
information.
The brochure has
appropriate formatting
and well organized
information.
The brochure has
some organized
information with
random formatting.
The brochure's format
and organization of
material are confusing to
the reader.
IDEAS
The brochure
communicates relevant
information appropriately
and effectively to the
intended audience.
The brochure
communicates
relevant information
appropriately to the
intended audience.
The brochure
communicates
irrelevant information,
or communicates
inappropriately to the
intended audience.
The brochure
communicates irrelevant
information, and
communicates
inappropriately to the
intended audience.
RESEARCH
QUALITY
 Five sources used
 Use of reliable
sources
 Accurate analysis of
research
 Three sources
used
 Sources have
some reliability
 Adequate analysis
of research
 Two sources used
 Questionable
reliability of
sources
 Basic information
with questionable
accuracy
 Less than two sources
used
 Little reliability of
sources
 Inaccurate information
GRAPHICS
The graphics go well with
the text, and there is a
good mix of text and
graphics.
The graphics go well
with the text, but there
are so many that they
distract from the text.
The graphics go well
with the text, but there
are too few.
The graphics do not go
with the accompanying
text or appear to be
randomly chosen.
Final Score : _________

36. Students Daily Reflections
Week 1.
How can we create tourist guide for people visiting our community?
Week 2.
Describe how you tried to motivate your target audience to visit
Marawi City on your project?
Week 3.
Share your experience on how your interview went and the quality of
the information you got about Marawi City .
Week 4.
Describe something you have done to help your project went
successful.
Week 5.
Describe a problem you encountered and how you solved it.

37. Evaluation Criteria for Peer Evaluation
4 3 2 1 Score
Attends group meetings
regularly
Contribute meaningfully to
group discussion and success
of the project
Complete group assignment
on time
Prepare work in a properly
manner
Demonstrate cooperative
and supportive attitude
Total
Comments
PEER EVALUATION RUBRIC
Rater :_________________________ Name of Member : ____________

38. Criteria Excellent
25
Satisfactory
20
Marginal
15
Needs
Improvement
10
Score
Introduction Introduction clearly
stated and discussed.
Introduction clearly stated
with some discussion
Introduction clearly stated
with minimal discussion
Introduction is not
clearly discussed.
Problem statement Problem clearly stated
and discussed
Problem clearly stated with
some discussion
Problem clearly stated
with minimal discussion
Problem is not
clearly discussed
Program objectives Program objectives
clearly stated
Program objectives can be
inferred but not explicit
Program objectives is
unclear
Program
objectives is not
included
Background Background of the
problem is clearly stated
and discussed
Background and context of
problem stated with some
discussion.
Background and context
of
problem stated with
minimal discussion.
Background not
included.
Project Design Project design supports
identified problem.
Project design is
comprehensive.
Project design has
logical flow.
Project design marginally
supports identified problem.
Project design is sufficient
but not comprehensive.
Project design has
inconsistent logical flow.
Project design does not
support identified
problem.
Project design has
limited or no logical flow.
Project design not
identified.
Resources Needed/
Budget
Justification
Resources needed for
project comprehensively
identified and proposed
budget included.
Resources needed for project
identified and proposed
budget included.
Resources needed for
project and proposed
budget incomplete.
Resources needed
for project and
budget not
included.
Project Proposal Rubric