2. THEME

3. Shell craft making can help develop students’ artistic and entrepreneurial skills.

4. How can shell craft making help develop students’ artistic and entrepreneurial skills?

5. Content Standard: The learners manifest understanding that shell craft making can imbue them with life-long learning and earning skills.

6. Performance Standard The learners artistically process empty sea shells into decorative ornaments, gadgets, and jewelry for them to generate income.

7. Value Standard The learners demonstrate appreciation on the monetary and non-monetary benefits derived from shell craft making.

8. Project Title  The title of the project is “Kuarta sa Tipaka ”- an Income-Generating Project of the school.

9. Most of the students of Tungawan NHS are coming from low income earners group and the common reason of dropouts was due to poverty despite the abundance of its coastal resources that can be used as sources of income such as sea shells.

10. Coastal resources such as sea shells can be processed to develop decorative ornaments, gadgets, and jewelry that are income- generating. Income from these jewelry can help support the financial needs of the families living in these areas.

11. This is a project-based learning activity that will encourage students to create decorative ornaments, gadgets, and jewelry from shells that can be sold to generate additional income for their families, and thus help lessen the number of dropouts in school due to poverty.

12. You have been commissioned by your Principal to create sea shell crafts that would generate monetary and nonmonetary benefits and to help students in their studies.

13. To do this, you are to: 1. Do environmental scanning in your home and community and map out empty shells and puka shells that can be processed as decoratives.

14. 2. Research on how to effectively and artistically process the empty sea shells and puka shell beads to produce decorative products and jewelry with the use of internet and adhering to the 5-s principle.5-s 3. Secure an approval from the School Principal to use a room as storage room

15. 3. Write a project proposal and have it checked by the teacher and approved by the School Principal. In the Project Proposal, include the following: a. Marketing Plan; b. Technical Plan; c. Operational Plan; and d. Financial Plan.

16. 4. Get the approval of the barangay officials to gather empty sea shells and puka shell beads on shores. 5. Collect and sort sea shells and puka shells with the use of 5-S principle and keep them at the assigned storage area.

17. 6. Use the sea shells in creating decorative ornaments, gadgets, and jewelry. 7. Partner with stores selling decorative ornaments and “pasalubong” centers to manage the sale of finished products or sell it online.

18. 10. Do profit analysis. 11. Do customer satisfaction survey.

19. To do the aforementioned activities, the class is divided into entrepreneurial groups as follows: documentation committee, web research committee production committee, product design committee, quality control committee, and marketing committee.

20. All the members in a group will collaboratively gather empty sea shells and puka shells and process these to create the desired finish products.

21. ROLES: Web researchers search on the web how to artistically manufacture, and market their products.

22. Researchers will do the following tasks: 1. Environmental surveying in school, home and community and map out empty sea shells and puka shells. 2. Write then a project proposal with a sample of a finish product.

23. 3. Do customer satisfaction survey.

24. Marketing Team will do the following: marketing analysis and plans; and manage the sale of the finished products.

25. Documentation committee will document the whole process of the activity of the entire activity.

26. Statistician will compute the following : statistical analysis on the frequency and quantity of empty sea shells and puka shell beads in areas as identified in environmental scanning estimate preparation cost and production cost.

27. No. of Days ActivityParticipants 3 Surveying/mapping out of localities where coastal resources are abundant Students 3 Planning & writing of the research proposal with learning competencies that will be developed with sample products to be produced Students 1 Secure approval of the school principal on the conduct of the project and the utilization of TLE tools in the production of the shell crafts. Students 1 Secure approval from the barangay captains on the conduct of the project and the collection of the empty sea shells and puka shells in their barangays. Students 10 Collection and gathering of empty shells and puka shells and other materials to be used in the project. Students 2 Doing the web research on the different methods and techniques as well as the styles of decorative materials and jewelry to be produced. Students

28. No. of Days ActivityParticipants 1 Planning of the preparation cost, facilities & equipment to be used & other production costs. Students 1 Plannning of Marketing Strategies and the marketability of the products. Students 14 Processing, creating, and designing of decorative ornaments from sea shells and puka shells. Students 2 Negotiate store owners, and pasalubong centers for the display and sale of the products. Students 10 Selling of the products at different venues/stores selected. Students 2 Doing profit analysis. Students

29. o. of Days ActivityParticipants 2 Doing a survey on the customer satisfaction rating of the products sold. Students For the entire duration Documentation of the activities made in carrying out of the project into a reality. Students 2 Document the entire process of the projectStudents 1 Presentation of the project outputs to the School Principal and the teacher-advisers Students

30. a. Research Skills b. ICT Skills c. Interpersonal skills d. Marketing/ Entrepreneurial skills e. Management Skills

31. f. Writing and Communication Skills g. Presentation Skills h. Craftmanship Skills i. Artistic Skills j. Industry Skills

32. Internet Connection MS Office Applications Computer LCD Projector CDs Digital camera

33. Research Proposal Creating Shell CraftCreating Shell Craft Photostory Making Brochure

34. Collaborative Work Skills Collaborative Work Skills Profit Analysis Finished Products

35. A.Research Proposal : KWARTA SA TIPAKA - A COASTAL RESOURCE MANAGEMENT PROJECT CATEGORY4321 Organization Information is very organized with well- constructed paragraphs and subheadings. Information is organized with well- constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. 8) Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each. All topics are addressed and most questions answered with at least 2 sentences about each. All topics are addressed, and most questions answered with 1 sentence about each. One or more topics were not addressed. Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Sources All sources (information and graphics) are accurately documented in the desired format. All sources (information and graphics) are accurately documented, but a few are not in the desired format. All sources (information and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately documented. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Notes Notes are recorded and organized in an extremely neat and orderly fashion. Notes are recorded legibly and are somewhat organized. Notes are recorded. Notes are recorded only with peer/teacher assistance and reminders. First Draft Detailed draft is neatly presented and includes all required information. Draft includes all required information and is legible. Draft includes most required information and is legible. Draft is missing required information and is difficult to read. Paragraph Construction All paragraphs include introductory sentence, explanations or details, and concluding sentence. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Paragraphs included related information but were typically not constructed well. Paragraphing structure was not clear and sentences were not typically related within the paragraphs. Graphic Organizer Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics. Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics. Graphic organizer or outline has been started and includes some topics and subtopics. Graphic organizer or outline has not been attempted. Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Diagrams & Illustrations Diagrams and illustrations are neat, accurate and add to the reader\'s understanding of the topic. Diagrams and illustrations are accurate and add to the reader\'s understanding of the topic. Diagrams and illustrations are neat and accurate and sometimes add to the reader\'s understanding of the topic. Diagrams and illustrations are not accurate OR do not add to the reader\'s understanding of the topic.

36. B. Creating Shell Craft: KWARTA SA TIPAKA - A COASTAL RESOURCE MANAGEMENT PROJECT CATEGORY4321Score Design/Composition Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with great skill. Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with fair skill. Student tries to apply design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) but the overall result is not pleasing. The student does not appear to be able to apply most design principles to his/her own work. Color Choices Choice and application of color shows an advanced knowledge of color relationships. Color choice enhances the idea being expressed. Choice and application of color shows knowledge of color relationships. Colors are appropriate for the idea being expressed. Choice and application of color shows knowledge of color relationships. Colors are, however, NOT appropriate for the idea being expressed. Student needs to work on learning color relationships and using that knowledge in his/her work. Painting Skill Application of paint is preplanned and done in a a logical, sequential manner. Paint is applied in a careful, logical manner. Colors remain sharp and texture is evident. Control is somewhat lacking. A few drips, ragged edges and failure of certain areas of pattern/texture may be evident. Student needs to work on controlling paint and preplanning paint application. Muddy colors, ragged edges, lack of texture, drips and/or blobs are evident throughout the painting. Use of materials Student typically keeps painting materials and area clean and protected without reminders. The student shows great respect for the materials and his fellow students. Student typically adequately cleans materials and work area at the end of the session without reminder, but the area may be messy during the work session. Student shows respect for materials and fellow students. Student adequately cleans and takes care of materials if reminded. Occasional spills and messy work area may be seen. Shows some respect for materials and fellow students. Student deliberately misuses materials AND/OR does not adequately clean materials or area when reminded. Shows little respect for materials or fellow students. Time/Effort Class time was used wisely. Much time and effort went into the planning and design of the mask. It is clear the student worked at home as well as at school. Class time was used wisely. Student could have put in more time and effort at home. Class time was not always used wisely, but student did do some additional work at home. Class time was not used wisely and the student put in no additional effort. Planning and Explanation Student can describe in detail at any point during the painting process how s/he envisions the final product and how they intend to reach their goal. Very focused and goal-oriented. Student can somewhat describe how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal. Focused with some planning. Student can describe how s/he envisions the final product but finds it difficult to describe how s/he will reach that goal. Has set a goal, but let\'s things evolve in somewhat random manner. Student has thought very little about the project. Is present but is not invested in the product. Knowledge Gained - Technique Student can accurately name 5 characteristics of the technique being studied and describe how these 5 characteristics are used in his/her own paintings. Student can accurately name 4 characteristics of the technique being studied and describe how these 4 characteristics are used in his/her own paintings. Student can accurately name 3 characteristics of the technique being studied and describe how 2-3 of these characteristics are used in his/her own paintings. Student cannot accurately name 3 characteristics of the technique being studied OR cannot describe how characteristics relate to his/her own work. Knowledge Gained - Artists When shown 3 different arrays of 4 pictures, the student accurately chooses 3 pictures done by the artist(s) being studied. The student can give reasons for his choice that relate to techniques used by the artist or source materials used during the project. When shown 3 different arrays of 4 pictures, the student accurately chooses 2 pictures done by the artist(s) being studied. The student can give reasons for his choice that relate to techniques used by the artist or source materials used during the project. When shown 3 different arrays of 4 pictures, the student accurately chooses 2-3 pictures done by the artist(s) being studied. The student, however, cannot explain his/her choices. Student does not recognize 2 works by the artist being studied. Drawing Drawing is expressive and detailed. Shapes, patterns, shading and/or texture are used to add interest to the painting. Student has great control and is able to experiment a little. Drawing is expressive and somewhat detailed. Little use has been made of pattern, shading, or texture. Student has basics, but had not \"branched\" out. Drawing has few details. It is primarily representational with very little use of pattern, shading or texture. Student needs to improve control. The drawing lacks almost all detail OR it is unclear what the drawing is intended to be. Student needs to work on control. CreativityStudent has taken the technique being studied and applied it in a way that is totally his/her own. The student\'s personality/voice comes through. Student has taken the technique being studied and has used source material as a starting place. The student\'s personality comes through in parts of the painting. Student has copied some painting from the source material. There is little evidence of creativity, but the student has done the assignment. Student has not made much attempt to meet the requirements of the assignment.

37. C. PHOTOSTORY : KWARTA SA TIPAKA - A COASTAL RESOURCE MANAGEMENT PROJECT CATEGORY4321 Point of View - Awareness of Audience Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience. Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience. Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. Limited awareness of the needs and interests of the target audience. Dramatic Question Realization is dramatically different from expectation. Realization differs noticeably from expectation. Realization barely differs from the expectation. Realization and expecation do not differ. Voice - Consistency Voice quality is clear and consistently audible throughout the presentation. Voice quality is clear and consistently audible throughout the majority (85- 95%) of the presentation. Voice quality is clear and consistently audible through some (70-84%)of the presentation. Voice quality needs more attention. Voice - Conversational Style Uses a conversational style throughout. Uses a conversational style the majority (85-95%)of the time Uses a conversational style most (70- 84%)of the time. Presentation style is primarily monologue. Voice - Pacing The pace (rhythm and voice punctuation) fits the story line and helps the audience really \"get into\" the story. Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. No attempt to match the pace of the storytelling to the story line or the audience. Soundtrack - Emotion Music stirs a rich emotional response that matches the story line well. Music stirs a rich emotional response that somewhat matches the story line. Music is ok, and not distracting, but it does not add much to the story. Music is distracting, inappropriate, OR was not used. Images Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. Little or no attempt to use images to create an appropriate atmosphere/tone. Economy The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. The story seems to need more editing. It is noticeably too long or too short in more than one section. The story needs extensive editing. It is too long or too short to be interesting. Duration of Presentation Length of presentation was 4 minutes. Length of presentation was 3 minutes. Length of presentation was 2 minutes. Presentation was less than 2 minutes long OR more than 4 minutes. Grammar Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development. Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story. Grammar and usage were typically correct but errors detracted from story. Repeated errors in grammar and usage distracted greatly from the story. Point of View - Purpose Establishes a purpose early on and maintains a clear focus throughout. Establishes a purpose early on and maintains focus for most of the presentation. There are a few lapses in focus, but the purpose is fairly clear. It is difficult to figure out the purpose of the presentation.

38. Analysis of A Work of Art : RUBRIC FOR THE FINISHED PRODUCTS CATEGORY4321 Description Makes a complete and detailed description of the subject matter and/or elements seen in a work. Makes a detailed description of most of the subject matter and/or elements seen in a work. Makes a detailed description of some of the subject matter and/or elements seen in a work. Descriptions are not detailed or complete. Analysis Accurately describes several dominant elements or principles used by the artist and accurately relates how they are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork. Accurately describes a couple of dominant elements and principles used by the artist and accurately relates how these are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork. Describes some dominant elements and principles used by the artist, but has difficulty describing how these relate to the meaning or feeling of the artwork. Has trouble picking out the dominant elements. Interpretation Forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning and is able to support this with evidence from the work. Student identifies the literal meaning of the work. Student can relate how the work makes him/her feel personally. Student finds it difficult to interpret the meaning of the work. Evaluation Uses multiple criteria to judge the artwork, such as composition, expression, creativity, design, communication of ideas. Uses 1-2 criteria to judge the artwork. Tries to use aesthetic criteria to judge artwork, but does not apply the criteria accurately. Evaluates work as good or bad based on personal taste. Analysis of A Work of Art : RUBRIC FOR THE FINISHED PRODUCTS

39. D. Making A Brochure : KWARTA SA TIPAKA - A COASTAL RESOURCE MANAGEMENT PROJECT CATEGORY4321 Writing - Organization Each section in the brochure has a clear beginning, middle, and end. Almost all sections of the brochure have a clear beginning, middle and end. Most sections of the brochure have a clear beginning, middle and end. Less than half of the sections of the brochure have a clear beginning, middle and end. Writing - Grammar There are no grammatical mistakes in the brochure. There are no grammatical mistakes in the brochure after feedback from an adult. There are 1-2 grammatical mistakes in the brochure even after feedback from an adult. There are several grammatical mistakes in the brochure even after feedback from an adult. Spelling & Proofreading No spelling errors remain after one person other than the typist reads and corrects the brochure. No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure. No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure. Several spelling errors in the brochure. Writing - Vocabulary The authors correctly use several new words and define words unfamiliar to the reader. The authors correctly use a few new words and define words unfamiliar to the reader. The authors try to use some new vocabulary, but may use 1-2 words incorrectly. The authors do not incorporate new vocabulary. Writing - Mechanics Capitalization and punctuation are correct throughout the brochure. Capitalization and punctuation are correct throughout the brochure after feedback from an adult. There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult. There are several capitalization or punctuation errors in the brochure even after feedback from an adult. Content - Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Attractiveness & Organization The brochure has exceptionally attractive formatting and well- organized information. The brochure has attractive formatting and well-organized information. The brochure has well-organized information. The brochure\'s formatting and organization of material are confusing to the reader. Sources Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure. Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure. Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure. Sources are not documented accurately or are not kept on many facts and graphics. Knowledge Gained All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure. Graphics/PicturesGraphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few and the brochure seems \"text-heavy\". Graphics do not go with the accompanying text or appear to be randomly chosen.

40. E. Collaborative Work Skills : KWARTA SA TIPAKA - A COASTAL RESOURCE MANAGEMENT PROJECT CATEGORY4321 Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. Quality of Work Provides work of the highest quality. Provides high quality work. Provides work that occasionally needs to be checked/redone by other group members to ensure quality. Provides work that usually needs to be checked/redone by others to ensure quality. Time-management Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management. Problem-solving Actively looks for and suggests solutions to problems. Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to solve problems or help others solve problems. Lets others do the work. Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. Rarely focuses on the task and what needs to be done. Lets others do the work. Preparedness Brings needed materials to class and is always ready to work. Almost always brings needed materials to class and is ready to work. Almost always brings needed materials but sometimes needs to settle down and get to work Often forgets needed materials or is rarely ready to get to work. Pride Work reflects this student\'s best efforts. Work reflects a strong effort from this student. Work reflects some effort from this student. Work reflects very little effort on the part of this student. Monitors Group Effectiveness Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. Routinely monitors the effectiveness of the group and works to make the group more effective. Occasionally monitors the effectiveness of the group and works to make the group more effective. Rarely monitors the effectiveness of the group and does not work to make it more effective. Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

41. Oral Presentation Rubric : ORAL PRESENTATION OF THE PROJECT CATEGORY4321 Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word. Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99- 90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was Oral Presentation Rubric : ORAL PRESENTATION OF THE PROJECT

42. PROFIT ANALYSIS CATEGORY4321 Mathematical Concepts Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. Mathematical Reasoning Uses complex and refined mathematical reasoning. Uses effective mathematical reasoning Some evidence of mathematical reasoning. Little evidence of mathematical reasoning. Working with Others Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson. Student was an engaged partner but had trouble listening to others and/or working cooperatively. Student cooperated with others, but needed prompting to stay on- task. Student did not work effectively with others. Neatness and Organization The work is presented in a neat, clear, organized fashion that is easy to read. The work is presented in a neat and organized fashion that is usually easy to read. The work is presented in an organized fashion but may be hard to read at times. The work appears sloppy and unorganized. It is hard to know what information goes together. Strategy/Procedures Typically, uses an efficient and effective strategy to solve the problem(s). Typically, uses an effective strategy to solve the problem(s). Sometimes uses an effective strategy to solve problems, but does not do it consistently. Rarely uses an effective strategy to solve problems. Completion All problems are completed. All but one of the problems are completed. All but two of the problems are completed. Several of the problems are not completed.

43. School Principal Teachers Parents Barangay Officials Students Souvenir Shop Owners

44. http://www.google.com.ph/imgres?imgurl=http://ww w.parenting-our-kids.com/image-files/shell- mirror.jpg&imgrefurl=http://www.parenting-our- kids.com/sea_shell_crafts_for_kids.html&h=400&w=288 &sz=20&tbnid=YdzLC8ucNTJVeM:&tbnh=90&tbnw=65 &zoom=1&usg=__thddFVpsLWgiV6w-Xi98J- gDj2U=&docid=kYMIX48nd4ZgfM&hl=en&sa=X&ei=- EwcUfCqEeSQiQe5o4DIAg&ved=0CDEQ9QEwAg&dur =57 http://www.google.com.ph/imgres?imgurl=http://ww w.parenting-our-kids.com/image-files/shell- mirror.jpg&imgrefurl=http://www.parenting-our- kids.com/sea_shell_crafts_for_kids.html&h=400&w=288 &sz=20&tbnid=YdzLC8ucNTJVeM:&tbnh=90&tbnw=65 &zoom=1&usg=__thddFVpsLWgiV6w-Xi98J- gDj2U=&docid=kYMIX48nd4ZgfM&hl=en&sa=X&ei=- EwcUfCqEeSQiQe5o4DIAg&ved=0CDEQ9QEwAg&dur =57 http://www.bystephanielynn.com/2011/07/60- different-shell-crafts-for-your.html http://www.bystephanielynn.com/2011/07/60- different-shell-crafts-for-your.html

45. http://ph.images.search.yahoo.com/search/i mages;_ylt=A2oKmJF3bxxRGQcAa6GzRwx.?p= SHELL+CRAFT&fr=sfp&fr2=piv-web http://ph.images.search.yahoo.com/search/i mages;_ylt=A2oKmJF3bxxRGQcAa6GzRwx.?p= SHELL+CRAFT&fr=sfp&fr2=piv-web http://tammyswallow.hubpages.com/hub/Ho w-to-Make-a-Seashell-Epoxy-Resin-Necklace- Crafts-with-Seashells http://tammyswallow.hubpages.com/hub/Ho w-to-Make-a-Seashell-Epoxy-Resin-Necklace- Crafts-with-Seashells

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