Economy in Action - Araling Panlipunan – Grade 10

You wake up in the morning and check your phone. The news says that油价 (oil prices) have gone up again because of a conflict happening on the other side of the world. Your mother tells you that the price of rice has increased. Your father mentions that the jeepney fare is now higher. You wonder: why do events happening far away affect our daily lives here in the Philippines? How do decisions made in other countries reach your neighborhood sari-sari store?You are about to find out.

In this WebQuest, you will step into the role of a young economist tasked with helping your community understand how local and international issues shape the Philippine economy and, ultimately, your daily life.

You will work in a team of four. Your task is to create a community infographic or short video that explains:

1. One local issue affecting the Philippine economy (e.g., inflation, unemployment, natural disasters, government spending)

2. One international issue affecting the Philippine economy (e.g., global oil prices, US-China trade tensions, climate change agreements, war in Ukraine)

3. How these issues connect to the daily life of ordinary Filipinos

4. One practical suggestion on how your community can cope with or respond to these economic challenges

Your final output will be presented to the class, and the best ones will be shared with your barangay through a community board or social media page.

Follow these steps to complete your task.

Step 1: Form Your Team and Assign Roles

Each team of four will assign these roles:

• Researcher (Local) – Gathers information about local economic issues.

• Researcher (International) – Gathers information about international economic issues.

• Connector – Analyzes how local and international issues connect to daily Filipino life.

• Designer or Editor – Creates the final infographic or video and ensures clarity and visual appeal.

Step 2: Research Local Economic Issues

Use the resources below to understand one local economic issue. Your researcher will take notes on what the issue is, who or what is affected, and recent examples or data.

Resources for local economic issues:

• Philippine Statistics Authority (psa.gov.ph) – look for inflation rates and employment data

• Bangko Sentral ng Pilipinas (bsp.gov.ph) – for economic updates and reports

• Major news sites like Inquirer.net or Rappler – search for "inflation Philippines" or "jeepney modernization"

• DepEd Commons – search for "Araling Panlipunan 10 economics module"

Step 3: Research International Economic Issues

Use the resources below to understand one international issue that affects the Philippines.

Resources for international economic issues:

• World Bank Philippines (worldbank.org/en/country/philippines)

• International Monetary Fund Philippines page (imf.org/en/Countries/PHL)

• BBC News or Reuters – search for "global oil prices" or "US-China trade Philippines"

• United Nations Philippines (philippines.un.org)

Step 4: Connect the Dots

The Connector will lead this discussion. Answer these questions together as a team:

• How does your chosen local issue affect prices in the market, jobs, or transportation?

• How does your chosen international issue affect the value of the Philippine peso or the cost of imported goods?

• Can you trace a path from a global event to a specific change in your family's daily life? For example, conflict in the Middle East leads to oil prices rising, which leads to jeepney fare increasing, which leads to your family spending more on transportation.

• What are the effects on different groups such as farmers, vendors, OFWs, students, and small business owners?

Step 5: Create Your Output

The Designer or Editor leads the creation of your infographic or short video, which should be about two to three minutes long. Your output must include:

• A clear title

• Visual representation of the local and international issues

• Explanation of how they affect daily Filipino life

• One practical suggestion for your community. Examples might include supporting local farmers, saving on electricity, forming a community cooperative, or starting a small savings group.

• A list of sources you used

Tools you can use for this project:

• Canva for creating infographics

• Genially for interactive infographics

• CapCut for simple video editing

• PowerPoint or Google Slides for presentations

Step 6: Prepare for Presentation

Each team will present their output in class. Decide who will explain each part and practice briefly so everyone knows what to say.

Your team will be assessed using the following criteria. Each criterion will be rated on a scale of one to four, with four being the highest.

1.  Content Accuracy – This looks at whether your issues are explained clearly with accurate data and sources. A score of four means your explanations are clear and backed by solid evidence.
2.  Connection to Daily Life – This looks at whether you made a strong, clear link between the economic issues and how ordinary Filipinos live. A score of four means your connections are thoughtful and easy to understand.
3. Practical Suggestion – This looks at whether your proposed solution is specific, realistic, and based on your research. A score of four means your suggestion is something a community could actually do.
4. Visual Quality and Clarity – This looks at whether your infographic or video is visually engaging, well organized, and easy to understand. A score of four means your output is polished and professional.
5. Collaboration – This looks at whether all team members contributed and worked well together. A score of four means everyone participated and the team cooperated smoothly.
6. Sources Cited – This looks at whether you credited the resources you used. A score of four means all your sources are clearly listed.

You have now explored how local and international issues do not exist in isolation. A war in Europe, a trade policy in Washington, a typhoon in Luzon, a decision in Malacañang—all of these reach your home, your family, and your community. As young Filipinos, understanding these connections is the first step toward becoming informed citizens who can advocate for change.

Now that you have completed your infographic or video, think about this: what is one small action you or your family can take this week in response to what you have learned? Discuss it with your team before you present.

This WebQuest was created for Grade 10 Araling Panlipunan students studying the factors affecting the Philippine economy and how local and international issues shape daily Filipino life.

The WebQuest model was developed by Bernie Dodge and Tom March at San Diego State University in 1995. Their framework has been adapted here to suit the Philippine educational context and the needs of Filipino learners.

Designer: Ron Ranier Dela Cruz

Subject: Araling Panlipunan (Economics)

Grade Level: Grade 10

Date Created: March 2026

Resources Used:

Image Credits: All images used in this WebQuest are sourced from free-to-use platforms such as Unsplash, Pexels, and Canva's free library. Icons and illustrations are from Canva's free media library and the Noun Project.

License: This WebQuest is shared under a Creative Commons Attribution-NonCommercial 4.0 International License. You are free to share and adapt this material for non-commercial purposes, provided you give appropriate credit.

Overview

This WebQuest is designed to help Grade 10 students understand the complex relationship between local and international economic issues and how these issues directly affect the daily lives of Filipinos. Instead of simply memorizing definitions from a textbook, students engage in inquiry, collaboration, and authentic creation. They step into the role of economists and advocates, producing outputs that can actually be shared with their communities.

Learning Objectives

By the end of this WebQuest, students will be able to:

• Identify at least one local economic issue and one international economic issue affecting the Philippines

• Explain how these issues connect to the daily lives of ordinary Filipinos

• Analyze the effects of economic changes on different groups within Philippine society

• Propose practical, community-based responses to economic challenges

• Collaborate effectively with peers to produce a clear, visually engaging output

• Use digital tools responsibly for research and creation

Curriculum Alignment

This WebQuest aligns with the Grade 10 Araling Panlipunan curriculum, particularly the following competencies:

Preparation and Materials

Before the Activity:

• Prepare computers or mobile devices for student use. If devices are limited, schedule rotations or assign students to bring their own if possible.

• Bookmark the resource links on student devices or print key articles and data sheets for offline use.

• Familiarize yourself with the tools students will use (Canva, Genially, CapCut) so you can provide basic guidance.

• Decide whether students will work in the classroom, the computer lab, or at home. This WebQuest can be completed in two to three class periods or extended as a longer project.

Materials Needed:

• Devices with internet access (computers, tablets, or smartphones)

• Printed resources (optional, for offline adaptation)

• Canva, Genially, CapCut, or similar tools for output creation

• Manila paper, markers, and art supplies (for offline adaptation)

Differentiation and Adaptations

For Students with Limited Internet Access:

• Download key resources (news articles, data sheets, videos) in advance and save them on a shared drive or USB.

• Print resource materials so students can work with physical copies.

• Allow students to create their outputs on paper (posters, manila paper presentations) instead of digital formats.

For Students Needing Additional Support:

• Assign roles based on student strengths. Students who are more confident with research can take on researcher roles, while students who are more creative can take on design roles.

• Provide sentence starters for the "Connect the Dots" discussion to guide students who may struggle with analysis.

• Offer a simplified version of the task where students focus on one issue instead of two.

For Advanced Learners:

• Challenge students to find original data from PSA or BSP reports instead of using summarized news articles.

• Encourage them to interview a local business owner or barangay official as an additional source.

• Ask them to include a call to action in their output, encouraging their audience to take a specific step.

Assessment Tips

The rubric included in the WebQuest is designed to be shared with students before they begin. This helps them understand expectations from the start.

Formative Assessment:

• Circulate during group work to check progress and clarify questions.

• Use exit tickets: ask students to write one thing they learned and one question they still have at the end of each session.

• Have groups submit a brief progress report after each major step.

Summative Assessment:

• Use the rubric to evaluate final outputs and presentations.

• Consider having students complete a brief self-assessment or peer assessment after the presentation to encourage reflection.

Time Management Suggestions

If you have longer class periods or more time to dedicate to the project, you can extend the research phase or allow more time for students to refine their outputs.

Extension Ideas

• Community Connection: Invite a barangay captain, small business owner, or local economist to speak to the class about how they navigate economic challenges. Students can then incorporate insights from the guest into their outputs.

• School Exhibition: Display the completed infographics in the school hallway or during a parent-teacher meeting. This gives students an authentic audience and recognizes their work.

• Social Media Campaign: With permission, share the best outputs on a school Facebook page or community group. This extends the learning beyond the classroom and engages families.

• Saving and Budgeting Challenge: Extend the lesson by having students track their family's expenses for a week and reflect on how economic issues affect their household budget.

• Debate: Have students debate a controversial economic policy (such as the jeepney modernization program or foreign investment laws) using evidence from their research.

Final Note to Fellow Teachers

This WebQuest is designed to be flexible. Use it as it is, adapt it to your context, or let it inspire your own version. The goal is to help students see that economics is not just a subject in a textbook. It is the story of how their family buys rice, how their neighbor earns a living, and how their community responds to change.

If you use this WebQuest in your classroom, I would love to hear how it went. Your feedback can help improve future versions. May your students discover not just facts, but understanding. May they become not just learners, but thinkers who care about their community and their country.

Mabuhay ang guro!

Ron Ranier Dela Cruz

Teacher Certificate Program

Iqra Development Academy