Enhancing Earth Science Activities on Tracking Typhoon Using 21st Century Learning Design Rubric

In the 21st century, STEM education plays a vital role in preparing learners for real-world challenges by fostering critical skills such as collaboration, knowledge construction, and skilled communication. However, traditional Earth Science instruction often lacks interactive and technology-driven approaches that effectively engage students. This study aims to enhance Earth Science activities in Grade 8 learners on tracking typhoons by integrating the 21st Century Learning Design (21CLD) Rubric, to address these gap in current educational practices. Specifically, it incorporates real-time weather visualization tools to improve students’ conceptual understanding of typhoon movements within the Philippine Area of Responsibility (PAR). Using a descriptive research design, three Earth Science activities were assessed and evaluated by six in-service science teachers and 36 pre-service teachers. In-service teachers, selected for their expertise in Earth Science and 21CLD Rubric, assessed effectiveness, while pre-service teachers participated in enhancement phase 2 using a structured assessment tool. Due to feasibility, pre-service teachers conducted a more extensive evaluation, providing feedback on instructional design, organization, language, and content. They recommended adding a standardized rubric and refining clarity and structure to improve the activities further. Collaboration and Skilled Communication. Significant improvements were observed across the 21CLD skill dimensions due to structured collaboration, deeper engagement, and refined communication strategies. Initially, unclear group-based instructions hindered participation. Enhancements, such as group tasks, role each member, and peer discussions, fostered active involvement and shared responsibility in tracking typhoons. For Skilled Communication, students were able to report their output in class more effectively. As a result, Activities 1, 2, and 3 showed remarkable progress, with Collaboration and Skilled Communication ratings rising from “Poor†to “Excellent.†Overall, these refinements confirm the activities’ effectiveness in skill-building, meeting or exceeding retention 21CLD standards. This study emphasizes the importance of student-centered, technology-enhanced learning in Earth Science education. The findings contribute to Sustainable Development Goal 4 (Quality Education) by improving instructional quality and SDG 13 (Climate Action) by fostering disaster preparedness and climate resilience. The study recommends integrating real-time simulation tools and collaborative learning frameworks in science education to equip students with 21st-century competencies essential for addressing environmental challenges. The findings of this study may further extended to other Earth Science topics.