<![CDATA[This clinical observation aimed to analyze students' learning behavior in Grade V IPAS instruction on the topic "Why Do We Need to Eat and Drink" through the perspectives of social constructivism, Cognitive Load Theory, behaviorism, and motivation theory. This study used a qualitative descriptive method with a case study approach. Data were collected through observation of the learning process and document analysis of the teaching module over two meetings, focusing on teacher activities, student responses, media interaction, attention, motivation, participation, social interaction, reinforcement, and cognitive load. The findings show that the teacher designed learning through Problem Based Learning integrated with a Deep Learning orientation. Learning activities included orientation, breathing exercise, prayer, apperception about daily eating habits, guiding questions, observation of Canva-based slides and educational videos, group discussion using worksheets, presentation, reflection, evaluation, and Wordwall-based reinforcement. The design potentially increased attention, curiosity, collaboration, and meaningful learning because the problem was close to students' daily lives. However, several clinical indications appeared: students could experience extraneous cognitive load when video, slides, and worksheet instructions were presented too quickly; participation in groups could be uneven; and gamified media could strengthen extrinsic motivation if not accompanied by reflective feedback. Therefore, the study recommends segmented interactive videos, guided Canva worksheets, role cards in group work, Wordwall-based formative assessment with feedback, digital concept maps, and teacher scaffolding based on the Zone of Proximal Development. These recommendations are intended to transform a descriptive lesson design into a more diagnostic, adaptive, and technology-supported learning intervention.]]>
