SAMPLE LESSON PLANS IN SCIENCE I (Semi-detailed) OCTOBER 14 I. OBJECTIVES a.

To differentiate between the characteristics of the earth’s structural layers; b. To appreciate the way earth is designed to harbor life; and c. To name the boundaries among the earth’s layers II. LEARNING TASKS a. Topic: The Structure of the Earth b. Concepts: a. Geology is the scientific study of the earth. b. The major sections of the earth based on chemical composition are the crust, mantle and the core. c. The crust is the outer layer, the mantle is the middle layer and the core the inner layer. c. Values: Gratefulness d. Skills: Comparing and differentiating e. Strategies: Cooperative learning; Trigger Pictures f. Materials: OHP g. References: Science of the Physical Creation: (2nd Edition) pp. 195-198 III. LEARNING SEQUENCE a. Routinary activities A 5-item check-up test will be administered. b. Motivation The apple story c. Lesson Proper I. THE LAYERS OF THE EARTH 1. Show an acteate of the earth’s structure and ask students to identify the layers. Ask what are the bases of identifying the layers. 2. Show a table of the differences between the layers according to the primary materials, depth, average density, and temperature. 3. Discuss the crust. Show an acetate of materials that composes the earth’s crust. Ask questions based on the data presented on the table. Differentiate between oceanic and continental crust in terms of the rocks that made them up. 4. Discuss the mantle. Differentiate between upper and lower mantle and the transition zone. 5. Differentiate between the Inner and Outer Core. II. INVESTIGATORY PROJECT TITLE 1. Students go to their respective groups. 2. Must list at least 3 possible IP problems for approval. III. ASSIGNMENT 1. Bring a pre-cut Styrofoam ball that resembles the Earth. 2. Bring a styro or poster paint. 3. Newspapers and paintbrush

OCTOBER 15 I. OBJECTIVES a. To make a model of the earth’s structure. II. LEARNING TASKS a. Topic: The Structure of the Earth b. Concepts: a. Geology is the scientific study of the earth. b. The major sections of the earth based on chemical composition are the crust, mantle and the core. c. The crust is the outer layer, the mantle is the middle layer and the core the inner layer. c. Values: Gratefulness d. Skills: Color-mixing e. Strategies: Cooperative learning f. Materials: Styrofoam, styro or poster paint, paintbrush, newspapers g. References: Science of the Physical Creation: (2nd Edition) pp. 195-198 III. LEARNING SEQUENCE a. Routinary activities b. Motivation c. Activity proper

Administer SQ#1 b. c. THE INVESTIGATORY PROJECT a. Research on the following (from the net or encyclopedia): Alfred Wegener. Prepare for SQ#1 on Wednesday about The Earth’s Structure OCTOBER 16 I. Plate Tectonics Theory and Theory of Isostasy OCTOBER 17 I. The Investigation d. Motivation c. II. Strategies: Observe-Predict-Explain. LEARNING SEQUENCE a. The Exhibit 3. Lesson Proper I. References: Science of the Physical Creation (2nd Edition) pp. Phases of Conducting an Investigatory Project b. c. designing experiments e. Review for SQ#1 2. The Written Report 2. hand-outs and previous IP projects III. Skills: Analysing. b. 2. Student shall be brought outside the classroom for project-making. OBJECTIVES a. Materials: OHP. To name the different plates of the crust. OBJECTIVES a. Values: Cooperation and patience d. Pangaea is a hypothetical land mass which the earth was thought to be like years back. The proposal c.1. 198-199 III. To appreciate the mystery behind the drifting of continents. b. b. Strategies: Inquiry approach f. To describe the crustal movement and the Plate Tectonics Theory. Motivation Students go to their group. To differentiate between a project proposal and a written report. To convene with group mates on how to plan for the IP project. and c. III. Ocular check-up on students’ works will be done often to ensure that every student works and contributes to the group. Topic: Movements of the Crust b. Pangaea. and c. Routinary activities A 5-item check-up test will be administered. Ten puzzles will be given to them and the first group to finish the puzzle receives +1 in the next lab activity. Start organizing the proposal b. Concepts: a. The Final Output 1. II. Topic: Investigatory Project Proposal b. LEARNING TASKS a. The Oral Defense III. b. LEARNING SEQUENCE a. Plate Tectonics describe the movement as brought about by the slow convection currents in the asthenosphere which cause continents to drift. Lecture f. Diastrophism. describing e. Materials: OHP g. Crust consists of several plates that float like rafts on the asthenosphere. c. To appreciate the way scientists solve problems. Study pages 198-200 c. Skills Manipulating variables. Routinary activities 1. ASSIGNMENT 1. ASSIGNMENT a. PLATE TECTONICS THEORY . Values: Faith d. LEARNING TASKS a. Lesson Proper I.

c. c. Values: Faith d. c. Topic: Faulting. Student are asked to stay with groupmates in making the model. 2. c. OBJECTIVES a. Study pages 200 – 202 . a volcano in Mexico. LEARNING SEQUENCE a. Crust consists of several plates that float like rafts on the asthenosphere. Mountains are formed by the crustal movement. Topic: Movements of the Crust b. Describe the mechanism of the crust. Prepare for check-up test. Motivation Relate the story of the formation of Mount Paricutin. Ocular check-up on students’ works will be done often to ensure that every student works and contributes to the group. faults and mountains. 3. 2.II. To appreciate the way mountains are formed. 2. c. Activity proper 1. OCTOBER 21 I. Describe the explanation of Science about Earth now and then based on the Pangaea hypothesis. 4. Ask students conviction about the Pangaea issue. Strategies: Story telling f. 1. folding and mountain formation b. Routinary activities b. LEARNING TASKS a. Values: Faith d. II. Strategies: Model-making f. Skills: Comparing and differentiating e. Motivation c. References: Science of the Physical Creation: (2nd Edition) pp. b. Lesson Proper . Concepts: a. To enumerate the types of folds. Remind each group that they can now start making the IP proposal. A guide is given. III. b. Plate Tectonics describe the movement as brought about by the slow convection currents in the asthenosphere which cause continents to drift. Ask how do crusts move and lead them to the idea of Plate Tectonics Theory and the Theory of Isostasy. Concepts: a. b. glue g. III. Research about the Marikina fault line. 1/8 illustration board. Routinary activities A 5-item check-up test will be administered. Materials: OHP g. (Maps must be pre-cut already) 2. Fault is the fracture zone in a rock when it suddenly moves. Recall oceanic and continental crust. LEARNING TASKS a. II. Fold is formed by the bending or buckling of rocks under great force. To describe the faulting and folding processes. glue. and c. Enumerate the plates of the crust. Skills: Jigsaw puzzling e. LEARNING SEQUENCE a. scissors OCTOBER 18 I. ASSIGNMENT 1. To make a model of the ancient hypothetical supercontinent called Pangaea. 198-199 III. References: Science of the Physical Creation (2nd Edition) pp. 1/8 illustarion board. 200-202 III. Bring a world map for the making of Pangae. 3. ASSIGNMENT 1. b. Evaluation 1. OBJECTIVES a. Pangaea is a hypothetical land mass which the earth was thought to be like years back. Materials: World map.

Earthquake is any trembling of the earth’s crust. Topic: Earthquake b. c. Explain the undeniable fact that earth’s crust does move through faulting and folding. II. and c. Tectonic movements often caused earthquakes. c. Motivation Show trigger pics and news stories about an earthquake incident.) folded d. To appreciate the ways scientists devised in finding the epicenter. d. To plot the epicenter of an earthquake using the triangulation method. let the students interpret the data to themselves. EARTHQUAKES a. Prepare for SQ#2 2. ASSIGNMENT 1. The epicenter of an earthquake can be located using the triangulation method. Explain the origin of earthquake: focus and epicenter and discuss the waves accompanied with it. 203-212 III. MOUNTAINS a. Prepare for a 5-item checkup test. normal fault. Concepts: a. b. 3. Skills: Interpreting data e. b. pencil. To determine the epicenter of an earthquake. c. Concepts: a. Ask students of their ideas about how mountains are formed. Lead them to the realization that earthquakes’ intensity has some names like tremors and aftershocks. e. Values: Obedience d. b. a. Explain how scientists study earthquakes (seismology).I. d.2: drawing compass. References: Science of the Physical Creation: (2nd Edition) pp. The seismic waves are classified as S. . b. To interpret a seismogram II. Discuss the location of earthquakes. P and surface waves. c. Generalize their ideas. OBJECTIVES a. Earthquake is any trembling of the earth’s crust. Explain how earthquake’s strength is measured using the Richter and Mercalli Scales. b. Explain the classification of mountains as to how they are formed. Materials: Powerpoint LCD g. and strike-slip fault. OCTOBER 22 I. Tectonic movements often caused earthquakes. c. Strategies: Trigger picture and news stories f. LEARNING SEQUENCE a. Lesson Proper I. ASSIGNMENT 1. b. To describe earthquake and its major causes.) volcanic mountains b. To appreciate the earth-quake drills practiced in school to prepare them for the the calamity. and c. III. b. Study pages 203 -212. OBJECTIVES a. Bring the following tomorrow for Lab no. individual OCTOBER 23 I. The seismic waves are classified as S. Give examples of such mountains. Enumerate and discuss the two types of folds and how are they formed: syncline and anticline. Use the triangulation method in finding the epicenter. Topic: Earthquake b. b. LEARNING TASKS a. From the picture shown.) fault-blocks III. c.) domed c. II. Using the seismogram. LEARNING TASKS a. f. P and surface waves. Routinary activities Administer the short quiz A 5-item check-up test will be administered. Enumerate and discuss the three types of faults and how are they formed: thrust fault. CRUSTAL MOVEMENT a. ask students what might be the possible cause of an earthquake.

LEARNING SEQUENCE a. Based on level of activity: Dormant. cone. d. VOLCANIC STRUCTURE a. Strategies: Laboratory activities f. 3. To describe a volcano and its structures.sciencecourseware. References: Science of the Physical Creation: (2nd Edition) pp. Give some students pieces of paper written in them are the concepts for the map they would complete. SAMPLE LESSON PLANS IN SCIENCE II (Semi-detailed) OCTOBER 14 I. References: Science of the Physical Creation: (2nd Edition) pp. ASSIGNMENT 1. extinct and active. Prepare for a 5-item checkup test. c. LEARNING SEQUENCE a. Activity Proper I. Routinary activities Administer SQ#3 A 5-item check-up test will be administered. Enumerate as well the structures of a volcano. ASSIGNMENT 1.d. III. Strategies: Story telling and concept mapping f. Show a map and from it. b. To appreciate the mechanism of the earth in the release of its internal content. b. Volcanoes are classified based on the composition of its cones and their level of activity. Skills: Interpreting data e. Values: Obedience d. magma chamber. To enumerate the types volcanoes. Materials: OHP g. Motivation Relate the story of going to a mountain trek in Taal. Show them a picture of Taal Volcano. ash and molten rock are ejected. b. Students plot the data on the map. Volcano is an opening in the earth’s surface through which hot gases. OCTOBER 24 I. Students answer the guide questions. c. Students interpret the seismogram. Study pages 203 -212. 203-212 III. Motivation Relate a personal experience of working with the seismologist at PHIVOLCS. 213-217 and prepare for CUT. Go on-line and try to find the epicenter of earthquake on regions of your choice athttp://www. Ask if anyone knows how a volcano is formed.com/ 2. 213-216 III. III. a. LEARNING TASKS a. c. c. Values: Faith d. shield. Explain the volcanic structures before and after explosion. II. and c. Skills: Comparing and classifying e. II. determine the occurrence of volcanoes. Prepare for SQ# 3 on the topic Seismology. Prepare for SQ#2 2. c. III. OBJECTIVES a. OBJECTIVES . composite. and crater. The parts of volcano are the channel or vent. c. b. Concepts: a. The epicenter of an earthquake can be located using the triangulation method. Study pp. Lesson Proper I. Discuss the concept map that contains the following: Classification volcano based on the cone-composition: Cinder-cone. Topic: Volcanoes b. Routinary activities b. Materials: Compass and pencil g.

b. Prepare for SQ#1. Nervous. The four body cavities are: Cranial. let them classify the organs they listed. Reproductive systems c. III. Start organizing the proposal b. Lesson Proper I. LEARNING TASKS a. Excretory. Values: Confidence and Self-esteem d. References: Biology: God’s Living Creation (2nd edition) pp. 2. ASSIGNMENT 1. To differentiate between a project proposal and a written report. Integumentary. Enumerate and describe the major cavities. 3. Circulatory. LEARNING SEQUENCE a. and c. Strategies: Game f. Spinal. Students go to their respective groups. Skills Manipulating variables. c. THE BODY CAVITIES 1. Thoracic and Abdominal cavities. c. Respiratory. LEARNING TASKS a. Administer SQ#1 b. Skeletal. Strategies: Observe-Predict-Explain.a. c. Phases of Conducting an Investigatory Project b. c. INVESTIGATORY PROJECT TITLE 1. Immune. designing experiments e. Lesson Proper I. . b. LEARNING SEQUENCE a. Digestive. Bring a 3 x 5 plain index card. To describe the function of the eleven body systems. Motivation Students are seated by groups. The Body Systems and Cavities OCTOBER 15 I. Endocrine. THE INVESTIGATORY PROJECT a. Review for SQ#1 2. Study pages 121-124. The proposal c. Review the organization of human structure from cells to system. human model g. II. Must list at least 3 possible IP problems for approval. Routinary activities b. Topic: Introduction to Human Anatomy and Physiology b. Topic: Investigatory Project Proposal b. The Investigation d. In just 2 minutes. Values: Cooperation and patience d. Skills: Classifying and identifying e. Enumerate and describe the 11 body systems and give the major function of each one by making a table on the board by which students will fill. The eleven body systems that function as one are: Muscular. The Exhibit 6. Anatomy is the science of structure while physiology is the science of function. Motivation c. Lecture f. 117-119 III. The Oral Defense III. 2. ASSIGNMENT a. b. Based on the list provided by each group earlier. 4. To appreciate the way scientists solve problems. The Final Output 4. OBJECTIVES a. II. To appreciate the way the organs function to keep the body systems working. they have to list human organs in and out as many as they can. Concepts: a. To convene with group mates on how to plan for the IP project. II. hand-outs and previous IP projects III. The Written Report 5. To name the four body cavities. Prepare for check-up test. Routinary activities 2. Materials: OHP. Materials: OHP.

To appreciate the delicate way a human is formed from a single cell to complex ones. and when the door closed in that small room. She doesn’t want to have a baby yet because she’s too young and to bear a baby of a rapist will just remind her of the incident over and over again. b. c.OCTOBER 16 I. Skills: Comparison and contrast e. Reporting on how systems are developed. Membranes are thin coverings which function as linings. She is the only child her parents have. d. OBJECTIVES a. c. and connective. LEARNING SEQUENCE a. OBJECTIVES a. Her family sued the rapists who were found guilty by the highest court and eventually sentenced to die through lethal injection. To recall the different types of cells. Prepare for SQ#2 on Thursday about Tissues and Cells 2. mucous. c. To describe how the systems are developed. Enumerate and describe the four groups of tissues. Ask the vestigial organs group to tell more about them. “I am doing this because your dad and I love you so much. Topic: Development of the Systems b. In just 5 minutes brainstorming. and c. A tissue is a group of similar cells that work together to accomplish the task of an organ. 3. and c. IV. When a type is discussed. nerve. ASSIGNMENT 1. LEARNING TASKS a. Values: Thanksgiving d. There shall be lots to be drawn about the terms involved in the day’s topic. Lesson proper TISSUES a. Concepts: a. All organs are formed and external features are established by the time . her mom brought her to a doctor. LEARNING TASKS a. b. Membranes are classified as serous. To describe the components of organs: tissue and cells. epithelial. III. On Friday. the young girl became pregnant and yet it is still on the mid of the school year. Concepts: 1. one is becoming a lawyer. they must have a keyword that will describe their group. ask the assigned group to tell more about them. Call on the group to explain more about matrix. References: Biology: God’s Living Creation pp. d. her mom embraced her so hard and cried and said. III.” Is abortion the best thing to do? Yes or No? I. We want you to have a better future. VESTIGIAL ORGANS a. II MEMBRANES a. OCTOBER 17 I. Discuss cells and matrix. b. One day. To appreciate the intricate yet magnificent design of the human body. Topic: Tissues and Cells b. II. The girl has lots of dreams the fact that she is the first honors in her class. Months later. To discuss the miracle of a new life. II. Evaluation 1. She wants to finish schooling but she knows that killing the innocent baby is a mortal sin. Strategies: Role playing f. ask the assigned group to tell more about them. b. Enumerate and describe the four types of membranes. Motivation The students seat by group. cutaneous and synovial. Give examples and let the class identify them in terms of tissues and membranes or matrix or vestigial organs. 121-124 III. Routinary activities Give the 5-item check up test. That life in your womb must be aborted. prepare for a debate: “Main issue: A fourteen year old girl was gang-raped by addicts when she went home from school one day. When a group is discussed. Tissues are classified as muscle. CELLS and MATRIX a.

Tuazon. Strategies: Debating f. b. c. Skills: Public speaking e. LEARNING SEQUENCE a. Values: d. OBJECTIVES a. Fourth Speaker (Y and N) 5. Gratitude Reporting Team-teaching Biology: God’s Living Creation pp. Prepare for check-up test. LEARNING SEQUENCE a. c. Administer SQ#2. Skeletal. References: Biology: God’s Living Creation pp. A SEMI-DETAILED LESSON PLAN IN ENGLISH 3 A Semi-detailed Lesson Plan in English III Prepared by: Ms. II. III. Prepare for the debate between boys and girls. All organs are formed and external features are established by the time the child has been developing for eight weeks in the mother’s womb. Excretory. Values: Gratitude d. Saint Louis University Week 3 Day 1 Learning Objectives Through an in depth discussion of the poem and the given activities. and c. Give a 5-item check-up test about the topics that have been reported. Fifth Speaker (Y and N) 5 minute rebuttal VERDICT II. To discuss the miracle of a new life. Call on the assigned groups to explain the development of the following systems: Nervous. Muscular Evaluation 1. Skills: e. Routinary activities b. Present the issue to be contested. Activity proper I. III. OCTOBER 17 I. References: the child has been developing for eight weeks in the mother’s womb. Respiratory. To appreciate the delicate way a human is formed from a single cell to complex ones. Circulatory. Motivation Encourage on gaining confidence when facing before the class. Routinary activities 1. ASSIGNMENT 1. ASSIGNMENT 1. Third Speaker (Y and N)3 4. Study pages 130-134. c. Digestive. Motivation Encourage on gaining confidence when facing before the class. LEARNING TASKS a. Eliza L.c. First speaker (Y and N) 2. 2. d. DEVELOPMENT OF THE SYSTEMS 1. Simulate the situation of the child in the mother’s womb on the 8th week. b. . 127-129 III. Strategies: f. 1. generalize the meaning of the poem through recitation. Concepts: 1. 125-126 III. Topic: Development of the Systems b. To describe how the systems are developed. Lesson proper I. Second speaker (Y and N) 3. the students should be able to: a.

willingly share their output regarding the virtues found in the poem. 4. 3. and c.D. Each row will give the words that they were not able to understand. Reference Josefina Payawal-Gabriel Ph. If everyone would live in God’s purpose. Quezon City: St. success will come. Post the manila paper with the song “What If” written on it What If What if the world is flat? Would you still say love makes the world go round? What if it’s always dark? Would you hide and not make a sound? What if I didn’t meet you? What if I didn’t care? Would we still be friends like this with the love we share? (2x) 2. Show them the power point presentation having the poem “If. Then tell them to stand and follow the actions of the song. Skills Reading between the lines. Bernadette Publishing House Corporation C. Sing it with them for three times. Edda Manikan Martires Copyright (2008) English III (New Edition). Preparation Motivation 1. Presentation 1. and give up the things we want even our dreams. 3. Subject Matter Poem: If Learning Content B. Recognizing main ideas. Value Sometimes in doing the right thing.” If Summary The poem entitled If is about living one’s life in a way that will make him a better person. Read the poem aloud together with the students for the second reading. B. we have to be strong. Materials Manila paper Power point presentation Spider web Work sheet D. Key Concepts If everyone could forget their losses and look at the future with hope. Learning Procedure A. 4. Triumph Disaster Knaves Stoop Heap 5. Read the poem yourself first then tell them to follow with their eyes and try to take note on the words which are unclear to them.b. F. follow a tune being taught and execute actions properly A. Instruct the students to listen to you while you sing it so that they will be able to learn its tune. Sing it with the actions that you taught them. E. Then call for the other rows to give meaning to the words using context clues. It is grabbing every moment possible so that he will be able to give meaning to his own purpose or the mission that God gave him. their life would have sense. 2. .

3. “. Knaves are like devils in disguise.” I must give myself another chance when things have failed.” Patience is a good virtue to develop. Generalization Call for a volunteer to conclude the meaning of the poem and give a principle out of it.Triumph Disaster Knaves Stoop Heap Happiness or joy about success. Disaster comes when we are not careful in the things we do. “And never breathe a word about your loss. Why does the poet advice us not to make dreams our master? Because we might do wrong things for us to be able to reach our dreams. A large amount of something. What does “one heap of all your winnings” mean? It means looking at all your success and not minding your failures. Call for volunteers to come in front and type some sample sentences using the unlocked words. “If you can wait. I must take it as a challenge and not complain about it. There is triumph in every victory. too? Explain your answer. 1.. Do you feel that the speaker is talking to you.” When misfortune strikes. Application Post the work sheet on the board and let them answer it on their notebooks.. post the cut out on the board then call for each group to talk about their output. 7. After their group discussion. Explain the last four lines of the poem. D. Dishonest and deceitful people. Ask them the following questions: Who is the speaker in the poem? Lord. Then assign a stanza for each group. Give a cut out of or a part of the spider web and tell them to write the desirable traits which are referred to in each stanza. The poem is about taking chances on this world. 9. Assignment Answer the following questions on your notebook.lose and start at your beginnings. He gave me a heap of encouragements. The stoop buildings are under surveillance. Process their answers by connecting it to the real/correct meaning of the word being unlocked. Somebody or something unsuccessful. 3. 1.. Bent downward. Evaluation Tell them to take out a whole sheet of paper and answer the following. Chances that would make us successful yet still moving or in accordance to God’s will or to the purpose that God gave us. Divide the class into eight. 6. What virtue is referred to in each stanza? What is the end goal or final product if these virtues are practiced? Do you agree with the poet? Why or why not? . 1. And not be tired of waiting. 10. 8. C. What figures of speech are used in the poem? 2. 2. Read the lines taken from the poem then relate to your life and give its meaning.

Sign up to vote on this title
UsefulNot useful

Master Your Semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master Your Semester with a Special Offer from Scribd & The New York Times

Cancel anytime.