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Teacher: Ms. Krystel Grace L. Calderon Learning Area: Practical Research 1

Date: May 23, 2017 Quarter: III


a. Differentiate a research question from a research problem
b. Formulate research questions through a problem-situated event
c. Appreciate the importance of a research question
A. CONTENT STANDARDS: The learner demonstrates understanding of:
1. the range of research topics in the area of inquiry

B. PERFORMANCE The learner is able to:

STANDARDS: 1. Formulate clearly statement of research problem
C. LEARNING At the end of the fifty-minute period, the students:

1. States research questions

D. LC Code CS_RS11-IIIc-e-4

I. CONTENT: Identifying the Inquiry and Stating the Problem

A. References

1. Teachers guide pages

2. Learners material pages

3. Textbook Pages

4. Additional Materials for

Learning Resource (LR
B. Other Learning Resources Chalk and board, DLP, Multimedia presentation, manila
III. PROCEDURES: Teachers Activity Students Activity

A. Reviewing previous lesson

or presenting new lesson
Preliminaries Before you take your seats, please
pick up the pieces of paper and
arrange your chairs.

Okay, thats enough. You may now

take your seats.

Everybody stand up. Let us pray.

Please lead the prayer (call a
Prayer In the name of the
Good Morning class! Father, of the Son,
and of the Holy
Spirit. Amen.

(Teacher will call the attendance Good Morning,

by looking into the class list) Maam Calderon!

Attendance Checking (Students who are

present will say
HOUSE RULES Present, Maam)
(Presented every first day of the
Reading of the House
1. Listen to the teacher /
2. Listen to others.
3. Put your hand up if you
want to speak / answer.
4. We keep our hands /
feet to ourselves.
5. Respect each other.

Class, I want everybody to bear in

mind our house rules every day in

Last meeting, we have discussed

Reviewing of the previous
lesson the justifications/reasons for
conducting the research
(One student will
answer accordingly.)
1. Can anybody recall Student 1:
what is it about? (call
out random students
who raised their hands) Student 2:

Thank you. Any another idea? Student 3:

(teacher will call student 2)

Alright. Another one?

2. Commend the students

Reading of the Objective At the end of this day class, we (Students will listen)
will all be able to:

a. Differentiate a research
question from a research
b. Formulate research
questions through a
problem-situated event
c. Appreciate the importance
of a research question
B. Establishing a Purpose for
the Lesson

Motivation 1. Tell the students that the (Students will

game is entitled follow the
HANGMAN. instructions)
2. Inform the students that
the objective of the game
is for the students to guess
the word before (Students will group
committing nine (9) themselves by
mistakes or giving wrong counting off from 1-
letters. 5)
3. Inform the students that
wrong answers are
represented by lines in the
gallows and the figure of
the man including the
4. Write several lines on the
board corresponding to the
number of letters of the
5. Have the students guess
the word by giving letters. (Students will
Call one (1) student at a participate in the
time to give out a letter. game individually).
6. If a guessing student
suggests a letter that
occurs in the word, fill out
the blanks with that letter
in the right place.
7. If the letter is not in the
word, draw one (1)
element of a hangmans
8. As the game progresses, a
segment of the gallows
and of a victim is added
for every wrong letter.
9. Commend every student
who will guess the correct
answer, which is
QUESTION. If nobody
guesses it, tell the answer
to the class.
C. Presenting examples/
instances of the new lesson

Activity Role Playing

1. Group the class into three

2. Tell the students that they
will have a role playing
activity. Give one scene to
them and let them identify
possible questions and
answers through a role
play on the scene/ problem
that is given to them.
3. Tell them that they will be
given 10 minutes for the
planning and 3 minutes for
the practice of their scene.
4. Call out the representative
per group and let them
randomly pick one (1)
5. The scenes are as follows:
a. The student doesnt Possible Answers to
have enough energy in the activity:
class and is always 1. Q: Did h/she have
caught sleeping by the enough sleep the
teacher. night before?
b. There is no available A: h/she wasnt able
Analysis food at home. to sleep last night
c. The students research because his or her
paper lacks parents had a
information needed. fight.
2. Q: Was the
grocery done?
A: No because there
is no food in the
3. Q: Dis he or she
went to the
library and look
for materials that
will help him/her
in his/her
research paper?
A: No because he
was busy with
6. Commend the students other things.
every after group and add
some inputs.

1. Inform the students that

the role playing activity
was done to gauge their
capacity in formulating a
research question through
problem situated events.
2. Discuss to them with your
thoughts regarding the
situations above.
3. If they were able to
answer correctly,
commend the students and
just add inputs. If they
were not able to present
the correct answers,
discuss to them the
possible answers.
4. Tell them the students that
you gave them problem-
situated events earlier
because you want them to
differentiate what a
research problem is and
what is a research question
is by themselves first.
5. Now let us find out what
those two terms really
D. Discussing new concepts 1. Ask the students the Student 1:
and practicing new skills #1 difference between a
research question and a
research problem based on
their own words and
understanding. Call out at Student 2:
least five (5) students.
2. Flash the powerpoint
3. Ask the students to all Student 3:
together read the
definition of the research
problem. Add inputs Student 4:
4. Ask again the students to
read the definition of the Student 5:
research question. Add
inputs thereafter.
5. Explain to the students
that in order to come up
with a good research,
study, or paper, one must
have a very good research
question and that a
research question begins
with a research problem.
6. Flash to the screen again
the definition of research
problem and a research
7. Flash the example and let
the students read it. Add
inputs accordingly.

Activity (Students will work

1. Think. Pair. Share. in pairs)
2. Instruct the students to
pick out a partner. They
have to answer the guide
questions flashed on the
screen and they are given
10 minutes to do it.
3. The following are the
guide questions:
a. What do you know
about your partner?
b. What else dont you
know about him/her?
c. Do you think that you
know something about
him/her which others
present in this class
dont know?
4. After which, ask each pair
to discuss briefly to the
class their answers to the
questions and commend
them for doing so.
5. Tell them that the
relevance of the activity is
that all these questions are
of relevance to the next
topic youll be discussing
with them on the
importance of a research
E. Discussing new concepts 1. Flash the powerpoint
and practicing new skills #2 presentation
2. Tell the students that
the importance of
research question are
the following:
a. It asks about
something people
care about.
b. It builds on what
you and what
others already
c. It allows you to
learn something
you do not know.
3. Inform the students
that coming up with a
research question has
certain parameters that
we must adhere and
F. Developing Mastery (Leads 1. Give a short quiz.
to formative assessment 3) 2. In their words, let them
differentiate a research
question from a research
3. Rubrics:
a. Content 10 points
b. Grammar and sentence
connection 5 points
c. Flow of idea 5 points
d. For a total of 20points
G. Finding practical 1. Share to them that every
applications of concepts and day in our lives, we
skills in daily living encounter a lot of problem
and there are questions in
each problem and our goal
is to find answers to these
H. Making generalizations 1. Tell the students that in
about the lesson order to come up with a
good research, study, or
paper, one must have a
very good research
question and that a
research question begins
with a research problem.
2. Evaluate Learning (There is a continuation
3. Additional for application
or renovation
4. Assignment/ Agreement 1. Let the students research
on the steps in formulating
a good research question.
5. REMARKS: There is continuation topic




Checked or Observed:
Name of Supervisor/ Principal