Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Earth Science Grade Level: 11/12 Quarter: 1st Duration:60min
Learning Competency/ies: The learners will explain how continents drif Code: S11/12ES-Id-
(Taken from the Curriculum 20
Guide)
Key Concepts / Explain how the transmission of geothermal energy of the earth by convection currents through the
Understandings to be different layers of the earth causes the continents to move
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize, Describe how continents move apart.
The learner can recall information and retrieve relevant duplicate, list, memorize,
condition of repeat, describe, reproduce
knowledge from long-term memory
knowing interpret, exemplify, classify, Infer how the layers of the earth and the
Understanding
something with The learner can construct meaning from oral, written and summarize, infer, compare, geothermal energy play a vital role in the
explain, paraphrase, discuss continental drifing process.
familiarity graphic messages
gained through
experience or
association

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare, Compare the location of continents billion
systematic, and contrast, organize, outline, attribute, years ago with the present.
The learner can distinguish between parts and
sustained effort to deconstruct
determine how they relate to one another, and to the
smoothly and
overall structure and purpose
adaptively carryout
Evaluating coordinate, measure, detect, defend,
complex activities or
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming
critique, appraise, evaluate
from one's
Creating generate, hypothesize, plan, design,
knowledge, practice,
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do
functional whole, create a new product or point of view formulate, assemble, devise
something

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, Wellness,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Respect, Honesty, Personal discipline,
emotional name, point to, reply, select, sit, Study, use Perseverance, Sincerity, Patience, Critical
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends thinking, Open-mindedness, Interest,
A settled and reacts to a particular phenomenon. Learning outcomes may emphasize Courteous, Obedience, Hope, Charity,
way of compliance in responding, willingness to respond, or satisfaction in responding Fortitude, Resiliency, Positive vision,
thinking (motivation). Acceptance, Determined, Independent ,
or feeling Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Gratitude, Tolerant, Cautious, Decisive, Self-
about perform, practice, present, read, recite, report, select, tell, write Control, Calmness, Responsibility,
someone 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Accountability, Industriousness, Industry,
or simple acceptance to the more complex state of commitment. Valuing is based on the Cooperation, Optimism, Satisfaction, Show
something internalization of a set of specified values, while clues to these values are expressed Persistent, Cheerful, Reliable, Gentle, appreciation
, typically in the learner's overt behavior and are ofen identifiable. Appreciation of one’s culture, Globalism,
one that is Compassion, Work Ethics, Creativity, of the effects
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
reflected
form, initiate, invite, join, justify, propose, read, report, select, share, study
Entrepreneurial Spirit, Financial Literacy, of
in a Global, Solidarity, Making a stand for the
person’s good, Voluntariness of human act, continental
behavior Appreciation of one’s rights, Inclusiveness, drif theory
Thoughtful, Seriousness, Generous,
to the
 Happiness, Modest, Authority, Hardworking, formation of
Realistic, Flexible, Considerate,
Sympathetic, Frankness landmass
4. Organization - Organizes values into priorities by contrasting different values,
resolving conflicts between them, and creating a unique value system. The emphasis
is on comparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
relate, synthesize
5. Internalizing values - (Characterization): Has a value system that controls their
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
characteristic of the learner. Instructional objectives are concerned with the student's
general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting, Spirituality,
principles name, point to, reply, select, sit, Study, use Inner Peace, Love of truth, Kindness, Humble
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
of in responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for human
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is rights, Gender equality, Family Solidarity,
simple acceptance to the more complex state of commitment. Valuing is based on the
important Generosity, Helping, Oneness
internalization of a set of specified values, while clues to these values are expressed in
in life. the learner's overt behavior and are ofen identifiable.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
Go form, initiate, invite, join, justify, propose, read, report, select, share, study
beyond 4. Organization - Organizes values into priorities by contrasting different values,
learner’s 3. Makakalikasan
resolving conflicts between them, and creating a unique value system. The emphasis is Care of the environment, Disaster Risk *Integrate the
life on on comparing, relating, and synthesizing values.
earth, Management, Protection of the school- based
include
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Environment, Responsible Consumerism, Clean and Green
more than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Cleanliness, Orderliness, Saving the program in the
wealth relate, synthesize ecosystem, Environmental sustainability protection of the
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their environment
and would behavior. The behavior is pervasive, consistent, predictable, and most importantly,
affect the characteristic of the learner. Instructional objectives are concerned with the student's
eternal general patterns of adjustment (personal, social, emotional).
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
millions practice, propose, qualify, question, revise, serve, solve, verify
4. Makabansa
Peace and order, Heroism and Appreciation
of Heroes, National Unity, Civic
Consciousness, Social responsibility,
Harmony, Patriotism,
Productivity
2. Content Continental Drifing

3. Learning Resources Puzzle pieces, AV materials, power point presentation

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content. Although at times Picture analysis (pass me the balloon)
optional, it is usually included to serve as a warm-up activity to give the learners zest for the incoming Transition questions:
lesson and an idea about what it to follow. One principle in learning is that learning occurs when it is What idea is expressed on the picture?
conducted in a pleasurable and comfortable atmosphere. What might have happen before to the characters of the picture?
Can they be still together again?

4.2 Activity (10 minutes). This is an interactive strategy to elicit learner’s prior learning experience. Educational Parody of Whistle by Flo Rida)
It serves as a springboard for new learning. It illustrates the principle that learning starts where the Courtesy of Sue Selle www.youtube.com
learners are. Carefully structured activities such as individual or group reflective exercises, group The class will be group into 4. Each group will be
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play, provided with sets of scrambled letters to be
cybernetics exercise, gallery walk and the like may be created. Clear instructions should be considered completed. Afer forming the words, arrange it into
in this part of the lesson.
a collage. They will present the group output afer 10
minutes. (Group Monitoring Sheet)
 Guide questions:
1. What is continental drifing theory? Who
proposed this theory?
2. What are the layers of the earth involve?
3. What is geothermal energy? Where does it
come from?

4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher in Small group presentations/Discussions:
clarifying key understandings about the topic at hand. Critical points are organized to structure the
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about Questions:
expected issues. Affective questions are included to elicit the feelings of the learners about the activity
or the topic. The last questions or points taken should lead the learners to understand the new
concepts or skills that are to be presented in the next part of the lesson. 1. How is the internal heat of the earth
transmitted?

2. What is convection? How does it happen?

3. What does this transmission of heat do to the

upper layers of the earth?

4. What theory explains the movement of the

landmasses?

5. How does your knowledge in continental

drifing influence your views on the beauty
and uniqueness of the earth?

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that Lecturette through powerpoint presentation with a
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
deepening video clip
lesson.

4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners Create a slogan about the program implemented in
to do something to apply their new learning in their own environment. our school that promote good stewardship to earth

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been met
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate
whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be
given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,

Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)
 c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept
(Teachers judge the quality of products produced Maps/Graphic Organizer, Project, Model, Artwork, Multi-
by learners according to agreed criteria) media Presentation, Product made in technical-
vocational subjects

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test, Word Puzzle through excel
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)

4.7 Assignment (5 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (2 minutes). Leave the students with the following questions:
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, 1. Million years from now, do you think
parable or a letter that inspires the learners to do something to practice their new learning.
the world looks the same?
2. What do think will happen to the
Philippine archipelago if plates continue
to move?

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation.

C. Did the remedial

lessons work? No.
of learners who
have caught up
with the lesson.

D. No. of learners who

continue to require
remediation.

E. Which of my
learning strategies
worked well? Why
did these work?

F. What difficulties did

I encounter which
my principal or
supervisor can help
me solve?

G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: Mrs. Merdina P. Bontuyan School: Tabunan Integrated School
Position/Designation: Teacher 3 Division: Cebu City
Contact Number: 0907-2257892 Email address: merdsraian@gmail.com

Bibliography
https://www.youtube.com/watch?v=p0dWF_3PYh4
www.youtube.com. Plate Tectonic Parody of Whistle by Flo Rida(2012)

Appendices: (attach all materials that will be used)

1. Formative Assessment …
2. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others