Grade Level Nine Quarter Fourth

Learning Area Research Teaching Date: June 21, 2021

Lesson Title: Types of Research: Historical and Action

I. OBJECTIVES
The learners demonstrate an understanding of Historical and Action Research.
A. Content Standards
B. Performance The learners should be able to identify the use of Historical and Action Research
Standards and construct sample titles.
LC:
The learners should be able to compare Historical and Action Research.
C. Learning GAD Practices:
Competencies/ Gender equality in group discussions, gender equality in groupings, and
Objectives gender equality in praising.
Write the LC code for Objectives:
each 1. Explain how Historical and Action Research differ.
2. Construct own examples of Historical and Action Research.
3. Recognize the importance of the abovementioned researches.
II. CONTENT Historical and Action Research: Definition, Comparison, and Examples
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Scientific Research Manual, pp. 3-5, 26-27
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Power point presentation, Activity Sheet, video clip
Resources
IV. PROCEDURES
For the review, the students will be asked the following questions:
1. Which type of research did we discuss yesterday?
2. What is the use of Developmental Research?
3. What are the 3 sub-types of Developmental Research?
4. What are their differences?

Decode the Hints

The learners will be grouped randomly (counting 1-5) and will choose
their own representative. They will be given 2 sets of tasks (puzzle, QR
code) which they need to complete to decode the “jackpot.”
A. Reviewing previous
lesson or presenting Token Reward System
the new lesson
 Tokens will be given to students to encourage participation to the
discussion and activity
Violet tokens for correct answer
Pink tokens for incorrect answer.
 Tokens will be submitted after discussion to reflect their grade for the
participation.
Response Appreciation

Any learner who will recite will be given praises and constructive responses
from the teacher.

B. Establishing a Researches are done to serve different purposes. Some are written to solve
purpose for the problems in the society while some are done to describe phenomena. For today,
lesson we will take a look at more types of research. Specifically, we will learn the
following:
 1. Which type of researches are used to understand present events by bridging the
past and present occurrences and address organizational problems?
2. What are the examples of these types of research?
3. What is the impact of these researches in everyday life?

Integrating Technology
A set of news articles will be presented to the learners to introduce the topic of
discussion through a PPT presentation. The learners will be given equal chance
to recite.

Guide Questions to facilitate discussion:

C. Presenting
1. How do you think Germans understand the seriousness of COVID-19 and viral
examples/instances
infections in 2020?
of the new lesson 2. Why do you think Germany and other countries came to a decision to have
lockdowns against China?
3. Do you see any problem that has occurred in this article?
4. Where do these issues happen?
5. Do these problems affect companies?
6. How can these office problems be solved?
Students will watch a video entitled “Work; Characteristics and Examples”

Question and Answer: Using the clues in the activity earlier, what do you
think is the use of Historical Research?
 Learners will infer from the previous clues and guide questions.
D. Discussing new
concepts and Direct Instruction: Discuss the use of Historical Research and Examples
practicing new skills
(Formative Collaborative Learning –
assessment #1 Think Pair Share: The learners will continue to work in their respective groups to
accomplish the concept map and come up with an example. (See attached Activity
Sheet)

Question and Answer: Using the clues in the activity earlier, what do you
think is the use of Action Research?
E. Discussing new  Learners will infer from the previous clues and guide questions.
concepts and
Direct Instruction: Discuss the use of Action Research and Examples
practicing new skills
(Formative Collaborative Learning –
Assessment #2) Think Pair Share: The learners will continue to work in their respective groups to
accomplish the concept map and come up with an example. (See attached Activity
Sheet)

Reporting (Group presentation of Output)

F. Developing mastery  Each chosen group representative will present their concept maps.
(leads to Formative  Rubric for presentation of output will be utilized as scoring guide.
Assessment 3)
G. Finding practical
applications of
Which life events show the importance of historical and action researches?
concepts and skills in
daily living
Historical Research studies the meaning of past events in an attempt to interpret
the facts and explain the cause of events, and their effect in the present events
H. Making while Action Research is a form of investigation designed for use by institutions to
attempt to solve problems and improve professional practices on their own.
generalizations and
abstractions about
Historical Research focuses on past events. On the other hand, Action Research
the lesson focuses on institutional problems.

From these points, what life lesson can we relate to these types of researches?
I. Evaluating learning
Paper-and-Pencil Test
J. Additional activities Advance reading on Case Study and Causal-comparative Research
for application or
 remediation
V. REMARKS

VI. REFLECTION
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 teaching 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: Checked by: Checked by: Noted by:

__________________ __________________ ___________________ _________________
Graciel Joyce S. Dizon Jonathan S. Bartolome Roselda S. Bernardo Perla C. Palma
Teacher I TIII/TIC-Science Department Master Teacher II Principal II