TEACHERS’ EDUCATION PROGRAM

CERTIFICATE IN PROFESSIONAL EDUCATION

TEACHING SCIENCE IN THE PRIMARY GRADES

Ed. Sci. 1

STUDENT LEARNING MODULE 1 PRELIM-WEEK 2

LESSON PLAN IN SCIENCE

POLYTECHNIC COLLEGE OF BOTOLAN

Botolan, Zambales

NOTE:
Do not write anything on this module. You may write your answers on the
separate sheet/s that you will provide.

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 LESSON PLAN IN SCIENCE

At the end of the lesson students will be able to:

 Identify and describe the parts of a Daily Lesson Plan; and
 Create a Daily Lesson Plan.

Have you ever encountered a lesson plan? Did do try to make one? In
this lesson you will be able create a daily lesson plan in teaching science.

Hunt the Four Components of Lesson plan. Write your answers on

the separate sheet that you will provide.

S U B J E C T M A T T E R
B G A F U G P P F S W F M
M O T I V A T I O N S Q S
D S E L T R F Q A S F F O
G E I O I E S E Q I L P U
W T Y I P Q Q T P K S S I
Q D L T N E M N G I S S A
S E V I T C E J B O P W A

Daily Lesson Plan (DLP)

A lesson plan is a teachers’ daily guide for what students need to learn,
how it will be taught, and how learning will be measured.

Lesson plans help teachers be more effective in the classroom by providing

a detailed outline to follow each class period.

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 This ensures every bit of class time is spent teaching new concepts and
having meaningful discussions — not figuring it out on the fly!

The most effective lesson plans have Four key parts:

1. Objectives
A. Content Standard
B. Performance Standard
C. Learning Competency

2. Subject Matter
A. Topic
B. Science Ideas
C. Science Processes
D. Value Focus
E. Materials
F. References
G. Other Learning Resources

3. Learning Activities
A. Engage
1. Drill
2. Review
B. Explore
1. Motivation
2. Presentation
3. Pre- Activity
4. Activity Proper
C. Explain
1. Group/ Individual Reporting or Recitation
2. Discussion
D. Elaborate
1. Generalization
2. Application
E. Evaluate
4. Assignment

Because each part of a lesson plan plays a role in the learning experience
of your students, it’s important to approach them with a clear plan in mind.

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 Let’s start with the first part of every lesson plan -- the lesson objectives!

1. Objectives- It is the list what students will be able to do after completing

the lesson. These objectives let you easily tell if your lesson has effectively
taught your students new concepts and skills. It can feel overwhelming to
pin down specific takeaways for a lesson, but you can break the process
into steps to do it in a breeze. First, it’s best to view your lesson objectives
as goals for your class and students.
One of the most popular goal-setting strategies is the “SMART”
criteria, which ensures goals are focused.
In the context of lesson planning, you can use the SMART criteria to
determine your lesson objectives:
 Is the objective SPECIFIC?
 Is the objective MEASURABLE?
 Is the objective ATTAINABLE by all students?
 Is the objective RELEVANT to your class and students?
 Is the objective TIME-BASED to align with your syllabus?

For each objective, it’s important to start with an action that relates to
what students should be able to do after the lesson. Depending on what
topic you’re teaching and the level of knowledge your students have, these
actions will vary.

For example, when teaching brand new concepts, you may define
actions like define, identify, explain, and determine.

However, if your lesson involves more advanced tasks, the objectives

may include actions like create, use, perform, or measure.

When creating your lesson objectives, keep in mind that it’s easier to
measure student success when you have specific goals.

A. Content Standard- What students should be able to do, should know

and what they should care about. They are broad statements that
describe specific content areas that students should learn at each
grade level.
B. Performance Standard- are concrete statements of how well
students must learn what is set out in the content standards, often
called the "be able to do" of "what students should know and be able
to do" Performance standards specify "how good is good enough."

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 C. Learning Competency- are the main ideas or skills you expect
students to master (these are also called “goals”) We expect there to
be 3-6 of these for each credit hour of instruction.

2. Subject Matter- A teacher must understand the central concepts, tools of

inquiry, and structures of the disciplines taught and be able to create
learning experiences that make these aspects of subject matter meaningful
for students.
A. Topic- is a particular subject that you discuss or write about.
B. Science Ideas- is an explanation of how something works, or the
truth about some aspect of the world, that was figured out using
the scientific process. Science is how we make sense of the world by
collecting data and doing experiments. Scientific ideas change over
time as our evidence improves.
C. Science Processes-
The principles and empirical processes of discovery and demonstrat
ion considered characteristic of or necessary for scientific investigati
on, generally involving the observation of phenomena, the formulati
on of a hypothesis concerning the phenomena, experimentation to t
est the hypothesis, and development of a conclusion that confirms, r
ejects, or modifies the hypothesis.
D. Value Focus- Value-focused thinking is designed to focus the
decision maker on the essential activities that must occur prior to
“solving a decision problem.”
E. Materials- are those instructional materials, equipment or
multisensory media that we need in teaching science to attain our
objectives.
F. References- References provide the information necessary for readers
to identify and retrieve each work. Check each reference carefully
against the original publication to ensure information is accurate and
complete. Accurately prepared references help establish your credibility
as a careful researcher and writer. Consistency in reference formatting
allows readers to focus on the content of your reference list, discerning
both the types of works you consulted and the important reference
elements (who, when, what, and where) with ease. When you present
each reference in a consistent fashion, readers do not need to spend
time determining how you organized the information. And when
searching the literature, yourself, you also save time and effort when
reading reference lists in the works of others that are written in APA
Style.
G. Other Learning Resources- means a resource used
for educational purposes in any format, real or virtual, that: illustrates
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 or supports one or more elements of a course or course of study; and
may enrich the learning experience of the student or
teacher”. Learning resources meet the varying needs of student and
teachers.

3. Learning Activities- Learning activities, as the name suggests, are

activities designed or deployed by the teacher to bring about, or create
the conditions for learning. Some learning activities stimulate experiential
learning, others mobilize conceptual thinking, while still others prompt
students to engage in analytical discussion.

A. Engage- This is the introductory part where the task is presented, using
connections in the previous experiences, lessons or prior learning.
Trigger and motivating questions maybe asked or situation can be
presented.
1. Drill- a technique that is used by many teachers when introducing
new lesson to their students.
2. Review- The review process is an opportunity for
symbiotic learning between the instructor and observer to reflect
on teaching methods, share instructional strategies, and dialogue
about teaching.

B. Explore- This portion is composed of varied hands- on, minds on

activities intended for students to work on collaboratively in groups or
individually. Inquiry based approaches are utilized in exploration where
questioning, sharing and communicating are encouraged between and
among the learners with the guidance of the teacher. Exploratory
activities will depend on the subject contents to be tackled.
1. Motivation- is an influential factor in teaching learning process. The
success of learning depends on high or low motivation of students. It
can drive learners in reaching learning goal. Therefore, motivation is
the key of success in learning teaching process.
2. Presentation- The presentation phase of the lesson is when the
teacher introduces new information. The teacher guides
the presentation, but there may be student input or interaction. ...
Models examples of the tasks that will be expected of students during
the practice phase of the lesson.

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 3. Pre- Activity- Preliminary activities or discussions take place at the
beginning of a lesson, often as a form of preparation.
4. Activity Proper- This is the phase where the planned activity was
executed.

C. Explain- This portion will further enhance the understanding of the

lesson contents. It is more expository in nature, providing the needed
knowledge of the subject matter. Explain will clarify the results of
exploration. It will confirm and validate what was previously achieved in
exploration.
1. Report- give a spoken or written account of something that one has
observed, heard, done, or investigated.
2. Discussion- Using discussions as a primary teaching method allows
you to stimulate critical thinking. As you establish a rapport with your
students, you can demonstrate that you appreciate their contributions
at the same time that you challenge them to think more deeply and to
articulate their ideas more clearly.

D. Elaborate- Since learning science is not confined in the classroom,

several resources and avenues of learning are utilized. This portion is
an extension of explain. Independent activities by groups of individuals
will be enhanced which will develop lifelong learners. More analysis of
the explanation will be made.
1. Generalization- A generalization is a form of abstraction whereby
common properties of specific instances are formulated as general
concepts or claims. Generalizations posit the existence of a
domain or set of elements, as well as one or more common
characteristics shared by those elements (thus creating a
conceptual model).
2. Application- The application part of a lesson is "where the rubber
meets the road." It is also essential to effective language teaching.
After a new language skill has been introduced and presented by
the teacher, and practiced by the students, the lesson is far from
over.

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 E. Evaluate- This is a formative assessment to determine the progress of
the students’ learning of the lesson. Some lessons end up with LET like
items however, there are also other different forms of assessment
included in the evaluation. LET like items can also be found at the end
of the module. This is the summative assessment.

A lesson plan is a teacher's detailed

description of the course of
instruction or "learning trajectory" for
a lesson. A daily lesson plan is developed by a teacher to guide class learning.
Details will vary depending on the preference of the teacher, subject being
covered, and the needs of the students. There may be requirements mandated
by the school system regarding the plan. A lesson plan is the teacher's guide for
running a particular lesson, and it includes the goal (what the students are
supposed to learn), how the goal will be reached (the method, procedure) and a
way of measuring how well the goal was reached (test,
worksheet, homework etc.).

Create a Daily Lesson Plan (DLP) in Teaching Science. Your Subject

Matter will be the PROPERTIES OF MATTER. Follow the format given.
You can check the sample lesson plan attached herewith. Write your
answers in a Long Coupon Bond.

TEXBOOK REFERENCE

BILBAO, Purita P., Shirley R. Jusayan et. Al. (2019). Teaching Science
in Elementary Grades. Vol 1: Chemistry and Biology. Lorimar
Publishing Inc. 10-B Boston Street,Brgy. Kaunlaran, Cubao,
Quezon City, Metro Manila, Philippines. pp 10-16

Prepared by Reviewed by
IRENE M. MORA NILO C. BALANGON, EdD
Instructor TEP Coordinator

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