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.: 11 Learning Area: Earth and Life Science Grade Level: 11 Quarter:1 Duration: 1 day
Learning Describe how rocks undergo weathering. Code:
Competency/ies: S11/12ES- Ib-11
(Taken from the Curriculum Guide)

Key Concepts / Weathering in rocks

Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, Describe how rocks undergo
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize, weathering.
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
through experience
Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss
graphic messages

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, Differentiate between Mechanical
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute, weathering and Chemical weathering.
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout
complex activities or
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of
view

Attitud : List of Attitudes:

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

3. Learning Resources Laptop, pictures , manila paper and marking pen

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content. Although at  The lesson start with daily routine activity
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the (prayer, checking the attendance)
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
when it is conducted in a pleasurable and comfortable atmosphere.
 The student will do the exercise activity for the
energizer.
4.2 Activity (10 minutes). This is an interactive strategy to elicit learner’s prior learning  The teacher asks the student to observe on
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts the rock that is broke or cut. And ask these
where the learners are. Carefully structured activities such as individual or group reflective exercises, questions in a class.
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or
role-play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be
“What is the color of the inner part of rocks
considered in this part of the lesson
and the outer layer of the rocks?”

“Do you know why this rock has changed its

color?
4.3 Analysis (5minutes). Essential questions are included to serve as a guide for the teacher in The teacher will follow questions for guidelines:
clarifying key understandings about the topic at hand. Critical points are organized to structure the What is Exogenic process?
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about What is weathering?
expected issues. Affective questions are included to elicit the feelings of the learners about the What are the 2 types of weathering?
activity or the topic. The last questions or points taken should lead the learners to understand the How the physical weathering of rocks undergo?
new concepts or skills that are to be presented in the next part of the lesson.
How the chemical weathering of rocks undergo?
What are the agents of chemical weathering?

4.4 Abstraction (30 minutes). This outlines the key concepts, important skills that should be Exogenic process- rocks originate under much higher
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that temperatures and pressures and in very differenent
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the chemical settings than those found at Earth surface.
lesson.
Weathering – breakdown of rock material at and
near Earth’s Surface.

 The 2 types of weathering: Physical &

chemical weathering
 Physical weathering – involves the breaking
down of rocks into smaller pieces, without any
changes in their composition.
 Chemical weathering- is the breaking down of
rocks and minerals into small-sized particles
through chemical reaction from exposure to
water and atmospheric gases such as carbon
dioxide, Oxygen and water vapor.
 During Physical weathering the rocks undergo
changes through:
 - wetting and drying
- pressure release
- frosting wedging
- thermal expansion
- salt growth
 While during the Chemical weathering the
rocks undergo changes through.
- The chemical reactions in rocks caused
new chemical product to be formed.
- Oxidation makes rock softer.
 The 3 agent of chemical weathering:
- water
- Oxygen
- gas

4.5 Application (15minutes). This part is structured to ensure the commitment of the learners to
do something to apply their new learning in their own environment.
 The teacher presents a picture of different
forms of weathering.

In a group activity

 The teacher asks the student to analyze the

picture.
 The students will write their answers on the
Manila paper and ask 1 member in the group
to report their answers.
 Rubrics for the assessment are presented in a
class.

- Good delivery
- Clarity of work &

- Cleanliness and Orderliness

4.6 Assessment (15 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 Activity (e.g. Choral Reading), Debate, Motor &
on 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’ Worksheets for all subjects, Essay, Concept

Maps/Graphic Organizer, Project, Model, Artwork,
Products Multi-media Presentation, Product made in technical-
(Teachers judge the quality of products
vocational subjects
produced by learners according to agreed
criteria)

d) Tests
(Teachers set tests or quizzes to determine
learners’ ability to demonstrate mastery of a
skill or knowledge of content)
Skill Performance Test, Open-Ended Question,
Practicum, Pen and Paper Test, Pre and Post Test,
Diagnostic Test, Oral Test, Quiz
1. Describe how rocks undergo weathering?
2. Differentiate Mechanical weathering and Chemical
weathering?
3. What are your feelings towards the natural
existence of the rock structures in our environment?

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 Have a research on the products of weathering
that are carried away by erosion and deposited
elsewhere.

4.8 Concluding Activity (____ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, What will happen if there is no weathering?
parable or a letter that inspires the learners to do something to practice their new learning.

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.

6. 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?