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.: 12 Learning Area: Earth and Life Grade Level: 11 Quarter:1 Duration: 1 hour
Science
Learning Code:
Competency/ies: Explain how the products of weathering are carried away by S11/12ES- Ib-12
(Taken from the Curriculum Guide) erosion and deposited elsewhere.
Key Concepts /
Understandings to be
Products of weathering that carried away by erosion and where it is deposit.
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,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
Understanding interpret, exemplify, classify, Explain how the products of weathering
through experience summarize, infer, compare,
The learner can construct meaning from oral, written are carried away by erosion and the
or association explain, paraphrase, discuss
and graphic messages area it is deposit.

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

Attitude Categories: List of Attitudes:

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

3. Learning Resources Laptop, video, pictures

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content. Although at  The student will do the song or exercise
times optional, it is usually included to serve as a warm-up activity to give the learners zest for activity for the energizer.
the 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.
4.2 Activity (5 minutes). This is an interactive strategy to elicit learner’s prior learning  Base on the lesson presented in the previous
experience. It serves as a springboard for new learning. It illustrates the principle that learning lesson that teacher will review on the 2
starts where the learners are. Carefully structured activities such as individual or group reflective types of weathering.
exercises, 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  The teacher let the student analyze the
instructions should be considered in this part of the lesson picture.

How this picture try to show.

 The teacher present to the class the

objective of the lesson:
4.3 Analysis (minutes). Essential questions are included to serve as a guide for the teacher in Guide questions given emphasis during the
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
discussion:
about 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  What is erosion?
the new concepts or skills that are to be presented in the next part of the lesson.
 What are the various types of mass
wasting process?
 Differentiate the various types of
mass wasting process in the
community particularly on its
various process and cause?
4.4 Abstraction (30 minutes). This outlines the key concepts, important skills that should be The teacher give meaning to the
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette meaning first
that summarizes the learning emphasized from the activity, analysis and new inputs in this part
of the lesson.  Erosion- a gradual destruction of
something by natural forces (such as
water, wind, or ice) a process of which
something is eroded or worn away.
 Types of Mass Wasting the discussion will
focus on the Process and underlying causes
among the types.
 1.Rockfalls
2.Debris fall
3. Rockslides/ Debris slides or landslides,
4. Slums
5. Flows
6. Mudflow
7. Slumps
8. Flows
9. Mudflow
10. Debris flow
11. Debris avalanches
 During the discussion the teachers focus on the
area where these types of mass wasting are
deposit.

4.5 Application (5 minutes). This part is structured to ensure the commitment of the learners Identify the pictures of various types of mass wasting
to do something to apply their new learning in their own environment. process and indicate the location where the products
of weathering are deposited.

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 Skill Performance Test, Open-Ended Question, Paper test

(Teachers set tests or quizzes to determine
learners’ ability to demonstrate mastery of a
skill or knowledge of content)
Practicum, Pen and Paper Test, Pre and Post Test,
Diagnostic Test, Oral Test, Quiz
1. Explain how the products of weathering are
carried away by erosion and the area it is
deposit.
2. Differentiate the various types of mass
wasting through process & occurrence.

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 The students are assigning to make think of a
slogan in relation to our environment.
 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (__5__ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, The teacher ends the lesson by presenting this
parable or a letter that inspires the learners to do something to practice their new learning.
quotation.
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?

Prepared by:
Name: School:
Position/Designation: TEACHER 3 Division: CEBU
Contact Number: 0 Email address:

Types of Mass Wasting

1. Rockfalls - Occur when a piece of rock on a steep slope gets dislodged and falls down the slope.
A rock fall can be a single rock or a mass of rocks & the falling rocks can dislodge other rocks as they collide with cliff
2. Debris falls -Similar to rock falls, except they involved a mixture of soil, rock fragments, vegetation and rocks.
Occurrences involved the free fall of materials; falls commonly occur where there are steep cliffs. They form the accumulation of talus
(fallen materials).
3. Rockslides/ Debris slides or landslides,
-Water seeps between beddings and lubricates the slopes.
-Occur when blocks of rock or masses of unconsolidated material such as soil slide down a slope. The most destructive of mass
movements and maybe triggered by rain, melting snow or earthquakes.
4. Slums - Involve a mass of soil or other material sliding along a curved surface (shaped like a spoon).
-It forms a small, crescent-shaped cliff, or abrupt scarp at the top end of the slope
5. Flows – shape similar to a slump. These are usually associated with heavy rains.
Occur at the toe of a slide since there is greater water that lubricates material and it flows.
6. Mudflow – water increases lubrication so that in general they move farther and faster than earthflow.
7. Debris flow is similar to mudflow, but with bigger pieces.
8. Debris avalanches - are very high velocity flows of large volume mixtures of rock and unconsolidated Earth materials that result from complete
Collapse of a mountainous slope.