MODULE TEACHING SCIENCE IN THE ELEMENTARY GRADES

CHAPTER 9: TEACHING SCIENCE IN ELEMENTARY: LESSON PLANNING

Objectives:
At the end of the lesson, the students will be able to:
a.) identify the parts of a lesson plan;
b.) explain the types of lesson plan;
c.) write a lesson plan following the given format.

WHAT IS LESSON PLAN?

A lesson plan is the

instructor’s road map of
what students need to learn
and how it will be done
effectively during the class
time. Then, you can design
appropriate learning
activities and develop
strategies to obtain
feedback on student
learning. Having a carefully
constructed lesson plan for
each 3-hour lesson allows
you to enter the classroom
with more confidence and maximizes your chance of having a meaningful learning
experience with your students.

A successful lesson plan addresses and integrates three key components:

 Learning Objectives
 Learning activities
 Assessment to check for student understanding

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A lesson plan provides you with a general outline of your teaching goals, learning
objectives, and means to accomplish them, and is by no means exhaustive. A
productive lesson is not one in which everything goes exactly as planned, but one in
which both students and instructor learn from each other. You may refer to an example
of a 3 hour lesson plan here.

For more knowledge about lesson plan please check the link provided:
https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning

IMPROVE YOUR SCIENCE LESSON PLANNING AND EXPLORE TEACHING

WITH TECHNOLOGY

Effective lesson planning will help your science students get the most from your
classes. On this teaching science course, you will look at four professional practices,
share your own experiences, and apply what you’ve learnt. As you explore the key
components of lesson planning, you’ll learn the importance of relationship-building and
using technology to engage and support your students. You’ll also learn the best ways
to manage your lessons and make the most of any teaching resources available to you.

What topics will you cover?

Understanding Learners

- Learner motivation.
- Building rapport.
- Getting learners talking.

Planning lessons and courses

- Why and how do teachers plan lessons and courses?

- What are the key factors to consider?
- Identifying aims and stages in your own and others’ lessons.

Managing resources

- Making the most of the resources available to you.

- The role of technology.

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- Using flashcards and realia.

- Board work and haring resources with others.

Managing the lesson

- Factors that influence learning.

- Teacher language and the use of L1.
- Pair and group work.
- Engaging learners.

TYPES OF LESSON PLANS

By: Stacy Zeiger

Lesson plans are an essential component of a successful teaching experience. These plans
help ensure that all standards and materials are covered, providing a teacher and students with
structure for each class day. Many schools require that teachers submit lesson plans in a
specific format on a daily, weekly or monthly basis. For teachers who do not have a required
format, a variety of formats are available to meet individual needs.

FIVE-STEP LESSON PLAN

A five-step lesson plan is a form of daily lesson planning that includes the following
components: anticipatory set, instruction, guided practice, closure or assessment and
independent practice.

FIRST STEP –the anticipatory set, a teacher should note the objective of the lesson, explain
how it connects to past learning and describe the purpose for what is being learned. These
items should be written in a student-friendly form so the teacher can easily convey them to the
students during the lesson.

SECOND STEP –the instruction section, a teacher must list how she will use direct teaching
through modes such as lecturing, providing notes or showing a video, and modeling by
demonstrating how to complete a process or activity. This section should also include questions
or brief activities the teacher will use to check to see if the students understand the material.

The THIRD STEP is guided practice, which asks the teacher to list any activity students will
complete in the classroom with teacher or peer assistance.

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This is followed by the FOURTH STEP, closure or assessment, which requires an activity to
help the teacher get a snapshot of what students learned that day. This section can include an
exit slip, a short reflection or something more in-depth such as a quiz or a test.

FIFTH STEP –independent practice is the fifth section of this format. In many cases,
independent practice can be completed in class; however, in the five-step plan, independent
practice is the place the teacher lists any homework assignments students will be expected to
complete related to that day's lesson.

FIVE-E LESSON PLAN

The five-E lesson plan format asks teachers to list components that deal with engaging,
explaining, exploring, elaborating and evaluating.

ENGAGING –this lesson plan begins with a question or brief activity that hooks or engages
students at the beginning of the lesson.

EXPLAINING–in the second phase, the teacher lectures or provides a video, reading passage
or demonstration to explain the material and its key terms.

EXPLORING –after explaining the concept, a teacher must show what activity students will
complete to help them explore the material. These activities can include stations, cooperative
learning groups, games, worksheets or other instructional methods.

ELABORATING –the fourth component, elaborating, can be compared to independent practice.

Activities should help students apply the concept to a variety of situations. This work can be
completed in class or as a homework assignment.

EVALUATING –each five-E lesson plan ends with an evaluation component to determine
whether students have learned the material. This can come in the form of a formal, graded
assessment, or students can be informally assessed with a question and answer session, exit
slip or short writing prompt.

WEEKLY LESSON PLAN

A weekly lesson plan is an ideal format for teachers who are covering a similar topic throughout
the week. At the top of the lesson plan, teachers should list the standards, objectives and
essential questions being covered that week. Under that section, each day of the week is listed
with a short description of the activities for that day. At the end of the plan, a section should be

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included to list any assessments that will cover the week's instruction, such as a unit or chapter
exam or special project.

UNIT PLAN

For teachers who do not work well with elaborate plans, a unit plan is a simple way to guide
instruction. At the top of the unit plan, teachers list all of the standards and objectives covered in
the unit along with the projected time-frame for the unit. Below that is a list of all activities
expected to be part of the unit, followed by a list of all assessments related to the unit. Each
day, a teacher presents lessons to students with that unit in mind, but since there is no specific
plan laid out, there is some flexibility in what is covered each day.

INQUIRY-BASED LESSON PLAN

Inquiry-based lesson plans are especially useful for the science classroom because they involve
experimentation and hands-on activities that allow the teacher to be a facilitator of learning
rather than an instructor. Lesson plans that are inquiry-based include very little lecture or notes.
Teachers begin this type of lesson plan by listing the standards and objectives to be covered.
After that should be a detailed description of any activities students are to complete during the
day's lesson. Activities should not include worksheets or exams, but instead hands-on problem-
solving experiences through experiments, cooperative learning groups or stations. After the
activity, teachers should list a variety of inquiry-based questions to ask students to promote
discussion of the concepts and material covered in the activity and help further facilitate student
learning.

THE 4-A MODEL

Lesson plans are an important part of education. They're a written plan of what a
teacher will do in order to achieve the goals during the school day, week, and year.
Typically, lesson plans follow a format that identifies goals and objectives, teaching
methods, and assessment. These basic components can be modified in many ways
depending on specific student and teacher needs.

The 4-A lesson plan model focuses on four main concepts. Each is necessary for
student success, and by identifying how they will be used in instructional practices,
teachers ensure they are front-and-center. The four components are:

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1. Activate prior knowledge

2. Acquire new knowledge
3. Application
4. Assessment

These somewhat broad categories, which we'll narrow down in a bit, allow teachers to
make sure students are ready to learn. By activating prior knowledge, students make
important connections to past learning and prepare their brains for new content. New
content is presented and taught, then applied to real-world or past situations. Finally, an
assessment is given to determine student understanding. Let's dig a bit deeper into
these components.

ACTIVATING PRIOR KNOWLEDGE

What does it mean to activate prior knowledge, and how can teachers accomplish this?
The term simply refers to tapping into a student's previous experience with the topic. For
example, if the new learning is oceanic life, a teacher could activate students' prior
knowledge by connecting to other life forms they studied, or asking students to share
experiences about the ocean. In fact, many instructional methods can be used to
activate prior knowledge, including:

- Brainstorming
- Games
- Journaling
- Conversations
- Concept Mapping

Virtually any way you can think of to get students thinking about a prior experience will
do the trick.

ACQUIRE NEW KNOWLEDGE

During this instructional time, teachers promote higher order thinking and prompt
students to use inquiry skills in order to master content. Why do this? Instead of a

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serve-and-return method of instruction, which simply has students listen and repeat
content, the 4-A model fosters a more rigorous learning model, one that has students
thinking deeply about content. This is accomplished in countless ways, such as having
guest speakers, using interactive learning logs, role-playing, and teaching mini-lessons.
This is the typical 'instructional methods' portion of lesson plans with an emphasis on
pushing towards high-level skills.

For one lesson in the oceanic life study, a teacher may have students watch a video of
life in the ocean, then read about how mammals and fish interact to survive. Another
day she may have a zoologist speak to the students, then have students respond to the
experience by writing a letter asking further questions.

APPLICATION

During this portion of the 4-A plan, teachers plan for ways students can take in the new
information, consolidate it, and apply it in new and useful ways. Students apply their
knowledge by sharing their ideas, creating a product, participating in activities, doing a
case study, and so on.

DETAILED LESSON PLAN

OBJECTIVES
At the end of the lesson the students should be able to:

a. classify sentences according to their uses;

b. construct declarative, interrogative, imperative, and exclamatory sentences;
c. read sentences correctly and clearly with expressions;
d. show teamwork and cooperation through participating in group activity.

CONTENTS

Topic References Materials

Different Types of Sentence Grammar and Composition Visual Aids, Charts, Flash
According to Structure 4 by Prentice Hall Cards, Pictures, Name Tags

Proficiency in English 8 by
Simeon Tabunda

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PROCEDURE

A. LEARNING ACTIVITIES

Teacher’s Activity Student’s Activity

“Good Morning Class...” “Good Morning Ma’am!”

“Let us pray first...” (One Student will lead the Prayer)

(Checking of Attendance) (Students will tell who’s absent for th

e day)

“So how’s your day? Is it good so far?” “It was great Ma’am!”

“That’s good to know. So, are you to discuss our new topic tod “Yes Ma’am!”

ay?’

“Okay that’s good, so let’s begin this with a group activity! Are “Yes Ma’am!”

you ready?

MOTIVATION

GROUP ACTIVITY

The students will be divided into four; each group will be given pieces of paper with
words written on them. They will be asked to arrange the words in order to make a
sentence.

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They will come up with the following sentences:

1. Philippines is rich in natural resources.

2. When did you go visit the Boracay Island.
3. Please give the certificate.
4. I can’t believe it! We won!

Teacher Students

Presentation (Students will give t

heir answers)

“Very nice! I am very pleased you were able to finish the task given to

you. Now let’s discuss your answers. Anybody who can tell me what h

e/she notices with the following sentences?”

Discussion (Student will volunte

er to read the first s

“Very good observation! Now, let me introduce you the four types of se entence: “A declarat

ntences. Would someone read this sentence for me?” ive sentence states

a fact or opinion an

d ends with a period

.)

“Thanks. Now, let’s take a look at the sentence that group 1 came up w (Student answers:

ith. This one is a declarative sentence. Could you tell me the reason w Ma’am, because it g

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Teacher Students

hy it’s classified as declarative?” ives an idea and it s

tates a fact. It also e

nds with a period)

“Very good. Well said. Now, can somebody give me an example of a d (Students answer)

eclarative sentence?”

“Nice answers! Now let’s talk about the second type of sentence. Woul (Student will volunte

d someone read the definition written on the board?” er to read the first s

entence: “An interro

gative sentence ask

s a question and en

ds with a question

mark.)

“Nice one and could you give me an example as well?” (The student will giv

e an example.)

“Very good! It’s easy to understand, right? Remember that an interroga “Yes, Ma’am!”

tive sentence ends with a question mark. The sentence that group 2 ca

me up with is an example of it! Did you get it?”

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Teacher Students

I also want to remind you that you have to read an interrogative senten “Yes, Ma’am!”

ce well. You have to sound like you’re really asking a question. Don’t ju

st read it as if it’s a declarative sentence so you won’t be misunderstoo

d when someone listens to you.”

“That is wonderful! So let’s proceed to the next type of sentence which “An imperative sent

is the imperative sentence. Read the definition, ____________.” ence expresses a re

quest or gives a co

mmand or direction.

It also and ends wit

h a period or excla

mation mark.”

“Thanks. Now, let’s check the sentence that group 3 came up with. It e (A student volunteer

nds with a period but that doesn’t mean it’s a declarative sentence. Ca s and answers: Ma’

n somebody explain the class why?” am, it’s because the

sentence do not stat

e a fact an opinion. I

t states a request.)

“You got it! Perfect! Now, I want you class to give me an example of an (students volunteer

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Teacher Students

imperative sentence that gives an order or direction.” to give their answer

s)

“Oh! Well done! So, what about an imperative sentence that expresses (students volunteer

a request?” to give their answer

s)

“Oh! I could see that you got a little confused with the imperative sente (Student reads: “An

nce but I am glad you were able to get its function. Nice try for those w exclamatory senten

ho gave their answers! Now let’s discuss the last type of sentence. Exc ce conveys emotion

lamatory sentence. Read the definition, ___________.” and ends with an ex

clamation mark.”)

“Thanks. That’s good. Now, I know you’ll find it very easy to understan (students volunteer

d its function. Can somebody give me an example?” to give their answer

s)

“Well done, class! Do you have any questions? Any clarifications?” (students says no)/(

students asks quest

ions)

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Teacher Students

Analysis (students answer)

“Nice. I am pleased with your participation. Now let’s have a short activ

ity before you take the quiz.”

“Using the pictures shown on the board, I want you to form different typ (students answer)

es of sentences according to function.”

Picture 1 (student answers:

1. Declarative: Dani

el Padilla is an actor

2. Interrogative: Is h

e famous?

3. Imperative: Could

you please give me

his phone number?

4. Exclamatory: OM

G! It’s I saw Daniel

Padilla!)

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Teacher Students

Picture 2 (student answers:

1. Declarative: They

are asking for directi

ons.

2. Interrogative: Are

they lost?

3. Imperative: Woul

d you please tell us

how to get there?

4. Exclamatory: Hel

p! We are lost!)

Picture 3 (student answers:

1. Declarative: The t

eam won the contes

t.

2. Interrogative: Did

they win the contest

3. Imperative: Let’s

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Teacher Students

clap our hands for t

he winning team!

4. Exclamatory: Hur

ray! We won!)

Picture 4 (student answers:

1. Declarative: She

reach the mountain

top.

2. Interrogative: Did

she hike alone?

3. Imperative: Pleas

e take me to the mo

untain top.

4. Exclamatory: At l

ast! I reached the to

p!)

Generalization (students answer)

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Teacher Students

“Now, class, let’s remember that sentences have four functions. They c

an be declarative, interrogative, imperative or exclamatory. Can you ag

ain tell me the differences of the four?”

“And let us also remember the right punctuations to use when forming

a sentence.”

APPLICATION

GROUP ACTIVITY: Make a short presentation depicting different situations. Make sure
to use all types of sentences.

Lesson plans are an essential component of a successful teaching experience. These plans
help ensure that all standards and materials are covered, providing a teacher and students with
structure for each class day. Many schools require that teachers submit lesson plans in a
specific format on a daily, weekly or monthly basis. For teachers who do not have a required
format, a variety of formats are available to meet individual needs.

For more knowledge about lesson plan please check the link provided:
https://youtu.be/oPRcR58daIY
https://youtu.be/7Fq0L_Eli1E

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THE RUBICS IN CHECKING THE LESSON PLAN OF THE STUDENTS

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