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Instructional Plan in SCIENCE 5

Name of Teacher KIMBERLYN. OUANO Grade/Year Level 5

Learning Area: SCIENCE AND TECHNOLOGY Quarter: 2ND

Competencies : Describe the changes that occur during puberty such as the development of secondary sex
characteristics.
Lesson No. 5 “Bodily Changes That Occur in Males Duration: 1 Date: August 28, 2018
and Females During hour
Puberty”
Key Puberty is the age at which boys and girls experience primary and secondary changes in the body.
Understandings It can be physical or emotional change.
to be developed
Learning Knowledge Describe the physical and emotional changes during puberty such as the
Objectives development of secondary sex characteristics in boys and girls;
Skills Compare and contrast the changes that occur during puberty in both boys and girls
using a Venn diagram; and
Attitudes Practice proper attitude toward change during puberty through oral participation.
Resources Reference: The New Science Links, Science and Technology, Evelyn T. Larisma, et.al.,”Bodily
Needed Changes That Occur in Males and Females During Puberty” pp. 100-106

Materials: powerpoint presentation, video, whiteboard marker, laptop

Elements of the Plan Methodology

Preparations
- How will I make the learners
ready?
- How do I prepare the learners
for the new lesson?
(Motivation /Focusing
/Establishing Mind-set /Setting the
Mood /Quieting /Creating Interest
- Building Background Experience –
Activating Prior
Knowledge/Apperception - Review
– Drill)
- How will I connect my new
lesson with the past lesson?
Presentation
- (How will I present the
new lesson?
- What materials will I use?
- What generalization
/concept /conclusion
/abstraction should the
learners arrive at?
(Showing/ Demonstrating/
Engaging/ Doing /Experiencing
/Exploring /Observing
- Role-playing, dyads, dramatizing,
brainstorming, reacting,
interacting
- Articulating observations, finding,
conclusions, generalizations,
abstraction
- Giving suggestions, reactions
solutions recommendations)
Motivation/
Introductory Activity * Prayer
This part introduces the lesson
content.. it is serves as a warm-up * Checking of attendance
activity to give the learners zest for * Discussion of House Rules
the incoming lesson and an idea
about what it to follow. One *Present the Intended Learning Outcomes or Objectives.
principle in learning is that learning
* Motivation: Present a video about Puberty.
occurs when it is conducted in a
pleasurable and comfortable
atmosphere.
Link:
Activity
This is an interactive strategy to *Present a picture in the class.
elicit learner’s prior learning
 A picture of a girl during her 4-5 years old and 10-12
experience. It serves as a
springboard for new learning. It years old.
illustrates the principle that
learning starts where the learners  A picture of a boy during his 4-5 years old and 10-12
are. Carefully structured activities years old.
such as individual or group
reflective exercises, group
discussion, self-or group Ask what changes or differences they have seen in the
assessment, dyadic or triadic
interactions, puzzles, simulations or
role-play, cybernetics exercise,
picture.
gallery walk and the like may be
created. Clear instructions should
be considered in this part of the
lesson.
Analysis
Essential questions are included to *Divide the class into 2 groups. They will be given cartolinas
serve as a guide for the teacher in and whiteboard marker.
clarifying key understandings about
the topic at hand. Critical points are
organized to structure the *Each group will compare and contrast the changes observed
discussions allowing the learners to in the male and female’s body during puberty through a
maximize interactions and sharing
of ideas and opinions about Venn Diagram.
expected issues. Affective questions
are included to elicit the feelings of
the learners about the activity or
*The group will choose two representatives to discuss their
the topic. The last questions or work in the class.
points taken should lead the
learners to understand the new
concepts or skills that are to be
presented in the next part of the
lesson.

Practice
- What practice
exercises/application
activities will I give to the
learners?
(Answering practice exercise
- Applying learning in other
situations/actual situations/real-
life situations
- Expressing one’s thoughts,
feelings, opinions, beliefs through
artwork, songs, dances, sports
- Performing musical
numbers/dances, manipulative
activities, etc.)
Abstraction
This outlines the key concepts,
important skills that should be
enhanced, and the proper attitude
that should be emphasized. This is
organized as a lecturette that
summarizes the learning
emphasized from the activity,
analysis and new inputs in this part
of the lesson.
Application
This part is structured to ensure the
commitment of the learners to do
something to apply their new
learning in their own environment.
2
MALE FEMALE
*The teacher will discuss about the Conditions/Concerns
Associated with puberty.
*The teacher will discuss about the Proper Attitude toward
changes.
*Ask the following questions during the discussions:
1. Why does acne develop during puberty?
2. How do you feel when you start to see acne in your face?
Why?
3. What is scoliosis?
4. Why is there high incidence of vision change among girls
and boys during puberty?
*Ask these questions to the students:
1. How do you feel about these changes?
2. What changes do you like most/least? Why?
COLLABORATIVE ACTIVITY:
*The teacher will give a group activity that will let them
experience the changes of the opposite sex during puberty.
*For the Boys: They will portray a girl during the stage of
puberty.
Example: Breasts begin to develop, so they will let their
representative to wear something that will let his breasts
look bigger.
*For the Girls: They will portray a boy during the stage of
puberty.
Example: Voice becomes deeper, so the representative will
make her voice deeper.
*They will show and explain it in the class. They will give their
insights based on the activity.
 3

CRITERIA:

Relevance to the topic: 20 PTS.

Mastery : 20 PTS.
Teamwork : 10 PTS.
TOTAL : 50 PTS.
Assessment
Levels of Assessment
(Refer to DepED Order
No. 73, s. 2012 for the Process or Skills
examples) (refers to skills or cognitive *Ask the students to answer “Check your Knowledge” and
operations that the student “Check your Understanding” in the book on page 106.
performs on facts and information
for the purpose of constructing
meanings or understandings.)
Skills as evidenced by student’s
ability to process and make sense of
information, and may be assessed
in the following criteria:
understanding of content and
critical thinking
Performance Task

Assignment
DIRECTIONS: In a short bond paper, paste your picture when
you were around 4 to 6 years old. Compare how you look
then and how you look now. Cite changes you see in your
body now.

CRITERIA:

RELEVANCE TO THE TOPIC: 20 PTS.

GRAMMAR : 20 PTS.
NEATNESS : 10 PTS.
TOTAL : 50 PTS.

Prepared by:

KIMBERLY N. OUANO
BEED-4

Checked by:

MS. NOEMI REGIS

Mentor/Grade 5 Humility Adviser