MATATAG K TO 10 CURRICULUM

School: [Link] Grade Level: 5

MATATAG Name of Teacher Learning Area: SCIENCE (PHYSICS)
K to 10 Curriculum Teaching Dates and Time: NOVEMBER 10 - 14, 2025 (WEEK 2) Quarter: 3rd
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:
Standards 1. Science investigations provide evidence to support predictions and explanations.
2. Forces are pushes or pulls that act in a specific direction.
3. Friction is an everyday force created by two surfaces interacting.
4. Gravity causes all objects to fall towards the ground.
5. Static electricity occurs when some materials rub on other materials, causing charges to jump.
6. Electric current requires a pathway for charges to flow.
B. Performance By the end of the Quarter, learners use objectivity and measurement to carry out scientific investigations using fair tests and
Standards multiple trials to explore how forces influence the movement of familiar objects and extend their understanding to predict how
gravity affects objects on Earth. They plan and carry out valid and reliable scientific investigations to explore frictional forces by
identifying and controlling variables. They observe and describe basic features of static electricity and electric current through
practical activities and use their understanding and interest to explain and show appreciation for some applications of forces and
electrical energy in the home and community.
C. Learning Learning Competency 1: The learners plan and carry out a scientific investigation to determine the effect of different
Competencies surfaces on the size of frictional forces.
and Objectives The learners will be able to:
Lesson Objective 1: describe friction.
Lesson Objective 2: identify the types of friction.
Lesson Objective 3: identify the factors that affect friction.
Lesson Objective 4: investigate the effect of different surfaces on the magnitude of frictional forces.
Learning Competency 2: The learners demonstrate how friction can produce heat and investigate ways of reducing and
increasing friction.
The learners will be able to:
Lesson Objective 1: cite ways of reducing and increasing friction in everyday scenarios.
Lesson Objective 2: demonstrate how friction can produce heat.
Lesson Objective 3: discuss the advantages and disadvantages of friction.
D. Content Friction Force
● Types of Friction Force
The four types of friction are static, sliding, rolling, and fluid friction.
● Factors affecting Friction
The factors that affect the amount of friction between two rubbing surfaces are surface texture, normal force, and surface
area. The surface texture of objects affects the magnitude of frictional forces.
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Increased surface roughness enhances friction by promoting interlocking.

● Effects of Friction
A. Advantages of Friction
1. It slows down a moving object and causes it to stop.
2. It produces heat to give warmth.
3. It allows grip and prevents slipping.
4. It provides traction.
B. Disadvantages of friction
1. It causes overheating.
2. It causes wear and tear.
3. It increases energy consumption.
Friction converts mechanical energy into thermal energy, generating heat.
● Reducing and Increasing
Friction Increasing Friction
● Using rubber materials
● Using rough surfaces or increasing the roughness of the surface
● Increasing the weight of an
object Reducing Friction
● Using ball bearings, rollers, and wheels
● Applying lubricants, oil, grease or wax
● Smoothing or polishing the surface in contact
● Making an object aerodynamic or streamlining the shape of the
body Lubricants reduce friction by decreasing the surface’s roughness.
Principles apply in machinery operation, sports equipment design, and material handling.
Controlling frictional forces and managing heat is crucial for performance optimization, efficiency, and safety.

E. Integration Safety - Improving machine efficiency by reducing wear and tear through proper maintenance
Physical Education – Locomotor activities like walking, running, hopping, skipping, jumping, galloping, and sliding require good
traction with the ground or floor to execute them safely and promote a healthy lifestyle.

II. LEARNING RESOURCES

Adventures in ISTEM. (2022, January 30). What is Friction and what are the different types of frictional forces? [Video]. YouTube.
[Link]
CK-12 Foundation. (n.d.). Types of friction (read) | Physics. [Link] PS/?
referrer=concept_details
Infinity Learn NEET. (2017c, August 28). Factors affecting Friction | Frictional Force | Physics | Don’t Memories [Video]. YouTube.

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[Link]
Kids, P. (2022, April 10). Friction Racing | Crafts for Kids. PBS KIDS for Parents.
[Link]
LEARNING MANTRAA. (2012, December 9). Class 8_Science_Types of Friction [Video]. YouTube. [Link]
v=9XtGJXVnQxk
MooMooMath and Science. (2020, August 8). Types of frictional forces with examples [Video]. YouTube. [Link]
v=R10tuvCdl8c

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Start the class by reviewing

Knowledge concepts from last week's
1. Short Review (5 minutes) lesson. Use the game "Deal or No
In the previous lesson on contact forces, students identified them in their daily lives. These Deal" to assess prior knowledge.
forces are helpful and necessary for our day-to-day activities. If possible, project the
statements on your TV and have
Instructions: everyone decide if it's a deal or
no deal. Ask students to raise
Let's play a game called Deal or No Deal to review some concepts we learned last week. their hand or stand if they
choose "Deal."
Deal or No Deal: It is a "Deal" if the statement is correct; otherwise, it is a "No Deal”.
Use the final statement to
introduce this week's lesson on
Item #1 Contact forces act between two objects that are not No Deal
friction. The lesson on friction
physically in contact.
will last four to five days,
Is it a Deal or No Deal?
depending on your students'
Item #2 Applied force and tension are some of the types of Deal pace. You can begin with this
contact forces. lesson if you have finished the
Is it a Deal or No Deal? lesson on contact forces.

Item #3 Friction causes objects in motion to slow down. Deal

Is it a Deal or No Deal?

2. Homework

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Assign the science groups to bring the materials for Activity 3: Friction Racing. One member
must be assigned to bring one of the following materials:
● A small toy car (not bigger than 10cmx10cm)
● A piece of rough cloth about the size of a long bond paper
● A piece of smooth plastic about the size of a long bond paper
● A piece of paper about the size of a long bond paper
● A piece of hard material to be used as a ramp about the size of a long bond paper (e.g.,
cardboard, plywood, folder)

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B. Establishing 1. Lesson Purpose (5 minutes) Let students realize the importance

Lesson Purpose of friction in our daily lives by
Begin by asking students if they have heard of the term "friction" and what they think it starting with item 3 in the Deal or
No Deal Game and asking them to
means.
imagine life without friction.
The Deal or No Deal item #3 mentioned that friction causes objects in motion to slow down
and eventually come to a stop. Just imagine a life without friction. Students' answers to the given
question include: people or things
What would happen if there were no friction on Earth? in motion will not stop unless a
barrier is placed before them,
Discuss with students their experiences with sliding or moving objects and what they think people or things not attached to
something sturdy will slide or slip,
causes these differences.
people can't grip or hold on to
things, etc. It will be challenging to
Stress the importance of friction in slowing down and stopping moving objects, as well as in live life and maintain safety
activities such as walking, writing, and holding objects. The amount of friction required can without friction. At this point,
vary depending on the situation. Sometimes, less friction is safer, while other times, more motivate your students to learn
friction is necessary. more about friction, including how
to increase or reduce it when
necessary.

Emphasize the integration of this

lesson into their Physical Education
lesson about locomotor activities
like walking, running, hopping,
skipping, jumping, galloping, and
sliding require good traction with
2. Unlocking Content Area Vocabulary the ground or floor to execute them
Matching Game (5 minutes) safely and promote a healthy
lifestyle.
Instruct the pupils to match each term with the corresponding picture.

You may project pictures and

terms that they need to match

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on the TV. And you can let them

Term Picture
write their answers in their
notebooks. Another option is to
1. Drag Rough rock Smooth rock
use printed terms and pictures.
When checking, you can ask
volunteer students to go to the
board and paste the picture
beside its matching term.

2. Fluid

3. Heat

4. Resistance

5. Surface

Ask your students what is common about these terms.

All of these terms relate to this week’s lesson – friction.

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C. Developing and SUB-TOPIC 1: TYPES OF FRICTION

Deepening 1. Explicitation Begin by showing a "This or
Understanding a. Picture Analysis (5 minutes) That" picture that students can
analyze. Guide them in
reasoning which situation is
safer using the concept of
friction. Tell them that in this
lesson, they will learn more
about friction and how we can
use our knowledge to ensure
safety. They will discuss the
four types of friction, its causes
and effects, and ways to
increase or reduce it to our
advantage.
Show the "This or That" picture above to compare two walking situations: one on a wet floor
and another on a dry floor.

Ask your students this questions:

Which situation in the picture, A or B, is safer? And why?

Discuss with your students what friction does in situations like the given picture and similar
conditions. Before identifying the types of friction, describe it to help students understand its
nature.

Friction exists between two surfaces (e.g., the sole of footwear and the floor) in contact or
when they rub each other. There is more friction when the surfaces are rough, but when the
surfaces are smooth, there is less friction. It causes the moving objects to slow down and
eventually stop. It always acts opposite the direction of the applied force exerted on an object.
For example:

a. If you push a box to the right, the b. If you push a box to the left, the table
table exerts friction to the left exerts friction to the right

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Before the discussion, show the

video about the four types of
b. Class Interaction
friction.
Discuss the four types of friction with your students, elaborating on each kind and
You can access the video on
providing more examples.
YouTube using the link or QR
code provided below:
Type Description Examples

1. Static Type of friction that acts when an A trash bin is on the

Friction object rests on a surface floor.
The strongest type of friction
between solid surfaces.

2. Sliding Type of friction that acts when an A box full of recyclable

Friction object slides on a surface materials is pushed
It is also known as kinetic friction. along the floor.
[Link]

3. Rolling Type of friction that acts when an An empty can is rolling If you can’t show the video,
Friction object is rolling on a solid surface on the floor. discuss the four types of friction
The weakest type of friction presented in the table.
between solid surfaces.

4. Fluid Type of force that occurs when an A piece of paper glides

Friction object is moving through fluids, as it falls.
either liquids or air
It is also known as drag.
Air resistance or air friction is fluid
friction exerted by air.

2. Worked Example

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Activity 1: The Four Types of Friction

Time Allotment: 10 minutes
To reinforce your discussion, show the YouTube video titled "What is Friction
and the Different Types of Frictional Forces?"

Tell the students that they need to complete the table in Activity 1 while
watching the video. Ask them to write the four types of friction in the second
row, the definition of each type in the third row, and give one example for each
type in the fourth row. This table will serve as their notes.

The answers are given below.

Four Types of Friction

1. Static Friction 2. Sliding friction 3. Rolling friction 4. Fluid Friction

Type of friction Type of friction Type of friction Type of friction

acting on objects that resists the that resists the that resists the
that are not in motion of a ball or motion of two motion of objects
motion wheel objects sliding between layers of
against each other fluid (liquids and
gases)

● Pushing a ● Pushing a ● Sledding ● Skydiving

boulder, and it grocery cart down a hill ● Swimming
doesn’t move ● Kicking a ● Rubbing
● Pulling a horse soccer ball hands
that doesn’t together
want to move
Students may have different
Note: In the video, the definition of each type starts with the word force. Instruct keywords other than the ones
students to change it to the type of friction. provided here. You may consider
their answers correct if they are
3. Lesson Activity related to the ones provided.
Activity 2: Name the Type of Friction
Time Allotment: 10 minutes
Instruct your students to answer Activity 2 based on what they have learned.

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A. Identify the type of friction shown in each of the given pictures below. Write the letter
that corresponds to the correct answer in the space provided below.

A. Fluid Friction B. Rolling Friction

Activity 2: Name the Type of
C. Sliding Friction D. Static Friction Friction Answer Key:

A.
1. D
2. C
3. B
1. A basketball is 2. A soccer player 3. A volleyball is 4. A skydiver is 4. A
resting on the floor. slides on the rolling on the floor. falling.
ground. B.
1. D
2. C
3. B
4. A

Answer: Answer: Answer: Answer:

Begin sub-topic 2 by presenting
a situation that involves a wet
volleyball court after rain. Ask
B. Match the descriptions in Column A to the types of friction in Column B. Write the students what they think the
letter that corresponds to the correct answer in the space provided before each number. coach and the volleyball team
should do to ensure safety.

Use this activity to proceed with

the class discussion about the
factors that affect friction.

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1. Friction that occurs in gases and liquids. a. Static Friction

2. The weakest type of friction that occurs b. Sliding Friction
between solid surfaces. c. Rolling Friction
3. Friction that occurs when an object slides on d. Fluid Friction
a surface.
4. The strongest type of friction that occurs
between solid surfaces.

DAY 3

SUB-TOPIC 2: FACTORS AFFECTING FRICTION

1. Explicitation
Think-Ink-Share: Instruct your students to think about the given situation and provide
individual written responses to the question in their science notebooks. After writing their
responses, they should share their answers with their seatmates.
.

Situation:
Your school's volleyball team will practice, but it rained earlier that day. The outdoor volleyball
court is almost dry, but some areas are still wet.

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What should the coach and the team do to ensure safety? Why?

Knowing the nature of volleyball, we know that the volleyball court should be dry and not You may conduct this activity
slippery when used by the players. In the given situation, they must mop the court and on the table if available, if not
ensure that it is dry and free of any trash before using it. then let students do this on the
floor. Make sure to ask them to
When the volleyball court is wet, there is less friction, and moving around may cause players clean their area before and after
to slide. the activity.

This situation demonstrates the factors that influence the amount of friction in a given
scenario. Guide your students in identifying these factors.

Teacher’s Demonstration
To guide your students in identifying the factors that friction, demonstrate the

Teacher’s Demonstration Guide Question Factor Affecting

Friction

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1 - Hold the tip of a piece of ● Which material is easier Surface texture

plastic and a piece of bond to grip?
paper with about the same ● What do you think is the
mass. factor that affects grip in
this demonstration?

2 - Create a ramp using a ● What happens to the Normal force

folder or hard paper. On the object when the
topmost part of the ramp, put ramp’s angle of
a small and a heavy object inclination is
that students can observe increased?
from their seat. Orient the ● What do you think is the
ramp in a way that the object factor that affects
won’t slide. Gradually increase friction in this
the ramp’s inclination. Try demonstration?
using heavier objects in this
demonstration.

3 – Hold a book using one Does holding more of the Surface area
hand only. Vary the area or book's surface area
amount of surface that you compared to holding only a
hold. small area affect the grip?

What do you think is the

factor that affects friction in
this demonstration?

Summarize the factors affecting friction using the concept map below:

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Rough surfaces create more

Surface Texture friction than smooth
surfaces.

The heavier the object and the

Factors Affecting lower the inclination of the
Friction Normal Force supporting surface the greater
the friction.

The wider the surface area

Surface Area of contact, the bigger the
friction.
For Activity 4, any object that rolls
2. Worked Example may be used if a toy car is not
Activity 3: Less or More Friction Time Allotment: 10 minutes available.
Ask your students to determine whether there is less or more friction given the following
factors in the table.
Answers are provided below.

A. Determine whether there is less or more friction given the following factors in the table. Put a check mark under the
correct heading (less friction or more friction).

Factor Less Friction More Friction

1. Rough surface

2. Smooth surface

3. Big support force

4. Small support force

5. Big surface area

6. Small surface area

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B. Identify the factors affecting friction in each of the situations below.

Situation Factor Affecting Friction

1. A book does not slide on a flat table. Normal Force

2. A child slips on a shiny tiled floor. Surface Texture

3. A trolley with wheels is easier to pull than Surface Area

dragging a bag without wheels.

4. It’s better to run with rubber shoes. Surface Texture

Conclusion: Friction is high when there is a rough surface, a large support force, and a large
surface area involved. On the other hand, friction is low if the surface is smooth and the object
has a small surface area supported by a small support or normal force.

3. Lesson Activity
Activity 4: Friction Racing
Time Allotment: 30 minutes

Instruct students to investigate the effect of different surfaces on the size of frictional forces.
Tell them that they will use the assigned toy car, paper, plastic, and cloth.

Ask the groups to assign a member who will take charge of the toy car, another who will
measure the distance, another who will take charge of the surfaces, another who will record
the distance, and another who will observe the toy car's motion.

Question: Which material will cause the toy car to go farthest (less friction)?
Prediction:

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Distance traveled in
centimeters
Rough or (Start to end)
Material Observations
smooth?
Trial Trial Trial
1 2 3

1. Ramp
with smooth
plastic

2. Ramp
with bond
paper

3. Ramp
with a rough
cloth

Emphasize the integration of

Conclusion: We conclude that the material that caused the toy car to go farthest is the one safety into this lesson through
with the least friction . improving machine efficiency by
reducing wear and tear with
DAY 3 proper maintenance.
SUB-TOPIC 3: EFFECTS OF FRICTION
1. Explicitation
Ask your students to do the "small talk" activity to gather their ideas about the effects of
friction, both advantageous and disadvantageous.

Small Talk:
Do you agree or disagree with the following statement? Share your ideas with your seatmate
for about two minutes.

Friction can be useful but can also be harmful in other ways.

Class Interaction
Discuss with your students the following effects of friction:

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A. Advantages Example

1. It slows down a moving object and A car stops after the driver steps on the
causes it to stop. brakes.

2. It produces heat to give warmth. A boy rubs his palms several times.

3. It allows grip and prevents A girl is holding her water bottle.

slipping.

4. It provides traction. A soccer player wears a soccer shoes

designed with studs to interact with the
grass in the soccer field.

B. Disadvantages Example

1. It causes overheating. Without proper lubrication, the

moving parts inside rub against each
other can cause a car’s engine to
overheat.
2. It causes wear and tear. The gears in a bicycle experience friction as
they rotate, leading to gradual wear and
tear.

3. It increases energy consumption. Friction between the car’s tires and the
road surface causes resistance, which
increases the energy required to propel the
car forward, resulting in higher fuel
consumption.

The knowledge of friction applies to machinery operation, sports equipment design, and
material handling.
1. Machinery Operation: In a factory, conveyor belts are used to transport
materials from one point to another. Understanding friction helps in determining
the design and operation of these conveyor belts to ensure efficient operation and
prevent slippage or jams.

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2. Sports Equipment Design: By understanding how friction affects grip and stability,
designers can create shoes that enhance athletic performance and reduce the risk of
slips or falls during sports activities.
3. Material Handling: Forklift trucks are commonly used for material handling in
warehouses and distribution centers. Engineers design the tires and contact surfaces
of the forklift to maximize traction and prevent slippage, especially when lifting loads
on uneven or slippery surfaces.
● Controlling frictional forces and managing heat is crucial for optimizing
performance, efficiency, and safety.
Example: Brake Systems in Vehicles:
In automobiles, controlling frictional forces and managing heat is crucial for brake
systems. Engineers design brake systems with materials and cooling mechanisms
that can handle high temperatures generated by friction during braking, preventing
overheating and ensuring consistent braking performance.

2. Worked Example
Activity 5: Advantage or Disadvantage Time Allotment: 15 minutes

Situation Advantage Disadvantage

1. Stopping moving
vehicles

2. Ability to walk

3. Overheating

4. Wear and tear of

equipment

5. Having a grip on
things

3. Lesson Activity
Activity 6: Heat-producing Friction Time
Allotment: 15 minutes
Tell students they are going to investigate what happens when they rub two surfaces several
times.

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Procedure Observations

1. Rub your hands together ten

times

2. Rub two small stones ten

times

3. Rub two sticks together

Process questions:
1. What happens when you rub two surfaces together several times?
2. Is it beneficial if machine parts always rub against each other? Why?

● Friction converts mechanical energy into thermal energy, generating heat.

SUB-TOPIC 3: INCREASING & REDUCING FRICTION

1. Explicitation
Ask your students the following question:
Have you tried opening a doorknob with wet hands? Was it easy to open or not?

How can this situation be solved? In a situation like this, there are ways to increase friction
to prevent slipping. On the other hand, there are also ways to reduce friction when
necessary.

Class Interaction
Discuss with your students the following ways to increase and reduce friction,
depending on the situation.
Increasing Friction
● Using rubber materials
● Using rough surfaces or increasing the roughness of the surface
● Increasing the weight of an object

Reducing Friction
● Using ball bearings, rollers, and wheels
● Applying lubricants, oil, grease or wax
● Smoothing or polishing the surface in contact
● Making an object aerodynamic or streamlining the shape of the body

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2. Worked Example
Activity 7: Increasing & Reducing Friction Time
Allotment: 5 minutes
Instruct students to identify whether the picture shows increasing friction or reducing friction.
Situation Increasing Friction Reducing Friction

1. Polishing

2. Using rubber shoes

3. Lubrication

4. Applying grease on bicycle parts

5. Using a push cart to transport

heavy objects

6. Wearing shoes with spikes

for soccer

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3. Lesson Activity
Activity 8: Paint Me a Picture
Time Allotment: 20 minutes

Instruct students in groups to create pictures depicting situations that demonstrate ways to
increase and decrease friction. Then, select the best picture and award five points to the
winning group. The group with the highest number of points will be declared the winner.

Round 1 Paint me a picture of increasing friction on a muddy road

Round 2 Paint me a picture of increasing friction in sports

Round 1 Paint me a picture of reducing friction of bicycle

parts Round 2 Paint me a picture of reducing friction in the

kitchen

Process questions:
1. Give an example of when it is necessary to increase friction.
2. When is there a need to reduce friction?
D. Making DAY 4 Do a brain dump! Recall five or
Generalizations more things you have learned
1. Learners’ Takeaways from this week’s lesson about
contact forces.
Friction Concept Map Of the many things students
Ask your students to complete the friction concept map below to summarize what they have learned, ask them to write
have learned this week. five takeaways from our lesson.

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Friction

Affected Can be Can be

Types Effects increased reduced
by

Advantage Disadvanta
1. 1. 1. 1.
s ges

2. 2. 2. 2.

3. 3.

4.

Answer Key:

Friction

Affected Can be Can be

Types by Effects increased by reduced by

Surface 1. Adding 1. Using

1. Static Advantages Disadvantages
lubricants
Texture weight

Normal 2. Using 2. Using

2. Sliding Warmth Overheating
Force rough wheels
materials
Surface Wear &
3. Rolling Grip
Area Tear

4. Fluid

2. Reflection on Learning

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Agree or Disagree Exit Ticket

Instruct your students to reflect on what they have learned this week. Ask them
to copy the template provided below into their notebooks, where they will write
their answers.
Agree or Disagree: Friction is an essential force in our daily lives and without it,
many tasks would be impossible or much more difficult. Provide reasons for your
answer based on this week's lesson.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answer key:

Learning A. True or False. In your paper/answer sheet, write T if the statement is true and F A. True or False
if not. 1. F
1. Friction is not affected by the texture of surfaces. 2. T
2. Using rubber shoes when running increases friction. 3. T
3. Rubbing two surfaces several times produces heat. 4. F
4. Friction makes it difficult to have a grip on objects. 5. F
5. The smoother the surface, the bigger the friction. B. Identification
B. Multiple Choice. 1. a
1. How does friction affect the motion of an object? 2. c
a) It slows it down. 3. d
b) It speeds it up. 4. a
c) It makes it fall to the ground. 5. a
d) It causes it to float.
2. Which type of friction occurs between objects that are in contact but not moving?
a) Kinetic friction
b) Rolling friction
c) Static friction
d) Fluid friction

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3. Which type of friction occurs when an object moves through a fluid, such as air
or water?
a) Rolling friction
b) Static friction
c) Kinetic friction
d) Fluid friction
4. In cooking, which technique can be used to reduce friction and prevent food from
sticking to the pan?
a) Applying cooking oil or butter
b) Increasing the cooking temperature
c) Using a smoother pan surface
d) Decreasing the cooking time
5. Which of the following methods is effective for reducing friction in machinery
and equipment?
a) Adding lubricants
b) Increasing surface roughness
c) Tightening screws and bolts
d) Applying pressure on the surfaces
C. Essay. Read and analyze the situation below. Answer the question that follow.
John and his cousins are eager to play basketball outside, but upon checking the
court, they find it wet due to earlier rainfall. John expresses concern about the
safety of playing in such conditions, but his cousins are determined to proceed. If
you were John, how would you effectively explain to your cousins the risks
associated with playing on a wet court? Provide a detailed explanation to convince
them of the potential dangers and ensure their safety.
Holistic rubric
Level Description

4 Provides a correct, well-organized explanation with strong support

from evidence.

3 Provides a correct explanation with adequate evidence.

2 Provides vague explanation with inadequate evidence.

1 Provides incorrect explanation with incorrect evidence.

0 No answer

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B. Teacher’s Note observations on any Teachers’ remarks

Effective Practices Problems Encountered
Remarks of the following areas:
The teacher may take note of
strategies explored
some observations related to
the effective practices and
materials used problems encountered after
utilizing the different strategies,
materials used, learner
learner engagement/ engagement, and other related
interaction stuff. Teachers may also
suggest ways to improve the
others different activities
explored/lesson exemplar

C. Teacher’s Reflection guide or prompt can be on: Teachers’ reflections

Reflection
▪ principles behind the teaching Teacher’s reflection in every
What principles and beliefs informed my lesson? lesson conducted/facilitated is
Why did I teach the lesson the way I did?
essential and necessary to
▪ students improve practice. You may
What roles did my students play in my lesson? also consider this as an input
What did my students learn? How did they learn? for the LAC/Collab sessions.

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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