SAMPLE LESSON PLANS IN SCIENCE I (Semi-detailed) OCTOBER 14 I. OBJECTIVES a.To differentiate between the characteristics of the earth’s structural layers; b. To appreciate the way earth is designed to harbor life; and c. To name the boundaries among the earth’s layers II. LEARNING TASKS a. Topic: The Structure of the Earth b. Concepts: a. Geology is the scientific study of the earth. b. The major sections of the earth based on chemical composition are the crust, mantle and the core. c. The crust is the outer layer, the mantle is the middle layer and the core the inner layer. c. Values: Gratefulness d. Skills: Comparing and differentiating e. Strategies: Cooperative learning; Trigger Pictures f. Materials: OHP g. References: Science of the Physical Creation: (2nd Edition) pp. 195-198 III. LEARNING SEQUENCE a. Routinary activities A 5-item check-up test will be administered. b. Motivation The apple story c. Lesson Proper I. THE LAYERS OF THE EARTH 1. Show an acteate of the earth’s structure and ask students to identify the layers. Ask what are the bases of identifying the layers. 2. Show a table of the differences between the layers according to the primary materials, depth, average density, and temperature. 3. Discuss the crust. Show an acetate of materials that composes the earth’s crust. Ask questions based on the data presented on the table. Differentiate between oceanic and continental crust in terms of the rocks that made them up. 4. Discuss the mantle. Differentiate between upper and lower mantle and the transition zone. 5. Differentiate between the Inner and Outer Core. II. INVESTIGATORY PROJECT TITLE 1. Students go to their respective groups. 2. Must list at least 3 possible IP problems for approval. III. ASSIGNMENT 1. Bring a pre-cut Styrofoam ball that resembles the Earth. 2. Bring a styro or poster paint. 3. Newspapers and paintbrush OCTOBER 15 I. OBJECTIVES a. To make a model of the earth’s structure. II. LEARNING TASKS a. Topic: The Structure of the Earth b. Concepts: a. Geology is the scientific study of the earth. b. The major sections of the earth based on chemical composition are the crust, mantle and the core. c. The crust is the outer layer, the mantle is the middle layer and the core the inner layer. c. Values: Gratefulness d. Skills: Color-mixing e. Strategies: Cooperative learning f. Materials: Styrofoam, styro or poster paint, paintbrush, newspapers g. References: Science of the Physical Creation: (2nd Edition) pp. 195-198 III. LEARNING SEQUENCE a. Routinary activities b. Motivation c. Activity proper Prepare for SQ#1 on Wednesday about The Earth’s Structure OCTOBER 16 I.1. Study pages 198-200 c. LEARNING TASKS a. c. OBJECTIVES a. describing e. Lesson Proper I. To convene with group mates on how to plan for the IP project. Student shall be brought outside the classroom for project-making. References: Science of the Physical Creation (2nd Edition) pp. Topic: Investigatory Project Proposal b. Topic: Movements of the Crust b. ASSIGNMENT a. Lecture f. The proposal c. Phases of Conducting an Investigatory Project b. ASSIGNMENT 1. II. Values: Cooperation and patience d. hand-outs and previous IP projects III. Ten puzzles will be given to them and the first group to finish the puzzle receives +1 in the next lab activity. To appreciate the way scientists solve problems. Lesson Proper I. Crust consists of several plates that float like rafts on the asthenosphere. The Final Output 1. Motivation c. c. The Exhibit 3. The Written Report 2. Pangaea. Motivation Students go to their group. 2. LEARNING TASKS a. Administer SQ#1 b. Materials: OHP. LEARNING SEQUENCE a. Start organizing the proposal b. Review for SQ#1 2. III. To describe the crustal movement and the Plate Tectonics Theory. The Investigation d. PLATE TECTONICS THEORY . To appreciate the mystery behind the drifting of continents. Plate Tectonics describe the movement as brought about by the slow convection currents in the asthenosphere which cause continents to drift. II. b. Plate Tectonics Theory and Theory of Isostasy OCTOBER 17 I. b. THE INVESTIGATORY PROJECT a. Strategies: Observe-Predict-Explain. Strategies: Inquiry approach f. 198-199 III. and c. designing experiments e. and c. Skills: Analysing. b. Ocular check-up on students’ works will be done often to ensure that every student works and contributes to the group. To differentiate between a project proposal and a written report. Routinary activities 1. Diastrophism. c. Pangaea is a hypothetical land mass which the earth was thought to be like years back. LEARNING SEQUENCE a. Concepts: a. Materials: OHP g. Research on the following (from the net or encyclopedia): Alfred Wegener. The Oral Defense III. To name the different plates of the crust. OBJECTIVES a. Routinary activities A 5-item check-up test will be administered. Values: Faith d. b. Skills Manipulating variables. II. Ask students conviction about the Pangaea issue. II. 1. Fold is formed by the bending or buckling of rocks under great force. Skills: Jigsaw puzzling e. Values: Faith d. (Maps must be pre-cut already) 2. 2. 2. Plate Tectonics describe the movement as brought about by the slow convection currents in the asthenosphere which cause continents to drift. Motivation c. 4. To enumerate the types of folds. Describe the explanation of Science about Earth now and then based on the Pangaea hypothesis. b. Materials: OHP g. Crust consists of several plates that float like rafts on the asthenosphere. glue. Research about the Marikina fault line. 198-199 III. 3. Study pages 200 – 202 . Enumerate the plates of the crust. Values: Faith d. Prepare for check-up test. To describe the faulting and folding processes. OBJECTIVES a. Describe the mechanism of the crust. c. 2. Remind each group that they can now start making the IP proposal. II. LEARNING TASKS a. 1/8 illustration board. c. Pangaea is a hypothetical land mass which the earth was thought to be like years back. 1/8 illustarion board. 200-202 III. Routinary activities A 5-item check-up test will be administered. c. glue g. b. Fault is the fracture zone in a rock when it suddenly moves. Ocular check-up on students’ works will be done often to ensure that every student works and contributes to the group. Strategies: Story telling f. Materials: World map. LEARNING SEQUENCE a. References: Science of the Physical Creation: (2nd Edition) pp. 3. III. ASSIGNMENT 1. Strategies: Model-making f. LEARNING SEQUENCE a. faults and mountains. Topic: Faulting. Student are asked to stay with groupmates in making the model. folding and mountain formation b. b. Evaluation 1. scissors OCTOBER 18 I. Mountains are formed by the crustal movement. a volcano in Mexico. ASSIGNMENT 1. LEARNING TASKS a. To make a model of the ancient hypothetical supercontinent called Pangaea. III. Recall oceanic and continental crust. OCTOBER 21 I. Motivation Relate the story of the formation of Mount Paricutin. Activity proper 1. b. Concepts: a. OBJECTIVES a. c. Topic: Movements of the Crust b. Bring a world map for the making of Pangae. Lesson Proper . Routinary activities b. and c. Concepts: a. A guide is given. Skills: Comparing and differentiating e. To appreciate the way mountains are formed. Ask how do crusts move and lead them to the idea of Plate Tectonics Theory and the Theory of Isostasy. References: Science of the Physical Creation (2nd Edition) pp. c. and strike-slip fault. b. Ask students of their ideas about how mountains are formed. Explain how earthquake’s strength is measured using the Richter and Mercalli Scales. The seismic waves are classified as S. III. and c. Using the seismogram. Explain the origin of earthquake: focus and epicenter and discuss the waves accompanied with it. From the picture shown. Explain the undeniable fact that earth’s crust does move through faulting and folding. a.) volcanic mountains b. Concepts: a. Tectonic movements often caused earthquakes. P and surface waves. Explain how scientists study earthquakes (seismology). Topic: Earthquake b. Earthquake is any trembling of the earth’s crust. LEARNING SEQUENCE a. c. Materials: Powerpoint LCD g. d. and c. 3.) fault-blocks III. EARTHQUAKES a. individual OCTOBER 23 I. To appreciate the earth-quake drills practiced in school to prepare them for the the calamity. Enumerate and discuss the three types of faults and how are they formed: thrust fault. b. b. The epicenter of an earthquake can be located using the triangulation method. b. c. Generalize their ideas. Lead them to the realization that earthquakes’ intensity has some names like tremors and aftershocks. 203-212 III. To plot the epicenter of an earthquake using the triangulation method. Routinary activities Administer the short quiz A 5-item check-up test will be administered. Use the triangulation method in finding the epicenter. b. CRUSTAL MOVEMENT a. OCTOBER 22 I. OBJECTIVES a. f. b. Strategies: Trigger picture and news stories f. pencil. LEARNING TASKS a. Concepts: a. Values: Obedience d. Explain the classification of mountains as to how they are formed. Give examples of such mountains. LEARNING TASKS a. c. normal fault. P and surface waves. To describe earthquake and its major causes.) folded d.I. Topic: Earthquake b. To interpret a seismogram II.) domed c. ASSIGNMENT 1. Bring the following tomorrow for Lab no. b. b. The seismic waves are classified as S. c. e. Motivation Show trigger pics and news stories about an earthquake incident. let the students interpret the data to themselves. . Discuss the location of earthquakes. Lesson Proper I. Prepare for a 5-item checkup test. ask students what might be the possible cause of an earthquake. Earthquake is any trembling of the earth’s crust. c. Enumerate and discuss the two types of folds and how are they formed: syncline and anticline. OBJECTIVES a. II.2: drawing compass. MOUNTAINS a. Skills: Interpreting data e. II. To appreciate the ways scientists devised in finding the epicenter. ASSIGNMENT 1. d. c. Tectonic movements often caused earthquakes. References: Science of the Physical Creation: (2nd Edition) pp. Study pages 203 -212. To determine the epicenter of an earthquake. Prepare for SQ#2 2. c. ash and molten rock are ejected. Materials: Compass and pencil g. Students answer the guide questions. composite. To describe a volcano and its structures. Discuss the concept map that contains the following: Classification volcano based on the cone-composition: Cinder-cone. ASSIGNMENT 1. VOLCANIC STRUCTURE a. 213-217 and prepare for CUT.d. Prepare for SQ#2 2. Study pp. III. References: Science of the Physical Creation: (2nd Edition) pp. OBJECTIVES a. magma chamber. Volcanoes are classified based on the composition of its cones and their level of activity.sciencecourseware. LEARNING SEQUENCE a. c. Activity Proper I. c. The parts of volcano are the channel or vent. SAMPLE LESSON PLANS IN SCIENCE II (Semi-detailed) OCTOBER 14 I. d. Materials: OHP g. Prepare for SQ# 3 on the topic Seismology. Volcano is an opening in the earth’s surface through which hot gases. a. and crater. 3. b. 213-216 III. Skills: Comparing and classifying e. OCTOBER 24 I. Strategies: Laboratory activities f. Explain the volcanic structures before and after explosion. Skills: Interpreting data e. Ask if anyone knows how a volcano is formed.com/ 2. To enumerate the types volcanoes. b. Routinary activities Administer SQ#3 A 5-item check-up test will be administered. shield. determine the occurrence of volcanoes. 203-212 III. c. OBJECTIVES . extinct and active. Students interpret the seismogram. LEARNING SEQUENCE a. c. Lesson Proper I. c. Give some students pieces of paper written in them are the concepts for the map they would complete. Values: Faith d. The epicenter of an earthquake can be located using the triangulation method. Go on-line and try to find the epicenter of earthquake on regions of your choice athttp://www. Enumerate as well the structures of a volcano. Show them a picture of Taal Volcano. b. b. Routinary activities b. References: Science of the Physical Creation: (2nd Edition) pp. III. Concepts: a. and c. cone. Motivation Relate the story of going to a mountain trek in Taal. To appreciate the mechanism of the earth in the release of its internal content. Based on level of activity: Dormant. Values: Obedience d. Students plot the data on the map. II. III. LEARNING TASKS a. Strategies: Story telling and concept mapping f. II. Show a map and from it. Study pages 203 -212. Prepare for a 5-item checkup test. Motivation Relate a personal experience of working with the seismologist at PHIVOLCS. ASSIGNMENT 1. Topic: Volcanoes b. To describe the function of the eleven body systems. Spinal. ASSIGNMENT a. Values: Cooperation and patience d. To differentiate between a project proposal and a written report. The Final Output 4. The Written Report 5. Review the organization of human structure from cells to system. In just 2 minutes. 3. Lesson Proper I. LEARNING TASKS a. hand-outs and previous IP projects III. Motivation c. Phases of Conducting an Investigatory Project b. OBJECTIVES a. c. let them classify the organs they listed. INVESTIGATORY PROJECT TITLE 1.a. Nervous. 117-119 III. Values: Confidence and Self-esteem d. 4. The four body cavities are: Cranial. The proposal c. II. Students go to their respective groups. c. . Enumerate and describe the 11 body systems and give the major function of each one by making a table on the board by which students will fill. Motivation Students are seated by groups. Immune. Routinary activities 2. and c. Endocrine. THE INVESTIGATORY PROJECT a. Start organizing the proposal b. 2. Lecture f. References: Biology: God’s Living Creation (2nd edition) pp. The Oral Defense III. To appreciate the way the organs function to keep the body systems working. Anatomy is the science of structure while physiology is the science of function. Administer SQ#1 b. LEARNING SEQUENCE a. Topic: Investigatory Project Proposal b. To appreciate the way scientists solve problems. Respiratory. Strategies: Observe-Predict-Explain. Prepare for check-up test. LEARNING SEQUENCE a. II. Circulatory. Strategies: Game f. The Investigation d. Must list at least 3 possible IP problems for approval. III. b. Study pages 121-124. Prepare for SQ#1. The Body Systems and Cavities OCTOBER 15 I. ASSIGNMENT 1. Digestive. c. designing experiments e. Bring a 3 x 5 plain index card. THE BODY CAVITIES 1. The Exhibit 6. b. c. Thoracic and Abdominal cavities. The eleven body systems that function as one are: Muscular. Skills Manipulating variables. Materials: OHP. Routinary activities b. Reproductive systems c. Integumentary. Review for SQ#1 2. To convene with group mates on how to plan for the IP project. they have to list human organs in and out as many as they can. Concepts: a. human model g. Topic: Introduction to Human Anatomy and Physiology b. Based on the list provided by each group earlier. LEARNING TASKS a. To name the four body cavities. Enumerate and describe the major cavities. Excretory. Lesson Proper I. II. Skills: Classifying and identifying e. b. Skeletal. Materials: OHP. 2. ask the assigned group to tell more about them. To recall the different types of cells. they must have a keyword that will describe their group. OBJECTIVES a. Ask the vestigial organs group to tell more about them. That life in your womb must be aborted. II. 121-124 III. III. Membranes are classified as serous. Discuss cells and matrix. CELLS and MATRIX a. Topic: Development of the Systems b. Membranes are thin coverings which function as linings. To describe how the systems are developed. Evaluation 1. She wants to finish schooling but she knows that killing the innocent baby is a mortal sin. c. ASSIGNMENT 1. On Friday. epithelial. Reporting on how systems are developed. Enumerate and describe the four types of membranes. her mom embraced her so hard and cried and said. and connective. prepare for a debate: “Main issue: A fourteen year old girl was gang-raped by addicts when she went home from school one day. Strategies: Role playing f. and c.OCTOBER 16 I. the young girl became pregnant and yet it is still on the mid of the school year. To appreciate the intricate yet magnificent design of the human body. and c. “I am doing this because your dad and I love you so much. her mom brought her to a doctor. She doesn’t want to have a baby yet because she’s too young and to bear a baby of a rapist will just remind her of the incident over and over again. VESTIGIAL ORGANS a. II MEMBRANES a. To discuss the miracle of a new life. Enumerate and describe the four groups of tissues. LEARNING TASKS a. one is becoming a lawyer. b. 3. Concepts: a. The girl has lots of dreams the fact that she is the first honors in her class. When a type is discussed. c. Prepare for SQ#2 on Thursday about Tissues and Cells 2. d. Tissues are classified as muscle. Motivation The students seat by group. IV. and when the door closed in that small room. A tissue is a group of similar cells that work together to accomplish the task of an organ. Concepts: 1. Give examples and let the class identify them in terms of tissues and membranes or matrix or vestigial organs. Months later. OBJECTIVES a.” Is abortion the best thing to do? Yes or No? I. There shall be lots to be drawn about the terms involved in the day’s topic. She is the only child her parents have. d. Topic: Tissues and Cells b. In just 5 minutes brainstorming. nerve. Her family sued the rapists who were found guilty by the highest court and eventually sentenced to die through lethal injection. Lesson proper TISSUES a. Skills: Comparison and contrast e. b. To appreciate the delicate way a human is formed from a single cell to complex ones. Routinary activities Give the 5-item check up test. LEARNING SEQUENCE a. cutaneous and synovial. mucous. b. b. References: Biology: God’s Living Creation pp. When a group is discussed. Call on the group to explain more about matrix. We want you to have a better future. LEARNING TASKS a. To describe the components of organs: tissue and cells. All organs are formed and external features are established by the time . III. OCTOBER 17 I. One day. Values: Thanksgiving d. c. II. ask the assigned group to tell more about them. Strategies: f. Routinary activities b. Second speaker (Y and N) 3. Gratitude Reporting Team-teaching Biology: God’s Living Creation pp. Topic: Development of the Systems b. To discuss the miracle of a new life. the students should be able to: a. First speaker (Y and N) 2. Give a 5-item check-up test about the topics that have been reported. LEARNING SEQUENCE a. Motivation Encourage on gaining confidence when facing before the class. OBJECTIVES a. LEARNING TASKS a. Activity proper I. Circulatory. Call on the assigned groups to explain the development of the following systems: Nervous. Muscular Evaluation 1. To appreciate the delicate way a human is formed from a single cell to complex ones. Prepare for the debate between boys and girls. 127-129 III. b. Motivation Encourage on gaining confidence when facing before the class. ASSIGNMENT 1. Fourth Speaker (Y and N) 5. Skills: Public speaking e. DEVELOPMENT OF THE SYSTEMS 1. Prepare for check-up test. References: Biology: God’s Living Creation pp. 2. Saint Louis University Week 3 Day 1 Learning Objectives Through an in depth discussion of the poem and the given activities. 1.c. Fifth Speaker (Y and N) 5 minute rebuttal VERDICT II. Skeletal. Third Speaker (Y and N)3 4. Digestive. III. c. Excretory. Respiratory. Values: d. Simulate the situation of the child in the mother’s womb on the 8th week. Routinary activities 1. Administer SQ#2. To describe how the systems are developed. OCTOBER 17 I. Skills: e. Present the issue to be contested. Concepts: 1. and c. Values: Gratitude d. 125-126 III. Study pages 130-134. II. . generalize the meaning of the poem through recitation. Tuazon. Eliza L. LEARNING SEQUENCE a. b. References: the child has been developing for eight weeks in the mother’s womb. Lesson proper I. A SEMI-DETAILED LESSON PLAN IN ENGLISH 3 A Semi-detailed Lesson Plan in English III Prepared by: Ms. All organs are formed and external features are established by the time the child has been developing for eight weeks in the mother’s womb. d. ASSIGNMENT 1. Strategies: Debating f. c. III. c. If everyone would live in God’s purpose. Triumph Disaster Knaves Stoop Heap 5. Post the manila paper with the song “What If” written on it What If What if the world is flat? Would you still say love makes the world go round? What if it’s always dark? Would you hide and not make a sound? What if I didn’t meet you? What if I didn’t care? Would we still be friends like this with the love we share? (2x) 2.D. Instruct the students to listen to you while you sing it so that they will be able to learn its tune. B. Reference Josefina Payawal-Gabriel Ph. Show them the power point presentation having the poem “If. Learning Procedure A. Sing it with them for three times. 4. Then tell them to stand and follow the actions of the song. Key Concepts If everyone could forget their losses and look at the future with hope. Read the poem aloud together with the students for the second reading. Materials Manila paper Power point presentation Spider web Work sheet D. Recognizing main ideas. . follow a tune being taught and execute actions properly A. Then call for the other rows to give meaning to the words using context clues.” If Summary The poem entitled If is about living one’s life in a way that will make him a better person. 2.b. Read the poem yourself first then tell them to follow with their eyes and try to take note on the words which are unclear to them. 3. Quezon City: St. Value Sometimes in doing the right thing. we have to be strong. Bernadette Publishing House Corporation C. success will come. Edda Manikan Martires Copyright (2008) English III (New Edition). Sing it with the actions that you taught them. their life would have sense. It is grabbing every moment possible so that he will be able to give meaning to his own purpose or the mission that God gave him. and c. Subject Matter Poem: If Learning Content B. E. 4. 3. willingly share their output regarding the virtues found in the poem. F. and give up the things we want even our dreams. Presentation 1. Each row will give the words that they were not able to understand. Preparation Motivation 1. Skills Reading between the lines. Somebody or something unsuccessful. Call for volunteers to come in front and type some sample sentences using the unlocked words. The stoop buildings are under surveillance.” I must give myself another chance when things have failed. Chances that would make us successful yet still moving or in accordance to God’s will or to the purpose that God gave us. Do you feel that the speaker is talking to you. C. “. Dishonest and deceitful people. Evaluation Tell them to take out a whole sheet of paper and answer the following.. post the cut out on the board then call for each group to talk about their output. What does “one heap of all your winnings” mean? It means looking at all your success and not minding your failures. Knaves are like devils in disguise. Bent downward. Process their answers by connecting it to the real/correct meaning of the word being unlocked. Ask them the following questions: Who is the speaker in the poem? Lord. Disaster comes when we are not careful in the things we do. 3. Then assign a stanza for each group. 3. D. There is triumph in every victory. Divide the class into eight. 1. Explain the last four lines of the poem. “And never breathe a word about your loss. 9. 6. After their group discussion. 10. 7. 1.lose and start at your beginnings. Generalization Call for a volunteer to conclude the meaning of the poem and give a principle out of it. Assignment Answer the following questions on your notebook. “If you can wait. 2. He gave me a heap of encouragements..” Patience is a good virtue to develop. Application Post the work sheet on the board and let them answer it on their notebooks. Why does the poet advice us not to make dreams our master? Because we might do wrong things for us to be able to reach our dreams. too? Explain your answer. The poem is about taking chances on this world. 1. Give a cut out of or a part of the spider web and tell them to write the desirable traits which are referred to in each stanza. And not be tired of waiting. 8.Triumph Disaster Knaves Stoop Heap Happiness or joy about success. I must take it as a challenge and not complain about it. A large amount of something.” When misfortune strikes.. What virtue is referred to in each stanza? What is the end goal or final product if these virtues are practiced? Do you agree with the poet? Why or why not? . What figures of speech are used in the poem? 2. Read the lines taken from the poem then relate to your life and give its meaning.