SAMPLE LESSON PLANS IN SCIENCE I (Semi-detailed)
OCTOBER 14 |
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I. OBJECTIVES |
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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 |
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II. LEARNING TASKS |
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a. Topic: |
The Structure of the
Earth |
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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. |
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c. Values: |
Gratefulness |
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d. Skills: |
Comparing and
differentiating |
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e. Strategies: |
Cooperative
learning; Trigger Pictures |
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f. Materials: |
OHP |
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g. References: |
Science of the
Physical Creation: (2nd Edition) pp. 195-198 |
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III. LEARNING SEQUENCE |
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a. Routinary
activities A 5-item check-up test will be
administered. |
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b. Motivation The apple story |
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c. Lesson Proper |
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I. |
THE LAYERS OF THE
EARTH |
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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. |
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2. Show a table of
the differences between the layers according to the primary materials, depth,
average density, and temperature. |
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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. |
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4. Discuss the
mantle. Differentiate between upper and lower mantle and the transition zone. |
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5. Differentiate
between the Inner and Outer Core. |
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II. |
INVESTIGATORY
PROJECT TITLE |
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1. Students go to
their respective groups. |
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2. Must list at
least 3 possible IP problems for approval. |
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III. ASSIGNMENT |
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1. Bring a pre-cut
Styrofoam ball that resembles the Earth. |
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2. Bring a styro or
poster paint. |
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3. Newspapers and
paintbrush |
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OCTOBER 15 |
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I. OBJECTIVES |
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a. To make a model
of the earth’s structure. |
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II. LEARNING TASKS |
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a. Topic: |
The Structure of the
Earth |
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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. |
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c. Values: |
Gratefulness |
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d. Skills: |
Color-mixing |
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e. Strategies: |
Cooperative learning |
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f. Materials: |
Styrofoam, styro or
poster paint, paintbrush, newspapers |
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g. References: |
Science of the
Physical Creation: (2nd Edition) pp. 195-198 |
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III. LEARNING SEQUENCE |
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a. Routinary
activities |
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b. Motivation |
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c. Activity proper |
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1. |
Student shall be
brought outside the classroom for project-making. |
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2. |
Ocular check-up on
students’ works will be done often to ensure that every student works and contributes
to the group. |
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III. ASSIGNMENT |
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1. Prepare for SQ#1
on Wednesday about The Earth’s Structure |
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OCTOBER 16 |
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I. OBJECTIVES |
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a. To differentiate
between a project proposal and a written report; b. To appreciate the
way scientists solve problems; and c. To convene with group mates on how to plan
for the IP project. |
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II. LEARNING TASKS |
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a. Topic: |
Investigatory
Project Proposal |
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b. Values: |
Cooperation and
patience |
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d. Skills |
Manipulating
variables, designing experiments |
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e. Strategies: |
Observe-Predict-Explain;
Lecture |
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f. Materials: |
OHP, hand-outs and
previous IP projects |
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III. LEARNING SEQUENCE |
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a. Routinary
activities 1.
Review for
SQ#1 2. Administer SQ#1 |
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b. Motivation |
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c. Lesson Proper |
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I. |
THE INVESTIGATORY
PROJECT |
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a. Phases of
Conducting an Investigatory Project |
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b. The proposal |
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c. The Investigation |
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d. The Final Output |
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III. ASSIGNMENT |
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a. Start organizing
the proposal |
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b. Study pages
198-200 |
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c. Research on the
following (from the net or encyclopedia): Alfred Wegener; Diastrophism;
Pangaea; Plate Tectonics Theory and Theory of Isostasy |
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OCTOBER 17 |
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I. OBJECTIVES |
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a. To describe the
crustal movement and the Plate Tectonics Theory; b. To appreciate the
mystery behind the drifting of continents; and c. To name the
different plates of the crust. |
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II. LEARNING TASKS |
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a. Topic: |
Movements of the Crust |
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b. Concepts: |
a. Crust consists of
several plates that float like rafts
on the asthenosphere. b. Plate Tectonics
describe the movement as brought about by the slow convection currents in the
asthenosphere which cause continents to drift. c. Pangaea is a
hypothetical land mass which the earth was thought to be like years back. |
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c. Values: |
Faith |
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d. Skills: |
Analysing,
describing |
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e. Strategies: |
Inquiry approach |
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f. Materials: |
OHP |
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g. References: |
Science of the Physical
Creation (2nd Edition) pp. 198-199 |
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III. LEARNING SEQUENCE |
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a. Routinary
activities A 5-item check-up test will be
administered. |
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b. Motivation Students go to their group. Ten
puzzles will be given to them and the first group to finish the puzzle
receives +1 in the next lab activity. |
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c. Lesson Proper |
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I. |
PLATE TECTONICS
THEORY |
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1. Describe the
mechanism of the crust. Recall oceanic and continental crust. |
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2. Enumerate the
plates of the crust. |
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3. Ask how do crusts
move and lead them to the idea of Plate Tectonics Theory and the Theory of
Isostasy. |
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4. Describe the
explanation of Science about Earth now and then based on the Pangaea
hypothesis. |
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II. |
Evaluation |
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1. Ask students
conviction about the Pangaea issue. |
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III. ASSIGNMENT |
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1. Bring a world map
for the making of Pangae. (Maps must be pre-cut already) |
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2. 1/8 illustration
board, glue, scissors |
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OCTOBER 18 |
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I. OBJECTIVES |
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a. To make a model
of the ancient hypothetical supercontinent called Pangaea. |
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II. LEARNING TASKS |
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a. Topic: |
Movements of the Crust |
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b. Concepts: |
a. Crust consists of
several plates that float like rafts
on the asthenosphere. b. Plate Tectonics
describe the movement as brought about by the slow convection currents in the
asthenosphere which cause continents to drift. c. Pangaea is a
hypothetical land mass which the earth was thought to be like years back. |
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c. Values: |
Faith |
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d. Skills: |
Jigsaw puzzling |
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e. Strategies: |
Model-making |
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f. Materials: |
World map, 1/8
illustarion board, glue |
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g. References: |
Science of the Physical
Creation (2nd Edition) pp. 198-199 |
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III. LEARNING SEQUENCE |
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a. Routinary
activities |
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b. Motivation |
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c. Activity proper |
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1. |
Student are asked to
stay with groupmates in making the model. A guide is given. |
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2. |
Ocular check-up on
students’ works will be done often to ensure that every student works and
contributes to the group. |
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III. ASSIGNMENT |
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1. Study pages 200 –
202 . |
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2. Research about
the Marikina fault line. |
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3. Prepare for
check-up test. |
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OCTOBER 21 |
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I. OBJECTIVES |
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a. To describe the
faulting and folding processes; b. To appreciate the
way mountains are formed; and c. To enumerate the
types of folds, faults and mountains. |
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II. LEARNING TASKS |
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a. Topic: |
Faulting, folding
and mountain formation |
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b. Concepts: |
a. Fault is the
fracture zone in a rock when it suddenly moves. b. Fold is formed by
the bending or buckling of rocks under
great force. c. Mountains are
formed by the crustal movement. |
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c. Values: |
Faith |
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d. Skills: |
Comparing and differentiating |
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e. Strategies: |
Story telling |
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f. Materials: |
OHP |
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g. References: |
Science of the
Physical Creation: (2nd Edition) pp. 200-202 |
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III. LEARNING SEQUENCE |
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a. Routinary
activities A 5-item check-up test will be
administered. Remind each group that they can now start making the IP
proposal. |
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b. Motivation Relate the story of the formation
of Mount Paricutin, a volcano in Mexico. |
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c. Lesson Proper |
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I. |
CRUSTAL MOVEMENT |
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a. Explain the
undeniable fact that earth’s crust does move through faulting and folding. |
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b. Enumerate and
discuss the three types of faults and how are they formed: thrust fault,
normal fault, and strike-slip fault. |
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c. Enumerate and
discuss the two types of folds and how are they formed: syncline and
anticline. |
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II. |
MOUNTAINS |
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a. Ask students of
their ideas about how mountains are formed. Generalize their ideas. |
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b. Explain the
classification of mountains as to how they are formed. Give examples of such
mountains. a.) volcanic mountains b.) domed
c.) folded d.) fault-blocks |
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III. ASSIGNMENT |
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1. Prepare for SQ#2 |
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2. Study pages 203
-212. |
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3. Prepare for a
5-item checkup test. |
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OCTOBER 22 |
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I. OBJECTIVES |
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a. To describe
earthquake and its major causes; b. To appreciate the
earth-quake drills practiced in school to prepare them for the the calamity;
and c. To determine the
epicenter of an earthquake. |
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II. LEARNING TASKS |
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a. Topic: |
Earthquake |
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b. Concepts: |
a. Earthquake is any
trembling of the earth’s crust. b. Tectonic movements
often caused earthquakes. c. The seismic waves
are classified as S, P and surface waves. d. The epicenter of
an earthquake can be located using the triangulation method. |
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c. Values: |
Obedience |
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d. Skills: |
Interpreting data |
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e. Strategies: |
Trigger picture and
news stories |
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f. Materials: |
Powerpoint LCD |
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g. References: |
Science of the
Physical Creation: (2nd Edition) pp. 203-212 |
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III. LEARNING SEQUENCE |
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a. Routinary
activities Administer the short quiz A 5-item check-up test will be
administered. |
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b. Motivation Show trigger pics and news stories
about an earthquake incident. |
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c. Lesson Proper |
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I. |
EARTHQUAKES |
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a. From the picture
shown, ask students what might be the possible cause of an earthquake. |
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b. Lead them to the
realization that earthquakes’ intensity has some names like tremors and
aftershocks. Discuss the location of earthquakes. |
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c. Explain how
scientists study earthquakes (seismology). |
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d. Explain the
origin of earthquake: focus and epicenter and discuss the waves accompanied
with it. |
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e. Using the
seismogram, let the students interpret the data to themselves. Use the
triangulation method in finding the epicenter. |
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f. Explain how
earthquake’s strength is measured using the Richter and Mercalli Scales. |
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III. ASSIGNMENT |
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1. Bring the
following tomorrow for Lab no.2: drawing compass; pencil; individual |
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OCTOBER 23 |
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I. OBJECTIVES |
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a. To plot the
epicenter of an earthquake using the triangulation method; b. To appreciate the
ways scientists devised in finding the epicenter; and c. To interpret a
seismogram |
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II. LEARNING TASKS |
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a. Topic: |
Earthquake |
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b. Concepts: |
a. Earthquake is any
trembling of the earth’s crust. b. Tectonic
movements often caused earthquakes. c. The seismic waves
are classified as S, P and surface waves. d. The epicenter of
an earthquake can be located using the triangulation method. |
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c. Values: |
Obedience |
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d. Skills: |
Interpreting data |
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e. Strategies: |
Laboratory
activities |
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f. Materials: |
Compass and pencil |
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g. References: |
Science of the
Physical Creation: (2nd Edition) pp. 203-212 |
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III. LEARNING SEQUENCE |
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a. Routinary
activities |
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b. Motivation Relate a personal experience of
working with the seismologist at PHIVOLCS. |
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c. Activity Proper |
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I. |
Students interpret
the seismogram. |
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II. |
Students plot the
data on the map. |
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III. |
Students answer the
guide questions. |
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III. ASSIGNMENT |
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1. Go on-line and
try to find the epicenter of earthquake on regions of your choice at http://www.sciencecourseware.com/ |
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2. Prepare for SQ# 3
on the topic Seismology. Study pp. 213-217 and prepare for CUT. |
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OCTOBER 24 |
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I. OBJECTIVES |
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a. To describe a
volcano and its structures; b. To appreciate the
mechanism of the earth in the release of its internal content; and c. To enumerate the
types volcanoes. |
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II. LEARNING TASKS |
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a. Topic: |
Volcanoes |
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b. Concepts: |
a. Volcano is an
opening in the earth’s surface through which hot gases, ash and molten rock
are ejected. b. The parts of
volcano are the channel or vent, magma chamber, cone, and crater. c. Volcanoes are
classified based on the composition of its cones and their level of activity. |
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c. Values: |
Faith |
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d. Skills: |
Comparing and
classifying |
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e. Strategies: |
Story telling and
concept mapping |
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f. Materials: |
OHP |
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g. References: |
Science of the
Physical Creation: (2nd Edition) pp. 213-216 |
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III. LEARNING SEQUENCE |
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a. Routinary
activities Administer SQ#3 A 5-item check-up test will be
administered. |
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b. Motivation Relate the story of going to a
mountain trek in Taal. |
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c. Lesson Proper |
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I. |
VOLCANIC STRUCTURE |
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a. Show a map and
from it, determine the occurrence of volcanoes. |
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a. Ask if anyone
knows how a volcano is formed. Enumerate as well the structures of a volcano.
Show them a picture of Taal Volcano. |
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b. Explain the
volcanic structures before and after explosion. |
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c. Give some
students pieces of paper written in them are the concepts for the map they
would complete. |
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d. Discuss the
concept map that contains the following: Classification volcano based on the
cone-composition: Cinder-cone; shield; composite. Based on level of activity:
Dormant, extinct and active. |
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III. ASSIGNMENT |
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1. Prepare for SQ#2 |
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2. Study pages 203
-212. |
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3. Prepare for a
5-item checkup test. |
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SAMPLE LESSON PLANS IN SCIENCE II (Semi-detailed)
OCTOBER 14 |
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I. OBJECTIVES |
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a. To describe the
function of the eleven body systems; b. To appreciate the
way the organs function to keep the body systems working; c. To name the four
body cavities. |
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II. LEARNING TASKS |
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a. Topic: |
Introduction to
Human Anatomy and Physiology |
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b. Concepts: |
a. Anatomy is the
science of structure while physiology is the science of function. b. The four body
cavities are: Cranial, Spinal, Thoracic and Abdominal cavities. c. The eleven body
systems that function as one are: Muscular, Excretory, Respiratory,
Circulatory, Endocrine, Digestive, Integumentary, Nervous, Skeletal, Immune,
Reproductive systems |
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c. Values: |
Confidence and
Self-esteem |
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d. Skills: |
Classifying and
identifying |
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e. Strategies: |
Game |
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f. Materials: |
OHP; human model |
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g. References: |
Biology: God’s
Living Creation (2nd edition) pp. 117-119 |
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III. LEARNING SEQUENCE |
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a. Routinary
activities |
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b. Motivation Students are seated by groups. In
just 2 minutes, they have to list human organs in and out as many as they
can. |
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c. Lesson Proper |
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I. |
THE BODY CAVITIES |
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1. Enumerate and
describe the major cavities. |
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2. Review the
organization of human structure from cells to system. |
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3. 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. |
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4. Based on the list
provided by each group earlier, let them classify the organs they listed. |
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II. |
INVESTIGATORY
PROJECT TITLE |
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1. Students go to
their respective groups. |
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2. Must list at
least 3 possible IP problems for approval. |
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III. ASSIGNMENT |
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1. Prepare for SQ#1.
The Body Systems and Cavities |
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OCTOBER 15 |
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I. OBJECTIVES |
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a. To differentiate
between a project proposal and a written report; b. To appreciate the
way scientists solve problems; and c. To convene with group mates on how to plan
for the IP project. |
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II. LEARNING TASKS |
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a. Topic: |
Investigatory
Project Proposal |
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b. Values: |
Cooperation and
patience |
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d. Skills |
Manipulating
variables, designing experiments |
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e. Strategies: |
Observe-Predict-Explain;
Lecture |
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f. Materials: |
OHP, hand-outs and
previous IP projects |
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III. LEARNING SEQUENCE |
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a. Routinary
activities 2.
Review for
SQ#1 2. Administer SQ#1 |
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b. Motivation |
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c. Lesson Proper |
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I. |
THE INVESTIGATORY PROJECT
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a. Phases of
Conducting an Investigatory Project |
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b. The proposal |
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c. The Investigation |
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d. The Final Output |
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III. ASSIGNMENT |
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a. Start organizing
the proposal |
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b. Study pages 121-124.
Bring a 3 x 5 plain index card. |
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c. Prepare for check-up test. |
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OCTOBER 16 |
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I. OBJECTIVES |
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a. To describe the
components of organs: tissue and cells; b. To appreciate the
intricate yet magnificent design of the human body; and c. To recall the different types of cells. |
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II. LEARNING TASKS |
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a. Topic: |
Tissues and Cells |
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b. Concepts: |
a. A tissue is a
group of similar cells that work together to accomplish the task of an organ. b. Tissues are
classified as muscle, epithelial, nerve, and connective. c. Membranes are
thin coverings which function as linings. d. Membranes are
classified as serous, mucous, cutaneous and synovial. |
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c. Values: |
Thanksgiving |
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d. Skills: |
Comparison and
contrast |
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e. Strategies: |
Role playing |
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f. References: |
Biology: God’s
Living Creation pp. 121-124 |
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III. LEARNING SEQUENCE |
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a. Routinary
activities Give the 5-item check up test. |
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b. Motivation The students seat by group. There
shall be lots to be drawn about the terms involved in the day’s topic. In
just 5 minutes brainstorming, they must have a keyword that will describe
their group. |
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c. Lesson proper |
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I. |
TISSUES |
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a. Enumerate and
describe the four groups of tissues. When a group is discussed, ask the
assigned group to tell more about them. |
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II |
MEMBRANES |
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a. Enumerate and
describe the four types of membranes. When a type is discussed, ask the
assigned group to tell more about them. |
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III. |
CELLS and MATRIX |
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a. Discuss cells and
matrix. Call on the group to explain more about matrix. |
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IV. |
VESTIGIAL ORGANS |
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a. Ask the vestigial
organs group to tell more about them. |
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d. |
Evaluation 1. Give examples and
let the class identify them in terms of tissues and membranes or matrix or
vestigial organs. |
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III. ASSIGNMENT |
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1. Prepare for SQ#2
on Thursday about Tissues and Cells 2. Reporting on how
systems are developed. 3. On Friday,
prepare for a debate: “Main issue: A fourteen year old
girl was gang-raped by addicts when she went home from school one day. She is
the only child her parents have. The girl has lots of dreams the fact that
she is the first honors in her class, one is becoming a lawyer. Her family
sued the rapists who were found guilty by the highest court and eventually
sentenced to die through lethal injection. Months later, the young girl
became pregnant and yet it is still on the mid of the school year. 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. She wants
to finish schooling but she knows that killing the innocent baby is a mortal
sin. One day, her mom brought her to a doctor, and when the door closed in
that small room, her mom embraced her so hard and cried and said, “I am doing
this because your dad and I love you so much. We want you to have a better
future. That life in your womb must be aborted.” Is abortion the best thing to
do? Yes or No? |
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OCTOBER 17 |
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I. OBJECTIVES |
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a. To describe how
the systems are developed; b. To appreciate the
delicate way a human is formed from a single cell to complex ones; and c. To discuss the miracle of a new life. |
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II. LEARNING TASKS |
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a. Topic: |
Development of the
Systems |
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b. Concepts: |
1. 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. |
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c. Values: |
Gratitude |
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d. Skills: |
Reporting |
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e. Strategies: |
Team-teaching |
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f. References: |
Biology: God’s
Living Creation pp. 125-126 |
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III. LEARNING SEQUENCE |
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a. Routinary
activities 1. Administer SQ#2. |
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b. Motivation Encourage on gaining confidence
when facing before the class. |
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c. Lesson proper |
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I. |
DEVELOPMENT OF THE
SYSTEMS |
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1. Simulate the
situation of the child in the mother’s womb on the 8th week. |
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2. Call on the
assigned groups to explain the development of the following systems: |
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Nervous, Digestive,
Circulatory, Respiratory, Skeletal, Excretory, Muscular |
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d. |
Evaluation 1. Give a 5-item
check-up test about the topics that have been reported. |
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III. ASSIGNMENT |
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1. Prepare for the
debate between boys and girls. |
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OCTOBER 17 |
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I. OBJECTIVES |
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a. To describe how
the systems are developed; b. To appreciate the
delicate way a human is formed from a single cell to complex ones; and c. To discuss the miracle of a new life. |
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II. LEARNING TASKS |
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a. Topic: |
Development of the
Systems |
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b. Concepts: |
1. 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. |
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c. Values: |
Gratitude |
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d. Skills: |
Public speaking |
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e. Strategies: |
Debating |
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f. References: |
Biology: God’s
Living Creation pp. 127-129 |
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III. LEARNING SEQUENCE |
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a. Routinary
activities |
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b. Motivation Encourage on gaining confidence
when facing before the class. |
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c. Activity proper |
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I. |
Present the issue to
be contested. |
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1. First speaker (Y
and N) |
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2. Second speaker (Y
and N) |
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3. Third Speaker (Y
and N)3 |
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4. Fourth Speaker (Y
and N) |
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5. Fifth Speaker (Y
and N) |
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5 minute rebuttal |
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II. |
VERDICT |
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III. ASSIGNMENT |
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1. Study pages
130-134. Prepare for check-up test. |
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