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Gutad HS Lesson Exemplar G7-8-9-10
Gutad HS Lesson Exemplar G7-8-9-10
EXTEND
Using several resources and references, compare the
different characteristics of solids, liquids and gases.
REFERENCES
DepEd k to 12 CG, TG and LM in Science 8
Lesson Plan Exemplar
Inquiry-Based Science Teaching Approach
Topic/Title Comets and Asteroids
Time Allotment 60minutes- Grade 8 Earth and Space
Prepared by LORADEL R. SUAREZ/ Gutad High School
Learning Competencies/Objectives
At the end of the cycle, the students should be able to:
Describe how impact crater are formed when a comet or asteroids hits Earth.
ELICIT MATERIALS
Present observations or pictures on simulating a comet Pencil
or asteroids impact using drawings Pictures of Asteroids and Comet
Projector
ENGAGE
Key Questions Projector
1. What do you notice about the shape of crater
and the shape of the impact shown in the
photo?
2. What do you think happened to the Plants and
Animals living in the area where the comet and
asteroids crashed?
3. Which is most likely to make a more “visitor”
of Earth, a comet or an asteroid? Why do you
think so?
EXPLORE
Designing the Class Activity 1 Rectangular Container (aluminumtray
1. Group the students (depends on class or plastic)
population) 1 Pebble (1-4 cm in diameter)
2. Let them do the activity: What happens when a Colored flour/Colored Starch
comet or an asteroid hits earth? Pencil
3. Provide the instruction and materials
Guide Questions:
1. Compare the characteristics of comets and
asteroids.
2. How do you describe the shape of the
“craters” made by the pebble on the cloned
flour?
EXPLAIN
Group Presentation of outputs each group has two Manila paper
representatives to present their work in front of the Markers
class
Key Questions:
Do the data/information answers given by the
groups prior to the guide questions. The
students must justify their answers.
ELABORATE
CLASS INTERACTON Projector
1. The teacher process the data presented by the Module
students through discussion and interaction
2. The general idea of the activity should be
drawn based from the result of the activity and
the link to the main topic.
3. The teacher and students must be able to
explain and generalize the impact of comets
and asteroids and their importance as remnants
on the formation of our solar system.
EVALUATION
As a way to assess, the teacher may give: Bond paper
A reflection/Self Entry Journal, students will
be given time to write about the learning for
the day
EXTEND
1. Differentiate Comet from Asteroids
2. Differentiate short period and long period
comets.
3. Describe the origin and movements of Comets
and Asteroids
REFERENCE
Grade 8 Learners Module, page 154-155
ELICIT MATERIALS
Show a video or picture analysis about Philippine biodiversity, and ask Projector
students what would be the best to have on a particular community, pictures
low or high index of diversity and let them depend their answer.
ENGAGE
Present different pictures of different species of animals and plants or Pictures of
video clip which are considered to be endangered or a Trivia on different
Philippine Biodiversity. Ask questions like What brought about changes endangered species
in the population? Can environmental factors affect the population Projector
growth and size? By answering the questions, the teacher is starting to Trivia on Philippine
establish the objective of the lesson. Biodiversity
EXPLORE
Designing the Class Activity Activity sheets
1. Group the students depending on the size of the class. Manila paper
2. Let them answer Activity 2: Measuring population Density LM page 9 marker
Guide Questions:
1. Compare the distribution patterns of the three populations.
2. What condition could change the density of any population?
3. How does population density can be used to identify the needs
of the population?
EXPLAIN
Group Presentation of outputs/ Justification of students` answer Manila paper
Key question: marker
Do the data/ information given by the students prior to the guide
question agree or disagree? The students must justify their answer.
ELABORATE
3. The teacher processes the data through class discussion and Projector
interaction.
4. The general idea of the activity should be drawn based from the
results of the activity and link to the main topic.
EVALUATE
Socratic test Paper/pen
The teacher may give time to write about the topic on their reflection
journal
EXTEND
The teacher may ask the students to answer the questions: What if one Discussion notebook
species is introduced in an ecosystem, what could be the effect on
a. another species b. on the ecosystem c. on the carrying capacity
REFERENCES
Grade 9 Learner`s Module page 10
http://www. Youtube.com.watch/
ELICIT MATERIALS
Show a picture of a Hydropower plant and let students label parts of the metacard
plant pictures
ENGAGE
Present different pictures of power plant or video showing a power plant Pictures of
and ask students on their observation. By stating their observation, the different power
teacher is starting to establish the objective of the lesson. plant
Projector
EXPLORE
Designing the Class Activity Activity sheets
1. Group the students depending on the size of the class. Manila paper
2. Let them answer Activity 1: It`s more power in the Philippines, LM page 4 marker
Guide Questions: pin
4. What are the different power plants that can be found in the Philippine map
Philippines? Pictures of
5. What electric power plant is nearest to your area? different power
6. On what region do these power plants belong? plant
EXPLAIN
Group Presentation of outputs/ Justification of students` answer Manila paper
Key question: marker
Do the data/ information given by the students prior to the guide question
agree or disagree? The students must justify their answer.
Plus - Minus Interesting on Power plants
ELABORATE
5. The teacher processes the data through class discussion and Projector
interaction.
6. The general idea of the activity should be drawn based from the
results of the activity and link to the main topic.
EVALUATE
Post power plant using projector and let students name and identify the Projector
region of the power plant Paper/pen
EXTEND
Research more on Bataan nuclear power plant and if you were to ask: Are Discussion
you a con or pro in opening the plant. Depend your answer. notebook
REFERENCES
Grade 9 Learner`s Module page 4
http://www. Napocor.gov.ph/
EXPLAIN
Group Presentation of outputs/ Justification of students` answer Manila paper
Key question: marker
Do the data/ information given by the students prior to the guide question
agree or disagree? The students must justify their answer.
ELABORATE
7. The teacher processes the data through class discussion. Projector
8. The general idea of the activity should be drawn based from the
results of the activity and link to the main topic.
9. To deepen the understanding of the students, the teacher may use
video clip downloaded from YouTube
EVALUATE
The teacher may give time to write about the topic on their reflection Paper/pen
journal and draw on their notebook, the windward and leeward of a
mountain
EXTEND
The teacher may ask the students write an essay on: Which will I choose, Discussion
windward or Leeward? notebook
REFERENCES
Grade 9 Learner`s Material page 38-39
http://www. Youtube.com.watch/
EVALUATE
1. Socratic test Reflection
2. The teacher may give time to write about the topic on their journal
reflection journal. notebook
3. Quiz prepared by the teacher
EXTEND
The teacher may ask the question: What will happen to a magnet if it is Magnet
dropped too often? Magnetic
Let students make their own magnet. materials
REFERENCES
Grade 10 Learner`s Material page 96
EXTEND
At this point students have already realized that our country is Emergency kit
susceptible to disaster; the students maybe ask to prepare and bring
on class their survival kit.
REFERENCES
Grade 10 Learner`s Material page 31
http://www.geo.hunter.edu/
EVALUATE
As a way to assess, the teacher may ask the students to write a reflection journal on Note book/paper
what they have learned about the lesson by using the format below.
I’ve learned that_____________
I’ve realized that_____________
I promise to ________________
EXTEND
1. What might happen to the human body if one part of the Nervous System fails to
carry
out its function properly?
2.What healthy tips can you suggest on how to improve the functions of Nervous
System?
REFERENCES
Grade 10 LM pp14-35
Model of Human Anatomy
ELICIT MATERIALS
The teacher will instruct the students to form small groups. Let the students Manila paper
identify what property of gas is observed on the given following situations:
a. experiencing a warm temperature
b. filling air in a flat tire
c. opening a bottle of soft drinks
d. pricking a balloon
e. smelling a fried salted fish “tuyo”
ENGAGE
The teacher will show a picture/video clip of a nurse or doctor injecting medicine to Picture/video clip
a patient through a syringe. Let the students observe the video clip. Ask them how
does a syringe work to be able for the medicine to enter into the body of a patient .
EXPLORE
Designing the Class Activity 25 ml syringe.
1. Group the students into 5 with 8-10 members. set of weights,
2.Let them do Activity 2: Boyle’s Law ruler, glue stick,
Guide Questions; 5’’by 3’’
1. What happens to the volume of the syringe as the set of weights is added on top illustration
of it? board,6’’ by 4” by
2. What happens to the pressure on the syringe when the set of weights is added? 0.25” wood,
3. Plot a graph with the pressure at the y axis and volume at the x axis. candle or glue
4. What does the graph tell about the relationship between pressure and volume ? gun, match
EXPLAIN
Group Presentation of Outputs Manila paper,
The reporters of each group will present their work in front of the class. cartolina
The students should be able to answer the guide questions.
ELABORATE
Class Interaction Manila
1. The teacher will process the students output through class discussion and paper,calculator
interaction.
2. The graph of the students will be used as a springboard to show the relationship
between volume and pressure of gases at constant temperature.
3. The teacher and students cite applications of Boyle’s Law.
4. The teacher presents the mathematical equation for the relationship between
volume and pressure of gases at constant temperature which is known as Boyle’s
Law (LM p368)
5. The teacher and students apply Boyles Law in problem solving and make a
generalization about the relationship between volume and pressure of gases at
constant temperature.
EVALUATE
As a way to assess, the teacher may give Note
* Pencil and paper test book/paper
* Socratic Test/Question and Answer
EXTEND
1. Cite applications of Boyle’s Law in real life situations.
1. Use Boyle’s Law equation and answer problem #3 on LM p369 .
REFERENCES
Grade 10 LM
Science and Technology III Chemistry SEMP
LESSON EXEMPLAR
TOPIC/TITLE Motion in One Dimension
TIME ALLOTMENT 5HOURS/Grade 7 -Force
PREPARED BY Catherine G. Dimla( Gutad High School)
LEARNING COMPETENCIES
Describe the motion of an object in terms of distance or displacement, speed or velocity, and
acceleration. S7FE-IIIa-I
ELICIT MATERIALS
The teacher will show different pictures that shows different
movements ( such as moving train, a running animal or a baby Pictures
that is sleeping). Ask the students to describe each picture. Let
the students describe based on the movements shown by each
examples.
ENGAGE
Group students into four. Each group will give five activities Manila paper
that show movement or motion in a straight path. pen
Guide questions:
a. What is the movement done in each activity?
b. Does it cover a distance?
c. Does it require speed?
d. Is there any increase in speed when the activity is usually
done?
Based on the group activity each group will now have an idea about
spped, displacement, and acceleration.
EXPLORE
Group the students into four. Each group will do the following activity Activity sheet
Activity no. 1 Where is it? 9 LMpg 2-4 Diagrams
Activity no. 2 My home to school road maps. LM pg 6-7 Measuring
Activity no. 3 Fun walk. LM pg8 Device
Roadmap
EXPLAIN
The students will present the result of their activity. The teacher will
serve as the facilitator. If there are any misconceptions to the idea
presented by the students correct it after each presentation.
ELABORATE
The teacher will elaborate the discussion about motion. The teacher will
give emphasize to distance, speed, and acceleration.
EVALUATE
The students will make an essay about the role of motion to everyday Pen
life. paper
EXTEND
The students will give examples of motion or activities and Pen
explain based on the following: Paper
a. Position of the object
b. Displacement or distance of the object
c. Speed of the object
d. Acceleration of the object.
REFERENCES: Science 7
Learners Material
LESSON EXEMPLAR
TOPIC/TITLE METALS AND NON METALS
TIME ALLOTMENT 4 HOURS / Grade 7- Matter
PREPARED BY Catherine G. Dimla( Gutad High School)
LEARNING COMPETENCIES
Describe some properties of metals and non-metals such as luster, malleability, ductility, and
conductivity.
Differentiate metals from non-metals.
ELICIT MATERIALS
Begin the lesson by showing a periodic table of elements. Ask the
students to describe it. Students shall come up the arrangement Periodic table
of elements in the periodic table. Introduce the term metals and
non metals.
ENGAGE
Show some example of metals ( such as copper, silver jewelry Examples of metals
and door knob). And examples of non-metals( such as and non metals
blackboard, chairs.)
Ask the students to describe it and compare each examples.
Key question:
How are elements are classify?
EXPLORE
Students will answer Activity sheet
ActivitY 1which can conduct electricity, metals or non-metals(LM 62-63)
EXPLAIN
The students will present the result of their activity. The teacher will
serve as the facilitator.
ELABORATE
The teacher will elaborate on the difference of metals and non-metals
based on their properties.
EVALUATE
The students will write an essay about the different uses of metals and Pen
nonmetals based on their different properties. paper
EXTEND
The students will be asked to enumerate elements found in the Pen
following and classify them as metals and non-metals paper
a. Food
b. Human body
c. environment
REFERENCES: science 7
Learners Material
LESSON EXEMPLAR
TOPIC/TITLE Greenhouse effect and global warming
TIME ALLOTMENT 2 hours/ Grade 7- Earth and Space
PREPARED BY Catherine G. Dimla( Gutad High School)
LEARNING COMPETENCIES
Explain how some human activities affect the atmosphere( s7es-10d-6)
ELICIT MATERIALS
Song analysis- the teacher will play the song kapaligiran Cd player/ laptop
The teacher may also show some pictures of different effects of Speaker
global warming. pictures
ENGAGE
Key questions
1. What do you think about the song?
2. What brought these different changes in the environment?
EXPLORE
Divide the class into four. Students will do the activity 2 “does Activity sheet
greenhouse retains or release heat?” ( LM 108-109)
EXPLAIN
Each group will present the result of their activity. Manila paper
pen
ELABORATE
The teacher will process the data presented by the students. The
teacher will take note of any misconceptions on the student’s idea and
correct it immediately.
EVALUATE
Ask students to write a journal about how human activities Paper
contribute to global warming. Pen
EXTEND
Students will make a poster or a slogan that encourage human to Bond paper
protect our environment. Crayons
REFERENCES: science 7
Learners Material
LESSON EXEMPLAR
TOPIC/TITLE Levels of Organization
TIME ALLOTMENT 2 hours/ Grade 7- Biology
PREPARED BY Catherine G. Dimla( Gutad High School)
LEARNING COMPETENCIES
Describe the different levels of biological organization from cell to biosphere.
ELICIT MATERIALS
Show a school organizational chart. Ask students to identify each Organizational chart
personnel in the chart. Students should be able to give the role
of each personnel in the school.
ENGAGE
Group the students into four. Based on the first activity Pen
students should compare a school to human body. Manila paper
Guide questions:
a. What is the similarity between a school and a human?
b. Does each personnel important to a school? Why?
c. Does each part of the human body important? Why?
d. What makes an organism?
EXPLORE
Divide the class into four. Each group will perform activity no. 2: levels of Activity sheet
organization in an organism. LM pg78-79
EXPLAIN
Each group will present the result of their activity. Manila paper
pen
ELABORATE
The teacher will process the data presented by the students. The
teacher will discuss the different levels of organization and how
important each level to the next.
EVALUATE
Ask students to write a journal about the importance of Paper
arrangement in the development of an organism. Pen
EXTEND
Students will make a poster or a chart that shows the levels of Pictures of cell,
organization in the human body. tissue, organs,
system, organism,
paper
REFERENCES: science 7
Learners Material