Lesson plan Exemplar

Topic/Tittle The Particle Nature of Matter/Changes Between a Liquid and a Gas

Time Allotment 60 minutes/ Grade 8- Matter
Prepared by LORADEL R. SUAREZ/ Gutad High School
Learning Competencies/Objectives:
At the end of the cycle, students should be able to:
1. Describe what happens to water when it is left in an open container for some time.
2. Represent through illustrations what happens through the particles of water when it is left
in an open container.
3. Explain the processes taking place at the sub-microscopic level.
ELICIT MATERIALS
At the start of the session, the teacher will show a video Video Presentation
presentation that summarized the previous lesson on the
particle model of matter; students will also share their
understandings on the last topic they discussed. The teacher
will link the previous lesson to the next topic.
ENGAGE
Objective Setting
The teacher will ask the following questions:
 What do you think will happen when water is left in an
open container? In a closed container?
 Differentiate condensation and evaporation process.
EXPLORE
Activity Proper: Group Activity (5 Groups) Ice, Alcohol Lamp, Water,
Title Activity: What changes takes place when water is left Tripod, Beaker
with an open container? In a closed container?
*The teacher will provide guide questions.
EXPLAIN
Post-Activity
 Each group will have a representative to discuss their
output on the class
 Let the group compare and contrast their output. Let
them observe and analyzed/critic each group output.
ELABORATE
 Summarizing the concept through brainstorming
 Give emphasis on the following concept:
Evaporation is a process where a liquid is changed into a gas, it
is important to remember that the evaporation of a liquid in a
closed container is different from evaporation from an open
container. In a closed container, particles can escape into the
air outside the cover of the container.
EVALUATE
Answer the following questions: Pen and activity book
1. Differentiate between the condensation and
evaporation.
2. Make illustration/drawings that shows/explain what
happens to the particles of water when it is left in an
open container and in a closed container.
EXTEND
Instruct the students to give 3 examples of condensation and
evaporation process in which they can observe in their day to
day life. (Application of Content)
REFERENCES
DepEd K to 12 CG, TG and LM in Science 8
 Lesson Plan Exemplar
Topic/Title Propagation of Sound
Time Allotment 120 minutes- Grade 8 Force
Prepared by LORADEL R. SUAREZ/ Gutad High School
Learning Competencies/Objectives
At the end of the cycle, students should be able to:
1. Determine which medium does sound travel fastest – solid, liquid, gas.
2. Determine how temperature affects the speed and sound
ELICIT MATERIALS
Call the leader for each group to give a brief summary
of their previous lesson. (Longitudinal and Transverse
wave)
ENGAGE
Objective Setting:
Ask the following questions:
1. Where does sound travel fastest? In solid? in
liquid? In gas?
2. Where does sound travel faster on hotter air or
in cooler air?
EXPLORE
Activity Proper: Water Mobile phone
Do Activity 3: Sound Race… Wood Metal Rod
Activity 5: Faster Sound… In Hotter or Cooler? String Metal spoon
*Answer the guide questions on the activity. Thermometer Bucket of ice
Alcohol Lamp Tuning fork
EXPLAIN
Presentation and Discussion of output for each group Manila Paper, Marker
ELABORATE
Give emphasis on the following concept:
 Spread on sound of directly affected by the
temperature of the medium. The hotter the
medium the faster the sound travels. Heat just
like sound is a form of kinetic energy.
 The spread of sound may differ for different
types of solids, liquids and gases. Sound travel
fastest in solids.
 Brainstorming and checking of understanding
EVALUATE

Answer the following question:

1. Where does sound travels fastest? Justify your
answer.
2. Explain how temperature affects the speed of
sound.

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

Lesson Plan Exemplar

Topic/Title Structures and Functions of Digestive System
Time Allotment 60 minutes- Grade 8 Living Things and their Environment
Prepared by LORADEL R. SUAREZ/ Gutad High School
Learning Competencies/Objectives
At the end of the cycle, students should be able to:
1. Identify the parts of the Digestive System
2. Describe the coordinated functions of the organs of the digestive system
ELICIT MATERIALS
At the start of the lesson the teacher will give the students Crossword Puzzle
activity sheet; Crossword Puzzle
 Find the organs of the digestive system on the
puzzle either horizontally, vertically or diagonally.
ENGAGE
Group the students into 5 and Let them make a concept Manila Paper and Pentel Pen
map about the organs of the Digestive System
EXPLORE
Let the students perform the following activity: Worksheet
 Identify the parts of the digestive system
responsible for the given functions listed on the
worksheet
EXPLAIN
The students will present the results of their activities. (The Manila Paper and Pentel Pen
teacher will serve as facilitator)
ELABORATE
It is narrow in some parts and wide in others Digestion
of food starts with in the mouth and passes to the esophagus
then goes down to the stomach and stored 2 to 4 hours.
Final digestion takes place in the small intestine and
undigested food in the large intestine which becomes a
solid waste called feces.
EVALUATE
Word Parts: Work Sheet
Words have been divided into halves. Find the pieces that
fit together to form the correct words.
EXTEND
Explain how enzymes helps in digesting food Pen and Paper
REFERENCES
DepEd K to 12 CG,TG and LM in Science 8

Lesson Plan Exemplar

Matter
Topic/ Title Lewis Symbol
Grade level Grade 9
Time Allotment 60 minutes  
Prepared by LORWINA D. TURLA
School Gutad National High School
Learning Competencies/ Objective  
At the end of the cycle, students should be able to:
a. Write the Lewis symbol of some Group A elements
b. Show the relationship among the number of valence electron, Electronegativity and
Ionization energy
ELICIT MATERIALS
Ask students to write the Electronic Configuration of some elements on the Periodic table of
board. (The number of given elements depend on the readiness of the elements
students). Based from their answered Electronic Configuration of the Chalk board
elements, let the students identify the group number and the Valence
electron of the element.
ENGAGE  
Given the elements in the Elicit part, students identify their valence Periodic table of
electron and guide the students in writing Lewis symbol. (Based from the elements
answer of the students, the teacher is starting to establish the objective of Chalk board
the lesson) Projector
EXPLORE  
Designing the Class Activity Activity sheets
1. Group the students depending on the size of the class. Manila paper
2. Let students perform Activity 2: Lewis Symbol, LM page 23 marker
Guide Questions: Periodic table
1.Arrange the listed elements on the table in increasing order of with Ionization
a. Valence electron energy and
b. Ionization energy Electronegativity
c. Electronegativity
2.What do you notice on the order of ve-, Ionization energy and
Electronegativity of the elements?
3.What kind of elements has the great tendency to gain an electron? Why?
4.What kind of elements has the great tendency to lose an electron? Why?
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  
1. The answer presented by the students will be used as a springboard Projector
to show the relationship among ve-, IE, and EN.
2. The general idea of the activity should be drawn based from the
results of the activity and link to the main topic.
EVALUATE  
The teacher may ask the students a journal in what they have learned in Paper/pen
the cycle/Paper/pen test
EXTEND  
Let the students answer the question: Why do atoms need to lose or to gain Discussion
an electron/s? notebook
REFERENCES  
Grade 9 Learner`s Module page 23-24  

Lesson Plan Exemplar

Living Things and their Environment
Topic/ Title Population density
Grade level Grade 9
Time Allotment 60 minutes  
Prepared by LORWINA D. TURLA
School Gutad National High School
Learning Competencies/ Objective  
At the end of the cycle, students should be able to:
c. Compare the distribution patterns of the different population
d. Identify the pattern of population distribution using mathematical equation

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/  

Lesson Plan Exemplar

Force, Motion and Energy
Topic/ Title It`s more POWER in the Philippines
Grade level Grade 9
Time Allotment 60 minutes  
Prepared by LORWINA D. TURLA
School Gutad National High School
Learning Competencies/ Objective  
At the end of the cycle, students should be able to:
a. Identify the location of some power plants in the Philippines
b. Identify the Region in which the power plant belongs

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/

Lesson Plan Exemplar

Earth and Space
Topic/ Title Effects of topography on Climate
Grade level Grade 9
Time Allotment 60 minutes  
Prepared by LORWINA D. TURLA
School Gutad National High School
Learning Competencies/ Objective  
At the end of the cycle, students should be able to:
e. Differentiate windward and leeward side of a highland
f. Explain how topography affects climate
ELICIT MATERIALS
Start the lesson by posing the following questions:
Where do people usually go during summer vacation?
Why do they go there?
Why is it cold there?
ENGAGE  
Present a video clip of lowland and a highland and let students compare Projector
the climate on the two places. Through the comparison of the students, the Pictures of
teacher is starting to establish the objective of the lesson, lowland and
highland
EXPLORE  
Designing the Class Activity Activity sheets
1. Group the students depending on the size of the class. 2. By Manila paper
using a printed picture or projector, post Figure 4.1 on the LM and let marker
students answer the guide questions. Projector
Guide Questions:
7. What are the two sides of the mountain? How do they differ from
one another?
8. Which side of the mountain experience low temperature? High
temperature?
9. How does topography affect climate?

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/  

Lesson Plan Exemplar

Force, Motion and Energy
Topic/ Title Detecting and Creating Magnetism
Grade level Grade 10
Time Allotment 90 minutes  
Prepared by LORWINA D. TURLA
School Gutad National High School
Learning Competencies/ Objective  
At the end of the cycle, students should be able to:
a. identify the polarities and strengths of a bar magnet and magnetized objects
using a compass
b. demonstrate magnetization by stroking
ELICIT MATERIALS
Identify whether there will be repulsion or attraction if: magnets
a. North pole of a magnet is suspended on the North pole of
another magnet
b. North pole of a magnet is suspended on South pole of another
magnet
ENGAGE  
Present a compass on class and ask students to identify its parts or
compass
observe any deflection on it ( By asking the observation of the
students, the teacher is starting to establish the objective of the lesson)
EXPLORE  
Designing the Class Activity Compass
1. The activity could be done by group or individually depending on Magnets
the level of the students and availability of the materials Non
2. Let students perform Activity 4: Detecting and Creating Magnetism magnetized
Part A/B LM page 96 object
Guide Questions: Activity
1. What happen when you randomly move the bar magnet roundabout sheets Manila
and above the compass one foot or farther? Nearer than a foot? paper marker
2. How can you make non magnetic object magnetized?
EXPLAIN
Group Presentation of outputs/ Checking and Justification of students Manila paper
ELABORATE  
1. Class Interaction and Discussion of students` answer Projector
2. The teacher may present video on how magnetism is detected
and how can make a magnet

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
 

Lesson Plan Exemplar

Matter
Topic/ Title Charles` Law
Grade level Grade 10
Time Allotment 120 minutes  
Prepared by LORWINA D. TURLA
School Gutad National High School
Learning Competencies/ Objective  
At the end of the cycle, students should be able to:
c. State the relationship between volume and temperature of gases at constant
pressure
d. Plot data showing the relationship of volume and temperature
e. Solve problems involving Charles` Law
ELICIT MATERIALS
Let the students identify the quantities on the following metacard
measurements:
a.1 ml b. 273 K c. 1tm d. 760 torr e. 00C f. 1m3
ENGAGE  
Show a video clip on Hot air balloon festival and ask students what
they have observe ( By asking the observation of the students, the Projector
teacher is starting to establish the objective of the lesson)
EXPLORE  
Designing the Class Activity Activity
1. Group the students depending on the size of the class. sheets
2. Let students perform Activity 3: Charles` Law, LM page 369 Manila paper
Guide Questions: marker
1. What happen to the size of the balloon as the temperature Alcohol lamp
decreases? Bondpaper
2. How does the change in temperature relate to the volume of gas Water
in the balloon? testtube
EXPLAIN
1. Group Presentation of outputs/ Checking and Justification of Manila paper
students` answer marker
2. Let the students prepare and present their graphical data.
Key question:
Do the data/ information given by the students prior to the guide
question agree or disagree? The students must justify their answer.
ELABORATE  
10. The graph of the presented by the students will be used as a Projector
springboard to show the relationship or for the students be able
to state Charles` Law.
11. The general idea of the activity should be drawn based from the
results of the activity and link to the main topic.
12. The teacher may cite some application of Charles` Law and may
present the mathematical equation of Charles` Law.
EVALUATE  
The teacher may ask the students answer the prepared questions on Paper/pen
their module. #4 page 396, #7 page 397, #11/12 page 398
EXTEND  
For a mastery of the problem solving on Charles` law, the teacher may Discussion
ask the students answer Sample Problem on LM page 374 notebook
REFERENCES  
Grade 10 Learner`s Material page 369-374/ page 396-398  

Lesson Plan Exemplar

Earth and Space
Topic/ Title Hotspot
Grade level Grade 10
Time Allotment 60 minutes  
Prepared by LORWINA D. TURLA
School Gutad National High School
Learning Competencies/ Objective  
At the end of the cycle, students should be able to:
a. Relate hotspot with Plate Tectonics
ELICIT MATERIALS
Show pictures of land formation like trenches, valleys, mountains and Projector
other land formation. Let the students name on what plate boundaries pictures
do the land formation may occur.
ENGAGE  
End the picture/ slideshow through image of Hawaiian island. Projector
Ask students where does Hawaii situated and how do the island differ pictures
from other land formation. The teacher may then have the objective
setting through students` answer to the questions.
EXPLORE  
Designing the Class Activity Activity
1. Group the students depending on the size of the class. (preferably 6 sheets
members per group) Manila paper
2. Let students perform Activity 6: Drop it like it`s Hotspot, LM page 31 marker
Guide Questions: Alcohol lamp
3. What can you see on the surface of the bond paper? bond paper
4. What does water in the test tube represent? water
5. Which of the features at the surface of the crust will be the test tube
oldest? Youngest? Least active? Most active?
EXPLAIN
Group Presentation of outputs/ Checking and Justification of students` Manila paper
answer marker
Key question:
Do the data/ information given by the students prior to the guide
question agree or disagree? The students must justify their answer.
ELABORATE  
13. The teacher processes the data presented by the students Projector
through class discussion/interaction and a video clip of Hotspot
14. The general idea of the activity should be drawn based from the
results of the activity and link to the main topic.
EVALUATE  
The teacher may give time to write about the topic on their reflection Reflection
journal and draw on their notebook, the Hotspot forming a chain of journal
volcanoes labeling the youngest and oldest crust. notebook

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/
 

Lesson Plan Exemplar

Living Things and their Environment
Topic/ Title DNA and RNA Structure
Grade level Grade 10
Time Allotment 60 minutes  
Prepared by LORWINA D. TURLA
School Gutad National High School
Learning Competencies/ Objective  
At the end of the cycle, students should be able to:  
a. identify the component molecule of DNA and RNA  
b. compare the structures of the DNA and RNA molecule  
ELICIT MATERIALS
Post/ Write the word ``DNA`` on the board and ask the students to write metacard
as many words as they can
ENGAGE  
Post a picture or show video clips of DNA and RNA structure and let them
Picture/
describe what they observe
model/
( By asking the observation of the students, the teacher is starting to
Projector
establish the objective of the lesson)
EXPLORE  
Designing the Class Activity Activity
1. The activity could be done by group or individually depending on the sheets Manila
level of the students paper marker
2. Let them have the reading activity: HOW DO I LOOK? (
Structure of DNA and RNA)
Guide Questions:  
1. What are the components of the DNA and RNA molecule?  
2. What is the structural diffence between DNA and RNA?  
3. What nitrogenous base is found in RNA but not in DNA?  
4. Construct a Venn diagram in the similarities and differences of DNA  
and RNA molecule.  
EXPLAIN
Group Presentation of outputs/ Checking and Justification of students Manila paper
answer   marker
Presentation of the table and Venn diagram on the DNA and RNA molecule  
   
ELABORATE  
Class Interaction   Projector
1. The teacher process the data presented by the students through a  
class discussion and interaction.  
2. The general idea of the activity should be drawn on the Venn  
diagram presented by the students and link to the main topic.  
   
EVALUATE    
The teacher may give time to write about the topic on their self- entry Reflection
Journal. notebook
EXTEND    
Let students research on the three types of RNA. bond paper
REFERENCES    
Grade 10 Learner`s Material page 267  

Lesson Plan Exemplar

Topic/Title Types of Plate Boundaries
Time Allotment 2-3 hours/ Grade 10- Earth and Space
Prepared by Grace M. Domingo
Learning Competencies/Objective
At the end of the cycle, student should be able to:
1. Describe the different types of plate boundaries
2. Describe the effects of moving plate boundaries
ELICIT MATERIALS
Let the students recall the two types of crustal plates, and ask them which of these
plates is denser.
ENGAGE
The teacher will show an interactive video /map about the relative motion of plates. LCD Projector/
Ask the students to observe the arrows location and direction of motion. LED TV, Video
Key Questions: Clip, Map
1. What does the map show? In which part of the plates do motions occur?
2. How many types of plate boundaries were you observed? Describe the different
types of plate boundaries.
3. Are there forces that make the plate boundaries move? Do you think these forces
can create a geologic feature/s?
EXPLORE
Designing the Class Activity Video clips,
Remind the students of the safety precautions. posters,
1. The students will be grouped into 5. modelling clay,2
2. Let them do Activity 3:Head- On Collision, Activity 4:Going Separate Ways and blocks of wood,
Activity5: paper,
Slide and Shake. 2 hook screws,
3. Set –up a relay station for Activity 3 part C and Activity 5. sand paper
Guide Questions 4 blocks of wood
1. What are the effects of a continental and oceanic plate grinding into each other? (2)(5x5x10 cm),
2. What geologic features can occur when two continental plates collide with each (2 )(5x5x15cm)
other?
3. As the two oceanic plates converge against each other, what geological events
can take place?
4.As the two plates continue to move away from each other, what will be the effect
on the crust?
5. The Mid- Atlantic Ridge was formed with what type of plate boundaries?
6. Which plate boundary is formed between the Philippine plate and the Eurasian
plate?
7. San Adreas fault can be a source of a major earth quake . In what kind of plate
boundaries was it formed?
EXPLAIN
Group Presentation of Outputs Manila paper,
Each group has two representatives to present their work in front of the class. Pentel
Key questions: pen/marker
Does the data/information given by the groups prior to the guide questions agree or
disagree? The students must justify their answers.
ELABORATE
Class Interaction Powerpoint
1.The teacher process the data presented by the students through class discussion presentation/T.V
and interaction. Video Clip,
2. The general idea of the activity should be drawn base from the results of the Manila paper
activity and link to the main topic.
3. The teacher and students must be able to describe and generalize the different
types of plate boundaries and their effects of motion.
EVALUATE
As a way to assess ,the teacher may give Note book/paper
*Reflection/self entry journal
* Quiz about the topic (Matching Type on LM p35)
EXTEND
1. Identify places that show the types of plate boundaries. (Fig. 8 on LM p35 ) Grade 10 LM
REFERENCES
Grade 10 LM pp14-35
http://earthsci8,wikispaces.com/
Lesson Plan Exemplar
Topic/Title Nervous System
Time Allotment 1.5 hour /Grade 10- Living Things and their Environment
Prepared by Grace M. Domingo
Learning Competencies/Objective
At the end of the cycle, student should be able to:
1.Identify the parts and functions of Nervous System
ELICIT MATERIALS
The teacher’s present a word hunt in the class and let the students find words on it Manila
vertically, horizontally and diagonally. paper/illustration
board
ENGAGE
Let the students write all the words they can find on the word hunt and by Manila
identifying all the words, the teacher is starting to establish the objective of the paper/illustration
lesson. board
EXPLORE
Designing the Class Activity Manila
1. The students will be grouped into 5 with at least 8-10 members. paper/cartolina,
2. Let them make a graphic organizer about the structure of the nervous system construction
(Act. 1 paper, pentel
Break it Down! pen, paste
EXPLAIN
Group Presentation of Outputs Manila paper,
The group reporters will present their work in front of the class. cartolina
Key questions:
1. What are the two major divisions of Nervous System?
2. Give the functions of the different parts of the Nervous System.
3. How will you differentiate the Central nervous system (CNS) and the Peripheral
Nervous System (PNS) in terms of their functions?
4. Why is Nervous System an important part of our body?
ELABORATE
Class Interaction
1.Let the teacher process the data presented by the students through class
discussion and
interaction.
2.During the class interaction the students and teacher should be able to identify
and generalize the importance of knowing the parts and functions of the Nervous
System.

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

Lesson Plan Exemplar

Topic/Title Boyle’s Law
Time Allotment 2-3 hours /Grade 10- Matter
Prepared by Grace M. Domingo
Learning Competencies/Objective
At the end of the cycle, student should be able to:
 1. Investigate the relationship between volume and pressure of gas at constant temperature.
2. Plot data showing the relationship between volume and pressure of gas at constant
temperature.
3. Apply Boyle’s Law in problem solving

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 Plan Exemplar

Topic/Title The Electromagnetic Spectrum
Time Allotment 1 hour/ Grade 10 –Force, Motion and Energy
Prepared by Grace M. Domingo
Learning Competencies/Objective
At the end of the cycle, student should be able to:
1.Compare the relative wavelengths, frequencies and energies of the different regions of the
electromagnetic spectrum.
ELICIT MATERIALS
Teacher will show a video clip /picture/chart/tarpaulin about the electromagnetic LED-TV/OHP/
spectrum. Ask the students to observe about the regions ,arrangement of computer,video/
wavelength and frequencies of Electromagnetic Spectrum wave picture/chart/
tarpaulin
ENGAGE
Key Questions: LED-TV/OHP/
1. What are the different regions of the electromagnetic spectrum? computer,video/
2. What are your observations about the arrangement of wavelength and picture/chart/
frequencies in the electromagnetic spectrum? tarpaulin
3. Are you aware about the level of energy of the different EM waves spectrum ?
4. Which do you think is the least and most highly energetic region?
EXPLORE
Designing the Class Activity Manila
1. Group the students into 5 small groups. paper/cartolina,
2. Let them read electromagnetic spectrum (LM p147 ) and table 1 (LM p149). construction
Guide Questions: paper, pentel
1. Which region of EM waves has the longest wavelength? shortest wavelength? pen, paste
3. Which region has the highest frequency? lowest frequency?
4. Which region has the most highly energetic ?least energetic?
4. How is the wavelength related to the frequency in the EM spectrum?
5. How is energy related to the frequency in the EM spectrum?
6. Compare the relationships among wavelengths, frequencies and energies of the
different regions in the electromagnetic spectrum.
EXPLAIN
Group Presentation of Outputs Manila paper,
Call students representative from each group and let them present their work. cartolina
ELABORATE
Class Interaction Manila paper,
1. The teacher processes the data presented by the students through class Cartolina,EM
discussion and interaction. spectrum
2.During the class interaction the students and teacher should be able to compare picture/chart
and generalize the relationships of wavelength, frequency and energy in the
different regions of the EM waves spectrum.
EVALUATE
As a way to assess ,the teacher may give : Note
*Reflection /Self Entry Journal book/paper
Students will be given time to write about the learning for the day.
*Quiz
EXTEND
1. State the mathematical relationship among wavelength, frequency and energy.
2. Gamma ray is the most frequent , highly energetic and most penetrating region
in the EM spectrum waves. It emits radiation that can ionize the cell. Suggest ways
on how humans can protect themselves from the emission of this radiation .
REFERENCES
Grade 10 LM pp 148-149
Science and Technology IV Physics 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