Dizon, Cristel Kate P. (LTE 9 and 10)
Dizon, Cristel Kate P. (LTE 9 and 10)
COLLEGE OF EDUCATION
CHED Center of Development in Teacher Education
DHVSU Main Campus, Villa de Bacolor, Pampanga EMail Address: [email protected]
The Landforms
Objectives:
1. Describe the different landforms
Procedure:
1. Study the different landforms shown in the picture below:
F. Developing Mastery
Group the following as to bodies of water and landforms. Use the table below.
hill river
lake sea
mountain stream
plain valley
plateau volcano
Bodies of Water Landforms
Remember this
Bodies of water and landforms are found in the surroundings
There are many bodies of water in our country. These are rivers, lakes, seas,
oceans, and streams
Landforms include mountains, hills, valleys, plateaus, and plains
Bodies of water and landforms are important to people and other living things.
I. Evaluating learning
A. Matching Type: Match column A with column B. Write the letter of the correct answer.
Column A Column B
_____ 1. lake A. body of water surrounded by land
_____ 2. ocean B. water that falls from a higher place like a cliff
_____ 3. sea or mountain
_____ 4. stream C. smaller than an ocean with salty water
_____ 5. waterfall D. running or flowing water smaller than a river
E. largest body of water
Subject: Science
Grade Level: 3
Time: 7:30-8:20
I. Objectives
At the end of the fifty minutes session, 80% of the students are expected to:
a. Explain the meaning of the heat.
b. Identify the things that give off heat.
c. Create a example of source of heat.
II. Subject Matter
Topic : Sources of Heat
Reference/s : Book in Science
(pp.150)Value: : Appreciation
III. Materials
Powerpoint
Pictures
IV. Activities
TEACHER LEARNER
A. Introduction
. Preparation
Prayer
“Class let us pray, Scarlet can you
please lead the prayer?” “Yes Ma’am, Our Father….
B. Development Plan
Presentation
“Heat is the transfer of energy from a warmer object to a cooler object. For example, a lighted
match (higher temperature object) will transfer heat to a large pan filled with lukewarm water
(lower temperature object).
Burning Wood
When burning of wood, the chemical energy in the wood is released as heat because of the
chemical reaction of wood and oxygen.
In order to heat your food, your gas stove releases gas that is ignited into heat- producing
flames.
Convection is the mode of heat transfer that is taking place in boiling of a water.
Lighted coal
It has lots of energy in it. When it is burned, it makes heat and even lightenergy
Sun
It is the primary source of heat. The heat of the sun can dry our clothes, grow our food and
generate electricity.
Fire
It is produced when there is a source of fuel and oxygen. In cold Countries theymake use of fireplaces
o provide heat to their homes.
D.Generalization
“Very good!”
“Class, always remember that the heat is very important in our daily life in warming the house,
cooking, heating the water and drying the washed clothes. And every matter has heat energy.”
There are things that give off heat. Write the name of these things that give off heat.
Directions: Arrange the jumbled letters from the box to form the correct word.
Ifre nove
lhgetid hraccloa
1.____________________
2.________________
3._____________
4.________________
5._____________
IV.Evaluation
“Put check (/)if the picture is giving off heat and put a cross (×) if it does not giving off heat.”
Electric Toaster
Snow
Lighted Charcoal
1.
2.
3.
4.
5.
5.3 IDENTIFICATION: Exploring Lesson Plan Format Options
Request your Mentor Teacher to allow you to study the lesson plan format being
followed in your school. Record the major parts and a brief description of contents.
Objectives
Objectives - Description of the topic
Procedure
Procedure- the presentation and discussion of the lesson.
A. Developing Mastery
A. Developing Mastery- this is the activity of the pupils.
B. Finding practical
B. Finding practical applications of concepts and skills in daily
applications of concepts
living objects -this is the activity of the pupils to show the
and skills in daily living
importance of the lesson.
objects
C. Making generalizations and abstractions about the lesson-
C. Making generalizations
the pupils need to remember the lesson for today.
and abstractions about the
D. Evaluating learning - activity of the pupils to know if they
lesson
understood the lesson
D. Evaluating learning
Preparation Preparation
Greeting and Checking child naturally asks his father for the items they need, as
Presenation
conversation.
in sessions.
Valuing- to know the importance of the lesson.
Assessment Proper
performance in a classroom
1. Compare and contrast the parts of the lesson plans shared with the Mentor Teacher?
When you teach it to the students, it’s extremely simple to teach because one lesson takes
a week to teach and requires 2-3 days for discussion and 2 days for student activities. My
mentor teacher’s lesson plan is simple, has few components, and its parts are not very
detailed.
2. What could be the advantages of developing detailed lesson plans for initial teaching?
It provides a sense of direction in regard to the syllabus and aids the teacher in becoming
more structured. Additionally, it makes the teacher feel more assured when presenting the
lesson. It offers a helpful foundation for future planning and aids the teacher in creating
lessons that are adaptable for various student needs.
● Materials: Specify everything that are indispensable to your lessons. As much as possible
be creative and resourceful enough despite limited budget.
● Development: Indicate the methods, techniques, activities you intend to use and specific
questions you intend to ask. Make provisions for incidental learning.
For your Growth Portfolio Entry No. 9, request your Mentor Teacher to suggest an
anticipated lesson. Write a plan following the suggested detailed format. Find out the prior
learnings upon which you will build up your lesson activities.
OBJECTIVES
Content Standard: The learners demonstrate understanding of people, animals,
plant, lakes, rivers, streams, hills, mountains, and other
landforms, and their importance
Performance Standard: The learners should be able to express their concerns about
their surroundings through teacher-guided and self-directed
activities
Learning Competency: The learners should be able to relate the importance of the
surroundings to people and other living things
PROCEDURES
K. Reviewing previous lesson or presenting the new lesson
In the previous lesson, you have learned about the things found in your surroundings. As
a review, answer the following questions:
1. What are the things that you can see in your surroundings? Give at least 3 things.
2. Name two living things and two non-living things found in your surroundings.
s ___ ____
Clue: The water is salty. It is located near v__ __c__ __o
beaches. Clue: When it erupts, it gives off smoke,
ash, and lava
In this lesson you will learn about the different bodies of water and landforms in
your surroundings.
Let’s Study