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SEMI- DETAILED LESSON PLAN
February 4, 2013
SCIENCE
I.
OBJECTIVES
At the end of the 60 minute period the students should be able to:
define what is solvent and solutes.
distinguish substance that dissolving and dissolved.
II.
SUBJECT MATTER
A. TOPIC
Solvents and Solutes
B. REFERENCE
Science for Daily use
Textbook
Science- Grade 4
Buenda A. Lozada Augusto T. Mendoza
Pages 115 - 121
C. MATERIALS
Book of Science for Daily use
Materials for experiment:
4 jars label A, B and D
Solids
4 tablespoons sugar
4 tablespoons flour
4 tablespoons salt
4 tablespoons yeast
Liquids
2 cups water
2 cups vinegar
2 cups alcohol
2 cups cooking oil
III.
PROCEDURE
A. ROUTNE ACCTIVITY

Classroom Management

Prayer

Attendance
B. MOTIVATION
Procedures for experiment:
1. Prepare four jars. Label the jars A, B and D.
2. Pour cup of these liquids: jars A, water; jars B, vinegar; jar C, alcohol; and jar D, cooking oil.
3. Mix 1 tablespoon sugar in each liquid. Which liquids dissolved sugar?
4. Clean the jars before pouring another set of liquids.
5. Mix 1 tablespoon of the other solids.
6. Answer these questions.
a. What solid materials can be dissolved in:

Water?

Vinegar?

Alcohol?

Cooking oil?
b. What liquids can dissolve solids?
C. LESSON PROPER
Solvents and Solutes

In every solution there is a dissolving substance and a dissolved substance. A substance in a

mixture that has greater quality retains its physical state. It is dissolving substance. The solvent is
generally the substance that you see in the same state in resulting solution. The solute is the
dissolved substance.
D. GENERALIZATION
1. What are Solvents and Solutes?
2. Give examples of Solvents and Solutes can find at home.
E. APPLICATION
Do the experiment on the pages 118 and answer the questions.
IV.
EVALUATION
Answer the Activity 1 and Activity 2 on page 120 on the book Science for Daily use.
V.
ASSIGNMENT
Answer the checking up activity on pages 121 on the book of Science for Daily use.

http://www.oocities.org/egf94/2ndlongtest/lp.html
SAMPLE LESSON PLANS IN SCIENCE I (Semi-detailed)

OCTOBER 14
I. OBJECTIVES
a. To differentiate between the characteristics of the earths structural
layers;
b. To appreciate the way earth is designed to harbor life; and
c. To name the boundaries among the earths layers
II. LEARNING TASKS
a. Topic:

The Structure of the Earth

b. Concepts:

a. Geology is the scientific study of the earth.

b. The major sections of the earth based on chemical
composition are the crust, mantle and the core.
c. The crust is the outer layer, the mantle is the middle layer and
the core the inner layer.

c. Values:

Gratefulness

d. Skills:

Comparing and differentiating

e.
Strategies:

Cooperative learning; Trigger Pictures

f. Materials:

OHP

g.
References:

Science of the Physical Creation: (2nd Edition) pp. 195-198

III. LEARNING SEQUENCE

a. Routinary activities
A 5-item check-up test will be administered.
b. Motivation
The apple story

c. Lesson Proper
I.

THE LAYERS OF THE EARTH

1. Show an acteate of the earths structure and ask students to identify
the layers. Ask what are the bases of identifying the layers.
2. Show a table of the differences between the layers according to the
primary materials, depth, average density, and temperature.
3. Discuss the crust. Show an acetate of materials that composes the
earths crust. Ask questions based on the data presented on the table.
Differentiate between oceanic and continental crust in terms of the
rocks that made them up.
4. Discuss the mantle. Differentiate between upper and lower mantle
and the transition zone.
5. Differentiate between the Inner and Outer Core.

II
.

INVESTIGATORY PROJECT TITLE

1. Students go to their respective groups.
2. Must list at least 3 possible IP problems for approval.

III. ASSIGNMENT
1. Bring a pre-cut Styrofoam ball that resembles the Earth.
2. Bring a styro or poster paint.
3. Newspapers and paintbrush

OCTOBER 15
I. OBJECTIVES
a. To make a model of the earths structure.

II. LEARNING TASKS

a. Topic:

The Structure of the Earth

b. Concepts:

a. Geology is the scientific study of the earth.

b. The major sections of the earth based on chemical
composition are the crust, mantle and the core.
c. The crust is the outer layer, the mantle is the middle layer and
the core the inner layer.

c. Values:

Gratefulness

d. Skills:

Color-mixing

e.
Strategies:

Cooperative learning

f. Materials:

Styrofoam, styro or poster paint, paintbrush, newspapers

g.
References:

Science of the Physical Creation: (2nd Edition) pp. 195-198

III. LEARNING SEQUENCE

a. Routinary activities
b. Motivation
c. Activity proper

1.

Student shall be brought outside the classroom for project-making.

2.

Ocular check-up on students works will be done often to ensure that

every student works and contributes to the group.

III. ASSIGNMENT
1. Prepare for SQ#1 on Wednesday about The Earths Structure

OCTOBER 16
I. OBJECTIVES
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.
II. LEARNING TASKS
a. Topic:

Investigatory Project Proposal

b. Values:

Cooperation and patience

d. Skills

Manipulating variables, designing experiments

e.
Strategies:

Observe-Predict-Explain; Lecture

f. Materials:

OHP, hand-outs and previous IP projects

III. LEARNING SEQUENCE

a. Routinary activities
1.

Review for SQ#1

2. Administer SQ#1
b. Motivation
c. Lesson Proper

I.

THE INVESTIGATORY PROJECT

a. Phases of Conducting an Investigatory Project
b. The proposal
c. The Investigation
d. The Final Output
1. The Written Report
2. The Exhibit
3. The Oral Defense

III. ASSIGNMENT

a. Start organizing the proposal

b. Study pages 198-200
c. Research on the following (from the net or encyclopedia): Alfred Wegener;
Diastrophism; Pangaea; Plate Tectonics Theory and Theory of Isostasy

OCTOBER 17
I. OBJECTIVES
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.
II. LEARNING TASKS
a. Topic:

Movements of the Crust

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.

c. Values:

Faith

d. Skills:

Analysing, describing

e.
Strategies:

Inquiry approach

f. Materials:

OHP

g.
References:

Science of the Physical Creation (2nd Edition) pp. 198-199

III. LEARNING SEQUENCE

a. Routinary activities
A 5-item check-up test will be administered.
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.
c. Lesson Proper
I.

PLATE TECTONICS THEORY

1. Describe the mechanism of the crust. Recall oceanic and continental
crust.
2. Enumerate the plates of the crust.
3. Ask how do crusts move and lead them to the idea of Plate Tectonics
Theory and the Theory of Isostasy.
4. Describe the explanation of Science about Earth now and then based
on the Pangaea hypothesis.

II
.

Evaluation
1. Ask students conviction about the Pangaea issue.

III. ASSIGNMENT
1. Bring a world map for the making of Pangae. (Maps must be pre-cut already)
2. 1/8 illustration board, glue, scissors

OCTOBER 18
I. OBJECTIVES
a. To make a model of the ancient hypothetical supercontinent called
Pangaea.

II. LEARNING TASKS

a. Topic:

Movements of the Crust

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.

c. Values:

Faith

d. Skills:

Jigsaw puzzling

e.
Strategies:

Model-making

f. Materials:

World map, 1/8 illustarion board, glue

g.
References:

Science of the Physical Creation (2nd Edition) pp. 198-199

III. LEARNING SEQUENCE

a. Routinary activities
b. Motivation
c. Activity proper

1.

Student are asked to stay with groupmates in making the model. A guide
is given.

2.

Ocular check-up on students works will be done often to ensure that

every student works and contributes to the group.

III. ASSIGNMENT
1. Study pages 200 202 .
2. Research about the Marikina fault line.
3. Prepare for check-up test.

OCTOBER 21
I. OBJECTIVES
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.
II. LEARNING TASKS
a. Topic:

Faulting, folding and mountain formation

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.

c. Values:

Faith

d. Skills:

Comparing and differentiating

e.
Strategies:

Story telling

f. Materials:

OHP

g.
References:

Science of the Physical Creation: (2nd Edition) pp. 200-202

III. LEARNING SEQUENCE

a. Routinary activities
A 5-item check-up test will be administered.
Remind each group that they can now start making the IP proposal.
b. Motivation
Relate the story of the formation of Mount Paricutin, a volcano in
Mexico.
c. Lesson Proper

I.

CRUSTAL MOVEMENT
a. Explain the undeniable fact that earths crust does move through
faulting and folding.
b. Enumerate and discuss the three types of faults and how are they
formed: thrust fault, normal fault, and strike-slip fault.
c. Enumerate and discuss the two types of folds and how are they
formed: syncline and anticline.

II
.

MOUNTAINS
a. Ask students of their ideas about how mountains are formed.
Generalize their ideas.
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

III. ASSIGNMENT
1. Prepare for SQ#2
2. Study pages 203 -212.
3. Prepare for a 5-item checkup test.

OCTOBER 22
I. OBJECTIVES
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.
II. LEARNING TASKS
a. Topic:

Earthquake

b. Concepts:

a. Earthquake is any trembling of the earths 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.
c. Values:

Obedience

d. Skills:

Interpreting data

e.
Strategies:

Trigger picture and news stories

f. Materials:

Powerpoint LCD

g.
References:

Science of the Physical Creation: (2nd Edition) pp. 203-212

III. LEARNING SEQUENCE

a. Routinary activities
Administer the short quiz
A 5-item check-up test will be administered.
b. Motivation
Show trigger pics and news stories about an earthquake incident.
c. Lesson Proper
I.

EARTHQUAKES
a. From the picture shown, ask students what might be the possible
cause of an earthquake.
b. Lead them to the realization that earthquakes intensity has some
names like tremors and aftershocks. Discuss the location of
earthquakes.
c. Explain how scientists study earthquakes (seismology).
d. Explain the origin of earthquake: focus and epicenter and discuss
the waves accompanied with it.
e. Using the seismogram, let the students interpret the data to
themselves. Use the triangulation method in finding the epicenter.
f. Explain how earthquakes strength is measured using the Richter

and Mercalli Scales.

III. ASSIGNMENT
1. Bring the following tomorrow for Lab no.2: drawing compass; pencil;
individual

OCTOBER 23
I. OBJECTIVES
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
II. LEARNING TASKS
a. Topic:

Earthquake

b. Concepts:

a. Earthquake is any trembling of the earths 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.

c. Values:

Obedience

d. Skills:

Interpreting data

e.
Strategies:

Laboratory activities

f. Materials:

Compass and pencil

g.
References:

Science of the Physical Creation: (2nd Edition) pp. 203-212

III. LEARNING SEQUENCE

a. Routinary activities

b. Motivation
Relate a personal experience of working with the seismologist at
PHIVOLCS.
c. Activity Proper
I.

Students interpret the seismogram.

II.

Students plot the data on the map.

III
.

Students answer the guide questions.

III. ASSIGNMENT
1. Go on-line and try to find the epicenter of earthquake on regions of your
choice athttp://www.sciencecourseware.com/
2. Prepare for SQ# 3 on the topic Seismology. Study pp. 213-217 and
prepare for CUT.

OCTOBER 24
I. OBJECTIVES
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.
II. LEARNING TASKS
a. Topic:

Volcanoes

b. Concepts:

a. Volcano is an opening in the earths 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.

c. Values:

Faith

d. Skills:

Comparing and classifying

e.
Strategies:

Story telling and concept mapping

f. Materials:

OHP

g.
References:

Science of the Physical Creation: (2nd Edition) pp. 213-216

III. LEARNING SEQUENCE

a. Routinary activities
Administer SQ#3
A 5-item check-up test will be administered.
b. Motivation
Relate the story of going to a mountain trek in Taal.
c. Lesson Proper
I.

VOLCANIC STRUCTURE
a. Show a map and from it, determine the occurrence of volcanoes.

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.
b. Explain the volcanic structures before and after explosion.
c. Give some students pieces of paper written in them are the
concepts for the map they would complete.
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.

III. ASSIGNMENT
1. Prepare for SQ#2
2. Study pages 203 -212.
3. Prepare for a 5-item checkup test.

SAMPLE LESSON PLANS IN SCIENCE II (Semi-detailed)

OCTOBER 14
I. OBJECTIVES
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.
II. LEARNING TASKS
a. Topic:

Introduction to Human Anatomy and Physiology

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

c. Values:

Confidence and Self-esteem

d. Skills:

Classifying and identifying

e.
Strategies:

Game

f. Materials:

OHP; human model

g.
References:

Biology: Gods Living Creation (2nd edition) pp. 117-119

III. LEARNING SEQUENCE

a. Routinary activities
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.

c. Lesson Proper
I.

THE BODY CAVITIES

1. Enumerate and describe the major cavities.
2. Review the organization of human structure from cells to system.
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.
4. Based on the list provided by each group earlier, let them classify the
organs they listed.

II
.

INVESTIGATORY PROJECT TITLE

1. Students go to their respective groups.
2. Must list at least 3 possible IP problems for approval.

III. ASSIGNMENT
1. Prepare for SQ#1. The Body Systems and Cavities

OCTOBER 15
I. OBJECTIVES
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.
II. LEARNING TASKS
a. Topic:

Investigatory Project Proposal

b. Values:

Cooperation and patience

d. Skills

Manipulating variables, designing experiments

e.
Strategies:

Observe-Predict-Explain; Lecture

f. Materials:

OHP, hand-outs and previous IP projects

III. LEARNING SEQUENCE

a. Routinary activities
2.

Review for SQ#1

2. Administer SQ#1
b. Motivation
c. Lesson Proper

I.

THE INVESTIGATORY PROJECT

a. Phases of Conducting an Investigatory Project
b. The proposal
c. The Investigation
d. The Final Output
4. The Written Report
5. The Exhibit
6. The Oral Defense

III. ASSIGNMENT
a. Start organizing the proposal
b. Study pages 121-124. Bring a 3 x 5 plain index card.
c. Prepare for check-up test.

OCTOBER 16
I. OBJECTIVES
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.

II. LEARNING TASKS

a. Topic:

Tissues and Cells

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.

c. Values:

Thanksgiving

d. Skills:

Comparison and contrast

e.
Strategies:

Role playing

f.
References:

Biology: Gods Living Creation pp. 121-124

III. LEARNING SEQUENCE

a. Routinary activities
Give the 5-item check up test.
b. Motivation
The students seat by group. There shall be lots to be drawn about the
terms involved in the days topic. In just 5 minutes brainstorming, they must
have a keyword that will describe their group.
c. Lesson proper

I.

TISSUES
a. Enumerate and describe the four groups of tissues. When a group is
discussed, ask the assigned group to tell more about them.

II

MEMBRANES
a. Enumerate and describe the four types of membranes. When a type is
discussed, ask the assigned group to tell more about them.

III
.

CELLS and MATRIX

a. Discuss cells and matrix. Call on the group to explain more about
matrix.

IV.

VESTIGIAL ORGANS
a. Ask the vestigial organs group to tell more about them.

d.

Evaluation
1. Give examples and let the class identify them in terms of tissues and
membranes or matrix or vestigial organs.

III. ASSIGNMENT
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 doesnt want to have a baby yet because shes 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?

OCTOBER 17
I. OBJECTIVES
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.

II. LEARNING TASKS

a. Topic:

Development of the Systems

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
mothers womb.

c. Values:

Gratitude

d. Skills:

Reporting

e.
Strategies:

Team-teaching

f.
References:

Biology: Gods Living Creation pp. 125-126

III. LEARNING SEQUENCE

a. Routinary activities
1. Administer SQ#2.
b. Motivation
Encourage on gaining confidence when facing before the class.
c. Lesson proper

I.

DEVELOPMENT OF THE SYSTEMS

1. Simulate the situation of the child in the mothers womb on the
8th week.
2. Call on the assigned groups to explain the development of the

following systems:
Nervous, Digestive, Circulatory, Respiratory, Skeletal, Excretory,
Muscular
d.

Evaluation
1. Give a 5-item check-up test about the topics that have been reported.

III. ASSIGNMENT
1. Prepare for the debate between boys and girls.

OCTOBER 17
I. OBJECTIVES
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.

II. LEARNING TASKS

a. Topic:

Development of the Systems

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
mothers womb.

c. Values:

Gratitude

d. Skills:

Public speaking

e.
Strategies:

Debating

f.
References:

Biology: Gods Living Creation pp. 127-129

III. LEARNING SEQUENCE

a. Routinary activities
b. Motivation
Encourage on gaining confidence when facing before the class.
c. Activity proper

I.

Present the issue to be contested.

1. First speaker (Y and N)
2. Second speaker (Y and N)
3. Third Speaker (Y and N)3
4. Fourth Speaker (Y and N)
5. Fifth Speaker (Y and N)
5 minute rebuttal

II.

VERDICT

III. ASSIGNMENT
1. Study pages 130-134. Prepare for check-up test.

http://brillantes-educational26.blogspot.com/2012/03/semi-detailed-lessonplan.html
Semi-Detailed Lesson Plan
English-1
I. Objectives:
At the end of 40 minutes 38 out of 42 First year students of section Sampaguita will be
able to:
a.) define the exact meaning of verb,
b.) identify the verb with the help of cut out pictures, and
c.) determine the kinds of verbs.
II. Subject Matter:
Topic: Recognizing Verbs
Reference: Smart English Book
Author: Josefina G. San Miguel
pages: 78-79
III. Materials:
cut out pictures
Manila paper
marker or chalk
IV. Teaching / Learning Procedures:
A. Routinary Matters
1. Prayer
2. Attendance
B. Review
C. Motivation
I will pick a couple of students to go infront of the class to identify the action done
on those pictures I posted on the board.
D. Presentation
Our lesson for this day is about verb and its kinds and its functions.
E. Explanation

As you can see, these pictures on the board shows an action. Therefore class, we can
say that Verb refers to an action word. There are two kinds of Verbs according to its use. The first
one is Transitive verb and the second one is Intransitive verb.
F. Generalization
Ok, who among the class can give summary from our lesson for today?
G. Application
I will pick a couple of students to go infront of the class to determine if each underlined
verb is transitive or intransitive. Write your answer on the blank after each statement.

H. Evaluation
And now class, kindly get 1/2 sheet of paper.
Direction: Determine if each underlined verb is transitive or intransitive. Write your answer on
your paper.
V. Assignment:
Study in advance the Regular and Irregular Verbs.