SAMPLE LESSON PLANS IN SCIENCE I (Semi-detailed)

OCTOBER 14
I. OBJECTIVES
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
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 earth’s 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 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.
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 earth’s 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 Earth’s 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 earth’s 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 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.
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 earthquake’s 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 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.
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 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.
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: God’s 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: God’s 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 day’s 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 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?

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 mother’s womb.
c. Values: Gratitude
d. Skills: Reporting
e. Strategies: Team-teaching
f. References: Biology: God’s 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 mother’s womb on the 8 th 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 mother’s womb.
c. Values: Gratitude
d. Skills: Public speaking
e. Strategies: Debating
f. References: Biology: God’s 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.

A SEMI-DETAILED LESSON PLAN IN ENGLISH 3

A Semi-detailed Lesson Plan in English III

Prepared by: Ms. Eliza L. Tuazon, Saint Louis University
Week 3 Day 1

Learning Objectives
 Through an in depth discussion of the poem and the given activities, the students should be able to:
a. generalize the meaning of the poem through recitation;
b. willingly share their output regarding the virtues found in the poem; and
c. follow a tune being taught and execute actions properly

Learning Content
A. Subject Matter
Poem: If

B. Reference
Josefina Payawal-Gabriel Ph.D.
Edda Manikan Martires Copyright (2008) English III (New Edition). Quezon City: St. Bernadette Publishing House Corporation

C. Materials
Manila paper
Power point presentation
Spider web
Work sheet

D. Key Concepts
If everyone could forget their losses and look at the future with hope; success will come.
If everyone would live in God’s purpose, their life would have sense.

E. Skills
Reading between the lines.
Recognizing main ideas.

F. Value
Sometimes in doing the right thing, we have to be strong; and give up the things we want even our dreams.

Learning Procedure
A. Preparation

Motivation

1. Post the manila paper with the song “What If” written on it
What If
What if the world is flat?
Would you still say love makes the world go round?
What if it’s always dark?
Would you hide and not make a sound?
What if I didn’t meet you?
What if I didn’t care?
Would we still be friends like this with the love we share? (2x)

2. Instruct the students to listen to you while you sing it so that they will be able to learn its tune.

3. Sing it with them for three times. Then tell them to stand and follow the actions of the song.

4. Sing it with the actions that you taught them.

B. Presentation
1. Show them the power point presentation having the poem “If.”

If Summary
The poem entitled If is about living one’s life in a way that will make him a better person. It is grabbing every moment possible so
that he will be able to give meaning to his own purpose or the mission that God gave him.

2. Read the poem yourself first then tell them to follow with their eyes and try to take note on the words which are unclear
to them.

3. Read the poem aloud together with the students for the second reading.

4. Each row will give the words that they were not able to understand.
Triumph Disaster
Knaves Stoop
 Heap

5. Then call for the other rows to give meaning to the words using context clues.

Triumph Happiness or joy about success.

Disaster Somebody or something unsuccessful.

Knaves Dishonest and deceitful people.

Stoop Bent downward.

Heap A large amount of something.

6. Process their answers by connecting it to the real/correct meaning of the word being unlocked.

7. Call for volunteers to come in front and type some sample sentences using the unlocked words.

There is triumph in every victory.

Disaster comes when we are not careful in the things we do.
Knaves are like devils in disguise.
The stoop buildings are under surveillance.
He gave me a heap of encouragements.

8. Divide the class into eight. Then assign a stanza for each group. Give a cut out of or a part of the spider web and tell them to write
the desirable traits which are referred to in each stanza.

9. After their group discussion, post the cut out on the board then call for each group to talk about their output.

10. Ask them the following questions:

Who is the speaker in the poem?

Lord.
Why does the poet advice us not to make dreams our master?
Because we might do wrong things for us to be able to reach our dreams.
What does “one heap of all your winnings” mean?
It means looking at all your success and not minding your failures.

C. Generalization

Call for a volunteer to conclude the meaning of the poem and give a principle out of it.
The poem is about taking chances on this world. Chances that would make us successful yet still moving or in accordance to God’s
will or to the purpose that God gave us.

D. Application
Post the work sheet on the board and let them answer it on their notebooks.

Read the lines taken from the poem then relate to your life and give its meaning.

1. “If you can wait. And not be tired of waiting.”

Patience is a good virtue to develop.

2. “And never breathe a word about your loss.”

When misfortune strikes, I must take it as a challenge and not complain about it.

3. “....lose and start at your beginnings.”

I must give myself another chance when things have failed.

Evaluation
Tell them to take out a whole sheet of paper and answer the following.

1. What figures of speech are used in the poem?

2. Explain the last four lines of the poem.
3. Do you feel that the speaker is talking to you, too? Explain your answer.

Assignment
Answer the following questions on your notebook.
1. What virtue is referred to in each stanza? What is the end goal or final product if these virtues are practiced? Do you agree with
the poet? Why or why not?