Instructional Planning(iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 2 Learning Area: Earth and Life Grade Level: 11 Quarter: 1 Date:
Science Duration: 1hr
Origin and Structure of the Earth

Learning Competency/ies: 2. Describe the different hypotheses explaining the Code:

(Taken from the Curriculum Guide) origin of the solar system. S11/12Es-Ia-e 2

Key Concepts /
Universe and the solar system
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information duplicate, list, memorize, repeat,
something with and retrieve relevant knowledge describe, reproduce
familiarity gained from long-term memory
through experience interpret, exemplify, classify,
Understanding
or association
The learner can construct meaning summarize, infer, compare, Discuss how the solar system is formed based
explain, paraphrase, discuss
from oral, written and graphic on varied hypotheses.
messages

Skills Applying execute, implement, Illustrate the hypothesis that he/she believes
The ability and The learner can use information to demonstrate, dramatize,
capacity acquired undertake a procedure in familiar interpret, solve, use, illustrate, would explain the origin of the solar system.
through deliberate, situations or in a new way convert, discover
systematic, and Analyzing differentiate, distinguish,
sustained effort to The learner can distinguish between compare, contrast, organize,
smoothly and parts and determine how they outline, attribute, deconstruct
adaptively carryout relate to one another, and to the
complex activities overall structure and purpose
or ... the ability,
coming from one's
Evaluating coordinate, measure, detect, Judge which hypothesis would best explain the
The learner can make judgments defend, judge, argue, debate,
knowledge, practice,
and justify decisions describe, critique, appraise, origin of the solar system.
aptitude, etc., to do evaluate
something
Creating generate, hypothesize, plan,
The learner can put elements design, develop, produce,
together to form a functional construct, formulate, assemble,
whole, create a new product or devise
point of view

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, Self-esteem, Self-confidence,
feelings or willingness to hear, selected attention Wellness, Respect, Honesty,
emotional Behavioral Verbs: ask, choose, describe, Personal discipline,
areas. erect, follow, give, hold, identify, locate, Perseverance, Sincerity,
A settled name, point to, reply, select, sit, Study, use Patience, Critical thinking, Open-
way of 2. Responding to Phenomena - Active mindedness, Interest, Courteous,
thinking participation on the part of the learners. Obedience, Hope, Charity,
Present in class his/her chosen hypothesis that
or feeling Attends and reacts to a particular Fortitude, Resiliency, Positive supports the origin of the solar system.
about phenomenon. Learning outcomes may vision, Acceptance, Determined,
someone emphasize compliance in responding, Independent , Gratitude,
or willingness to respond, or satisfaction in Tolerant, Cautious, Decisive,
something responding (motivation). Self-Control, Calmness,
, typically Behavioral Verbs: aid, answer, assist, Responsibility, Accountability,
one that is comply, conform, discuss, greet, help, label, Industriousness, Industry,
reflected perform, practice, present, read, recite, Cooperation, Optimism,
in a report, select, tell, write Satisfaction, Persistent,
person’s 3. Valuing - Attaches to a particular object, Cheerful, Reliable, Gentle,
behavior phenomenon, or behavior. This ranges from Appreciation of one’s culture,
simple acceptance to the more complex Globalism, Compassion, Work
state of commitment. Valuing is based on Ethics, Creativity,
the internalization of a set of specified Entrepreneurial Spirit, Financial
values, while clues to these values are Literacy, Global, Solidarity,
expressed in the learner's overt behavior Making a stand for the good,
and are often identifiable. Voluntariness of human act,
Behavioral Verbs: work, complete, Appreciation of one’s rights,
demonstrate, differentiate, explain, follow, Inclusiveness, Thoughtful,
form, initiate, invite, join, justify, propose, Seriousness, Generous,
read, report, select, share, study Happiness, Modest, Authority,
4. Organization - Organizes values into Hardworking, Realistic, Flexible,
priorities by contrasting different values, Considerate,
resolving conflicts between them, and Sympathetic, Frankness
creating a unique value system. The
emphasis is on comparing, relating, and
synthesizing values.
Behavioral Verbs: adhere, alter, arrange,
combine, compare, complete, defend, explain,
formulate, generalize, identify, integrate,
modify, order, organize, prepare, relate,
synthesize
5. Internalizing values - (Characterization): Has
a value system that controls their behavior. The
behavior is pervasive, consistent, predictable,
and most importantly, characteristic of the
learner. Instructional objectives are concerned
with the student's general patterns of
adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate,
display, influence, listen, modify, perform,
practice, propose, qualify, question, revise,
serve, solve, verify

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, 1. Maka-Diyos Discuss the role of God in the formation of the
learner's willingness to hear, selected attention Love of God, Faith, Trusting ,
principles Behavioral Verbs: ask, choose, describe, Spirituality, Inner Peace, Love of solar sysytem.
or erect, follow, give, hold, identify, locate, truth, Kindness, Humble Genesis 1 Creation Story
standards name, point to, reply, select, sit, Study, use
of 2. Responding to Phenomena - Active
behavior; participation on the part of the learners.
one's Attends and reacts to a particular
judgment phenomenon. Learning outcomes may
of what is emphasize compliance in responding,
important willingness to respond, or satisfaction in 2. Maka-tao
in life. responding (motivation). Concern for Others, Respect for
Behavioral Verbs: aid, answer, assist, human rights, Gender equality,
Go comply, conform, discuss, greet, help, label, Family Solidarity, Generosity,
beyond perform, practice, present, read, recite, Helping, Oneness
learner’s report, select, tell, write 3. Makakalikasan
life on 3. Valuing - Attaches to a particular object, Care of the environment,
earth, phenomenon, or behavior. This ranges from Disaster Risk Management,
include simple acceptance to the more complex state Protection of the Environment,
more than of commitment. Valuing is based on the Responsible Consumerism,
wealth internalization of a set of specified values, Cleanliness, Orderliness, Saving
and fame, while clues to these values are expressed in the the ecosystem, Environmental
and would sustainability
affect the learner's overt behavior and are often 4. Makabansa
eternal identifiable. Peace and order, Heroism and
destiny of Behavioral Verbs: work, complete, Appreciation of Heroes, National
millions demonstrate, differentiate, explain, follow, Unity, Civic Consciousness, Social
form, initiate, invite, join, justify, propose, responsibility, Harmony,
read, report, select, share, study Patriotism,
4. Organization - Organizes values into Productivity
priorities by contrasting different values,
resolving conflicts between them, and creating
a unique value system. The emphasis is on
comparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange,
combine, compare, complete, defend, explain,
formulate, generalize, identify, integrate,
modify, order, organize, prepare, relate,
synthesize

5. Internalizing values - (Characterization): Has

a value system that controls their behavior. The
behavior is pervasive, consistent, predictable,
and most importantly, characteristic of the
learner. Instructional objectives are concerned
with the student's general patterns of
adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate,
display, influence, listen, modify, perform,
practice, propose, qualify, question, revise,
serve, solve, verify
2. Content The formation of the solar system
3.LearningResources Book: Phoenix Earth Science 2016
Internet: video on different theories of the origin of the universe and solar
system
Materials: pictures of stars, paper, pen, coloring materials
Equipment: LCD projector, laptop

4. Procedures
4.1 Introductory Activity (5 minutes). This Preliminaries:
part introduces the lesson content. Although at
times optional, it is usually included to serve as Short video on Creation Story
a warm-up activity to give the learners zest for 1. Give clinching words about the creation story.
the incoming lesson and an idea about what it
to follow. One principle in learning is that 2. Essential question: How does the solar system is being created?
learning occurs when it is conducted in a 3. Present the learning competencies, performance standard and specific
pleasurable and comfortable atmosphere.
learning objectives
4.2 Activity (8 minutes). This is an interactive Think-Ink-Pair-Share Activity
strategy to elicit learner’s prior learning 1. Essential Question: How does the solar system is being created?
experience. It serves as a springboard for new
2. Each student thinks of the possible answer to the EQ, write down their answers; look for a
learning. It illustrates the principle that learning
starts where the learners are. Carefully pair then share their answer. ( 3 rounds) Then call 2 – 3 students to share their answer in
structured activities such as individual or group big class.
reflective exercises, group discussion, self-or
group assessment, dyadic or triadic interactions,
puzzles, simulations or role-play, cybernetics
exercise, gallery walk and the like may be
created. Clear instructions should be considered
in this part of the lesson.
4.3 Analysis (15 minutes). Essential Let’s Think Aloud
questions are included to serve as a guide for
the teacher in clarifying key understandings 1. Present several hypotheses about the origin of solar system. (Video or matrix) Note: for
about the topic at hand. Critical points are video ask students to take down notes using the Cornell notes.
organized to structure the discussions allowing
the learners to maximize interactions and
2. Ask the students the following questions:
sharing of ideas and opinions about expected a. What hypotheses are similar?
issues. Affective questions are included to elicit b. What hypotheses are different?
the feelings of the learners about the activity or
the topic. The last questions or points taken c. Based on the responses, what is your idea about the origin of the universe?
should lead the learners to understand the new
concepts or skills that are to be presented in the
next part of the lesson.
4.4 Abstraction (15 minutes).This outlines At this phase, summarize the theories using conceptual mapping. (last part present my theory
the key concepts, important skills that should be which best explains my belief about the origin of the solar system – as guide).
enhanced, and the proper attitude that should
be emphasized. This is organized as a lecturette
that summarizes the learning emphasized from
the activity, analysis and new inputs in this part
of the lesson.
4.5 Application (15 minutes).This part is Judge Me Activity
structured to ensure the commitment of the Ask students to judge the theories and choose a theory which they think best explains the origin of
learners to do something to apply their new
the solar system. They should draw the theory, explain their preposition and share it to class. They
learning in their own environment.
would follow the guide.

4.6 Assessment: For the Teacher to: a) Rubrics: Draw my Map Theories (15 points) - graded
Assess whether learning objectives have been 1. Organization of thoughts – 5 points
met for a specified duration,b)Remediate and/or
2. Cleanliness of work – 5 points
enrich with appropriate strategies as needed,
and c) Evaluate whether learning intentions and 3. Understandable of visuals – 5 points
success criteria have been met. (Reminder:
Formative Assessment may be given before,
during, or after the lesson). Choose any from
the Assessment Methods below:
Assessment Method Possible
Activities
a) Observation Investigation,
(Formal and informal Role Play,
observations of learners’ Oral
performance or behaviors are Presentation,
recorded, based on assessment Dance,
criteria) Musical
Performance,
Skill
Demonstratio
n, Group
Activity (e.g.
Choral
Reading),
Debate,
Motor &
Psychomotor
Games,
Simulation
Activities,
Science
Experiment
b) Talking to Hands-on
Math
Learners / Activities,
Conferencing Written Work
(Teachers talk to and question and Essay,
learners about their learning
to gain insights on their
Picture
Analysis,
Think-Ink-Pair-Share
understanding and to progress Comic Strip,
and clarify their thinking) Panel
Discussion,
Interview,
Think-Pair-
Share,
Reading
c) Analysis of Worksheets
for all
Learners’ Products subjects,
(Teachers judge the quality of
Essay,
products produced by learners
according to agreed criteria)
Concept
Maps/Graphi
1. Draw my MAP Theories
c Organizer,
Project,
Model,
Artwork,
Multi-media
Presentation,
Product made
in technical-
 vocational
subjects
d) Tests Skill
(Teachers set tests or quizzes Performance
to determine learners’ ability Test, Open-
to demonstrate mastery of a Ended
skill or knowledge of content) Question,
Practicum,
Pen and
Paper Test,
Pre and Post
Test,
Diagnostic
Test, Oral
Test, Quiz
4.7 Assignment (1 minute). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

Sketch the actual geologic hazards in your
community.

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (1 minute).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, Quote about the solar system
parable or a letter that inspires the learners to do something to practice their new learning.

1. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

3. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.

C. Did the remedial

lessons work? No.
of learners who
have caught up
with the lesson.

D. No. of learners who

continue to require
remediation.

E. Which of my
learning strategies
worked well? Why
 did these work?

F. What difficulties did

I encounter which
my principal or
supervisor can help
me solve?

G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: Mrs. Kathleen B. Cabacaba School: Gaas National High School
Position/Designation: Teacher II Division: Cebu Province
Contact Number:0922-8362050 Email address: markate_2008@yahoo.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others