Parts of a Lesson Plan

MARJORIE PEREZ LACAP

Discussant
 I. OBJECTIVES

o Set target: 75%

o SMART
o Three Domains of Learning
o Cognitive, Affective, Psychomotor
Cognitive: mental skills (knowledge)
Remembering defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states

Understanding: comprehends, converts, defends, distinguishes, estimates, explains, extends,

generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites,
summarizes, translates
Applying applies, changes, computes, constructs, demonstrates, discovers, manipulates,
modifies, operates, predicts, prepares, produces, relates, shows, solves, uses

Analyzing analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates,

discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects,
separates
Evaluating: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports

Creating categorizes, combines, compiles, composes, creates, devises, designs, explains,

generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes
 The Affective Domain

Receiving acknowledge, asks, attentive, courteous, dutiful, follows,

Phenomena gives, listens, understands
Responds to answers, assists, aids, complies, conforms, discusses,
Phenomena greets, helps, labels, performs, presents, tells
Valuing appreciates, cherish, treasure, demonstrates, initiates,
invites, joins, justifies, proposes, respect, shares
Organization compares, relates, synthesizes

Internalizes acts, discriminates, displays, influences, modifies,

Values performs, qualifies, questions, revises, serves, solves,
verifies
 The Psychomotor Domain
Perception chooses, describes, detects, differentiates, distinguishes, identifies,
(awareness): isolates, relates, selects.
Set: begins, displays, explains, moves, proceeds, reacts, shows, states,
volunteers.

Guided Response copies, traces, follows, react, reproduce, responds

Mechanism (basic assembles, calibrates, constructs, dismantles, displays, fastens, fixes,

proficiency): grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

Complex Overt assembles, builds, calibrates, constructs, dismantles, displays, fastens,

Response (Expert): fixes, grinds, heats, manipulates, measures, mends, mixes, organizes,
sketches.
Adaptation adapts, alters, changes, rearranges, reorganizes, revises, varies.
Origination: arranges, builds, combines, composes, constructs, creates, designs, initiate,
makes, originates.
 II. Subject Matter

A. Topic
B. Reference
C. Science Concepts
D. Science Processes
E. Materials
 III. Procedure

A. Preparatory Activities
1. Prayer
2. Checking of Attendance
 III. Procedure

B. Lesson Proper
1. Motivation
2. Pre-laboratory Activity
3. Laboratory
4. Post-laboratory Activity
5. Conceptualization
6. Application
IV. ASSESSMENT OF LEARNING OUTCOMES

- CONSIDER THE OBJECTIVES

*REINFORCEMENT ACTIVITY
V. ASSIGNMENT
The 5 E’s Science Lesson

Inquiry-Based Instruction
 Science Content

Concepts Process Skills

of Science of Science

Students use the process skills of science to

develop an understanding of the scientific concepts.
 Engage

Evaluate Explore
5 E’s
Science Lesson

Extend Explain
 Engage

Activity which will focus student’s

attention, stimulate their thinking, and
access prior knowledge.
 Explore

Activity which gives students time to

think and investigate/test/make
decisions/problem solve, and collect
information.
 Explain

Activity which allows students to

analyze their exploration. Student’s
understanding is clarified and
modified through a reflective activity.
 Extend

Activity which expands and solidifies

student thinking and/or applies it to a
real-world situation.
 Evaluate

Activity which allows the teacher to

assess student performance and/or
understandings of concepts, skills,
processes, and applications.
 Engage

Evaluate Explore
5 E’s
Science Lesson

Extend Explain
 Engage
Suggested Activities

• Demonstration
• Reading
• Free Write
• Analyze a Graphic Organizer
• KWL
• Brainstorming
 Engage
What the Teacher Does

• Creates Interest.
• Generates curiosity.
• Raises questions.
• Elicits responses that uncover what the students
know or think about the concept/topic.
 Engage
What the Student Does

• Asks questions such as, Why did this happen?

What do I already know about this? What have I
found out about this?
• Shows interest in the topic.
 Explore
Suggested Activities

• Perform an Investigation
• Read Authentic Resources to Collect Information
• Solve a Problem
• Construct a Model
 Explore
What the Teacher Does

• Encourages the students to work together without

direct instruction from the teacher.
• Observes and listens to the students as they
interact.
• Asks probing questions to redirect the students’
investigations when necessary.
• Provides time for students to puzzle through
problems.
 Explore
What the Student Does

• Thinks freely but within the limits of the activity.

• Tests predictions and hypotheses.
• Forms new predictions and hypotheses.
• Tries alternatives and discusses them with others.
• Records observations and ideas.
• Suspends judgement.
 Explain
Suggested Activities

• Student Analysis & Explanation

• Supporting Ideas with Evidence
• Structured Questioning
• Reading and Discussion
• Teacher Explanation
• Thinking Skill Activities: compare, classify, error
analysis
 Explain
What the Teacher Does

• Encourages the students to explain concepts and

definitions in their own words.
• Asks for justification (evidence) and clarification
from students.
• Formally provides definitions, explanations, and
new labels.
• Uses students’ previous experiences as basis for
explaining concepts.
 Explain
What the Student Does

• Explains possible solutions or answers to others.

• Listens officially to others’ explanations.
• Questions others’ explanations.
• Listens to and tries to comprehend explanations
the teacher offers.
• Refers to previous activities.
• Uses recorded observations in explanations.
 Extend
Suggested Activities

• Problem Solving
• Decision Making
• Experimental Inquiry
• Thinking Skill Activities: compare, classify, apply
 Extend
What the Teacher Does

• Expects the students to use formal labels,

definitions, and explanations provided previously.
• Encourages the students to apply or extend the
concepts and skills in new situations.
• Reminds the students of alternative explanations.
• Refers the students to existing data and evidence
and asks, What do you already know? Why do
you think . . .?
• Strategies from Explore apply here also.
 Extend
What the Student Does

• Applies new labels, definitions, explanations, and

skills in new, but similar situations.
• Uses previous information to ask questions,
propose solutions, make decisions, and design
experiments.
• Draws reasonable conclusions from evidence.
• Records observations and explanations.
• Checks for understandings among peers.
 Evaluate
Suggested Activities

• Any of the Previous Activities

• Develop a Scoring Tool or Rubric
• Test (SR, BCR, ECR)
• Performance Assessment
• Produce a Product
• Journal Entry
• Portfolio
 Evaluate
What the Teacher Does

• Observes the students as they apply new concepts

and skills.
• Assesses students’ knowledge and/or skills.
• Looks for evidence that the students have changed
their thinking or behaviors.
• Allows students to assess their own learning and
group-process skills.
• Asks open-ended questions, such as: Why do you
think. . .? What evidence do you have? What do
you know about x? How would you explain x?
 Evaluate
What the Student Does

• Answers open-ended questions by using

observations, evidence, and previously accepted
explanations.
• Demonstrates an understanding or knowledge of
the concept or skill.
• Evaluates his or her own progress and knowledge.
• Asks related questions that would encourage
future investigations.
The 5 E’s Lesson Planner
ENGAGE:

EVALUATE: EXPLORE:

EXTEND: EXPLAIN:
 Elementary Science Lesson Planning Sheet
Grade: Unit:

CONTENT STANDARDS:
Earth/Space Science Chemistry Environmental Science
Life Science Physics
INDICATOR (MLO):

ENDURING UNDERSTANDING:

ESSENTIAL QUESTION:

SKILLS AND PROCESSES STANDARD:

Students will demonstrate the thinking and acting inherent in the practice of science.
Scientific Inquiry: Critical Thinking:
Demonstrates the ability to employ the Demonstrates the thinking and acting inherent
language, instruments, methods, and materials in the practice of science.
of science.
Indicator: Indicator:

Applications of Science: Technology:

Demonstrates the ability to apply science Demonstrates the ability to use the principles
information in various situations. of technology when exploring scientific
concepts.
Indicator: Indicator:
 Well-Designed Science Investigation
High School

Part 1

Testable Question(s) - A question that can be answered through an investigation.

Prediction - A statement about what may happen in the investigation based on

prior knowledge and/or evidence from previous investigations.

Hypothesis - A testable explanation (if-then statement) based on an observation,

experience, or scientific reason including the expected cause and
effect in a given circumstance or situation.

Well-Designed Procedure
Directions - A logical set of steps followed while completing the procedure.

Materials - All materials needed for completing the investigation are listed.

Variables(s) - Factors in an investigation that could affect the results. The

independent variable (horizontal or x-axis) is the one variable the
investigator chooses to change. The dependent variable(s)
(vertical or y-axis) change(s) as a result or response.
Data Collection - The results of the investigation usually recorded on a table,
graph, chart, etc.
Repeated or Multiple Trials - Repeating the investigation several times
and using the collected data for comparing results and creating
reliability.
 Well-Designed Science Investigation
High School

Part 2

Conclusion
1. A statement about the trend (general drift, tendency, or direction) of a set of
data from analyzing the data collected during the investigation
(form a conclusion ).
2. The closing paragraph of a report including at least the investigative question,
the hypothesis, and the explanation of the results ( write a conclusion ).

Communicate and Discuss Results

Share your findings with others for critical analysis (peer review, conference,
presentation, etc.) Discuss conclusions with supporting evidence to identify
more investigative questions.
The 5 E’s Science Lesson

Inquiry-Based Instruction