Instructional Plan (iPlan) Template Name of Grade/Year Grade Teacher Level 11 Learning Area: EARTH SCIENCE Date: Semester: 1st Module No. 1 Competencies: Describe the historical development of theories that explain the origin of the Universe. iPlan No. 1 Duration 6 (minutes/hours 0 mins. Key Understandings to The Universe be developed Learning Knowledge Observe a model of the Objectives expanding Universe; Skills Develop an authentic models; Gather evidence supporting the Big Bang theory; and Attitudes Learn that the farther away a galaxy the faster it is receding. Resources Handouts, scissors, pen/pencil, balloon, ruler marker, paper Needed clips Reference Learner’s Module Elements of Methodology the Plan Preparations Introductory Discuss the topic “Our Expanding Universe: Age, History & Other Facts”. -How will I Activity (Optional) Ask the following questions; make the learners 1. How old is our universe? ready? 2. Will the universe ever end? -How do I Distribute Activity 1The Expanding Activity prepare the learners Universe. Students will put the materials for the new lesson? in their tables. Discuss the nature of the -How will I activity. Ask them if they have questions connect my new and clarifications of the activity. lesson with the past lesson? Teacher to roam around and Analysis Presentation see to it that students are - (How will I following the procedure. present the new lesson? Let the students answer the -What following questions: materials will I use? 1. As the balloon (i.e. the -What Universe) expands what happens generalization/ to the dots (i.e. galaxies)? concept/ conclusion/ 2. If you started with a fully abstraction should expanded balloon (i.e. the the learners arrive Universe), and ran this at? experiment in reverse what would happen to the dots (i.e. the galaxies)? 3. Which measuring tool was more accurate? Why? 4. In this experiment our breath caused the balloon (i.e. the Universe) to expand, what caused the actual Universe to
expand?
Abstraction
Practice -What practice exercises/applicatio n activities will I give to the learners? Assessment (Refer to DepEd Order No. 73, s. 2012 for the Examples)
Application
Bang theory? 4. How old is our universe? 5. Will the universe ever end?
Levels of Assessment Knowledge Process or Skills Understanding(s)
Assignment
Concluding
Use the strategy 3-2-1 Summarizer: Students state 3 things they learned, 2 ways the information relates to them personally, and 1 question they have about the material Answer the following questions: 1. What evidences supporting the Big Bang theory? 2. How did the universe go from one tiny, super-hot, super-dense speck to stars, planets, galaxies, etc.? 3. What evidences supports the Big
Products/Perfor mance (Transfer of Understanding) Reinforcing the day’s lesson Enriching the day’s lesson
Enhancing the day’s lesson Preparing for the new lesson Wrap-up
Assessment Matrix What How will I assess? will I assess?
Ho w will I score?
Scientists say that the accelerating expansion may be due to dark energy, a property of space that opposes gravity. Other scientists question whether their theory of gravity was correct to begin with. Which of these two statements do you agree with and why?
What new discoveries does modern scientist have regarding the Big bang theory? Read and watch the latest facts on the universe by Charles Choi in his “Our Expanding Universe Age, History and other facts” (accessed on 9 November 2015) List down at least five new pieces of information you picked up about the universe in its beginnings.
Activity (Optional) Finale
Instructional Plan (iPlan) Template Name of Shiela R. Klodzinski Grade/Year Grade Teacher Level 11 Learning Area: EARTH SCIENCE Date: June 14, 2016 Semester: 1st Module No. 1 Competencies: Compare the different hypotheses explaining the origin of the Solar System iPlan No. 2 Duration 6 (minutes/hours 0 mins. Key Understandings to The Origin of the Solar System be developed Describe observational and Learning Knowledge theoretical evidence relating to the Objectives formation of the solar system (e.g. Evidence that supports the theory that the solar system);
Skills
Attitudes Resources Needed Reference Elements of the Plan Preparations -How will I make the learners ready? -How do I prepare the learners for the new lesson? -How will I connect my new lesson with the past lesson? Presentation - (How will I
Explain and share their own ideas on each theories of the origin of the Solar System; Ask questions in relation to theories of the origin of the Solar System; and Coordinates and give respect to each other.
Handouts, props Learner’s Module Methodology Introductory Activity (Optional)
Discuss the topic “Origins of the Solar System”. Ask the following questions; 1. How did our solar system form? 2. What are the theories which originate our Solar System? 3. What is a nebula?
Activity
Select students to perform the “Talk Show : Origin of the Solar System”. Five students will be the guest speaker which will assign as follows: 1. NEBULAR THEORY
2. INTERSTELLAR CLOUD
present the new lesson? -What materials will I use? -What generalization/ concept/ conclusion/ abstraction should the learners arrive at?
THEORY KUIPER'S THEORY 3. CAPTURE THEORY 4. PROTOPLANET THEORY 5. TIDAL THEORY There will be a host, a camera man and the rest will be the audience and will be asking some questions. The scores will be based on the overall performance of the class. Analysis
Abstraction
Practice -What practice exercises/applicatio n activities will I give to the learners? Assessment (Refer to DepEd Order No. 73, s. 2012 for the Examples)
Assignment
Application Levels of Assessment Knowledge Process or Skills Understanding(s) Products/Perfor mance (Transfer of Understanding) Reinforcing the day’s lesson
Let the students answer the following questions: 1. What evidence did scientist have to support for nebula theory? 2. What evidence did scientist have to support for interstellar theory? 3. What evidence did scientist have to support for protoplanet theory? 4. What evidence did scientist have to support for tidal theory? 5. What makes the nebular theory a theory and not a law? 6. Is the nebular theory widely accepted in the scientific community? If not, what are some of the problems with the theory? How do you know? Use the strategy 3-2-1 Summarizer: Students state 3 things they learned, 2 ways the information relates to them personally, and 1 question they have about the material Their activity will serve as their application. Assessment Matrix What How Ho will I assess? will I w will I assess? score?
Enriching the day’s lesson Enhancing the day’s lesson Preparing for the new lesson Concluding Activity (Optional)
Study and read on Characteristics of Earth on your Learner’s Module pg.
Wrap-up Finale
Instructional Plan (iPlan) Template Name of Shiela R. Klodzinski Grade/Year Grade Teacher Level 11 Learning Area: EARTH SCIENCE Date: June 15, 2016 Semester: 1st Module No. 1 Competencies: Describe the characteristics of Earth that are necessary to support life. iPlan No. 3 Key Understandings to be developed Learning Objectives
Duration (minutes/hours Characteristics of Earth
Knowledge
Describe the characteristics of Earth that are necessary to support life;
Skills
Answer the questions in relation to characteristics of Earth that are necessary to support life; and Realize the importance of taking care of our environment.
Attitudes Resources Needed Reference Elements of the Plan Preparations -How will I make the learners ready? -How do I
6 0 mins.
Handouts, props Learner’s Module Methodology Introductory Activity (Optional)
Ask the following questions: 1. We live on a unique planet in that it may be the only one in our solar system that has life on it. What do you think? Are we alone? 2. Living things are called?
prepare the learners for the new lesson? -How will I connect my new lesson with the past lesson? Presentation - (How will I present the new lesson? -What materials will I use? -What generalization/ concept/ conclusion/ abstraction should the learners arrive at?
Practice -What practice exercises/applicatio n activities will I give to the learners? Assessment (Refer to DepEd Order No. 73, s. 2012 for the Examples)
Assignment
3. Do organisms interact with nonliving components on the Earth?
Activity
In a Question and Answer Portion Activity, the teacher will read the question and the students will to answer the question by raising the right-hand. Points will be given to student who got the correct answer. Questions: 1. Is liquid water important, why? 2. What else is water needed for? 3. Where is this going to happen? 4. What characteristics make it possible for life to exist on the earth?
Analysis
Let the students answer the following questions: 1. What gases make up the atmosphere? 2. Where does the CO2 come from? 3. Can rain re-fill the aquifers as fast as people can pump the water out?
Abstraction
Use the strategy 3-2-1 Summarizer: Students state 3 things they learned, 2 ways the information relates to them personally, and 1 question they have about the material Answer the following: 1. What happens when a beaver dams a stream? 2. Make a list of all the things that could happen.
Application
Levels of Assessment Knowledge Process or Skills Understanding(s) Products/Perfor mance (Transfer of Understanding) Reinforcing the day’s lesson Enriching the
Assessment Matrix What How will I assess? will I assess?
Ho w will I score?
Concluding Activity (Optional)
day’s lesson Enhancing the day’s lesson Preparing for the new lesson Wrap-up
Study and read on Earth System on your Learner’s Module pg.
Finale
Instructional Plan (iPlan) Template Name of Shiela R. Klodzinski Grade/Year Grade Teacher Level 11 Learning Area: EARTH SCIENCE Date: June 16, 2016 Semester: 1st Module No. 1 Competencies: Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow.
iPlan No. 4 Key Understandings to be developed Learning Objectives
Duration (minutes/hours
6 0 mins.
Earth Systems
Knowledge
Describe the characteristics of Earth that are necessary to support life;
Skills
Answer the questions in relation to characteristics of Earth that are necessary to support life; and Realize the importance of taking
Attitudes
care of our environment. Resources Needed Reference Elements of the Plan Preparations -How will I make the learners ready? -How do I prepare the learners for the new lesson? -How will I connect my new lesson with the past lesson? Presentation - (How will I present the new lesson? -What materials will I use? -What generalization/ concept/ conclusion/ abstraction should the learners arrive at?
Practice -What practice exercises/applicatio n activities will I give to the learners? Assessment (Refer to DepEd Order No. 73, s. 2012 for the
Handouts, props Learner’s Module Methodology Introductory Activity (Optional)
Ask the following questions: 1. We live on a unique planet in that it may be the only one in our solar system that has life on it. What do you think? Are we alone? 2. Living things are called? 3. Do organisms interact with nonliving components on the Earth?
Activity
In a Question and Answer Portion Activity, the teacher will read the question and the students will to answer the question by raising the right-hand. Points will be given to student who got the correct answer. Questions: 1. Is liquid water important, why? 2. What else is water needed for? 3. Where is this going to happen? 4. What characteristics make it possible for life to exist on the earth?
Analysis
Let the students answer the following questions: 1. What gases make up the atmosphere? 2. Where does the CO2 come from? 3. Can rain re-fill the aquifers as fast as people can pump the water out?
Abstraction
Use the strategy 3-2-1 Summarizer: Students state 3 things they learned, 2 ways the information relates to them personally, and 1 question they have about the material Answer the following: 1. What happens when a beaver dams a stream? 2. Make a list of all the things that could happen.
Application
Levels of Assessment
Assessment Matrix What How will I assess? will I
Ho w will I
Examples)
Assignment
Concluding Activity (Optional)
assess?
score?
Knowledge Process or Skills Understanding(s) Products/Perfor mance (Transfer of Understanding) Reinforcing the day’s lesson Enriching the day’s lesson Enhancing the day’s lesson Preparing for the Study and read on Earth System new lesson on your Learner’s Module pg. Wrap-up Finale
