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 laye
rs. 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 crus
t. 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 tra
nsition 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 studen
t 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




The Written Report
The Exhibit
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; Di
astrophism; 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 ye
ars 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 a
nd the Theory of Isostasy.



4. Describe the explanation of Science about Earth now and then based on the Pa
ngaea 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 ye
ars 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 studen
t 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 Mexi
co.


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: thr
ust fault, normal fault, and strike-slip fault.



c. Enumerate and discuss the two types of folds and how are they formed: syncli
ne 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 exam
ples 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 t
remors 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 S
cales.





III. ASSIGNMENT


1. Bring the following tomorrow for Lab no.2: drawing compass; pencil; individu
al



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 PHIVOL
CS.


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 ch
oice at http://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 conte
nt; 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 crate
r.
c. Volcanoes are classified based on the composition of its cones and their leve
l 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 structure
s 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 funct
ion.
b. The four body cavities are: Cranial, Spinal, Thoracic and Abdominal cavities.
c. The eleven body systems that function as one are: Muscular, Excretory, Respir
atory, Circulatory, Endocrine, Digestive, Integumentary, Nervous, Skeletal, Immu
ne, 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 hum
an 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 ea
ch 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 orga
ns 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




The Written Report
The Exhibit
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 ta
sk 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 membran
es 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 s
he went home from school one day. She is the only child her parents have. The gi
rl 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 hig
hest court and eventually sentenced to die through lethal injection. Months late
r, the young girl became pregnant and yet it is still on the mid of the school y
ear. 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 sma
ll 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 comple
x 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 syst
ems:



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 comple
x 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.