06_Lesson-Planning-g-u-i-d-e-t-o-o-l-11710

guide to do lesson plan

1. lesson planning
instructional Planning Tool

2. What is the most
difficult part of
writing a lesson?
Think to yourself

3. What is the most
difficult part of
studying?
Talk to your seatmate

4. What is the most
difficult part of
teaching?
Share with the Class

5. Today's lesson will help you:
Write
a lesson plan
Make a
detailed
lesson plan
Figure out
what are the
different
types of
Lesson plan

6. The 4A Lesson Activity Plan
The 4A Lesson Plan is said to be "learner-
centered," where the teacher acts as a facilitator.
This is commonly used by public school teachers
for any subject.

7. The 4A Lesson Activity Plan
It seems to be anchored on cognitivism, and other learning
theories previously mentioned, focusing on how
information is received by the learner, organized, stored to
memory, and retrieved by the mind when needed. Teachers
make sure that they teach in an organized, well-sequenced
manner and present lessons that are comprehensible and
meaningful. This helps promote retention of information,
recall, and learning of higher order thinking skills.

8. The 4A Lesson Activity Plan
This lesson plan has information regarding the OBJECTIVES
for content (What should the students know?),
performance (What should the students be able to do with
what they know?), and specific learning objectives for a
particular lesson (aligned with the DepEd Curriculum Guide
and with objectives for knowledge, skills, and attitudes).

9. The 4A Lesson Activity Plan
The second part, the CONTENT, presents the list of
(a) learning resources or references used by the teacher in
creating the lesson (the DepEd Curriculum Guide, teachers'
guide, learner's material or student's textbook, books, and
additional materials like online resources),
(b) other resources (like charts, videos, activity sheets or
worksheets, or drill cards among others), and
(c) values integration You can include what science process
skills you are enhancing as many as possible.

10. The 4A Lesson Activity Plan
In the third part, the PROCEDURE, is where you find the 4As.
After the teacher is done with the preliminary classroom
activities (prayer, energizer, attendance check, assignment
check, or recall of classroom rules among others) and the
developing activities (review, drills, or unlocking of needed
knowledge or skills like unlocking vocabulary among others),
the teacher will then proceed with the 4As.

11. Step 1 - Activity
In this phase, the teacher
motivates the students
with an activity that will
hook their interest to
learn the new topic and
activate prior knowledge.
This could be a picture, a
video, a story, a song, or
a poem to analyze, a
group activity, and an
experiment among other
possible activities where
students explore, do
concrete hands-on
activities, and discover
new knowledge

12. Step 2 - Analysis
Based on the results of
the previous phase, this
part is where the teacher
analyzes whether or not
the students are ready
for the current lesson.
This can be done by
holding a discussion or
by giving an activity that
will help students harness
their thinking skills from
lower order thinking skills
(knowledge,
comprehension, and
application to a new
problem situation) to
higher order thinking
skills

13. Step 3 - Abstraction
The teacher holds a discussion and
facilitates an activity to check if
the students learned something
from the new lesson. This is like
having a guided and independent
practice, as found in other lesson
plan formats. Then, a generalization
statement can be made.
So, the different phases
up to here moved from
simple to complex and
from concrete to
abstract.

14. Step 4 - Application
The next phase of the 4As lesson
plan is all about making students
apply their newly acquired
knowledge or skill to a new
situation.
The remaining parts of a
regular lesson plan are as
follows: evaluation,
assignment (or
enrichment or
remediation, as the case
may be), remarks, and
reflection.

16. The 5E Inquiry-based Learning Plan
Inquiry-based learning is
basically just that. It
involves exploring, asking
questions, and making new
discoveries in the process
of trying to understand
things around us.
The main goal of studying this is to
be able to develop scientific inquiry
practices and habits of mind among
future students. Although inquiry-
based learning (IBL) is used in
different subjects, it is one of the
most popular teaching methods
used in science.

17. The 5E Inquiry-based Learning Plan
Moving from a
"Cookbook" Science
Lesson to a Scientific
Inquiry Science Lesson
Scientific inquiry is flexible and
involves the following: asking
questions or developing hypotheses
that can be investigated, designing
and doing the investigation, and
communicating the results or
explanation.

18. Topic: Density
(5) the teacher explains the new
lesson about computing density
using mass and volume:
(6) the teacher makes the students
copy the formula for density;
(7) by pairs or small groups, the
students do the same experiment
that was demonstrated by the
teacher;
In a classroom set-up,
(1) the teacher gives a short lecture about
density
(2) the students search for the science
vocabulary in their textbooks and write the
definitions on their notebooks
(3) the teacher does a demonstration,
showing several objects that float on or sink
in water
(4) the class discusses why some objects
float and some objects sink in water

19. Topic: Density
However, in a scientific inquiry
classroom, the teacher might start
with an intriguing question like
"What keeps a ship from sinking?"
(8) by using several objects, the students
measure the mass and volume of the objects
and compute for density;
(9) they record these in a table of
observations and discuss results; and then,
(10) the students take a written quiz about
density. This may seem very organized, but
it is also focused on the test.

20. 5e Lesson plan model
The many different questions of
the students in class are narrowed
down to the most challenging,
open-ended, and testable
questions.
The teacher will then ask students to
predict an outcome first before allowing
them to test whether an object will sink or
float in water. Several objects are tested. By
this time, students interest will make them
wonder and ask,
Why do some objects sink or float in water?
What if we use other liquids other than
water?

21. 5e Lesson plan model
All this time, the teacher is in the
background facilitating the whole
activity. The teacher observes the
students, meets the groups, and
checks for content understanding
and science process skill practices.
The many different questions of the
students in class are narrowed down to the
most challenging, open-ended, and testable
questions. In small groups, the students will
choose which question to investigate,
predict the outcome, do the experiments
with different materials, collect and record
data, make conclusions, and share their
results.

22. 5e Lesson plan model
Inquiry-based learning is a critical
component of the scientific
method. It was a core idea of
student-centered learning by John
Dewey and Maria Montessori, and
the theory of constructivism by
Jean Piaget
In this method of teaching, you will notice
that students take ownership of their own
learning. explore their own questions, and
have already been trained to think of
scientific ways on how to find the answers
to their questions. Students learn what is
essential instead of just repeating through
drills of what they already know.

23. Different Levels or Types of Inquiry
This level is more "teacher-
centered" or "closed."
Confirmation
Inquiry
In this type of inquiry the
teacher leads the class by
teaching the concepts and
creating the questions.

24. Different Levels or Types of Inquiry
Confirmation
Inquiry
The teacher then models the
process for the students. This is
usually done if the students are not
yet ready to investigate things by
themselves, or are still learning how
to do inquiry, and/or if the teacher
is new to IBL.

25. In this type of inquiry, the teacher creates
the initial set of questions.
The teacher also shares the procedures with
the students. The students follow the
teacher's lead.
Structured
Inquiry
Different Levels or Types of Inquiry

26. The whole class engages in one inquiry
together. But here, the students go through
the rest of the inquiry process by collecting
and analyzing the data by themselves and
drawing their own conclusion.
Structured
Inquiry
Different Levels or Types of Inquiry

27. Here, the teacher still chooses
the topics or creates the initial
research questions, but does
not tell the students how they
will solve the problem.
Guided
Inquiry
Different Levels or Types of Inquiry

28. The students themselves design the
research process, or how they will form
an experiment, the product, or solution.
It is, therefore, important at this stage
that the students already developed, to
a certain degree, the different science
process skills from basic to integrated.
Guided
Inquiry
Different Levels or Types of Inquiry

29. Free
Inquiry
This is also known as "open," "Independent,"
or "true" inquiry. In this level or type of
inquiry, the students choose their own
topics, formulate or ask their own questions,
and find the answers themselves.
Different Levels or Types of Inquiry

30. Free
Inquiry
They design their own experiments and
decide how they will do their investigation
or research. They collect their own data and
share their findings. The students rely on
each other and use various resources.
Different Levels or Types of Inquiry

31. Free
Inquiry
The teacher facilitates the whole activity. In
science, students can submit a science fair
project, or conduct experiments like what
science-oriented shows do on television.
Engaging in open Inquiry lets students own
their learning and keeps them curious.
Students eventually learn how to ask great
questions, find the answers, and share their
results.
Different Levels or Types of Inquiry

32. More examples of scientific inquiry
While making ice cream one might ask: How
can we make this taste better or have a
smoother texture?

33. More examples of scientific inquiry
Given a puzzle of the digestive system
made from different colored sheets of paper,
and some description cards, the students
have to figure out how to put the puzzle
together and label the different parts in the
digestive system model.

34. More examples of scientific inquiry
Given a DIY box of parts of a cabinet and
one instruction sheet, students should figure
out how to assemble the cabinet.

35. More examples of scientific inquiry
Given blocks, books, or other kinds of
material, the students are asked by the
teacher to build a bridge.

36. The 5E Inquiry-based Lesson Plan
ENGAGEMENT
In this initial stage of curiosity, or engagement, the students' past and present experiences are
connected, and whatever prior knowledge and misconceptions are revealed. Ask yourself the
following questions:
1. How will I capture the students' interest?
2. What object, event, or question should I use to engage my students?
3. What connections can be made between what students already know and what they can
do? (activation of prior knowledge)
4. What kind of questions should the students be asking themselves after the engagement?

37. The 5E Inquiry-based Lesson Plan
EXPLORATION
Make sure you list the big idea or the essential question that the students will be
focusing on in their exploration.
Let the students explore the objects and phenomena. They can interact with
materials and ideas using whole class and small-group discussions.
Let the students do hands-on activities with guidance.
Encourage the students to consider different ways to solve a problem or
different ways to frame a question, and compare results and ideas.

38. The 5E Inquiry-based Lesson Plan
EXPLANATION
In this stage, students try to make sense of their data. Ask yourself the following
questions:
1 What questions or techniques will I use to help students connect their
experiences in the exploration stage of the concept we are currently studying?
2 What higher order thinking questions can I use to encourage students to
explain and justify their explanation?
You can ask students questions like:
a. How did you answer the question?
b. How did you solve the problem?
C. What evidence do you have to support your claim?

39. The 5E Inquiry-based Lesson Plan
ELABORATION
In this stage, students extend their learning to new situations. As the teacher, you
will let students develop a deeper, more sophisticated understanding of the
concepts and processes currently being studied. You may give other additional
activities or challenges and ask students to make connections by letting them ask
themselves the following questions:
1. How is this knowledge applied to my daily life? (concept to self connection)
2. How is this knowledge connected to another concept that I learned before?
(concept to concept connection)
3. How is this knowledge connected to concepts about issues in society? in the
world? (concept to world connection)

40. The 5E Inquiry-based Lesson Plan
EVALUATION
In this last stage, both students and teachers evaluate. Ask yourself the following
questions:
1. How will my students demonstrate that they have achieved the objective of
the lesson?
2. How can the students assess their progress in their knowledge, skills, and
abilities?
3. How will my students share their current thinking with others?
4. How will I evaluate my students' progress?
5. How will I evaluate my own progress?

41. individual activity
Choose one topic from the DepEd Curriculum Guide
for Science. Select a grade level and create one lesson
using the 5E Model and 4A Model for Teaching Inquiry
Science.

42. Thank you