LEYTE NORMAL UNIVERSITY

College of Tacloban
Tacloban City

Reporters: ARCA, LYSSA Y.

BINGHOY, ORLYN D.
COTEJAR. JAO C.
MANILLO, MARY ROSE E.
PENAS, DESIREE A.
SABURIN, MA. ELIZABETH B
Program and Section: BEED EE12
Subject: TEACHING SCIENCE IN THE ELEMENTARY GRADES – BIOLOGY AND
CHEMISTRY
Instructor: FRULANDO B. CANATOY
School Year: 2022-2023 (2nd Semester)

Topic: THE LESSON PLANNING

Objectives:
At the end of the lesson, the students are expected to do the following:
1. Develop an understanding about the lesson planning and the instructional
models, strategies and methods.
2. Identify the elements, parts of lesson plan, and features of the K-12 curriculum
and;
3. Apply the knowledge in making lesson plan.

THE LESSON PLANNING

➢ According to Airasian (1994), the instructional process is made up of three steps: (1)
planning in instruction, (2) delivery of instructions, and (3) assessment of learning.
➢ Lesson planning is one of way of planning instruction.
➢ The objective of lesson planning is learning.
➢ By planning lessons, teachers are able to see to it that daily activities inside the
classroom lead to learner progress and achievement or the attainment of learning
outcomes.
➢ Ensure the learners’ success inside the classroom
➢ According to Stronge (2007), research shows that instructional planning for effective
teaching has systematically developing objectives, questions, and activities that reflect
higher-level and lower-level cognitive skills as appropriate for the content and the
student.

IMPORTANCE OF LESSON PLANNING

Lesson-Planning has certain definite functions to perform which are indispensable in
good teaching. The importance of lesson planning are as follows;
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College of Tacloban
Tacloban City

➢ Planning lessons increases a teacher’s chances of carrying out a lesson

successfully. It allows teachers to be more confident before starting a lesson.
➢ Lesson planning inculcates reflective practice as it allows teachers to think about
their teaching. By planning lessons daily, teachers are able to think about and
reflect on different strategies that work inside the classroom including research-
based strategies.
➢ Additionally, lesson planning helps teachers master learning content. Through the
preparation of effective lesson plans, teachers are able to relearn what they need
to teach.
No matter their skill level, experience, or field of training, all teachers require a
thoughtfully prepared lesson plan. The need for clarity and comprehension regarding how
the entire learning process will be handled, as well as how students can understand and
store the knowledge that is being passed onto them, emphasizes the importance of a
lesson plan.

COMPARISON OF THE TWO TYPES OF LESSON PLAN

DETAILED LESSON PLAN SEMI-DETAILED LESSON

PLAN
-Both
-It provides provides -It is less intricate.
mastery of what to the main -it is having a
teach, and gives five parts of general game plan
the teacher the the lesson of what you
confidence when plan. wanted to cover for
teaching.
-Both are that subject on
-Both student’s used by particular day.
and teacher’s teachers to
activities are guide their
presented. teaching

ELEMENTS OF A LESSON PLAN

A lesson plan serves as teacher’s “road map” for a particular lesson. It is a guide for
instruction and contains details of what a teacher and learners will do in order to tackle
a particular topic.
Experts agree that a lesson plan should aim to answer the following questions:
a.) What should be taught?
b.) How should it be taught?
c.) How should learning be assessed?

➢ What should be taught?

• Teachers must have a deep understanding of the curriculum and strive to
teach its content.
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College of Tacloban
Tacloban City

• In planning daily lessons, teachers need to follow the Curriculum Guide

(CG) of the learning area being taught.
• Following the CG, teachers can plan their instruction backwards.
• The lessons teachers plan daily should aid learners in mastering the
content and competencies of the curriculum progressively.
• In preparing daily lessons, teachers can also make use of multiple
resources that are available to them including the Teacher’s Guide,
Learner’s Materials, additional materials from the Learning Resources
Management and Development System portal, textbooks, and other
supplementary material.
• Every lesson plan should have learner centered objectives that are
aligned with the standards of the curriculum.

➢ How should it be taught?

• With a lesson plan, teachers can predict which parts of the lesson leaners
will have difficulty understanding.
• Teachers can explore utilizing different instructional strategies that
consider learners’ varying characteristics including cognitive ability,
learning style, readiness level, multiple intelligences, gender,
socioeconomic background, ethnicity, culture, physical ability, personality,
learning area.
• Teachers must treat learners not as passive recipients of knowledge but
as active agents in their own learning.
• A lesson plan should show what the teacher and learners will do in the
• classroom to build understanding of the lesson together.

➢ How Should Learning be Assessed?

• Effective teachers do not only prepare lesson plans, they also prepare an
assessment plan or specifically a formative assessment plan.
• A lesson plan should embody the unity of instruction and assessment.
• While planning lessons, teachers need to be able to identify reliable ways
to measure learners’ understanding.
•
INSTRUCTIONAL MODELS, STRATEGIES, AND METHODS
In planning lessons, teacher can choose from a variety of instructional models and
their corresponding strategies and methods. An Instructional Model is a teacher's
philosophical
orientation to teaching. It is related of theories of learning including behaviorism,
cognitivism, constructivism, social interactionism, and others. An Instructional strategy is
a teaching approach influenced by the above mentioned educational philosophies, while
an Instructional method is the specific activity that teachers and learners will do in the
classroom.
Below are examples of different instructional strategies briefly explained (Saskatchewan
Education 1991):
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College of Tacloban
Tacloban City

a. Direct instruction - is a systematic, structured and sequential teaching. Its basic steps
include presenting the material, explaining, and reinforcing it. According to Borich (2001),
direct instruction methods are use to teach facts, rules, and action sequences.
b. Indirect instruction - is a teaching strategy in which a learner is an active and not
passive participant. Indirect Instruction method are use for concept learning, inquiry
learning, and problem centered learning (Borich 2011).
c. Interactive instruction - is a teaching that addresses learner' need to be active in their
learning and with interact with others including their teachers and peers.
d. Experimental instruction - is teaching students by directly involving them in a learning
experience. This strategy is emphasizes the process and not the product of learning.
e. Independent study - is teaching in which the teacher's external control is reduced and
students interact more with the content (Petrina in press). It aims to develop learners
initiative, self reliance, and self improvement.
In planning lessons, teachers can employ and combine a variety of teaching strategies
and methods to deliver instruction. The teacher must take the needs of the students in
the classroom into consideration when selecting teaching strategies or methods, as well
as the diversity of student learning.

FEATURES OF K-12 PROGRAM

➢ Spiral progression
• The K to 12 curriculum follows a spiral progression of content. This means that
students learn concepts while young and learn the same concepts repeatedly at a
higher degree of complexity as they move from one grade level to another.
• According to Bruner (1960), this helps learners organize their knowledge, connect
what they know, and master it.

➢ Constructivism
• The K to 12 curriculum views learners as active constructors of knowledge. This
means that in planning lessons, teachers should provide learners with
opportunities to organize or re-organize their thinking and construct knowledge
that is meaningful to them (Piaget 1950).
➢ This can be done by ensuring that lessons engage and challenge learners and tap
into the learners' zone of proximal development (ZPD) or the distance between the
learners' actual development level and the level of potential development
(Vygotsky 1978).

➢ Differentiated instruction
• All K to 12 teachers are encouraged to differentiate their teaching in order to help
different kinds of learners meet the outcomes expected in each lesson.
• According to Ravitch (2007), differentiation is instruction that aims to "maximize
each student s growth by recognizing that students have different ways of
learning, different interests, and different ways of responding to instruction.
• In planning lessons, teachers are encouraged to think about and include in their
lessons options for different kinds of learners to understand and learn the
lesson's topic.
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College of Tacloban
Tacloban City

➢ Contextualization
• Section 5 of RA 10533 or the Enhanced Basic Education Act of 2013 states that
the K to 12 curriculum shall be learner-centered, inclusive and developmentally
appropriate, relevant, responsive, research-based, culture- sensitive,
contextualized, global, and flexible enough to allow schools to localize,
indigenize, and enhance the same based on their respective educational and
social contexts.
• According to DepEd Order No. 32, s. 2015 entitled Adopting The Indigenous
Peoples Education Curriculum Framework, contextualization is "the educational
process of relating the curriculum to a particular setting, situation, or area of
application to make the competencies relevant, meaningful, and useful to all
learners."
• In preparing lessons, teachers are encouraged to make full use of these
contextualization strategies, if necessary, to make lessons more relevant and
meaningful to learners.

➢ ICT integration
• ICTs are basically information-handling tools that are used to produce. store,
process, distribute, and exchange information (Anderson 2010).
• ICT integration in teaching and learning involves all activities and processes
with the use of technology that will help promote learning and enhance the
abilities and skills of both learners and teachers.
• The use of computers can speed up the preparation of daily lessons. Lesson
plans may be computerized or handwritten. Schools may also use ICTs to store
the lessons that their teachers prepare. They can create
• a databank/database of lesson plans and feature exemplary lesson plans in the
school -website or submit exemplary lesson plans for uploading to the LRMDS
portal. Teachers can then use the portal as a resource for their daily lesson
preparation.
• Teachers can also integrate the use of technology into different parts of a
lesson. Various instructional strategies and methods can be delivered using ICT
equipment, peripherals, and applications.

PARTS OF LESSON PLAN

The basic parts of lesson Plan include a beginning, middle, and end. These are referred
to as before the Lesson, the Lesson proper, and after the lesson
• Before the lesson
This is the lesson opening or the ' beginning ' of lesson implementation. Before the
actual lesson starts, the teacher can do a variety of things including but not limited to
the following a) review the previous lesson/s; b) clarify concepts from the previous
lesson that learners had difficulty understanding; c) introduce the new lesson; d) inform
the class of the connection between the old and new lesson and establish a purpose for
the new lesson; e) and state the new lesson's objectives as a guide for the learners.
• The lesson proper
This is the "middle" or main part of the lesson. During this time, the teacher presents the
new material to the class. This is the time when a teacher "explains, models,
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College of Tacloban
Tacloban City

demonstrate, and illustrates the concepts, ideas, skills, or processes the students will
eventually internalize " (Teach for America 2011).
• After the lesson
This is the lesson closing or the "end" of the lesson. This can be done through different
"wrap -up" activities. The lesson closing is meant to reinforce what the teacher has
taught and assess whether or not learners have mastered the days lesson.

SPECIFIC PARTS OF A LESSON PLAN

I. Objectives
This part of the lesson plan includes objectives related to content
knowledge and competencies. According to Airasian (1994). Lesson objectives
describe the kinds of content knowledge and processes teachers hope their
students will learn from instruction.
II. Content:
This is the topic or subject matter pertains to the particular content that the
lesson focuses on.
III. Learning Resources
This part of the lesson plan asks teacher to log the references and other
learning resources that the teacher will use for the lesson.
IV. Procedures:
The procedure details the steps and activities the teacher and learners will
do during the lesson towards achievements of the lesson's objectives. The procedure
describe the learning experiences that learners will go through in understanding and
mastering the lesson's content. Flexibility is encouraged in the implementation of this
procedure. Changes in the procedure are allowed on time constraints or when
adjustments on teaching are needed to ensure learner's understanding.
This part of the lesson plan contains ten steps:
1. Reviewing previous lesson/s or presenting the New lesson.
2. Establishing a purpose for the lesson.
3. Presenting Examples/ Instances of the New lesson
4. Discussing New concepts and Practicing New skills # 1
5. Discussing New Concepts and Practicing New skills # 2
6. Developing Mastery (Leads to Formative Assessment 3)
7. Finding Practical Applications of Concepts and Skills in Daily Living
8. Making Generalizations and Abstractions about the Lesson
9. Evaluating Learning
10. Additional Activities for application or Remediation
Flexibility is allowed in the delivery of these procedures. Teachers do not need to go
through all ten parts in every lesson. Teachers need to ensure that the procedures of
the lesson lead to the achievement of the started objectives. The formative assessment
methods to be used by the teacher should determine if the object of the lesson are
being meet. These ten parts should be done across the week.
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College of Tacloban
Tacloban City

V. Remarks
This is the part by which the teachers shall indicate special cases including but not
limited to continuation of lesson plan to the following day in cases of re- teaching or lack
of time, transfer of lesson to the following day in case of class suspension, etc.
VI. Reflection
This part of lesson plan requires teachers to reflect on and assess their effectiveness.

KEY SUMMARY
➢ Lesson planning is a way of visualizing a lesson before it is taught.
➢ Experts agree that a lesson plan should aim to answer the following questions: (a) What
should be taught? , (b) How should it be taught? , and (c) How should learning be
assessed?
➢ The importance of lesson planning is that it connects the goals of the instruction with the
regular teaching and learning that takes place in a classroom.
➢ In preparing daily lessons, teachers are encouraged to emphasize the features of the K
to 12 curriculum which are the spiral progression, constructivism, differentiated
instruction, contextualization and ICT integration.
➢ The basic parts of lesson Plan are before the Lesson, the Lesson proper, and after the
lesson
➢ The specific parts of a lesson plan are: (i) objectives, (ii) content, (iii) learning resources,
(iv) procedures, (v) remarks, and (vi) reflection.
 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City

Direction: Create a lesson plan for any grade 3-6 science topic. You can use any type
of lesson plan (Detailed lesson plan or Semi-detailed lesson plan) to create it.
K-12 Curriculum Guide (Science)
https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-
equipment_revised.pdf
 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City

REFERENCE:

Bardaje, J. S. (n.d.). Teaching Science in the Elementary Grades (I).