LESSON PLAN

INQUIRIES, INVESTIGATIONS, AND IMMERSION

Course Description: This culminating activity develops critical thinking and problem solving skills through qualitative and quantitative
researches. The course will help the learners assess their knowledge and skills regarding qualitative and quantitative research, through
formulating a study relating to their field of specialization. Learners are expected to publish a written research output based on the
research agenda as stated in class.

At the end of the course, the learners should be able to:

1. Inquire. Learners are expected to understand concepts and operations in gathering data;

2. Investigate. Learners are expected to appreciate the different practical use of research, and;

3. Immerse. Learners are expected to be responsive and active in conducting the different processes of research.

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WEEK NO.: 1

LEARNING TEACHING
TOPIC/CONTENT LEARNING OUTCOMES ASSESSMENT ASSIGNMENT RESOURCES
ACTIVITY
Introductory Session At the end of the Preparatory Activity The students will Students review Inquiries
1. Check students session, students - Prayer be graded base research Investigation
and knowing should be able to: - Getting to Know on the accuracy and Immersion
oneself You of their answers To be typewritten Teaching Guide
2. School and Introduce themselves based on their in a one short for TVL Track by
Classroom among their classmates Getting to know each application. bond paper and DepEd
Policy and and create rapport. other. submitted on the
discipline (JIBCBT-SHS) next meeting. Applications and
3. Grading Direction: Each student Practice of
System Understand school and will introduce their Research for
4. Course classroom policies and selves to the class. They Senior High
objectives discipline to will share their course School by A.
5. Course distinguishing sense of expectations and Dela Cruz
requirements self-discipline. (JIBCBT- teachers’ expectations. (2017)
SHS)
A. Activity
Recognize and “Flipped Introduction”
understand teacher’s
classroom policies. Each student will provide
(JIBCBT-SHS) a one-fourth(¼) sheet of
intermediatepaper
Know and understand on indicating their full
how they were being personal contact
graded for them to information, including
develop as well their social media
competitiveness within accounts.
themselves to aim a high
grade. (JIBCBT-SHS) Students will be grouped
in pairs. The student will
Determine the course introduce his/her partner

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 objectives and to let them to the class, and vice
understand the versa.
importance of passing
the Empowerment B. Analysis
Technologies Course. How will they be able to
(JIBCBT-SHS) confidently introduce
their selves in front of
the class?

How are their social

media accounts
important in their lives?

C. Abstraction
-What are your
expectations for this
course?
-What are your
expectations to
your teacher?

D. Application
The students will be
going to answer the
teacher’s follow-up
questions during their
introduction.

Show a video
presentation introducing
the Empowerment
Technologies course.

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WEEK NO.: 2

LEARNING LEARNING TEACHING

TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Setting the Research On successful Preparatory Activity Students will be Students will Empowerment
Agenda completion of this - Prayer assessed based study the Technologies
chapter, the students will - Attendance on their different for the
be able to: - Ice breaker participation on techniques on Technical-
- Brief review on the Digital Life 102 how to do a Vocational-
apply online safety, previous topic Quiz (based on search on Livelihood
security, ethics, and questionnaire Google. Track Teacher’s
etiquette standards and Direction: The students from DepEd Guide by
practice in the use of will interact on the Student DepEd
ICTs as it would relate previous sub-topic and Reader)
to their specific relate to the current sub- - 10 points
professional tracks topic. Empowerment
(CS_ICT11/12-ICTPT-Ia- Technologies
b2) Students will watch a Student Reader
video ““Digital Life 101,” for Senior High
1. discuss what (https:// School by
constitutes appropriate www.commonsensemedi DepEd
and inappropriate online a.org/video/modal/
behavior; 2078096) to appreciate Common Sense
2. make the students the 24/7 nature of digital Media
discern possible media. (commonsense.
deceptive information org)
and wrongly A. Activity
evaluated data; and “Complete the Sentence”
3. make the students - The instructor will
understand the ask the students to
importance of making complete the
judgment sentence “My
calls on possible media life is like…
implications and because...”

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 consequences of making
certain B. Analysis
information public - What kind of
impact do digital
media have on
you?
- What are your
favorite and least
favorite things to
do with digital
media?
- Do you connect
with others or
create things with
digital media?
C. Abstraction
- Discuss the
different forms of
digital media.
- Review and
elaborate on the
10 Core Rules of
Netiquette

D. Application
Group Quiz Bee:
Students will be grouped
and answer a 10-point
quiz on Digital Life of
teens.

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WEEK NO.: 2

SESSION NO.: 4

LEARNING LEARNING TEACHING

TOPIC/CONTENT ASSESSMENT ASSIGNMENT RESOURCES
OUTCOMES ACTIVITY
Effective Online Learners will be able Preparatory Activity The students will Performance Empowerment
Research Skills to: - Prayer be graded base Task: Students Technologiesfor
use the Internet as a - Attendance on the will write a the Technical-
Contextualized online tool for credible - Submission of responses of the Reflection paper Vocational-
search and research research and assignment students on nature of ICT Livelihood
skills information gathering to - Brief overview and participating in in the context of Track Teacher’s
best achieve specific idea about the the laboratory their Guide by
class objectives or topic. activity. professional DepEd
address situational track
challenges Note: Students may bring Performance
(CS_ICT11/12-ICTPT-Ia- smartphones or laptops task rubrics: To be Empowerment
b-3) with Internet connection * Introduction – 5 typewritten in a Technologies
for the activity. pts. one short bond Student Reader
 At the end of the * Main argument paper and for Senior High
lesson, students A. Activity – 5 pts submitted on the School by
will be better “Google Yourself” * Conclusion – next meeting. DepEd
users of search Students will do a 5pts.
engines. In Google search using Common Sense
particular, they their own personal Media
can be more name. They will show to (commonsense.
deeply aware of the class the org)
search techniques screenshots of the first
that will give page of the search
results that are results.
useful for their
academic and B. Analysis
chosen career. Students will discuss the
search results and

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 answer the following
questions.

- Are you a smarter

user of search
engines? Do you
always rely on
thefirst search
results online?
- Have you
“Googled” yourself
lately? Are you
happy with the
results?
- How do you find
answers to
questions from the
simple to the
complex?

C. Abstraction
Discuss on the set of tips
on how to build smart
search skills.

D. Application
“What Matters in a
Query"
Students will do a
contextualized Google
search based on the set
of instructions given by
the instructor.

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WEEK NOS. 3-14

MAIN RESEARCH PHASE

Course Topics
Week Learning Outcome Teaching-Learning Activities
(Content Unit)
3  compares various research Brainstorming for  Collaborative In-class Activities
designs discussed in the Research Topics  Lectures and Discussions
previous practical research  Critical Analysis Reporting
courses, together with  Small-Group Discussions
mixed methods to explain  Summative Test (Quiz No. 1)
similarities, differences,
strengths, and weaknesses
 facilitates discussion of a
critical analysis of a
research paper
 formulates a class
research agenda.
4  formulates clearly the Identifying the  Lectures and Discussions
statement of the research Problem and  Collaborative In-class Activities
problem Asking the  Research Problem Presentation
 presents written statement Question  Research Consultation
of the problem
5  selects, cites, and Reading on  Collaborative In-class Activities
synthesizes properly the Related Studies  Lectures and Discussions
related literature  Library Work
 uses sources according  Research Consultation
ethical standards
 presents written
review of literature
6  describes adequately the Understandin  Lectures and Discussions
research design g Ways to  Collaborative In-class Activities
(quantitative, qualitative, or Collect Data  Practice Tasks

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 mixed methods), sample,  Research Consultation
the research instrument,  Mock Defense
data collection and analysis
procedures.
 presents written
research
methodology

7 PROPOSAL DEFENSE

8–  gathers and analyzes data Finding Answers  Practice Tasks

11 with intellectual honesty to Research  Collaborative In-class Activities
using suitable techniques Questions  Research Consultation
 analyzes data using
coding (qualitative data)
and SPSS (quantitative
data)
12  forms logical conclusions Reporting,  Collaborative In-class Activities
 makes recommendations Findings,  Instrument Administration/ Experimentation, whichever
based on conclusions Drawing applicable
 writes and presents clear Conclusions,  Research Consultation
report and Making
Recommendation
s

13 FINAL ORAL DEFENSE

14  revises written research Sharing  Research Consultation

report based on your
suggestions and Research
recommendations of the
panelists
 submits final written
research report
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