Lesson Plan Exemplar

Topic/Title The Continental Drift

Time Allotment 1-2 hours
Prepared by JOCELYN V. CATLI
Learning Competencies/ Objective
At the end of the cycle, students should be able to describe the
possible causes of plate movement.
ELICIT MATERIALS
 Ask students if they had the change to go to a mountain.
 If they are on the top, can they see and observe the
beauty that it offers.

ENGAGE
 Have students to watch a video clip of how Pangaea LCD projector
evolved into how continents look today. Video clip
 Students will write down the information with their group.
 The video shows how it was started to break and drifted
away.
EXPLORE
 Have students to work in 5 to 6 members and do the Activity paper
activity ”Drifted Supercontinent” to know the possible Photocopy of the
direction of motion of the continents as they drifted apart. seven continents

EXPLAIN
 Have students to discuss their work and the evidences of Manila paper
the possible causes of plate movement. marker
 Ask them to create a diagram that shows the evidences of
the Continental Drift Theory.
ELABORATE
 Have the students to make a concept map of the Manila paper
Continental Drift. marker
 The teacher adds information, that the Continental Drift
Theory of Alfred Wegener states that the continents were
once apart of a large landmass called Pangaea which
drifted away from each other.
EVALUATE
 Ask students to compare Pangaea with the world map. World map
Picture
EXTEND
 Ask students what will happen if the continents will
continue to move.
 Research on how the Philippine islands emerged.
REFERENCE
Science Learners Material, Grade 10 pages 53-60
 Lesson Plan Exemplar

Topic/Title Optical Instrument

Time Allotment 60 minutes
Prepared by JOCELYN V. CATLI
Learning Competencies/ Objective
At the end of the cycle, students should be able identify ways in which the
properties of mirrors and lenses determine their use in optical instruments.
Construct their improvised optical device.

ELICIT MATERIALS
 Ask students to brainstorm by group the everyday use of
optical instrument.
 How do these optical instruments help in different ways?

ENGAGE
 Show students different pictures of optical instruments. Pictures
 Ask students the functions and uses of these optical
instruments.
EXPLORE
Designing the Class Activity
1. Group the students into 5 with 6-7 members. Activity paper
2. Let them do the activity: Making Improvised Optical Different materials to
Device. make optical device
3. Provide the instruction and materials.

EXPLAIN
Group Presentation of Outputs
 Have students to present and discuss how they make
their own optical device. Their optical device
The students will also discuss the concept behind the Manila paper
properties of mirrors and lenses. marker

Key Question:
Do the data/ information given by the five groups to the guide
questions agree/disagree? The students must justify their answers.

ELABORATE
Class Interaction
1. Ask students to discuss the properties of mirrors and Projector
lenses. Powerpoint presentation
2. The teacher will elaborate the use of mirrors and lenses
in optical instrument.
3. This will be teacher and students interaction.
EVALUATE
As a way to assess, the teacher may have:
 Students to critique the optical device they made in
class.
 Explain the optical device they made and why did they
choose that kind of device.
EXTEND
 Ask students other devices that uses mirrors and lenses
and their functions in other field.
 
How important to choose the kind of mirror and lens in
making instruments.
REFERENCE
Grade 10 Learners Material pages 208-211
Lesson Plan Exemplar

Topic/Title MUTATION: Changes in the Genetic Code

Time Allotment 1-2 hours
Prepared by DEBBIE B. OCAMPO
Learning Competencies/ Objective
At the end of the cycle, students should be able to explain how
mutations may cause changes in the structure and function of a protein.
ELICIT MATERIALS
 Teacher will play a video. Ask students to analyze and Projector
focus on the video and write their ideas on a sheet of Video clip
paper. Manila paper
 Students will present their observation per group. Marker
ENGAGE
 From the video clip, students will be ask what is the video LCD projector
all about. Video clip
 Also they will share their ideas and observations of how
mutation may occur.
EXPLORE
Designing the Class Activity Activity paper
1. Group the students into 5 with 6-7 members. clay
2. Let them do the activity: Chromie Change manila paper
3. Provide the instruction and materials. marker

Guide Questions:
1. How are the three chromosomal aberrations different
from one another? How are they similar?
2. What are some possible effects of these chromosomal
mutation?
EXPLAIN
Group Presentation of Outputs
 Have students to present and explain their work in front Manila paper
of the class. marker
 This time, students will discuss their answers on the
guide questions which will help them understand the
concept of mutation.

Key Question:
Do the data/ information given by the five groups to the guide
questions agree/disagree? The students must justify their answers.
ELABORATE
Class Interaction Projector
1. After the data were presented, ideas were collected Powerpoint presentation
from the students, the teacher may add information to
further explain how mutation affect protein structure.
2. This will be teacher and students interaction.
EVALUATE
As a way to assess, the teacher may give:
  Reflection/ Generalization
- What they have learned from the lesson.
EXTEND
 Explain Genetic Engineering.
 What do you think are the significant contributions of
this knowledge to human society?
REFERENCE
Grade 10 Learners Material pages 281-284
Topic/Title Chemical Reactions
Time Allotment 60 minutes
Prepared by JOCELYN V. CATLI
Learning Competencies/ Objective
At the end of the cycle, students should be able analyze effect of chemical
reactions on life and the environment through visual presentation.

ELICIT MATERIALS
 Teacher will play a video.
 Ask students to brainstorm in their small groups, what Projector
they observe about the video. Video clip
 Students will pinpoint different ideas based on the video
they have watched.
Lesson Plan Exemplar

ENGAGE
 The teacher will play another video.
Projector
Key Questions: Video clip
1. What is the video all about.
2. What natural processes can contribute to acid rain?
3. How chemical reactions relate to acid rain?
EXPLORE
Designing the Class Activity
1. Group the students into 5 with 6-7 members. Pictures
2. Let them do the activity: Making Connections. Projector
3. Provide the instruction and materials. Video clip

Guide Questions:
1. What factors affect the rate of chemical reactions?
2. How is acid rain produced?
3. What adverse effect can acid rain pose on living
organisms and its environment?
EXPLAIN
Group Presentation of Outputs
Each group has one representative to present their work
in front of the class. Manila paper
marker
Key Question:
Do the data/ information given by the five groups to the guide
questions agree/disagree? The students must justify their answers.
ELABORATE
 Class Interaction
1. The teacher process the data presented by the students Projector
through a class discussion and interaction. Powerpoint presentation
2. The general idea of the activity should be drawn base Manila paper
from the results of the activity and link to the main topic.
EVALUATE
As a way to assess, the teacher may give:
 Pencil and paper test
 Reflection on what they have learned.
EXTEND
 Create a visual presentation of benefits/harm posed by
a particular chemical reaction using any form of media.
REFERENCE
Grade 10 Learners Material pages 430-433
Topic/Title
Time Allotment 60 minutes
Prepared by DEBBIE B. OCAMPO
Learning Competencies/ Objective
At the end of the cycle, students should be able analyze effect of chemical
reactions on life and the environment through visual presentation.

ELICIT MATERIALS
 Teacher will play a video.
 Ask students to brainstorm in their small groups, what Projector
they observe about the video. Video clip
 Students will pinpoint different ideas based on the video
they have watched.
Lesson Plan Exemplar

ENGAGE
 The teacher will play another video.
Projector
Key Questions: Video clip
1. What is the video all about.
2. What natural processes can contribute to acid rain?
3. How chemical reactions relate to acid rain?
EXPLORE
Designing the Class Activity
1. Group the students into 5 with 6-7 members. Pictures
2. Let them do the activity: Making Connections. Projector
3. Provide the instruction and materials. Video clip

Guide Questions:
1. What factors affect the rate of chemical reactions?
2. How is acid rain produced?
3. What adverse effect can acid rain pose on living
organisms and its environment?
EXPLAIN
Group Presentation of Outputs
 Each group has one representative to present their work
in front of the class. Manila paper
marker
Key Question:
Do the data/ information given by the five groups to the guide
questions agree/disagree? The students must justify their answers.
ELABORATE
Class Interaction
1. The teacher process the data presented by the students Projector
through a class discussion and interaction. Powerpoint presentation
2. The general idea of the activity should be drawn base Manila paper
from the results of the activity and link to the main topic.
EVALUATE
As a way to assess, the teacher may give:
 Pencil and paper test
 Reflection on what they have learned.
EXTEND
 Create a visual presentation of benefits/harm posed by
a particular chemical reaction using any form of media.
REFERENCE
Grade 10 Learners Material pages 430-433