Instructional Plan (iPlan) Template

Name of
Grade/Year
Grade
Teacher
Level
11
Learning Area: EARTH SCIENCE
Date:
Semester: 1st
Module No. 1
Competencies: Describe the historical development of theories that explain the
origin of the Universe.
iPlan No. 1
Duration
6
(minutes/hours 0 mins.
Key
Understandings to
The Universe
be developed
Learning
Knowledge
Observe a model of the
Objectives
expanding Universe;
Skills
Develop an authentic models;
Gather evidence supporting the Big
Bang theory; and
Attitudes
Learn that the farther away a
galaxy the faster it is receding.
Resources
Handouts, scissors, pen/pencil, balloon, ruler marker, paper
Needed
clips
Reference
Learners Module
Elements of
Methodology
the Plan
Preparations
Introductory
Discuss the topic Our Expanding
Universe:
Age, History & Other Facts.
-How will I
Activity (Optional)
Ask
the following questions;
make the learners
1. How old is our universe?
ready?
2. Will the universe ever end?
-How do I
Distribute Activity 1The Expanding
Activity
prepare the learners
Universe. Students will put the materials
for the new lesson?
in their tables. Discuss the nature of the
-How will I
activity. Ask them if they have questions
connect my new
and clarifications of the activity.
lesson with the past
lesson?
Teacher to roam around and
Analysis
Presentation
see to it that students are
- (How will I
following the procedure.
present the new
lesson?
Let the students answer the
-What
following questions:
materials will I use?
1. As the balloon (i.e. the
-What
Universe) expands what happens
generalization/
to the dots (i.e. galaxies)?
concept/ conclusion/
2. If you started with a fully
abstraction should
expanded balloon (i.e. the
the learners arrive
Universe), and ran this
at?
experiment in reverse what would
happen to the dots (i.e. the
galaxies)?
3. Which measuring tool was
more accurate? Why?
4. In this experiment our
breath caused the balloon (i.e.
the Universe) to expand, what
caused the actual Universe to

expand?

Abstraction

Practice
-What practice
exercises/applicatio
n activities will I give
to the learners?
Assessment
(Refer to
DepEd Order No.
73, s. 2012 for the
Examples)

Application

Bang theory?
4. How old is our universe?
5. Will the universe ever end?

Levels of
Assessment
Knowledge
Process or Skills
Understanding(s)

Assignment

Concluding

Use the strategy 3-2-1

Summarizer:
Students state 3 things they
learned, 2 ways the information
relates
to them personally, and 1
question
they have about the material
Answer the following
questions:
1. What evidences supporting
the Big Bang theory?
2. How did the universe go from
one tiny, super-hot, super-dense
speck to stars, planets, galaxies, etc.?
3. What evidences supports the Big

Products/Perfor
mance (Transfer of
Understanding)
Reinforcing the
days lesson
Enriching the
days lesson

Enhancing the
days lesson
Preparing for the
new lesson
Wrap-up

Assessment Matrix
What
How
will I assess? will I
assess?

Ho
w will I
score?

Scientists say that the

accelerating expansion may be due to
dark energy, a property of space that
opposes gravity. Other scientists
question whether their theory of
gravity was correct to begin with.
Which of these two statements do you
agree with and why?

What new discoveries does

modern scientist have regarding the
Big bang theory? Read and watch the
latest facts on the universe by Charles
Choi in his Our Expanding Universe
Age, History and other facts
(accessed on 9 November 2015)
List down at least five new
pieces of information you picked up
about the universe in its beginnings.

Activity (Optional)
Finale

Instructional Plan (iPlan) Template

Name of
Shiela R. Klodzinski
Grade/Year
Grade
Teacher
Level
11
Learning Area: EARTH SCIENCE
Date: June 14,
2016
Semester: 1st
Module No. 1
Competencies: Compare the different hypotheses explaining the origin of the
Solar System
iPlan No. 2
Duration
6
(minutes/hours 0 mins.
Key
Understandings to
The Origin of the Solar System
be developed
Describe observational and
Learning
Knowledge
theoretical evidence relating to the
Objectives
formation of the solar system (e.g.
Evidence that supports the theory that the
solar system);

Skills

Attitudes
Resources
Needed
Reference
Elements of
the Plan
Preparations
-How will I
make the learners
ready?
-How do I
prepare the learners
for the new lesson?
-How will I
connect my new
lesson with the past
lesson?
Presentation
- (How will I

Explain and share their own

ideas on each theories of the origin of
the Solar System;
Ask questions in relation to
theories of the origin of the Solar
System; and
Coordinates and give respect to
each other.

Handouts, props
Learners Module
Methodology
Introductory
Activity (Optional)

Discuss the topic Origins of the

Solar System.
Ask the following questions;
1. How did our solar system form?
2. What are the theories which
originate our Solar System?
3. What is a nebula?

Activity

Select students to perform the Talk

Show : Origin of the Solar System. Five
students will be the guest speaker which
will assign as follows:
1. NEBULAR THEORY

2. INTERSTELLAR CLOUD

present the new

lesson?
-What
materials will I use?
-What
generalization/
concept/ conclusion/
abstraction should
the learners arrive
at?

THEORY
KUIPER'S THEORY
3. CAPTURE THEORY
4. PROTOPLANET THEORY
5. TIDAL THEORY
There will be a host, a camera
man and the rest will be the audience
and will be asking some questions.
The scores will be based on the overall performance of the class.
Analysis

Abstraction

Practice
-What practice
exercises/applicatio
n activities will I give
to the learners?
Assessment
(Refer to
DepEd Order No.
73, s. 2012 for the
Examples)

Assignment

Application
Levels of
Assessment
Knowledge
Process or Skills
Understanding(s)
Products/Perfor
mance (Transfer of
Understanding)
Reinforcing the
days lesson

Let the students answer the

following questions:
1. What evidence did
scientist have to support for
nebula theory?
2. What evidence did
scientist have to support for
interstellar theory?
3. What evidence did
scientist have to support for
protoplanet theory?
4. What evidence did
scientist have to support for tidal
theory?
5. What makes the nebular
theory a theory and not a law?
6. Is the nebular theory
widely accepted in the scientific
community? If not, what are some
of the problems with the theory?
How do you know?
Use the strategy 3-2-1
Summarizer:
Students state 3 things they
learned, 2 ways the information
relates
to them personally, and 1
question
they have about the material
Their activity will serve as
their application.
Assessment Matrix
What
How
Ho
will I assess? will I
w will I
assess?
score?

Enriching the
days lesson
Enhancing the
days lesson
Preparing for the
new lesson
Concluding
Activity (Optional)

Study and read on

Characteristics of Earth on your
Learners Module pg.

Wrap-up
Finale

Instructional Plan (iPlan) Template

Name of
Shiela R. Klodzinski
Grade/Year
Grade
Teacher
Level
11
Learning Area: EARTH SCIENCE
Date: June 15,
2016
Semester: 1st
Module No. 1
Competencies: Describe the characteristics of Earth that are necessary to support life.
iPlan No. 3
Key
Understandings to
be developed
Learning
Objectives

Duration
(minutes/hours
Characteristics of Earth

Knowledge

Describe the characteristics of Earth

that are necessary to support life;

Skills

Answer the questions in relation

to characteristics of Earth that are
necessary to support life; and
Realize the importance of taking
care of our environment.

Attitudes
Resources
Needed
Reference
Elements of
the Plan
Preparations
-How will I
make the learners
ready?
-How do I

6
0 mins.

Handouts, props
Learners Module
Methodology
Introductory
Activity (Optional)

Ask the following questions:

1. We live on a unique planet in that
it may be the only one in our solar system
that has life on it.
What do you think? Are we alone?
2. Living things are called?

prepare the learners

for the new lesson?
-How will I
connect my new
lesson with the past
lesson?
Presentation
- (How will I
present the new
lesson?
-What
materials will I use?
-What
generalization/
concept/ conclusion/
abstraction should
the learners arrive
at?

Practice
-What practice
exercises/applicatio
n activities will I give
to the learners?
Assessment
(Refer to
DepEd Order No.
73, s. 2012 for the
Examples)

Assignment

3. Do organisms interact with nonliving components on the Earth?

Activity

In a Question and Answer

Portion Activity, the teacher will read
the question and the students will to
answer the question by raising the
right-hand. Points will be given to
student who got the correct answer.
Questions:
1. Is liquid water important, why?
2. What else is water needed
for?
3. Where is this going to
happen?
4. What characteristics make it
possible for life to exist on the earth?

Analysis

Let the students answer the

following questions:
1. What gases make up the
atmosphere?
2. Where does the CO2 come
from?
3. Can rain re-fill the aquifers
as fast as people can pump the
water out?

Abstraction

Use the strategy 3-2-1

Summarizer:
Students state 3 things they
learned, 2 ways the information
relates
to them personally, and 1
question
they have about the material
Answer the following:
1. What happens when a
beaver dams a stream?
2. Make a list of all the things
that could happen.

Application

Levels of
Assessment
Knowledge
Process or Skills
Understanding(s)
Products/Perfor
mance (Transfer of
Understanding)
Reinforcing the
days lesson
Enriching the

Assessment Matrix
What
How
will I assess? will I
assess?

Ho
w will I
score?

Concluding
Activity (Optional)

days lesson
Enhancing the
days lesson
Preparing for the
new lesson
Wrap-up

Study and read on Earth System

on your Learners Module pg.

Finale

Instructional Plan (iPlan) Template

Name of
Shiela R. Klodzinski
Grade/Year
Grade
Teacher
Level
11
Learning Area: EARTH SCIENCE
Date: June 16,
2016
Semester: 1st
Module No. 1
Competencies: Explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow.

iPlan No. 4
Key
Understandings to
be developed
Learning
Objectives

Duration
(minutes/hours

6
0 mins.

Earth Systems

Knowledge

Describe the characteristics of Earth

that are necessary to support life;

Skills

Answer the questions in relation

to characteristics of Earth that are
necessary to support life; and
Realize the importance of taking

Attitudes

care of our environment.

Resources
Needed
Reference
Elements of
the Plan
Preparations
-How will I
make the learners
ready?
-How do I
prepare the learners
for the new lesson?
-How will I
connect my new
lesson with the past
lesson?
Presentation
- (How will I
present the new
lesson?
-What
materials will I use?
-What
generalization/
concept/ conclusion/
abstraction should
the learners arrive
at?

Practice
-What practice
exercises/applicatio
n activities will I give
to the learners?
Assessment
(Refer to
DepEd Order No.
73, s. 2012 for the

Handouts, props
Learners Module
Methodology
Introductory
Activity (Optional)

Ask the following questions:

1. We live on a unique planet in that
it may be the only one in our solar system
that has life on it.
What do you think? Are we alone?
2. Living things are called?
3. Do organisms interact with nonliving components on the Earth?

Activity

In a Question and Answer

Portion Activity, the teacher will read
the question and the students will to
answer the question by raising the
right-hand. Points will be given to
student who got the correct answer.
Questions:
1. Is liquid water important, why?
2. What else is water needed
for?
3. Where is this going to
happen?
4. What characteristics make it
possible for life to exist on the earth?

Analysis

Let the students answer the

following questions:
1. What gases make up the
atmosphere?
2. Where does the CO2 come
from?
3. Can rain re-fill the aquifers
as fast as people can pump the
water out?

Abstraction

Use the strategy 3-2-1

Summarizer:
Students state 3 things they
learned, 2 ways the information
relates
to them personally, and 1
question
they have about the material
Answer the following:
1. What happens when a
beaver dams a stream?
2. Make a list of all the things
that could happen.

Application

Levels of
Assessment

Assessment Matrix
What
How
will I assess? will I

Ho
w will I

Examples)

Assignment

Concluding
Activity (Optional)

assess?

score?

Knowledge
Process or Skills
Understanding(s)
Products/Perfor
mance (Transfer of
Understanding)
Reinforcing the
days lesson
Enriching the
days lesson
Enhancing the
days lesson
Preparing for the
Study and read on Earth System
new lesson
on your Learners Module pg.
Wrap-up
Finale