Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: PHYSICAL SCIENCE Grade Level: 11 Quarter: 1 Duration: 1 h
Learning Competency/ies: Give evidence for and describe the formation of heavier elements during star Code: S11/12PS-IIIa-2
(Taken from the Curriculum Guide) formation and evolution.

Key Concepts / 1. Heavier elements are formed inside the stars.

Understandings to be 2. Helioseismology study the structures of stars from within.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
through experience
Understanding interpret, exemplify, classify, * Explain the formation of heavier
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss elements during stellar evolution.
graphic messages

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, * Outline the sequence of events
systematic, and The learner can distinguish between parts and compare, contrast, organize,
sustained effort to outline, attribute, deconstruct during the formation of heavier
determine how they relate to one another, and to the
smoothly and overall structure and purpose elements inside the stars.
adaptively carryout
complex activities or
Evaluating coordinate, measure, detect,
The learner can make judgments and justify decisions defend, judge, argue, debate,
the ability, coming describe, critique, appraise,
from one's evaluate
knowledge, practice,
aptitude, etc., to do Creating generate, hypothesize, plan,
The learner can put elements together to form a design, develop, produce,
something
functional whole, create a new product or point of view construct, formulate, assemble,
devise

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-confidence,
feelings or attention Wellness, Respect, Honesty,
emotional Behavioral Verbs: ask, choose, describe, erect, follow, give, Personal discipline, Perseverance,
areas. hold, identify, locate, name, point to, reply, select, sit, Study, use Sincerity, Patience, Critical
A settled 2. Responding to Phenomena - Active participation on the part of thinking, Open-mindedness,
way of the learners. Attends and reacts to a particular phenomenon. Interest, Courteous, Obedience,
thinking Learning outcomes may emphasize compliance in responding, Hope, Charity, Fortitude,
or feeling willingness to respond, or satisfaction in responding Resiliency, Positive vision,
about (motivation). Acceptance, Determined,
someone Behavioral Verbs: aid, answer, assist, comply, conform, Independent , Gratitude, Tolerant,
or discuss, greet, help, label, perform, practice, present, read, recite, Cautious, Decisive, Self-Control,
something report, select, tell, write Calmness, Responsibility,
, typically 3. Valuing - Attaches to a particular object, phenomenon, or Accountability, Industriousness,
one that is Industry, Cooperation, Optimism, Demonstrate fortitude by
behavior. This ranges from simple acceptance to the more
reflected complex state of commitment. Valuing is based on the Satisfaction, Persistent, Cheerful, sharing real-life experiences
in a Reliable, Gentle, Appreciation of
internalization of a set of specified values, while clues to these in relation to the formation
persons values are expressed in the learner's overt behavior and are ones culture, Globalism,
behavior often identifiable. Compassion, Work Ethics, of heavier elements.
Creativity, Entrepreneurial Spirit,
Behavioral Verbs: work, complete, demonstrate, differentiate, Financial Literacy, Global,
explain, follow, form, initiate, invite, join, justify, propose, read, Solidarity, Making a stand for the
report, select, share, study
 4. Organization - Organizes values into priorities by contrasting good, Voluntariness of human act,
different values, resolving conflicts between them, and creating Appreciation of ones rights,
a unique value system. The emphasis is on comparing, relating, Inclusiveness, Thoughtful,
and synthesizing values. Seriousness, Generous, Happiness,
Behavioral Verbs: adhere, alter, arrange, combine, compare, Modest, Authority, Hardworking,
complete, defend, explain, formulate, generalize, identify, Realistic, Flexible, Considerate,
integrate, modify, order, organize, prepare, relate, synthesize Sympathetic, Frankness
5. Internalizing values - (Characterization): Has a value system that
controls their behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic of the learner.
Instructional objectives are concerned with the student's general
patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen,
modify, perform, practice, propose, qualify, question, revise,
serve, solve, verify
Values Categories: List of Values: Demonstrate faith in
A 1. Receiving Phenomena - Awareness, willingness to hear, selected 1. Maka-Diyos
learner's attention Love of God, Faith, Trusting,
God by justifying
principles Behavioral Verbs: ask, choose, describe, erect, follow, give, Spirituality, Inner Peace, Love of Sagans belief about
or hold, identify, locate, name, point to, reply, select, sit, Study, use truth, Kindness, Humble life.
standards 2. Responding to Phenomena - Active participation on the part of 2. Maka-tao
of the learners. Attends and reacts to a particular phenomenon. Concern for Others, Respect for
behavior; Learning outcomes may emphasize compliance in responding, human rights, Gender equality,
one's willingness to respond, or satisfaction in responding (motivation). Family Solidarity, Generosity,
judgment Behavioral Verbs: aid, answer, assist, comply, conform, Helping, Oneness
of what is discuss, greet, help, label, perform, practice, present, read, recite,
important report, select, tell, write
in life. 3. Valuing - Attaches to a particular object, phenomenon, or
behavior. This ranges from simple acceptance to the more complex 3. Makakalikasan
Go state of commitment. Valuing is based on the internalization of a Care of the environment, Disaster
beyond set of specified values, while clues to these values are expressed in Risk Management, Protection of
learners the learner's overt behavior and are often identifiable. the Environment, Responsible
life on
Behavioral Verbs: work, complete, demonstrate, differentiate, Consumerism, Cleanliness,
earth, Orderliness, Saving the
explain, follow, form, initiate, invite, join, justify, propose, read,
include
report, select, share, study ecosystem, Environmental
more than sustainability
4. Organization - Organizes values into priorities by contrasting
wealth
different values, resolving conflicts between them, and creating a 4. Makabansa
and fame,
unique value system. The emphasis is on comparing, relating, and Peace and order, Heroism and
and would
synthesizing values. Appreciation of Heroes, National
affect the
Behavioral Verbs: adhere, alter, arrange, combine, compare, Unity, Civic Consciousness, Social
eternal
complete, defend, explain, formulate, generalize, identify, responsibility, Harmony,
destiny of
integrate, modify, order, organize, prepare, relate, synthesize Patriotism,
millions
5. Internalizing values - (Characterization): Has a value system that Productivity
controls their behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic of the learner.
Instructional objectives are concerned with the student's general
patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen,
modify, perform, practice, propose, qualify, question, revise,
serve, solve, verify
2. Content How the elements found in the universe were formed.

3. Learning Resources Content strips, laptop, cabbage, coloring materials, handouts

https://www.google.com.ph/search?q=stellar+
+nucleosynthesis&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiElYXi8_rTAhUJkJ
QKHddNCbIQ_AUIBigB&biw=1024&bih=494#imgrc=xJethdhJZN7UhM/Retrieved
Physical Science by
4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content. Although at The Boat is Sinking Game: (Recapitulation)
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the With 10-15 student representatives from the
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
class, each labeled with proton and neutron
when it is conducted in a pleasurable and comfortable atmosphere.
(placards), will illustrate fusion through a play
the boat is sinking. The students seated in class
will identify, the name of light elements that
were formed.
What reaction is responsible for joining the
 protons and neutrons?
What type of nucelosynthesis was illustrated in
the game?

How and where heavier elements formed?

(Teacher directs students to the objective of the
lesson)
4.2 Activity (15 minutes). This is an interactive strategy to elicit learners prior learning experience.
It serves as a springboard for new learning. It illustrates the principle that learning starts where the 1. Context Reading/Think-Pair Share
learners are. Carefully structured activities such as individual or group reflective exercises, group
Given a strips of paper, the pair will cite the
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play,
cybernetics exercise, gallery walk and the like may be created. Clear instructions should be considered evidence for and discuss how heavier elements
in this part of the lesson. were formed in stars-Stellar Nucleosynthesis.
Afterwhich, a worksheet is given for them to
answer.
(Guide questions will be provided. Teacher roams
around and facilitate the group discussion)
Guide Questions:

* What is stellar nucleosynthesis?

* What heavier elements were formed during

Stellar evolution?

* What is the sequence of their formation?

* What evidence/s were used by science to

discover the interior of stars?
4.3 Analysis (10 minutes). Essential questions are included to serve as a guide for the teacher in * How did you find the activity? What difficulty
clarifying key understandings about the topic at hand. Critical points are organized to structure the did you encounter? How did you resolve such
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about
expected issues. Affective questions are included to elicit the feelings of the learners about the activity difficulty?
or the topic. The last questions or points taken should lead the learners to understand the new
concepts or skills that are to be presented in the next part of the lesson. * How does your cabbage/onion diagram looks
like? What sequence of formation was
rearranged?

* Why do stars cannot assemble elements higher

than iron?

* How do we know that there is fusion reaction

and formation of elements inside the stars?

* Where do heavier elements assembled from?

How were they assembled?

*If geologists learn about secrets of the interior

of the earth even if they have not gone there,
how do astronomers learn the interior of the
sun/stars?

4.4 Abstraction (5 minutes). This outlines the key concepts, important skills that should be
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that Multi-Media Presentation
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
1. A slide showing the order of events during
lesson.
stellar nucleosynthesis is shown.

https://www.google.com.ph/search?q=stellar+
+nucleosynthesis&source=lnms&tbm=isch&sa=X
&ved=0ahUKEwiElYXi8_rTAhUJkJQKHddNCbIQ_A
UIBigB&biw=1024&bih=494#imgrc=xJethdhJZN7
UhM/Retrieved Date:May 19,2017

2. A video clip on how the study of

helioseismology works
(Students will be asked to distinguish the relationship
of the following terms: Helioseismology,
Geoseismology, seismic waves, speed of light,
computer models, temperature, density, composition,
spectrum of light etc.)

4.5 Application (5 minutes). This part is structured to ensure the commitment of the learners to 1. Construct an acronym showing the
do something to apply their new learning in their own environment.
sequence of formation of heavier elements
in stars.
2. Like stars, do you show mental strength
and courage (fortitude) when everything in
life seems to be running out of hand? Do
you demonstrate desperate moves at the
expense of others?

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been
met for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) RUBRICS
Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative
(Please see attached page)
Assessment may be given before, during, or after the lesson). Choose any from the Assessment Methods
below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of Musical Performance, Skill Demonstration, Group
learners performance or behaviors are Activity (e.g. Choral Reading), Debate, Motor &
recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify
their thinking)
c) Analysis of Learners Worksheets for all subjects, Essay, Concept
Maps/Graphic Organizer, Project, Model, Artwork, Multi-
Products media Presentation, Product made in technical-
(Teachers judge the quality of products
vocational subjects
produced by learners according to agreed
criteria)
d) Tests Skill Performance Test, Open-Ended Question, Giving of Four-Item Quiz
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
1. Which of the following elements
learners ability to demonstrate mastery of a
skill or knowledge of content)
Reinforcing / strengthening the days lesson
Enriching / inspiring the days lesson
Diagnostic Test, Oral Test, Quiz
Present a slide on Elements of the Human Body
were not made from stars?
a. Ne and C b. Mg and Fe c. H and He
d. Si and O
2. Which of the following acronyms stand for
the correct sequence of formation of heavier
elements in stars?
a. H-H-C-O-Ne-Na-Mg-Si-Fe b. C-O-Si-Fe-
Ne-S-N-H
b. S-Fe-Ne-S-H-Mg d. All of them
3. Stars like the Sun probably do not form iron
cores during their evolution because
a. the iron is ejected when they become
planetary nebulas
b. their cores never got hot enough for them to
make iron by nucleosynthesis
c. the iron they make by nucleosynthesis is all
fused to uranium
d. their strong magnetic fields keep their iron
in their atmosphere
4. Using visible observations of the surface of
the Sun to model its interior, which of the
given observations cannot be used by scientist
to infer its interior?
a. sound waves b. light spectrum
c. oscillations d. surface temperature
Which of the elements in our body
were cooked/assembled from stars?
What would it be like if there was
no stellar evolution? Would there
be life? Why?
A renowned cosmologist Carl Sagan
declared that "we and all other matter in
 our surroundings are made of starstuff,"
Write your reflection and stand on this
matter in the journal. Does it affect your
faith on divine creation? Why and why
not?
Enhancing / improving the days lesson

Preparing for the new lesson

4.8 Concluding Activity (3 minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, To be a star you must shine your own light,
parable or a letter that inspires the learners to do something to practice their new learning.
follow your own path, and dont worry about
the darkness for that is when the stars shine
brightest"
-Anonymous-

500 515-uk.pinterest.com

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation.

C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
learning
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
 localized
materials did I
use/discover
which I wish to
share with
other teachers?

Prepared by:
Name: LUVIES B. MALALAY School: Abellana National School
Position/Designation: T3 Division: Cebu City
Contact Number: 0923-254-8430/488-9343 Email address: luvies_bmalalay@yahoo.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet
2. Formative Assessment
3. Answer Key
4. Handouts
5. PowerPoint Presentation
6. Others