lesson plan

1. REPUBLIC OF THE PHILIPPINES
Region I
NUEVA ECIJA DIVISION II
Binalonan
VILLAFLORES INTEGRATED SCHOOL
Villaflores, Cuyapo, Nueva Ecija
February10, 2020
JEANE A. FELIX
Principal
Villaflores Integrated School
Villaflores, Cuyapo, Nueva Ecija
MADAM:
Greetings in the name of the Almighty Lord!
Classroom observation is one of the requirements/documents to be presented to prove teachers’ attainment
of objectives in the Result-Based Perfomance Management System-Philippine Professional Standard for
Teachers (RPMS-PPST). In this regard, I am writing this letter to request your presence as one of my observer
in my Earth and Life Science Class on June 18, 2019, Tuesday at 1:00 o’clock in the afternoon.
Hoping for your presence and favorable response in this request. Thank you very much and God bless.
Very truly yours,
MINERVA GRACE O. SILVESTRE
Teacher
Received:
LILIAN O. GARCIA
OIC-Principal

2. REPUBLIC OF THE PHILIPPINES
Region I
PANGASINAN DIVISION II
Binalonan
SAN LUIS NATIONAL HIGH SCHOOL
San Luis, Rosales, Pangasinan
June 13, 2019
REBENILDA V. GARCIA
Master Teacher I
San Luis National High School
San Luis, Rosales, Pangasinan
MADAM:
Greetings in the name of the Almighty Lord!
Classroom observation is one of the requirements/documents to be presented to prove teachers’ attainment
of objectives in the Result-Based Perfomance Management System-Philippine Professional Standard for
Teachers (RPMS-PPST). In this regard, I am writing this letter to request your presence as one of my observer
in my Earth and Life Science Class on June 18, 2019, Tuesday at 1:00 o’clock in the afternoon.
Hoping for your presence and favorable response in this request. Thank you very much and God bless.
Very truly yours,
MINERVA GRACE O. SILVESTRE
Teacher
Received:
REBENILDA V. GARCIA
Master Teacher I

3. CUYAPO WEST
VILLAFLORES INTEGRATED SCHOOL
Daily Lesson Log
APRIL 20,2021
Subject Science
Topic KINGDOM ANIMALIA
LC code S8LT-IVh-20
Grade Level 8
Time Allotment 2 days
MLSB-Teacher Donalyn V. Abon
Learning
Competencies The learners Classify organisms using the hierarchical taxonomic system
Objectives: At the end of the lesson, the students must be able to:
Cognitive A.1.identify and describe the organs that make up the digestive system;
A.2. explain how digestion of food takes place in human;
Affective B.recognize the importance of taking care of the digestive system; and
Psychomotor C.label the parts of the digestive system.
Instructional
Strategies/
Differentiation
Discovery Based Strategy
Values
Integration Health is Wealth
Curriculum
Integration Science
Learning and
Teaching
Materials
Wondershare Application, The Hat Application, Pictures, Crackers and Tarpapel.
ELICIT (5 minutes) Materials and Assessment
Tool
Show pictures of different organs of the body and let the students identify
the system where they belong.
Pictures
ENGAGE (5 minutes)
(Get the students’ minds focused on the topic.)
Ask two students to play the Dynamic Digestion Game. Let them
choose playing pieces and place them on the start line. Take turns rolling
the die. After rolling, move that number of spaces. The first player to
travel all the way through the digestive system to the finish line is the
winner.
Tarpapel of the human digestive
system, Dice
EXPLORE (5 minutes)
(Provide students with a common experience).
ACTIVITY: Give each student a piece of a cracker and tell them to take
a bite. Ask them not to chew or swallow the cracker; just hold it in their
mouth. Ask the following question:
1. What happen to the cracker when it was in your
mouth?
2. Why did it start to get softer?
3. What did you taste?
4. Let them discuss the process of digestion
EXPLAIN (30 minutes)
(Teach the concept. Should include interaction between teacher and students).

4. Discuss the different organs of digestive system and how these organs
help in the digestion of food. Explain the processes involve in digestive
system. Give precautionary measures to maintain healthy body.
PowerPoint Presentation
ELABORATE (5 minutes)
(Students apply the information learned in the Explain).
BREAD IN THE BAG
I. Material needed is Zip lock bag, ½ sliced bread and water.
II. Procedures:
a. Take ½ piece of bread per group
b. Obtain the zip lock bag.
c. Tear your ½ sliced of bread into smaller pieces, and place it into
the bag. What does this represent?
d. Pour smaller amount of water into the bag. What does this
represent?
e. Close the bag and squish the bread with your finger until all
pieces are really small. What does this represent?
f. Drain the liquid contents down to the sink by creating a small gap
which prevent by escaping. What does this represent?
g. Put all the content of the bag into the garbage. What does this
represent?
Water, Zip lock bag, bread
EVALUATE (13 minutes)
(How will you know the students have learned the concept)?
A.Identification:
1. It is responsible for the breakdown and absorption of the nutrients
from the food.
2. The organ of complete digestion and absorption.
3. The organ that stores the fecal materials, absorbs the vitamins,
and reabsorbs the water from the undigested residue.
4. Waste or the feces is temporary stored in the rectum and it was
excreted in the_______.
5. The organ where digestion and respiration cross.
B. Label the parts of the digestive system
C.Give precautionary measures to maintain healthy body.
Wondershare Application, paper
and pencil
EXTEND (2 minutes)
(Deepen conceptual understanding through use in new context).
Make a research about the different digestive disorder and write it in your
assignment.
REFERENCES
1. Science Learner’s Module. pp.291-306
2. Worktext in Biology pp.61-64
3. Spiral Science 8. pp.155-176
Prepared by:
DONALYN V ABON
MLSB-Teacher
Checked by:
JEANE A. FELIX
School Principal I

5. Name:______________________________ Date:________
Grade and Section:_________________ Score:________
GENERAL DIRECTIONS:
1. Write your answers clearly. Yung malinaw, hindi katulad ng feelings nyang hindi mo
maintindihan
2. No erasures. Pag isipan mo ng mabuti bago isulat. Hindi lahat ng pagkakamali pwede pa itama.
3. Do not cheat. Wag tumulad sa ex mong akala mo loyal pero mabilis lang pala magpalit
4. Finish the activity in 3 minutes. Alam mo dapat kung kelan na dapat sumuko. Pag tapos na,
tapos na.
A. Label each box with its appropriate description from the data provided on the right corner.
B. Give precautionary measures to maintain healthy body.

6. Activity Sheets
“Guided Gallery Walk”
Structure of the Earth’s Layers
Directions: During the guided gallery walk, stop at each gallery to read about the layers of the Earth. After
reading the gallery card, record information about that layer of Earth’s structure in the data table.
Features Crust Mantle Core
Continental
Crust
Oceanic
Crust
Upper
Mantle
Lower
Mantle
Inner Core Outer Core
Composed
of
Temperature
Depth
State
“Tic-Tac-Toe Dinner Menu”
Topic: Earth’s Internal Structure
Choose an appetizer, main course and dessert. Complete one activity from each section. Remember to
choose only one from the list. For answering essay type questions, consider the rubric presented.
“Appetizer”
A. Grade Card Cheese Php 80.00
Name the 6 layers of the Earth

7. B. Lesson Calamari Php 80.00
Do you think it is possible to dig your way through
the ground to the other side of the Earth? Why or why not?
“Main Course”
C. Visualizing Veggies Php 120.00
Draw and label the layers of the Earth. Describe each layer.
D. Learning Fish Php 120.00
Why is the interior of the Earth hot?
“Dessert”
E. Iron-Rich Cake Php 75.00
Can we consider mountains as part of the crust?
If yes, what is the tallest mountain in the world?
How about in the Philippines?
F. Rocky Ice Cream Php 75.00
What is the significance of the different activities
in the mantle to the formation of the Earth’s surface?
RUBRICS

8. REPUBLIC OF THE PHILIPPINES
Region I
PANGASINAN DIVISION II
Binalonan
SAN LUIS NATIONAL HIGH SCHOOL
San Luis, Rosales, Pangasinan
Subject Earth and Life Science
Topic Earth’s Internal Structure
LC code S11/12ES-Ia-e-7
S11/12ES-Ia-e-8
Grade Level 11/12
Time Allotment 60 minutes
Teacher Minerva Grace O. Silvestre
Learning
Competencies
The learners identify the layers of the Earth (crust, mantle, core) and differentiate the
layers of the Earth.
Objectives: At the end of the lesson, the students must be able to:
Cognitive A. identify the layers of the Earth;
B. differentiate the layers of the Earth;
Affective C. relate the compositions of a hard boiled egg to the layers of the Earth; and
Psychomotor D. create an earth’s layers project.
Instructional
Strategies/
Differentiation
Guided Gallery Walk, Tic-Tac-Toe Dinner Menu
Values
Integration Respect, Cooperation
Curriculum
Integration Social Science, Research, Religion, TLE, Mathematics
Learning and
Teaching
Materials
Metacards, manila paper, multimedia, apple, activity sheets
ELICIT (5 minutes) Materials and Assessment
Tool
Use the word bank to fill in the blanks for each sentence. Some words
may not be used.
“The Earth Subsystems”
The ___________ is made up of four subsystems
The lithosphere is comprised of all of the earth’s ____________
The ___________ is comprised of all of the earth’s water
The atmosphere is comprised of all the __________ surrounding the
earth
The ___________ is comprised of all the earth’s living organism.
Manila paper
Metacards
ENGAGE (5 minutes)
(Get the students’ minds focused on the topic.)
Play a one minute video presentation about the layers of the Earth. Multimedia

9. Ask: Do you think it is possible to dig your way through the ground to the
other side of the Earth? If yes, what gardening tools or heavy equipment
will you use?
EXPLORE (15 minutes)
(Provide students with a common experience).
“Guided Gallery Walk”
The teacher will direct students to study the image of the Earth’s
structure presented.
Three galleries will be presented to engage students with a purpose and
focus for learning. A matrix data table will be provided for the students
to record details about each layer.
Remind the students to observe silence and showrespect to each other
while moving from the galleries.
Image of earth’s structure
Activity sheets
EXPLAIN (15 minutes)
(Teach the concept. Should include interaction between teacher and students).
1. What are the different layers of the Earth? Describe each layer.
2. Can we consider mountains as part of the crust? If yes, what is the
tallest mountain in the world? How about in the Philippines?
3. What is the significance of the different activities in the mantle to the
formation of the Earth’s surface?
4. Why is the interior of the Earth hot?
5. What are some of the research findings about the inner core?
6. Why is it impossible to dig your way through the ground to the other
side of the Earth?
Powerpoint Presentation
ELABORATE (5 minutes)
(Students apply the information learned in the Explain).
“Socratic Seminar”
Challenge Yourself! In a group, share with your classmates your idea
about the layers of the earth (crust, mantle, core) in relation to a hard
boiled egg.
1. Slice an apple into two.
2. Observe closely the composition of the egg.
3. Relate the compositions of the hard boiled egg to the layers of the
Earth.
Think of this: Is hell in the center of the earth? Why?
Egg
EVALUATE (13 minutes)
(How will you know the students have learned the concept)?
“Tic-Tac-Toe Dinner Menu”
Choose an appetizer, main course and dessert. Complete one activity
from each section. Remember to choose only one from the list. For
answering essay type questions, consider the rubric presented.
“Appetizer”
Grade Card Cheese Php80.00
Name the 6 layers of the Earth
Lesson Calamari Php80.00
Do you think it is possible to dig your way through the ground to the other
side of the Earth? Why or why not?
“Main Course”
Visualizing Veggies Php120.00
Draw and label the layers of the Earth. Describe each layer.
New Learning Noodles Php120.00
Why is the interior of the Earth hot?
“Dessert”
Iron-Rich Cake Php75.00
Tic-Tac-Toe Dinner Menu
Activity Sheet
Rubrics

10. Can we consider mountains as part of the crust? If yes, what is the tallest
mountain in the world? How about in the Philippines?
Rocky Ice CreamPhp75.00
What is the significance of the different activities in the mantle to the
formation of the Earth’s surface?
EXTEND (2 minutes)
(Deepen conceptual understanding through use in new context).
Create an Earth’s layer project using available materials in your
community. You may use paper, clay, plastics, etc.
REFERENCES
4. Salandanan, G.G., Faltado, R.E. & Lopez, M.B. (2016). Earth and life
sciences for senior high school (Core Subjects), Quezon City: LORIMAR
Publishing Inc.
5. Refran, J.C., Tolentino, P.M., & Genuino, R.G. (2016). Earth and life
science, Quezon City: Vibal Group Inc.
Prepared by:
MINERVA GRACE O. SILVESTRE
SHS T-III
Checked by:
MERCY T. DIAZ
OIC-Principal

11. REPUBLIC OF THE PHILIPPINES
Region I
PANGASINAN DIVISION II
Binalonan
SAN LUIS NATIONAL HIGH SCHOOL
San Luis, Rosales, Pangasinan
MUNICIPAL TRAINING WORKSHOP ON THE DEVELOPMENT OF QUALITY
CLASSROOM-BASED TEST FOR TEACHERS
Demonstration Teaching Lesson Plan for
Grade 12 Earth and Life Science
EARTH’S INTERNAL STRUCTURE
Subject Earth and Life Science
Topic Earth’s Internal Structure
LC code
S11/12ES-Ia-e-7
S11/12ES-Ia-e-8
Grade Level 11/12
Time Allotment 60 minutes
Teacher Minerva Grace O. Silvestre
Learning
Competencies
The learners identify the layers of the Earth (crust, mantle, core) and differentiate the
layers of the Earth.
Objectives: At the end of the lesson, the students must be able to:
Cognitive A. identify the layers of the Earth;
B. differentiate the layers of the Earth;
Affective C. relate the compositions of a hard boiled egg to the layers of the Earth; and
Psychomotor D. create an earth’s layers project.
Instructional
Strategies/
Differentiation
Guided Gallery Walk, Tic-Tac-Toe Dinner Menu
Values
Integration
Respect, Cooperation
Curriculum
Integration Social Science, Research, Religion, TLE, Mathematics
Learning and
Teaching
Materials
Metacards, manila paper, multimedia, apple, activity sheets
ELICIT (5 minutes) Materials and Assessment
Tool
Use the word bank to fill in the blanks for each sentence. Some words
Manila paper

12. may not be used.
“The Earth Subsystems”
The ___________ is made up of four subsystems
The lithosphere is comprised of all of the earth’s ____________
The ___________ is comprised of all of the earth’s water
The atmosphere is comprised of all the __________ surrounding the
earth
The ___________ is comprised of all the earth’s living organism.
Metacards
ENGAGE (5 minutes)
(Get the students’ minds focused on the topic.)
Play a one minute video presentation about the layers of the Earth.
Ask: Do you think it is possible to dig your way through the ground to the
other side of the Earth? If yes, what gardening tools or heavy equipment
will you use?
Multimedia
EXPLORE (15 minutes)
(Provide students with a common experience).
“Guided Gallery Walk”
The teacher will direct students to study the image of the Earth’s
structure presented.
Three galleries will be presented to engage students with a purpose and
focus for learning. A matrix data table will be provided for the students
to record details about each layer.
Remind the students to observe silence and showrespect to each other
while moving from the galleries.
Image of earth’s structure
Activity sheets
EXPLAIN (15 minutes)
(Teach the concept. Should include interaction between teacher and students).
7. What are the different layers of the Earth? Describe each layer.
8. Can we consider mountains as part of the crust? If yes, what is the
tallest mountain in the world? How about in the Philippines?
9. What is the significance of the different activities in the mantle to the
formation of the Earth’s surface?
10. Why is the interior of the Earth hot?
11. What are some of the research findings about the inner core?
12. Why is it impossible to dig your way through the ground to the other
side of the Earth?
Powerpoint Presentation
ELABORATE (5 minutes)
(Students apply the information learned in the Explain).
“Socratic Seminar”
Challenge Yourself! In a group, share with your classmates your idea
about the layers of the earth (crust, mantle, core) in relation to a hard
boiled egg.
4. Slice an apple into two.
5. Observe closely the composition of the egg.
6. Relate the compositions of the hard boiled egg to the layers of the
Earth.
Think of this: Is hell in the center of the earth? Why?
Egg
EVALUATE (13 minutes)
(How will you know the students have learned the concept)?
“Tic-Tac-Toe Dinner Menu”
Choose an appetizer, main course and dessert. Complete one activity
from each section. Remember to choose only one from the list. For
answering essay type questions, consider the rubric presented.
“Appetizer”
Tic-Tac-Toe Dinner Menu
Activity Sheet

13. Grade Card Cheese Php80.00
Name the 6 layers of the Earth
Lesson Calamari Php80.00
Do you think it is possible to dig your way through the ground to the other
side of the Earth? Why or why not?
“Main Course”
Visualizing Veggies Php120.00
Draw and label the layers of the Earth. Describe each layer.
New Learning Noodles Php120.00
Why is the interior of the Earth hot?
“Dessert”
Iron-Rich Cake Php75.00
Can we consider mountains as part of the crust? If yes, what is the tallest
mountain in the world? How about in the Philippines?
Rocky Ice CreamPhp75.00
What is the significance of the different activities in the mantle to the
formation of the Earth’s surface?
Rubrics
EXTEND (2 minutes)
(Deepen conceptual understanding through use in new context).
Create an Earth’s layer project using available materials in your
community. You may use paper, clay, plastics, etc.
REFERENCES
6. Salandanan, G.G., Faltado, R.E. & Lopez, M.B. (2016). Earth and life
sciences for senior high school (Core Subjects), Quezon City: LORIMAR
Publishing Inc.
7. Refran, J.C., Tolentino, P.M., & Genuino, R.G. (2016). Earth and life
science, Quezon City: Vibal Group Inc.
This lesson exemplar has been utilized in demonstration teaching during the conduct of Municipal
Training Workshop on the Development of Quality Classroom-Based Test for Teachers on July 13, 20 and 27,
2019.
Prepared by:
MINERVA GRACE O. SILVESTRE
Demo Teacher
Checked by:
GIVBY B. DOLLENETE
T-I, Training Organizer
MERCY T. DIAZ
SHS Coordinator
JANETTE N. BALLARES, Ed.D.
OIC-Principal