This lesson plan teaches students about cause and effect relationships through reading a poem about a mother's birthday. The poem describes how each of the children, Ben, Liz, and Bess, interact with their mother on her birthday. After reading, students answer questions to identify the causes and effects in the poem. They will then act out scenes from the poem in groups. Finally, students will practice identifying causes and effects by labeling sentences from the poem as the cause or effect in each situation. The lesson aims to help students understand how to identify the connection between an event and its cause within a text.

1. A DetailedLesson Plan in Mathematics (First Year—Secondary)
I. Objectives
At the end of the lesson, the students will be able to:
A. To recognize Euclidean transformations.
B. To recognize reflections, translations, and rotations.
C. To prove theorems related to transformations.
D. To solve problems involving transformations.
E. To apply transformations to real-world situations.
F. To create designs using transformations.
II. Subject Matter
Geometry (Transformations)
Reference: Geometry for Highschool Textbook
Materials: sheets of paper, protractor, tangram puzzles.
Values: creativity, determination, patience
III. Procedure
A. Learning Activities
Teacher’s Activity
“Good Morning Class...”
“Let us pray first...”
(Checking of Attendance)
...say present...
“Please pick up the pieces of
paper
under your chair”
Presentation
Activity - Folding of Paper
The teacher will give an activity that
involves the folding of paper and
tracing of shapes.
Discussion
From the activity, the teacher will
point out that geometry is not only the
study of figures but is also the study of
the movement of figures.
Student’s Activity
“Good Morning Sir!”
(One Student will lead the Prayer)
(Students raise their hand and say
present as the teacher calls in their
name)
(Students pick up the pieces of paper)
(Students follow the instruction of the
teacher)
(Students listen attentively)
(Conduct a solving on the board)

2.  Is the original figure congruent to the
other figures?
 How does the second image compare
to the original figure?
Input
Definitions:
 Transformations
 Reflection
 Rotation
 Translation
 Dilation
 Rigid Motion
Theorems:
 Theorem 18-1
 Theorem 18-2
 Theorem 18-3
 Theorem 18-4

Discussion
The above definitions and theorems
will be discussed and proved. The
teacher will ask the student to give
examples of transformations.
D. Activity
Tangram Puzzle
The students will form six groups.
Each group is going to make
images of animals using tangram
puzzle and they will identify the kind
of transformation depicted or made
after doing the activity.
(Students raise their hands and define
the terms)
(Students listen attentively)
(Students perform)
IV. Evaluation
Worksheet
1. Which of the following transformations creates a figure that is similar (but not congruent)
to the original figure?
2. How can transformations be applied to real-world situations?
III. Assignment

3. Drawing
The student will use transformations to move figures and create designs.

4. A DetailedLesson Plan in Science (First Year—Secondary)
I. Objectives
At the end of the lesson, the students will be able to:
A. Describe the polarity of a water molecule and explain how that polarity affects the properties of
water.
B. Explain why water climbs the inside of a thin glass capillary but not a thin plastic capillary.
C. Describe a system whereby the components of a water-based substance might be separated and
discuss how this separation occurs.
D. Explain why oil and water don't mix.
E. Predict whether a substance, based on its hydrophilic and/or hydrophobic properties, will
dissolve into water or oil.
II. Subject Matter
The Properties of Water
Reference: Science and Technology 1 by Scott
Materials: paper strips, detergent, wax paper, coins, glue, cooking oil, red food coloring, cups of
water, 10 ml grad cylinders, 50 ml grad. Cylinders, beaker, glass slides, stirring rods, medicine
droppers, scissors
Values: Creativity, Patience, Following Instructions
III. Procedure
A. Learning Activities
Teacher’s Activity
“Good Morning Class...”
“Let us pray first...”
(Checking of Attendance)
...say present...
“Please pick up the pieces of paper
under your chair”
“Have you ever wondered what’s behind
water?—not bodies of water, but the water itself,
the liquid, Everything in this world are made by
God with their special functions... Now let us
discover what’s so special about water.
Presentation
Effects of
Detergent
To Do 1. With your finger, spread one
small drop ofdetergent on the
surface of a dry penny.
Predict 2. How many drops do you think
this penny will hold after being
smeared with detergent,more,
less, or the same as before?
Why?
3. Specifically, how many drops do
you think it will hold?
Student’s Activity
“Good Morning Sir!”
(One Student will lead the
Prayer)
(Students raise their hand
and say present as the teacher
calls in their name)
(Students pick up the pieces of
paper)

5. Table 2. Prediction of Number
of Drops of Water on a Penny
with Detergent
person #1
person #2
person #3
person #4
Average
Discussion
Water covers about three fourths of the
surface of the earth? It is ubiquitous. It
is also one of the simplest yet most
important molecules in living systems.
It makes up from 50 to 95 percent of the
weight of living organisms. The
cytoplasm of a cell is a water-based
solution that contains a variety of ions,
salts, and molecules which make life
'happen.' Water is literally involved in
every facet of life.
Figure 2. Polarity of Water Molecule
The simplicity of the water molecule
belies the complexity of its properties.
Based on its small size and light weight,
one can predict how it should behave,
yet it remains liquidat a much higher
temperatures than expected. It
alsoboilsand freezes at much too high,
or low, of a temperature for a molecule
of its size. Many of these unexpected
properties of water are due to the fact
that water molecules are attracted to
each other like small magnets
(cohesion). This attraction results in
turn from the structure of the water
molecule and the characteristics of the
atoms it contains.
(Students perform the
activity)
(Students listen
attentively)

6. Each molecule of water is made up of
two atoms of hydrogen connected to
one atom of oxygen, as shown below.
This is summarized in the familiar
formula, H2O.
Figure 3. Hydrogen Bonding in Water
Atoms are most stable when they have
a particular configuration of their outer
shells, a concept which will be
discussed in future labs. These
configurations explain why hydrogen
in water will take on a partial positive
charge and why oxygen will take on
a partial negative charge. These
partial charges cause water molecules
to 'stick' to each other like
magnets. The 'stickiness' in this
particular case is due to 'hydrogen
bonding'. In this case, hydrogen
bonding involves the attraction
between the positively charged
hydrogen atom of one water molecule
and the negatively charged oxygen
atom of another water molecule. As
no electrons are actually shared
however, hydrogen bonds are much
weaker than covalent bonds - they
easily break and easily form again.
Application (Activity)
1. Water moves to the tops of tall trees due
tocapillary action combined with
root pressure and evaporation from
the stomata (openings) in the leaves.
Water will also climb up paper, and
often the migrating water will carry
other molecules along with it. The

7. distance traveled by these other
molecules will vary with
their massand charge.
2. How fast do you think water would
climb a strip of absorbent paper about
one-half inch wide?
about one inch per
____________________ (time)
3. Obtain a 50 ml graduated cylinder, and
tear off a strip of chromatography paper
that is just long enough to hang over the
side of the cylinder (inside) and reach to
the bottom.
Figure 6. 50 ml Graduated Cylinder with
Chromatography Paper & Ink
4. Run the paper strip along the edge of a
scissors to take the curl out of it.
5. Place a single small drop of ink from a
black vis-a-vis pen on the paper, about
one inch from the bottom, and let it dry
completely.
Figure 7. Ink on Chromatography Paper
6. Put 10 ml of water into the graduated
cylinder and place the strip of paper in
the cylinder so that the bottom end is
immersed in water and the drop of ink is
just above the surface of the water. Fold
the paper over the top side.
Figure 8. Close-up of Ink

8. 7. Note the starting time below.
8. Watch and note the time at 5 minute
intervals. When the water climbs to the
top of the paper, remove the paper from
the water, and let it dry.
Table 3. Time of Water Climbing
Time (minutes)
Distance
(inches)
0
5
10
15
20
25
30
How did the ink change? Glue
the paper onto the page here,
and label each color on the
strip.
IV. Evaluation
1. Predict what will happen if you add a few drops of a water-soluble dye solution to each of the
above graduated cylinders containing water and oil. Will the dye mix with the water, the oil, or
both?
2. Add a few drops of dye to each cylinder. Use a glass stirring rod to penetrate
the interface between each layer, giving the dye access to both water and oil. How does the dye
behave in each cylinder? Does it diffuse into the oil? Into the water?
V. Assignment
“Why is liquid very important not just to humans but to all the living things in the world? –Write
on 1 whole sheet of paper

9. A Detailed LessonPlan in English (First Year—Secondary)
I. Objectives
At the end of the lesson, the students will be able to:
1. Identify statements that show cause and effect relationship.
2. Read a poem correctly and clearly with expressions.
3. Appreciate reading poems.
4. Decode words with “augh” (o) sounds
II. Subject Matter
Cause and Effect Relationship
Reference/s: Fun in English Reading Textbook pages 94-101
Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags
Values: Develop a genuine love for reading, love for family
III. Procedure
A. Learning Activities
Warm
Up
Let us
sing
Barney’s I
Love You
Song.
(Students Sing)
“I love you, you love me and we’re a happy family,
With a great big hug and a kiss from me to you,
Hope you say you love me too.”
“Okay now class, What can you say about
the song? Does it tell us something important
that we have already forgotten to do
nowadays?”
“How could you say so John?”
“Sir, eventhough the song is very short, but I
guess it’s full of emotions.”
“Because sir I noticed that the song has a lot
to do with our love for our family, that the
real meaning of family is all about loving
each other, and nowadays kissing and
Teacher’s Activity
“Good Morning Class...”
“Let us pray first...”
(Checking of Attendance)
...say present...
“Please pick up the pieces of paper
under your chair”
“So how was your weekend?”
“That’s good! Have you enjoyed
your weekend bonding with your
family?”
“That’s good to know. For this
morning, our discussion will be in
relation to a family. Are you familiar
with Barney’s I Love You Song?”
“Okay that’s good, so are you
ready to sing and have fun
today?
Student’s Activity
“Good Morning Sir!”
(One Student will lead the Prayer)
(Students raise their hand and say
present as the teacher calls in their
name)
(Students pick up the pieces of paper)
“It was great sir!”
“Of course sir! It was a lot of fun!”
“Yes sir! We love purple-colored
dinosaur!”
“Yes”

10. “That was a very good explanation
John, you know what class the song simply
tells us something that we should always
consider for us to keep our family or
relationship with others intact, sometimes
showing affection/love towards a person
makes him feel that he is appreciated and
there will be feeling of belonginess and love.
“What else have you noticed which
made you conclude that the song is all about
love?”
“Everybody had just sung very well, it’s now
time to improve your pronunciation more...”
hugging our parents or family members are
not being practiced anymore.”
“Because sir, there are so many descriptive
words in the song, the most obvious one is “I
LOVE YOU.”
Pronunciation Drill
...read the following words:
Words with augh= /Ô/
Caught Naught Taught Naughty Daughter
B. LessonProper
Presentation
Show pictures of a Mother (a) and a Cake
(b)
Motivation
“What do you see in pictures A and B?”
“When was the last time you gave a gift to
your mother?”
“Why do you think there is a cake? What do
you think is the celebration?”
“Aside from giving material gifts, how else
do you show your love for your mother?”
Discussion
Let us read a poem and let us find out how
the children showed their love for their
mother.
Who Loves Mother Best?
“Oh happy birthday, Mama dear.”
Sang Ben, Liz and Bess with cheer
“We love you much, we love you true.”
They kissed their mother, hugged her too.
Then quickly Ben skipped out to play
“Sir, Picture A is a picture of a Mother and
Picture B is a picture of a Cake.”
“On her last birthday.”
“It is mother’s birthday.”
“By kissing and hugging her.”

11. And went with playmates all the day.
Then rushed home in time to see
His sister Liz aglow with glee.
For Liz held up an ice cream cone,
Enjoying it, she sat alone.
Ben grabbed the cone, and slipped away,
So Liz cried out, “For that you’ll pay!”
Like cats and dogs the two did struggle
Each making sure to win the battle.
They tried to push and then to pull,
While Mama almost lost her cool.
But little Bess with Mom she stayed,
She set the table, drinks she laid.
And helped to serve Mom’s friends and
guests
Now tell me, who loves Mother best?
After reading the poem, let us now answer
these questions:
“Why did Bess, Ben, and Liz kiss and hug
their Mother?”
“Why was Liz aglow with glee?”
“What made Liz cry out, “For that you’ll
pay?”
“Why did Mother almost lost her cool?”
“Who among the three children loved their
Mother best? How did he/she show it?
“What is the best way to show your love for
your parents?” Explain.
Analysis
(Show picture of a girl eating an ice cream)
“What do you see on the picture?”
“What happened to Liz when she was eating
a cone of ice cream?”
Liz was aglow with glee, answers what
happens to Liz when she eats a cone of ice
cream. This is called the effect.
Look again at the picture,
“What do you notice on Liz’s face?”
“Because it is their Mother’s Birthday.”
“Liz was aglow a glee because she was
eating a cone of ice cream.”
“Liz cried out because Ben grabbed the
cone then slipped away.”
“Because Ben and Liz struggled.”
“Bess, because she helped mother to serve
the guests.”
“The best way to show my love for my
parents is by...”
“A girl is eating a cone of ice cream.”
“Liz was happy (aglow with glee)”
“Liz was happy (aglow with glee)”
“Because she was eating a cone of ice
cream.”

12. “Why was Liz aglow with glee?”
Because she was eating a cone of ice
cream, answers why Liz was aglow with glee.
This is called the cause.
And that’s what we call the Cause-and-effect
relationship.
Generalization
“A cause and effect relationship describes
something that happens and why it happens.”
“What happens is called the effect; and why it
happens is called the cause.”
“The cause is usually introduced by the
connective because.”
Application
(Pantomine)
Each group will act out the following
situations from the poem.
Group1:
But little Bess with Mom she stayed,
She set the table, drinks she laid.
And helped to serve Mother’s friends and
guests.
Now tell me, who loves Mother best?
Group2:
For Liz held up an ice cream cone,
Enjoying it, she sat alone.
Ben grabbed the cone and slipped away,
So Liz cried out, “For that you’ll pay!”
Group3:
“Oh happy birthday, Mama dear.”
Sang Ben and Liz and Bess with cheer
“We love you much, we love you true.”
They kissed their mother, hugged her too.
Group4:
Like cats and dogs the two did struggle
Each making sure to win the battle.
They tried to push and then to pull,
While Mama almost her cool.
IV. Evaluation
Read the following sentences. Write C before the sentence for the cause and write E for the part
that is the effect.
1. _____ because it is her birthday.
2. _____ Ben, Liz and Bess kissed and hugged their mother.
3. _____ Liz cried out.

13. 4. _____ Because Ben grabbed the cone of ice cream and slipped away.
5. _____ Mama almost lost her cool.
V. Assignment
Identifying CAUSE-AND-EFFECT RELATIONSHIP.
Read the short fable. Underline the CAUSE and Encircle the EFFECT.
A fox said to a crow with a piece of cheese between its beak, “If you can sing as
prettily as you sit, then you are the prettiest singer.”
The fox thought that once the crow starts to sing, the cheese would drop from
her beak. But the crow carefully removed the cheese from the claws on one foot
and said, “they say you are sly, but you cannot fool me”. Not giving up, the fox
continued to praise the crow. “I wish I could hear you tell about your talents but I
have to go look for food because I’m hungry”.