Session 3 Developing MATATAG Lesson Plans - Prof Alfons (1).pptx

Developing
MATATAG-Compliant Lesson
Plans in SCIENCE
MATATAG Series
Episode 3:

The Science
Curriculum
Framework
A central feature of the Science
curriculum is the balanced
integration of three interrelated
content strands:
● Performing scientific
inquiry skills;
● Understanding and
applying scientific
knowledge; and
● Developing and
demonstrating scientific
attitudes and values.

’Big Ideas’
of and about
Science

Teaching and Learning ‘Big Ideas’ in Science
1. Inquiry-based
2. Applications-led
3. Science-Technology-Society (STS)
4. Problem-based – Project-based
(through EDP and DT)
5. Integrative Teaching
6. Brain-based Learning

1. The Lesson
Planning (LP)
Process
2. Lesson Plan
Non-negotiables
3. Outputs from
Session 2
4. Way Forward
Session Topics

Domain 4 addresses teachers’ knowledge of and interaction with the
national and local curriculum requirements. This Domain encompasses their
ability to translate curriculum content into learning activities that are
relevant to learners and based on the principles of effective teaching and
learning. It expects teachers to apply their professional knowledge to plan
and design, individually or in collaboration with colleagues, well-
structured and sequenced lessons. These lesson sequences and associated
learning programs should be contextually relevant, responsive to learners’
needs and incorporate a range of teaching and learning resources. The
Domain expects teachers to communicate learning goals to support learner
participation, understanding and achievement.

The Teachers…
1. Instructional Designers
2. Advocates of Lifelong Learning
3. Promoters of Ethical Digital
Literacy
4. Catalysts of Transformation

The Teachers as Instructional Designers…
 Demonstrate mastery of subject
matter and/or in their
specialization across the
curriculum

 Unpack learning competencies
to determine what learners
need to know, understand, and
be able to do

 Design and deliver appropriate,
engaging, and meaningful
lessons

 Utilize various teaching and
assessment approaches to
address the diverse needs of
learners

 Select and seamlessly integrate
digital tools and technology in
the TL process

 Develop learning resources
aligned with the MATATAG
Curriculum IDF

Essential Components of the Lesson Plan
1. Identify the curriculum content,
standards, and lesson
competencies

2. Identify all available and
applicable learning resources

3. Plan the TL procedure

a. Activating prior knowledge

b. Establishing lesson purpose

c. Developing and deepening
understanding

understanding
• Learning new ideas
scaffolded on prior
learning

understanding
• Provision for
worked examples

understanding
• Appropriate, adequate, & diverse
activities allowing for both independent
work and collaboration

d. Making generalization

d. Making generalization
• Essential points
• Take-aways
• Reflections or Realizations

e. Evaluating Learning

e. Evaluating Learning
• Aligned, adequate, & diverse
assessment forms
• HW for deliberate practice

After Implementation of the LP
 LP remarks
 Teacher’s reflections
 Instructional decision
 Revision (LE development)

Using 7Es in Inquiry-Based Learning

The Lesson Plan and 7Es
Before the Lesson Lesson Proper After the Lesson
• Pre-requisite
knowledge and
skills
• ’Elicit’ and ‘Engage’
• Establish purpose
of the new lesson
• Objectives
• Connections
• Main lesson
• ‘Explore, Explain,
and Elaborate’
• Concept
development
• Wrap up and
closing
• ‘Evaluate’ and
‘Extend’

Alignment in the TL Process
What should be taught? How should it be
taught?
How should learning be
assessed?
Content standards
Competencies
Objectives
(Learning Outcomes)
Pedagogies
Activities
Interactions
Formative and
Summative
Assessments
Reflections

Your Classroom Context
1. Number of learners and Composition –
heterogeneity
2. Learner Readiness
3. Materials and Technology capacity
4. Support and accommodations

About 8,000 output submissions

Michelle Kay M Bendaña
Teacher I, Boboy Elementary School
Batangas Province, Calabarzon
The knowledge produced by science is used in some technologies to create
products to serve human ends.
The applications of science often have ethical, social, economic, and political
implications.
Science-Technology-Society Approach presenting the implications of the concept to
societal processes and needs

Introduction:
The importance of communication skills and
open-mindedness in solving environmental
issues.
Identification of Issues:
Students identify issues and concerns in
their local community related to waste
treatment.

Group Discussion: Organize students into groups
to discuss how science can be used to address
these issues. Encourage them to consider the
ethical, social, economic, and political
implications of their proposed solutions.
Research: Each group will conduct research on
the science behind waste treatment and the
technologies available to address the issue.

Presentation: Have each group present their findings and
proposed solutions to the class.
Class Discussion: Facilitate a class discussion to evaluate the
proposed solutions and consider the potential impact of each
solution on the community.
Conclusion: Summarize the key points of the lesson and
emphasize the importance of using science to address
environmental issues in a responsible and sustainable manner.

Dawn Marie Morales
Teacher III, Eastern Porac National High School
PAMPANGA, Central Luzon
Applications-led instruction that present the applications
of the concept
All material in the Universe is made of very small particles.
The total amount of energy in the universe is always the same.
Science assumes that for every effect there is one or more causes.

Dawn Marie Morales
Teacher III
Eastern Porac National High School
1. Introduction and Vocabulary Building: Start by
introducing the key vocabulary and concepts related to
solutions, solubility, and concentration. Use visuals and
interactive activities to help students grasp these terms.
2. Contextual Learning: Connect the vocabulary to real-
world scenarios where temperature plays a role on
solutions, solubility, and concentration. This helps
students see the relevance of the concepts.

Dawn Marie Morales
Teacher III
3. Simple Experiment:
Conduct a hands-on experiment where students observe
the effects of different temperatures on materials.
Provide clear instructions and safety guidelines.
During the experiment, encourage students to use the
vocabulary they have learned to describe their
observations.

Dawn Marie Morales
Teacher III
4. Discussion and Reflection:
After the experiment, facilitate a class discussion to
reflect on the results.
Guide students to connect their observations back to
the key concepts and vocabulary.
Use probing questions to deepen their understanding.

Dawn Marie Morales
Teacher III
5. Application and Assessment:
Have students apply what they've learned in
a different context.
Assess their understanding through a quiz or
a reflective journal entry where they explain
the experiment and its outcomes.

JAY-R N. PALLEGA
Teacher I, Casugad National High School
Camarines Sur, Bicol
Inquiry-based using the 5Es or 7Es highlighting the use of experiments
1. Engage (to include Elicit):
Begin by asking students to recall their prior knowledge about solutions and mixtures.
Present a real-world example of a solution, such as saltwater or sugar water. Ask students to
brainstorm factors that might affect the solubility of a substance.
2. Explore:
Conduct a hands-on experiment to investigate the effect of temperature on solubility.
Provide students with different solutes (e.g., salt, sugar, baking soda) and solvents (e.g., water,
vinegar). Ask students to test the solubility of each solute in the solvents at different temperatures
(hot, cold). Have students record their observations and data in a table.

JAY-R N. PALLEGA
3. Explain:
Guide students to analyze their data and draw conclusions about the relationship between temperature and
solubility. Introduce the concept of solubility and explain how it is affected by temperature. Use visual aids or
models to illustrate the process of dissolving.
4. Elaborate:
Present additional factors that can affect solubility, such as pressure and particle size. Conduct experiments to
investigate the effects of these factors on solubility. Encourage students to apply their understanding of
solubility to real-world situations.

JAY-R N. PALLEGA
5. Evaluate:
Assess students' understanding through questions, quizzes, or projects.
Provide feedback and opportunities for students to revise their work.
6. Extend:
Connect the concept of solubility to other scientific concepts, such as concentration and
solutions.
Explore the applications of solubility in various fields, such as chemistry, biology, and
environmental science.

JAY-R N. PALLEGA
“By following this inquiry-based approach, students can actively
explore the concept of solubility, develop critical thinking skills,
and apply their knowledge to real-world situations.”

Ways Forward
Effective Lesson Planning
translates to effective TL

Ways Forward
 Non-negotiables in LP
1. Learning Standards and Learning Outcomes
2. Identify Pre-requisite Knowledge and Skills and how to ensure
that learners are ready for the lesson
3. Engaging Activity/ies
4. Concept Development Activities
5. Extend Activities
6. Formative and Summative Assessment

Ways Forward
 LP: a work in progress, an
experiment

Ways Forward
 In LP ask, “Who are you planning
for?”

From one teacher to another,
“It is what we (teachers) allow
learners to experience in
science, that ultimately makes
them scientifically literate or
dream of becoming scientists.”
Alfons Jayson O. Pelgone
Science Teacher

Thank you!
Alfons Jayson O. Pelgone
Faculty of Science, Technology, and Mathematics
Philippine Normal University
The National Center for Teacher Education

Session 3 Developing MATATAG Lesson Plans - Prof Alfons (1).pptx

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