Instructional Plan (iPlan) Template

Name of Teacher Grade/Year Level Grade 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 60
(minutes/hours mins.
Key
Understandings to The Universe
be developed
Learning Knowledge Observe a model of the expanding
Objectives 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 Needed Handouts, scissors, pen/pencil, balloon, ruler marker, paper clips
Reference Learner’s Module
Elements of the Methodology
Plan
Preparations Introductory Activity Discuss the topic “Our Expanding
-How will I make the (Optional) Universe: Age, History & Other Facts”.
learners ready? Ask the following questions;
-How do I prepare 1. How old is our universe?
the learners for the 2. Will the universe ever end?
new lesson? Activity Distribute Activity 1The Expanding
Universe. Students will put the materials
-How will I connect
in their tables. Discuss the nature of the
my new lesson with activity. Ask them if they have questions
the past lesson? and clarifications of the activity.
Presentation
- (How will I present Analysis Teacher to roam around and see to it that
the new lesson? students are following the procedure.
-What materials will I
use? Let the students answer the following
-What questions:
generalization/ 1. As the balloon (i.e. the Universe)
concept/ conclusion/ expands what happens to the dots (i.e.
abstraction should galaxies)?
the learners arrive 2. If you started with a fully expanded
at? balloon (i.e. the Universe), and ran this
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 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
Practice Application Answer the following questions:
-What practice 1. What evidences supporting the Big
exercises/applicatio Bang theory?
n activities will I give 2. How did the universe go from one
to the learners? tiny, super-hot, super-dense speck to
Assessment stars, planets, galaxies, etc.?
(Refer to DepEd 3. What evidences supports the Big Bang
Order No. 73, s. theory?
2012 for the 4. How old is our universe?
Examples) 5. Will the universe ever end?
Assessment Matrix
Levels of Assessment What will I How will I How will
assess? assess? I score?
Knowledge
Process or Skills
Understanding(s) 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?
Products/Performance
(Transfer of
Understanding)
Assignment Reinforcing the day’s
lesson
Enriching the day’s What new discoveries does modern
lesson 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.
Enhancing the day’s
lesson
Preparing for the new
lesson
Concluding Wrap-up
Activity (Optional)
Finale

Instructional Plan (iPlan) Template

Name of Teacher Shiela R. Klodzinski Grade/Year Level Grade 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 60
(minutes/hours mins.
Key
Understandings to The Origin of the Solar System
be developed
Learning Knowledge Describe observational and theoretical
Objectives evidence relating to the formation of the
solar system (e.g. Evidence that supports
the theory that the solar system);
Skills 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
Attitudes Coordinates and give respect to each
other.
Resources Needed Handouts, props
Reference Learner’s Module
Elements of the Methodology
Plan
Preparations Introductory Activity Discuss the topic “Origins of the Solar
-How will I make the (Optional) System”.
learners ready? Ask the following questions;
-How do I prepare 1. How did our solar system form?
the learners for the 2. What are the theories which originate
new lesson? our Solar System?
3. What is a nebula?
-How will I connect
my new lesson with
the past lesson? Activity Select students to perform the “Talk Show
: Origin of the Solar System”. Five
Presentation students will be the guest speaker which
- (How will I present will assign as follows:
the new lesson? 1. NEBULAR THEORY
-What materials will I 2. INTERSTELLAR CLOUD THEORY
use? KUIPER'S THEORY
-What 3. CAPTURE THEORY
generalization/ 4. PROTOPLANET THEORY
concept/ conclusion/ 5. TIDAL THEORY
abstraction should
the learners arrive There will be a host, a camera man
at? and the rest will be the audience and
will be asking some questions. The
scores will be based on the over-all
performance of the class.

Analysis 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?
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
Practice Application Their activity will serve as their
-What practice application.
exercises/applicatio Assessment Matrix
n activities will I give Levels of Assessment What will I How will I How will
to the learners? assess? assess? I score?
Assessment Knowledge
(Refer to DepEd Process or Skills
Order No. 73, s. Understanding(s)
2012 for the
Examples)
Products/Performanc
e (Transfer of
Understanding)
Assignment Reinforcing the day’s
lesson
Enriching the day’s
lesson
Enhancing the day’s
lesson
Preparing for the new Study and read on Characteristics of
lesson Earth on your Learner’s Module pg.
Concluding Wrap-up
Activity (Optional)
Finale