Instructional Planning

(The process of systematically planning,developing,evaluating and managing the instructional process by usingprinciples of teaching and
learning-D.O.42,s,2016)
Detailed Lesson Plan ( DLP) Format
School
Teacher
Time & Dates

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding on how the parts of the human
reproductive system work
B. Performance The learners should be able to practice proper hygiene to care of the
Standards reproductive system
C. Learning identify the parts of the female reproductive system.
Competencies/Objectives S5LT-IIa-1
Write for the LC code for
each
II. CONTENT Parts and Functions of the Human Reproductive System

III. LEARNING
RESOURCES

A. References 1. Textbook pages

a. Science for Daily Use , pp. 2-4
b. Science Spectrum 5, pp. 1-4
c. Science for Daily Use, pp. 2-4
d. Science and Health 5 by Natividad Alegre-Del Prado, pp. 1-5

1. Teacher’s Guide
pages
 2. Learner’s Materials CG p.30 of 66
pages

3. Textbook pages

4. Additional Materials http://kidshealth.org/misc/movie/bodybasics/female_repro.html

from Learning Resource www.pppst.com5
(LR) portal https://www.youtube.com/watch?v=5xfa9IK-UX8&spfreload=10
http://www.eschooltoday.com/human-reproduction/the-female-

B. Other Learning Picture,

Resources
IV. PROCEDURES
A. Review previous Which comes first? Direction: Arrange the following words from
lesson or presenting the TISSUE CELL
new lesson SYSTEM ORGAN

B. Establishing a purpose Activity: Word Hunt

for the lesson Try to find all 5 words from the letter board. They may go downward,
upward, or from left to right.
Cervix
Fallopian tube
Vagina
Ovary
Uterus

C. Presenting Activity Proper: Group Activity

examples/instances of Group the class with 6 members each.
the new lesson Objective: Identify the parts of the female reproductive system
I. Problem: What are the parts of the female reproductive system?
II. Materials: chart/ illustration of the female reproductive system
III. Procedure
III. Procedure
1. Study the illustration of the female reproductive system.
2. Discuss with your group members the different parts of the female
reproductive system.
3. List down the part of each reproductive system below.
IV. Data and Observation:
1. Enter you observation here.
Parts Of The Female Reproductive System
1.
2.
3.
4.
5.
2. Label the parts of the reproductive system

V: Conclusion:
 I learned that….
 I therefore conclude that…
D. Discussing new 1. Group reporting
concepts and practicing 2. Sharing of results of the activity.
new skills #1

E. Discussing new Discussing new concepts and practicing new skills #2

concepts and practicing 1. Teacher’s Input:
new skills #2 Interactive discussion through animation showing the parts of the
female reproductive system {Female Reproductive System Animation}
2. Answer these questions:
Which parts are oblong-shaped and located on the left and right side
of the uterus? OVARIES
Which part is a hallow, pear-shaped organ with a muscular wall and a
lining? UTERUS
Which are the thin, soft tubes extending from the uterus to the ovaries?
FALLOPIAN TUBE
What part is located in the lower portion of the uterus that opens into
the vagina? CERVIX
Which part is the outside passage way of the baby? VAGINA

F. Developing mastery Study the diagram of the female

reproductive system describe
each part by completing the table

below.

G. Finding practical You’ve just learned the different parts of the female reproductive system.
applications of concepts You should not make fun of the terms that refer to your reproductivesystem.
and skills in daily living PART OF THE REPRODUCTIVE SYSTEM
DESCRIPTION
 1. Ovaries
2. Fallopian tube
3. Uterus
4. Cervix
5. Vagina
Why do you think it is important to use the right terms in referring to the
female reproductive parts?
H. Making What are the parts of the human female reproductive system?
generalizations and
abstractions about the
lesson

I. Evaluating learning Directions: Read each item carefully. Choose the letter of the correct
Answer
1. What are the female reproductive organs?
A. egg cells B. ovaries C. sperms D. testes
2. Why is the vagina called the birth canal?
A. It is pyramid in shape. C. It is where the urine passes
B. It receives the sperm D. The new born baby passes
out from it.
3. Which is not a part of the female reproductive system?
A. cervix B. epididymis C. fallopian tube D. uterus
4. Which best describe the ovaries?
A. oblong-shaped and located on the left and right side of the
uterus
B. the outside passage way of the baby
C. located in lower portion of the uterus that opens into the
vagina
D. hallow, pear-shaped organ with a muscular wall and a lining
5. What do ovaries produce?
A. sperm cells B. egg cells C. zygote D. fertilized egg

Lesson Plan in Science

Grade Level 5

Learning Outcomes
 Objectives
At the end of a 60-minute discussion, the pupils are able to:
a. differentiate between potential and kinetic energy:
b. show cooperation throughout the activities; and
c. perform specific example of potential and kinetic energy.

Learning Content
Topic: Potential and Kinetic Energy
References: Science V pp. 10-20

Learning Resources
Materials: Illustrations, pictures, pen, index card

Learning Procedure

Teacher’s Activity Pupils’ Activity

A. Preparatory Activities
a. Prayer Angel of God
My guardian dear
To Whom His love
Commits me here
Ever this day
Be at my side
To light and guard
To rule and guide.
b. Checking of Attendance Amen
Is everybody present class?
 Very Good! Yes ma’am!
c. Checking of Assignment
Did you do your homework class?
Pass them all forward. Yes ma’am
d. Recall of classroom rules
What again are the things to do
when we are having our lesson?

Very Good! Listen attentively ma’am.

e. Review of the past lesson Do not be noisy ma’am.
Do you still remember our lesson
yesterday?
What is our lesson yesterday?

Very good! Yes Ma’am!

We have that force can be exerted
thru pushing or pulling and the Force and motion ma’am.
motion of the object depends on the
force that is being exerted. Right
class?
Are you ready for today’s lesson?
Yes ma’am!
B. Motivation
Class, I have here different pictures and
Yes ma’am!
you are to tell whether it indicates a
movement or not.

-dancing
 -bag on the table

-eating Moving ma’am

-box on the chair Not moving ma’am

(teacher places her bag on the table) Moving ma’am.

Do you think if I drop my bag it will
create motion? Not moving ma’am.

Very good!

Yes ma’am.
C. Presentation
What do you think is our lesson for
today?

You got the idea, but what do we call

the energy that moves and one that
Moving and non-moving objects
rests?

Very Good!
Today we are to discuss the two types
of energy which are the kinetic and Kinetic and potential energy ma’am.
potential.

Before that, I want you to make a KWL

chart on your notes. The first column
 will be the things that you know about
kinetic and potential energy.
2nd will be the things that you want to
know and for the 3rd the things that you
have learned.
You are just going to answer the first
two columns and you will answer the
last column after our lesson.

D. Discussion
Before we go to the two types of
energy, let me see first how far you
have learned about energy alone.
What do you think when you hear the
word energy?

The capacity to do work ma’am.

It is why things change and move.

You are all right.
It is everywhere around us and in
To make it simpler, energy is the ability
many forms.
to do work.

Let us further know about the

KINETIC AND POTENTIAL energy.

I want you to find a pair, you are going

to discuss together everything that will
strike your mind about our lesson.
I’m giving you 5 minutes to do that.

Are you done?

This time, we are going to make your

boats heavier. I want 5 pairs to combine
and create their own groups. We will
have two groups then with 10 members
each. Yes Ma’am.
I want you to list everything that in a
single paper all the answers from each
pair and discuss them thoroughly. After
10 minutes volunteer from each of the
group will present your work.
I want lots of examples. Are we clear
class?

After 10 minutes, representative from

each group will present their work.

Yes ma’am.
 Potential energy is the energy at rest
A bag on the table, rock on the floor,
glasses on the cabinet, a man standing,
and many more that does not have any
motion.

Kinetic energy is the energy in motion

for example, dancing, singing, playing,
running, walking, flipping notes, to turn
bottles and more that indicates action/
motion.

Both energy can be transformed, for

example a bottle on top of a desk
possesses a potential energy but when
Very Good class! someone starts to turn it, that potential
energy is being transformed into kinetic
E. Generalization energy.
This time we are going to complete the
table on the board by writing the
definition and giving some examples.
1st row- potential energy
2nd row- kinetic energy.
 When we say potential energy, it is the
energy at rest while kinetic energy is the
Can we transform potential energy to
energy in motion.
kinetic energy and vice versa?

Very good class!

Yes ma’am!
F. Application
I want you to go back with your groups
a while. We will be playing charades. I
have here 10 words or phrases in this
bowl. One volunteer will pick and will
try to demonstrate what is written. The
other group will guess the hidden
information.
1 point each and the group to earn more
points will be the winner.

Do you understand class?

Yes ma’am.
I. Evaluation
On a ½ sheet of paper, explain how to transform potential energy to kinetic energy. Give 5 examples.

Areas of Assessment 5 4 3 2 1

Sentence structure Grammatically Sentences Can Needs Did not

impressive. are express. improvement elaborate
written . well.
correctly.

Presentation of Presents all 5 Presents Presents Presents 2 Presents

examples 4 3 examples only one
examples examples example.

II. Assignment
1. Draw any example that portrays kinetic energy.
2. Write on your notes the different forms of energy.