Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning- D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 14 Learning Area: Earth Grade Level: 11 Quarter: 3 Duration: 1 Date:
and Life hr.
Learning Describe where the Earth’s internal heat comes from. Code:
S11/12ES-Ib-14
Competency/ies:
(Taken from the Curriculum Guide)
Key Concepts / Geologic processes that occur within the Earth.

Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives

Knowledge Categories: Behavioral Verbs:

The fact or condition of Remembering identify, retrieve, recognize, duplicate, list, Identify where the Earth’s internal heat comes from.
knowing something with memorize, repeat, describe, reproduce
familiarity gained through Understanding interpret, exemplify, classify, summarize, infer, Compare from the associated activity presented about
experience or association compare, explain, paraphrase, discuss internal heatthat comes from Earth.

Skills Applying execute, implement, demonstrate, dramatize, interpret,

The ability and capacity
acquired through deliberate,
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability,
coming from one's
knowledge, practice, aptitude,
etc., to do something
solve, use, illustrate, convert, discover
differentiate, distinguish, compare, contrast, organize, Distinguish the production of heat from the body in
Analyzing
outline, attribute, deconstruct association to the internal heat from the Earth.
coordinate, measure, detect, defend, judge, argue,
Evaluating
debate, describe, critique, appraise, evaluate
Creating generate, hypothesize, plan, design, develop, produce, Hypothesize the benefits of the Earth’s heatto plants,
construct, formulate, assemble, devise animals, and to the environment.

Attitude Categories: List of Attitudes:

Growth in feelings or emotional areas.
A settled way of thinking or feeling about
someone or something, typically one that is
reflected in a person’s behavior
1. Receiving Self-esteem, Self-confidence, Wellness, Respect, Honesty, Personal
Phenomena discipline, Perseverance, Sincerity, Patience, Critical thinking, Open-
mindedness, Interest, Courteous, Obedience, Hope, Charity, Fortitude,
2. Responding Resiliency, Positive vision, Acceptance, Determined, Independent ,
to Gratitude, Tolerant, Cautious, Decisive, Self-Control, Calmness,
Phenomena Responsibility, Accountability, Industriousness, Industry, Cooperation,
Optimism, Satisfaction, Persistent, Cheerful, Reliable, Gentle,
Appreciation of one’s culture, Globalism, Compassion, Work Ethics,
Creativity, Entrepreneurial Spirit, Financial Literacy, Global, Solidarity,
3. Valuing Making a stand for the good, Voluntariness of human act,
Appreciation of one’s rights, Inclusiveness, Thoughtful, Seriousness,
Generous, Happiness, Modest, Authority, Hardworking, Realistic,
Flexible, Considerate,
4. Organization Sympathetic, Frankness

Display critical thinking and open-

5. Internalizing
mindedness the importance of internal heat
values
produced from the Earth.
Values Categories: List of Values:
A learner's principles or standards of 1. Receiving 1. Maka-Diyos
behavior; one's judgment of what is Phenomena - 2. Maka-tao
important in life. 2. Responding
Go beyond learner’s life on earth, include to Phenomena 3. Makakalikasan Practice environmental sustainability
more than wealth and fame, and would 3. Valuing through awareness of the natural
affect the eternal destiny of millions. 4. Organization environment
Intentionally add, values to yourself and to 5. Internalizing
our learner everyday. 4. Makabansa

2. Content II. Earth Materials and Processes: Endogenic Processes

 Printed Pictures
 Manila paper
3.LearningResources  Video clip
 PowerPoint Presentation
4. Procedures
Let the students have a stretching and bending exercises for 2 minutes. Enough for them to produce
body heat. Then allow them rub their hands and put it in their face after rubbing.
Guide Questions: What happens to your body after doing the activity?
4.1 Introductory Activity What have you feel after rubbing your hand?
(2minutes).
Transition statement: Living things are capable of producing internal heat though movements or any
engaged activity but how about non-living thingslike the Earth itself?Does it produces heat? Yes or No.
To find out how non-living matter produces heat…
4.2 Activity Picture Analysis: “Analyze this”. The teacher show the set of pictures and let the students give
(5 minutes) inference of what theycan say about the pictures. Let the students get the common
answer.Geothermal heat or energy
 Guide Questions:
What can you say about the pictures presented? Where could it be possibly occurs?

4.3 Analysis Essential Questions:

(5 minutes) How our Earth does produces heat? (Prior Knowledge)
Where can we find this heat production?
Can we humans or other forms of organisms benefits from the heat of the Earth? In what way?

Transition Statement: To know more about what is Heat on earth or Geothermal Energy, important
discussion should be done.

4.4 Abstraction Discussion: PowerPoint Presentation (with Video simulations)

(20 minutes) Geothermal Energy
Heat has been radiating from the Earth's core for billions of years. This heat is originated since the
formation of the Earth and it is continuously regenerated by the decay of radioactive elements. The
rate of this regeneration of geothermal heat is so high that it makes the geothermal energy a
renewable resource. Near the Earth's core, the temperature ranges about 5500 degree Celsius. This
heat is basically the thermal energy stored inside the Earth's core and the Earth's crust acts like an
insulator and keeps the heat trapped inside. This thermal energy is known as geothermal energy.
(geo=earth and thermal=heat). This energy is estimated to be one or two orders larger than all the
energy recoverable from nuclear sources.
The heat trapped inside the core (by the Earth's crust) is transferred to the surface by the following
ways:

1. Direct heat conduction

2. Bubble like magma that buoys up to the surface
3. Rapid injection of magma into deep, natural rifts
Transition statement: The teacher conveys and
4.5 Application Activity: Reflective Journal ( 10 minutes)
(10 minutes) How important is the Heat of the Earth? What benefits can it give to humans,
plants and other forms of being?
4.6 Assessment(5 minutes) Research Work: Research on other geologic events
that provides energy and who among its
benefactors.
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance, Musical Performance,
Skill Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor
& Psychomotor Games, Simulation Activities, Science Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay, Picture Analysis,
Comic Strip, Panel Discussion, Interview, Think-Pair-Share, Reading
How can be benefited geothermal energy despite of the chaotic
Conferencing or hazardous impacts to us humans?

c) Analysis of Learners’ Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer,
Project, Model, Artwork, Multi-media Presentation, Product made in
Products technical-vocational subjects
d) Tests Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper
Test, Pre and Post Test, Diagnostic Test, Oral Test, Quiz
Pen and Paper Test
Multiple choice.
4.7 Assignment
(2 minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson
 Enriching / inspiring the day’s lesson Let the students watch the video presentation
about how geothermal plant produced energy or
energy.
 Enhancing / improving the day’s lesson
 Preparing for the new lesson
4.8 Concluding Activity (2 minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning.

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-
teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc.

7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you
so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional activities
for remediation.
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?