Instructional Plan (iPlan) Template

(With inclusion of the provisions of DepEd Order No. 8, s. 2015)

April 14,2023, 2016

Name of Alnie Grace A. Delantes Grade III

Practice Level:
Teacher
School Buenavista Elementary School Division Guihulngan City
Learning Science Quarter 4
Area
Learning Competencies:
1. Identify the types of clouds in the sky.

2. Describe the types of clouds in the sky.

3. Draw the 3 basic types of clouds.

iPlan No. Title: Durati 50

The Types of Clouds on
(minut
es)
Key A cloud is made of water drops or ice crystals floating in the sky.
Concepts/
Understan Types of Clouds
dings to be
developed Cumulus clouds are the puffy and white like cotton balls. They usually
indicate fair weather. Sometimes they grow very large and become
thunderheads.

Cirrus clouds are high feathery clouds. They are up so high they are actually
made of ice particles. They are indicators of fair weather when they are
scattered in a clear blue sky.

Stratus clouds are low, flat, gray clouds that look like sheets covering the
sky. These clouds can mean an overcast day or steady rain.

Learning 1. Adapted Cognitive Process Dimensions

Objectives (Knowledge and Skills)
Rememberin The learner can recall 1. Identify the types of
g information and retrieve clouds in the sky.
relevant knowledge from
long-term memory: identify,
retrieve, recognize,
duplicate, list, memorize,
repeat, describe, reproduce
Understandin The learner can construct 2. Describe the types of
g meaning from oral, written
 and graphic messages: clouds in the sky.
interpret, exemplify, classify,
summarize, infer, compare,
explain, paraphrase, discuss
Applying The learner can use 3. Draw the 3 basic types of
information to undertake a clouds.
procedure in familiar
situations or in a new way:
execute, implement,
demonstrate, dramatize,
interpret, solve, use,
illustrate, convert, discover
Analyzing The learner can distinguish
between parts and
determine how they relate
to one another, and to the
overall structure and
purpose: differentiate,
distinguish, compare,
contrast, organize, outline,
attribute, deconstruct
Evaluating The learner can make
judgments and justify
decisions: coordinate,
measure, detect, defend,
judge, argue, debate,
describe, critique, appraise,
evaluate
Creating The learner can put elements
together to form a functional
whole, create a new product
or point of view: generate,
hypothesize, plan, design,
develop, produce, construct,
formulate, assemble, devise
2. Attitude
Maka-Diyos
3. Value Maka-tao Creativity and Cooperation
s Makakalikasan
Makabansa
Resources Pictures, Tarp Papel, crayons, cotton balls, scissors
Needed
Elements Methodology
of the Plan
1. Introductory Activity and/or Formative Assessment
Preparatio Introductory Review
ns Activity Yesterday, we talked about weather and the different
- How will I This part introduces weather conditions.
make the the lesson content. What are the different weather conditions?
learners Although at times
ready? optional, it is usually
- How do I included to serve as
prepare a warm-up activity
the to give the learners
learners zest for the
for the incoming lesson and
new an idea about what
lesson? it to follow. One
- How will I principle in learning
connect is that learning
my new occurs when it is
lesson with conducted in a
the past pleasurable and
lesson? comfortable
atmosphere.
(____ minutes)
Formative
Assessment
(ongoing forms of
assessment closely
linked to the
learning process)
(____ minutes)
Activity and/or Formative Assessment
Activity Motivation
This is an interactive
strategy to elicit What is the weather today? How about yesterday ?
learner’s prior How about last week?
learning experience.
It serves as a You will go outside and observe the sky and the
springboard for new clouds. I will give you 1 minute, is that clear?
learning. It
illustrates the So what do you observed in the sky?
principle that How about the clouds?
learning starts Motive Question
where the learners Do you know class that clouds have different types?
are. Carefully Today, we will discover the different types of clouds,
structured activities are you ready, class?
such as individual or
group reflective
exercises, group
discussion, self-or
group assessment,
dyadic or triadic
interactions,
puzzles, simulations
or role-play,
cybernetics exercise,
gallery walk and the
like may be created.
Clear instructions
should be
considered in this
part of the lesson.
(____ minutes)
Formative
Assessment
(ongoing forms of
assessment closely
linked to the
learning process)
(____ minutes)
Analysis and/or Formative Assessment
Analysis Presentation of the lesson.
Essential questions Show to the clouds the different pictures of clouds.
are included to Let them describe what they see in the picture and
serve as a guide for ask if they already seen it before.
the teacher in
clarifying key
understandings
about the topic at
hand. Critical points
are organized to
structure the
discussions allowing
the learners to
maximize
interactions and
sharing of ideas and
opinions about
expected issues.
Affective questions
are included to elicit
the feelings of the
learners about the
activity or the topic.
The last questions or
points taken should
lead the learners to
understand the new
concepts or skills
 that are to be
presented in the
next part of the
lesson.
(____ minutes)
Formative
Assessment
(ongoing forms of
assessment closely
linked to the
learning process)
(____ minutes)
2. Abstraction and/or Formative Assessment
Presentati Abstraction What is cloud?
on This outlines the key
- (How will concepts, important A cloud is made of water drops or ice crystals floating
I present skills that should be in the sky. Clouds take different shapes depending on
the new enhanced, and the the amount of water vapor available and the speed
lesson? proper attitude that and direction of the moving air. Clouds are classified
- What should be
according to how they are formed. Below are the
materials emphasized. This is
will I use? main types and their descriptions
organized as a
- What lecturette that Types of Clouds
generaliza summarizes the
tion learning emphasized Cumulus clouds are the
/concept / from the activity, puffy and white like cotton
conclusion analysis and new
balls. They usually indicate
/abstractio inputs in this part of
n should the lesson. fair weather. Sometimes
the (____ minutes) they grow very large and
learners become thunderheads.
arrive at?
Cirrus clouds are high
feathery clouds. They are
up so high they are actually
made of ice particles. They
are indicators of fair
weather when they are
scattered in a clear blue
sky.

Stratus clouds are low, flat,

gray clouds that look like
sheets covering the sky.
These clouds can mean an
 overcast day or steady rain.

Formative
Assessment
(ongoing forms of
assessment closely
linked to the
learning process)
(____ minutes)
3. Practice Application and/or Formative Assessment
- What Application Group Activity
practice This part is The class will be divided into 3 groups. This activity
exercises/a structured to ensure will be a drawing contest. You will be drawing the 3
pplication the commitment of basic types of clouds using your materials and once
activities the learners to do your done post your work on the board. Your
will I give something to apply representative will be the one to report about your
to the their new learning in work. The group that has the best drawing and fits to
learners? their own the description will be the winner.
environment. Rubrics
(____ minutes) Creativity and Neatness 5
Cooperation 5
Explanation 5
Total : 15

Formative Choose the letter of the correct answer.

Assessment
(ongoing forms of 1. What kind of cloud is a feathery cloud?
assessment closely
linked to the a. Cumulus clouds b. Cirrus clouds c. Stratus clouds
learning process)
2. It is a kind of cloud that are low, flat, gray clouds
(____ minutes)
that look like sheets covering the sky?

a. Cumulus clouds b. Cirrus clouds c. Stratus clouds

3. What kind of cloud is a puffy and white like cotton

balls?

a. Cumulus clouds b. Cirrus clouds c. Stratus clouds

4. What is made up of tiny drops of water?

a. water b. clouds c. thunder

Assignmen Reinforcing/ Draw on your notebook the type of Clouds that will appear
t strengthening tomorrow. Identify what cloud it is.
the day’s
 lesson
Enriching/
inspiring the
day’s lesson
Enhancing/
(____ improving the
minutes) day’s lesson
Preparing for
the new lesson
Concluding This is usually What is cloud?
Activity a brief but
(Optional) affective A cloud is made of water drops or ice crystals floating in
(____ closing activity the sky. Clouds take different shapes depending on the
minutes) such as a amount of water vapor available and the speed and
strong direction of the moving air. Clouds are classified according
quotation, a
to how they are formed. Below are the main types and
short song, an
their descriptions
anecdote,
parable or a Types of Clouds
letter that
inspires the Cumulus clouds are the puffy and white like cotton balls.
learners to do They usually indicate fair weather. Sometimes they grow
something to
very large and become thunderheads.
practice their
new learning. Cirrus clouds are high feathery clouds. They are up so high
they are actually made of ice particles. They are indicators
of fair weather when they are scattered in a clear blue sky.

Stratus clouds are low, flat, gray clouds that look like
sheets covering the sky. These clouds can mean an
overcast day or steady rain.