Detailed Lesson Plan in INQUIRIES, INVESTIGATION AND IMMERSION
incorporating Higher Order Thinking Skills (DLPS-HOTS)
Date: February 28, 2024
Subject: INQUIRIES, INVESTIGATION
AND IMMERSION
Content Standard:
Performance Standard:
Most Essential Learning
Competency:
Instructional Objectives:
Learning Approach to be Used:
Based on the Procedure Part of the
Daily Lesson Log (DLL)
ELICIT
 Drawing out students' prior
knowledge, experiences, or
opinions related to the topic
Second Semester Duration: 1 Hour
Quarter: 3rd Quarter Grade Level: Grade 12
Identifying the Problem
and Asking the Question
Formulates clearly the significance of the study and presents written significance of the study
Formulates clearly the significance of the study and presents written significance of the study
 Understand the significance of the research study.
 Differentiate between the benefits and beneficiaries of the study.
 Outline the study's significance in research by identifying its distinct advantages and
beneficiaries.
 Recognize the study's importance in advancing knowledge and enhancing outcomes in
relevant fields.
Inquiry-Based Learning, Collaborative Learning, Experiential Learning, Game-Based Learning,
Problem-Based Learning, Technology Integration, Socratic Questioning, Reflective Learning and
Assessment for Learning
Activity
(May be spread out across a week)
Teaching Strategy:K-W-L Chart
Instructional Materials: PPT
 Review of the Previous Lesson/s or
Presenting New Lesson
ENGAGE
 Establishing a Purpose for the New
Lesson
 Aim to capture students' interest
and motivate them to learn by
presenting a captivating question,
problem, or activity.
Anecdote 1: Engage students with a diagram showing the hypothesis testing guide.
Guide Question:
 What are the Components of a Hypothesis?
 Why is it important for researchers to clearly define each component of a hypothesis?
Activity 1: Family Feud Research Edition
Teaching Strategy: Game-Based
Materials: PPT
Significance: The goal of this game is to predict the most common reasons behind actions
through real survey responses. By exploring questions related to 'why are you doing this for
what?' you will gain insights into the benefits and beneficiaries of various actions, fostering a
deeper understanding of societal preferences and motivations.
Instructions:
1. Everyone answers the survey-based questions.
2. Raise your hand and provide an answer you think is common.
3. Earn points if your answer matches the survey.
Total Score for Question #1 : _____/190
Total Score for Question #1 : _____/190
Assessment Question:
 How does playing Family Feud help us understand what many people think?
Answer:
Playing Family Feud helps us understand what many people think by guessing common survey
responses. It reveals popular opinions and trends within a group, providing insights into
collective thinking.
EXPLORE
 Presenting Examples/ Instances of
the New Lesson
 Students actively investigate and
discover information about the topic
through hands-on activities,
experiments, discussions, or research.
Activity 2: Body Benefits Picture Game
Teaching Strategy: Gamebased/ Collaborative Learning
Materials: Pictures or images of various items or activities that benefit different parts of the
body (e.g., lotion, toothbrush, vegetables, exercise equipment). A method for displaying the
pictures to participants (e.g., projector, printed cards, screen).
Optional: Points or small prizes for participants who correctly guess the body parts and their
associated benefits.
Significance: The game is significant as it reinforces understanding of how actions and products
benefit different parts of the body, promoting health awareness and informed decision-making.
Instructions:
1. Prepare Pictures: Gather images or pictures of various products, activities, or items that are
beneficial for different parts of the body. For example, a picture of a lotion, a toothbrush, a
plate of vegetables, a person exercising, etc.
2. Display Pictures: Show each picture to the participants, one at a time. Use a projector,
printed cards, or show them on a screen.
3. Guess the Body Part: Ask participants to guess which part of the body benefits from the item
or activity shown in each picture.
4. Identify Benefits and Beneficiaries: Once the body part is guessed, ask participants to
identify the specific benefits associated with that body part and who the beneficiaries are.
For example, if the picture is of a toothbrush, participants might say that the teeth benefit
from brushing for dental hygiene, and the beneficiaries are the entire mouth, including gums
and tongue.
5. Encourage Discussion: Encourage participants to discuss and elaborate on the benefits and
beneficiaries of each item or activity. You can provide additional information or prompts to
stimulate conversation.
 6. Reward Correct Answers: Offer points or small prizes for correct answers to keep the game
engaging.

7. Rotate and Repeat: Continue showing pictures of different items or activities and repeating
the guessing and discussion process until all participants have had a chance to participate.

Rubric:
Collaboration-5
Presentation Quality-10

Assessment Questions:
 How does playing the Body Benefits Picture Game improve your understanding of how
actions or products benefit different parts of the body?

Answer: The Body Benefits Picture Game improves understanding by showing how actions or
products benefit specific body parts.

EXPLAIN Activity 3: Significance Showcase

 Discussion of New Concept # 1 Teaching Strategy: collaborative learning, brainstorming, and peer sharing.
 This involves the teacher presenting
the key content, concepts, or skills that Materials: Whiteboard or flip chart, Markers, Index cards or sticky notes and Timer
students need to understand. This is
where the core information is Significance: The significance of the game lies in promoting collaborative learning, critical
delivered.
thinking, and peer discussion.

Instructions:
1. Brainstorm the significance of education with your group and list one beneficiary with
specific benefits for 5 minutes.
2. Discuss shared significance statements, beneficiaries, and benefits to the class.
3. Representative each group will present present their work. Feel free to present it using your
skills, through a short song, poem, cheers etc. (3 minutes)
 Assessment Questions:
1) How has this game helped you understand the importance of structural and developmental
characteristics in classification?
2) What did you learn about the role of DNA sequences in taxonomy and how they contribute to
our understanding of living things?

Discussion of New Concept # 2 Teaching Strategy: Lecture

 Offer a comprehensive explanation through PowerPoint presentation of the importance in
advancing knowledge and enhancing outcomes in relevant fields. Foster active student
engagement through questioning and facilitating discussions to ensure a deep understanding
of the topic.

ELABORATE Present a slide containing questions regarding the significance of the study. Instruct students to
independently answer the questions on screen. Later, as a class, review the answers to promote
 Developing Mastery Leading for understanding and address any questions or misconceptions
Formative Assessment
 After students have received the
essential information, they are
encouraged to expand on their
understanding and apply what
they've learned in new and creative
ways. It often involves activities
that promote critical thinking and
problem-solving.

Finding Practical Applications of  Task: Look around you, list down at least 5 beneficiaries and it’s benefits to your study.
concepts and Skills in Daily Living

Making Generalization/Abstraction Teaching Strategy: Reflection-Based Learning, collaborative learning, brainstorming, and peer
About the Lesson sharing.

Significance: It helps participants understand the importance of writing the significance of study
within their groups and fosters a supportive research community.
 Task 1: Battle of Significance

Materials: Paper and Ballpen

Instruction:
1. Brainstorm the significance of the study of your respective research paper with your group
and list at least 3 beneficiaries with specific benefits for 6 minutes.
2. Discuss shared significance statements, beneficiaries, and benefits to the class
4. Reflect on how this understanding can enhance your research impact.
3. Concise report or presentation to share your findings with the class. Representative each
group will present present their work for 3 minutes.

Rubric:

Collaboration-5
Presentation Quality-10

EVALUATE Teaching Strategy: Mastery learning

Evaluating Learning Instructional Materials: Paper and pen

Instruction: Your task is to match each organism with its correct Scientific Name. Write your
answers on a separate sheet of paper. Your responses to the guide questions will be assessed
using the rubric provided below.

EXTEND Teaching Strategy: Case Studies

Additional activities for application or Instructional Materials: Review Related

remediation
Instruction: Look around and study the characteristics, habitat and behavior. Use the Linnaean
system to classify the organism into appropriate taxonomic groups, starting from the broadest
 (e.g., kingdom) and moving to the most specific (e.g., species).
REFERENCES DepED, & Ordinario`, J. (2020). General Biology 2 Self-Learning Module (SLM) Module 11:
The Classification of Organisms Based on Evolutionary Relationships (1st ed.)

https://www.youtube.com/watch?v=xSIrobQxuzI

DEVELOPMENT TEAM FOR THE DAILY LESSON PLAN UTILIZING HIGHER ORDER THINKING SKILLS (HOTS)
Writer/Developer: Richel Joy N. Panim
Content Editor: Famela R. Retamar
Technical Evaluator: Mary Cherry Lynn M. Tabernilla
Management Team: Feliciano C. Buenafe Jr.
Jerson B. Labos
Mary Cherry Lynn M. Tabernilla