III. Teaching Plan

III. Teaching Plan

3.1 Curriculum

Education in Philippines uses K to 12 Curriculum. The K to 12 basic education curriculum consist of Kindergarten, Elementary for grade 1-6, Junior High School for grade 7-10, and Senior High School for grade 11-12. The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School (SHS) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.

Students acquire in-depth knowledge, skills, values, and attitudes through continuity and consistency across all levels and subjects. Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change Adaptation, and Information & Communication Technology (ICT) are included in the enhanced curriculum. Subjects are taught from the simplest concepts to more complicated concepts through grade levels in spiral progression.

Secondary education consists of four levels largely based on the American schooling system. DepEd (Department of Education) specifies a compulsory curriculum for all secondary schools, public and private. Secondary education known as Paaralang Sekundarya comprises 4 grades that have changed little since the second world war. The curriculum is prescribed for both private and state schools. Core subjects are as follows:

• Year 1 - Filipino 1, Algebra 1, Integrated Science, English 1, Phillipine History
• Year 2 - Filipino 2, Algebra 2, Biology, English 2, Asian History
• Year 3 - Filipino 3, Geometry, Chemistry, World History, Geography
• Year 4 - Filipino 4, Calculus, Trigonometry, Physics, Literature, Economics

Minor optional subjects include Health, Music, Arts, Physical Education, Home Economics and Technology. Selected schools present additional subjects.

As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the way to deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its application to real-life situations.

3.2 Teaching Plan Related to Your Major

The teacher in BCNHS has to prepare lesson plan before teaching. There are two types lesson plan. They are Reproduced Lesson Plan (RLP) and Daily Lesson Plan (DLL). The lesson plan includes learning objectives, learning assessment, learning content, learning procedure and assignment. Learning objectives includes objectives from cognitive, affective and psychometric domain. Learning content includes subject matter, references, instructional material, concepts, skills, and values. Learning procedures includes preparation (review, motivation, and apperception), presentation, generalization and application. Teachers have to prepare the instructional material that needed to lesson.

This is the example of lesson plan based on teacher guideline :

A SEMI-DETAILED LESSON PLAN
IN GRADE 7 SCIENCE
Prepared by: SukainaAdibi

Content Standard :The learners demonstrate an understanding of the common properties 

                            of acidic and basic mixtures

Performance standard: The learners shall be able to properly interpret product labels of 

                                   acidic and basic mixture, and practice safe ways o fhandling acids

                                   and bases using protective clothing and safety gear

Quarter         : 2^nd Quarter   

Week           : 7
            Day              : 4

(Type of method)

I.                   I.   Learning Objectives	II.        Learning       Assessment	III.        Learning Content	IV.    Learning Procedure	V.   Assignment
Through the pictures analysis the students should be able to: a. identify the properties of acid bases b.    describe the use of indicators c.   discuss the pH scale and it’s importance and ; d.  tabulate common examples of acid and bases found at home and their uses	a. Describing ØStudents will describe through arandom  recitation answering the question b.    Tabulating and Sharing ØStudents will give some opinion about characteristic of acid and bases c. Create Ø Instruct class to makeconclusion about how to detect acid and bases using litmus paper and pH	A.    Subject Matter: Acid and Bases  B.     References:        Alvie J. (2017). ScienceLearner Material .Pasig City: Department of Education, Inc.  C.    Materials 1.   Artificial egg 2.   Picture cut outs D.    Concepts Ø Chemistry A branch of science that deals with studying life         Ø  Characteristic of  acid and bases Acid : electrolyte, sour taste, sticky feel Bases : electrolyte, bitter taste, slippery feel Ø  Tools to detect acid and bases 1.   Litmus paper Acid :  turn litmus red Bases : turn litmus blue 2.   pH Acid : 0-6 Neutral : 7 Bases : 8-14 E.     Skills Ø Critical thinking skills Ø Tabulating skill Ø Differentiating skill Ø Picture analyzation Ø Teamwork F.     Values: Ø Sharing insight Ø Respecting one's opinion Ø Collaboration Ø Give importance in learning acid and bases	A.    Preparation       a.       Motivation/Review           Teacher ask students to go to infront of the class and then pick egg containing the following question.       b.    Student have 1 minute to answer the question. If student did not know the answer, the teacher will ask the class. B.     Presentation a.       Teacher ask to students about what would they expect about acid and bases b.      Teacher presented the objectives written in the paper       1.      Identify the properties of acid bases        2.       Describe : a.       an indicator b.      pH scale        3.     Give example of acid and bases  c.       Teacher with students mention together the objective d.      Teacher ask the student about the example acid and bases found at their home e.       Teacher ask students what do you feel if kalamansi juice drop on their skin, and she ask about how the taste of soap f.       Teacher tabulate the students answer on the board g.      Teacher divided the class into 10 groups, which one group consist of 5 learners. h.      Distribute the paper with question of acid and bases i.        Give them 3 minute to answer the question j.        Teacher discuss the answer from the students k.      From  the answers of the students, start discussing what is an acid, bases, function of their, and tools to know is it acid or bases. C.    Evaluation a.        Students will be ask about what they already knew about the Acid and bases b.        Students will be ask about the students about what they already knew about pH scale, litmus paper, scaling pH and mention an example that based on pH scale D.    Generalization Teacher ask student if they have question or still not understand about the topic.	Ask the student to read on the next topic which is neutralization and get ready for recitation the next meeting.

                                                     LESSON PLAN 

	School	BAGUIO CITY  HIGH SCHOOL	Grade Level	Grade 9
	Teacher	Sukaina Adibi	Learning Area	Science
	Teaching  Dates	August 13, 2018	Quarter	Second

	Monday: August, 13 2018
I. Content Standards	The learners demonstrate an understanding of :            The development of atomic models the led to the description of behavior of electrons within atoms
II. Performance Standards	The Learners should be able to:             Describe how the Bohr Model of the atom improved Rutherford’s Atomic Model                                  Explain how the Quantum Mechanical Model of the atom describe the energies and                    positions of  the electron
III. Learning Competencies	The Learners should be able to:           Describe how the Bohr Model of the atom improved Rutherford’s Atomic Model            Explain how the Quantum Mechanical Model of the atom describe the energies and positions of the electron
IV. Objectives	By the end of the lesson, 80% of the students should be able to :            Relate flame test to the atomic emission spectrum of an atom           Explain how emission spectrum can be used to identify an atom
V.CONTENT/ TOPIC	Module 1. Atomic Structure Flame Test Atomic Emission Spectrum
VI.LEARNING RESOURCES                   A. References
1.     Teacher’s Guide Pages
2. Learner’s Material Pages	p.98,99,100
B. Other Learning Resources/ Textbooks	Mendoza, Estrella E and Religioso, Teresita F. 1997. Chemistry. Philippine.  Phoenix Publishing House.
C. Instructional Materials	Laptop, LCD, Video clip, Pictures
VII. PROCEDURES
1.     STRATEGY/S:	1.     Discussion 2.     Question and answer 3.     Picture Analysis through guided question 4.     Video analysis through video clip
A. Reviewing the previous Lesson or presenting the new lesson	Review of the development of the atomic structure by presenting brief timeline (Democritus-Neils Bohr  )
.           B. Establishing a purpose for the lesson	Explaining how the Bohr’s model of the atom improved Rutherford’s atomic model
C. Presentation of Lesson	Discussing about the flame test trough video clip
D. Discussing New Concepts and practicing new skills	Discussed about the Atomic Emission Spectrum Asked question about the atomic emission spectrum while having the discussion.
E.    Finding practical applications of concepts in daily life	Asked the student why is it that in fireworks you can see different colors?
F.    Evaluation	The student will be asked to answer the question written on the manila paper.
VIII. REMARKS