Detailed Lesson Plan

I. Objectives

At the end of the lesson, the student should be able to:

1. Know what are contrived experiences

2. Identify the varied types of contrived experiences

3. Understand why we are use contrived experiences

II. Subject Matter

Topic: Teaching with Contrived Experiences

Reference: Educational Technology 1

By Brenda B. Corpuz, Ph. D. et. al pp.69-78

Materials: Laptop, projector and speaker

III. Procedure

A. Starting Activities

Teacher’s Activity Student’s Activity

1. Opening Prayer

Class, let us all stand, bow our head and feel

the presence of God. (The students will do what the teacher said)

(The teacher will play the music video on the

screen)

Good morning class!

Good morning ma’am! Good morning
classmates! Peace be with you.

Before you sit down, pick up the trash on the

floor and put to the right trash can. Arrange
your chair and sit properly. (The students will pick the trash on the floor
and put to the right trash can, will arrange their
chair and sit properly)
Class, is there any absent from the right side?
None, ma’am.
To the left side?
None, ma’am.
Very Good!

2. Review

Back in our previous lesson, who can sum up

our topic last Thursday?
(The student’s will raise their hands)
Yes________?
 Our topic last Thursday is all about Direct
Purposeful Experiences. These are first hand
experiences which serve us the foundation of
our learning. Direct experiences lead us to
concept formation and abstraction.
Exactly! Very Good!
Class, are you familiar with a rain clap?
No ma’am.
I will teach you how to do a rain clap. You
need to repeat after me.
First, you will clap 5X with the use of one
finger of your right hand over the palm of the
left hand. Repeat up to reach the five fingers of
rain clap.
(The students will do the rain clap)

3. Motivation

(The phrase will pop up on the screen)

“We teach through a re-arrangement of the

raw reality: a specimen, a manageable sample
of a whole…. when the direct experience
cannot be used properly in its natural setting.”

-Edgar Dale

Class, who can explain that phrase?

(The student’s will raise their hands)
Yes________?
(The students will explain the phrase)
Very Good!
Let’s give a rain clap for_______.
(The students will do the rain clap)

B. Lesson Proper

1. Activity
(The teacher shows picture on screen)
Activity:
Read the following and do what is asked of you.

1.When you studied the rotation of the earth on its

axis and its revolution around the sun, with which
was the planet earth represented?
Was there no representation of the earth?

2. A teacher said: “How can you claim Biology is the

study of living things, when all you study are
specimens preserved in formalin?”
Do you agree with the teacher?

Can you do the honor to read the questions?

Yes ma’am.
(The students will read the questions on the
screen)
Thank you_______.

Class, get a one piece of paper and answer or

do what is asked of you. I will give you 3
minutes to do.
(The students will get a piece of paper and will
answer the questions in 3 minutes)
Are you done? Yes ma’am.

(The teacher will pick 1 student in each

question to share the answer) (The 2 students will share their answer in front
of class)

Very Good!
Let’s give them the rain clap.
(The students will do the rain clap)

When we are in high school, we studied the

rotation of the earth on its axis. Our teacher did
not bring the planet and the sun inside the
classroom and we never go outside the world
to see the planet earth, right? Our teacher used
the globe as a model of the earth to show the
rotation on its axis.

The second question is all about Biology.

Biology is the study of all living things, but
why we all study are specimens preserved in
formalin, right?
Because, if we study the real animal, it so
harmful for the part of the student. Because of
the presence of formaldehyde in formalin, it
delays decay, so this helps us to study our
biological specimens for a longer period of
time.

All of these have a connection with the

Teaching with Contrived Experiences.

(The teacher will present the new topic)

Contrived Experiences
-are edited copies of reality and are used
as substitutes for real things when it is
not practical or not possible to bring or
do the real thing in the classroom.

It means that contrived experience used as a

represented models or mock ups of reality for
practical reasons. We make use a particular
IM’s to stimulate to real life situations without
direct experiences.

(The teacher show the next slide)

Models
-is a reproduction of a real thing in a
small scale, or large scale, or exact size-
but made of synthetic materials.
________ give me a number. (The students will give a number)

(The teacher will count from 1 up to the given

number)
________ will you read and explain?

Yes ma’am.
(The students will read and explain)
Very Good!
Let’s give a rain clap.
(The students will do the rain clap)
A model is a substitute for a real thing which
may not be operational. It is usually a
miniature representation of something. It is
also an image in clay, wax, or the like, to be
reproduced in more durable material.

(The teacher will show the atom and

planetarium on the screen as example)

(The teacher will show the next slide)

Mock up
-is an arrangement of a real device or
associated devices, displayed in such a
way that the representation of reality is
created.

(The teacher will choose the student who will

read and explain)
(The student will read and explain)
Thank you_____.
Let’s give a rain clap.
(The students will do the rain clap)

Mock up is usually a prepared substitute for a

real thing; sometimes it is a giant enlargement.
A full-sized structural model built to scale
chiefly for study, testing, or display.

(The teachers shows the picture of

planetarium)

The planetarium involves a model of each of

the planet and the sun but it focuses on the
process of the planets rotation and revolution
and so is also considered a mock up.

(The teacher shows the next slide)

Specimens
-any individual or item considered typical of a group ,
or class or whole.

Objects
-may also include artifacts displayed in a museum or
objects displayed in exhibits or preserved insect
specimens in science.

(The teacher shows pictures of specimen)

The specimen of frog is used as IM’s.

(The teacher shows the next slide)

Simulation
-representation of a manageable real
event in which the learner is an active
participant engaged in learning a
behavior.

Class, who can give an example of simulation)

(The student will raise their hands)
Yes______.
The example of simulation are fire and
earthquake drills.
Exactly! Very Good!
Let’s give a rain clap for _____.
(The student will do the rain clap)
The example of simulation are fire and
earthquake drills which schools usually
conduct. Organizers of earthquake and fire
drills create situation highly similar to the real
situation when a building is on fire or when an
earthquake happens.
Election process is also an example of
simulation.

(The teacher shows the next slide)

Game
-is used if you want a class that is fully
alive.

Class is there any differences between a game

and a simulation?
(The students will raise their hands)
Yes______?

(The students will answer)

Very Good!
Let’s give a rain clap.
(The students will do the rain clap)
Games are played to win while simulation
need not a winner. Simulation seem to be more
easily applied to the study of issue rather than
process.

(The teacher will show the next slide)

Why do we make use of

contrived experiences?

1.To overcome limitations of space and

time,
2. to “edit” reality for us to be able to
focus on parts or a process of a system
that we intend to study,
3. to overcome difficulties of size,
4. to understand the inaccessible, and
5. help the learners understand
abstraction.

1. As a teacher, it is very vital for them,

students to know the structures or how this
animal looks like. It is impossible for me to
bring this in a classroom or catch this since it’s
too heavy and it will take a long day to take
this to school. I better catch a picture and show
it to the class.
2. In a precise way, we can explain it very well
through the use of diagrams.
3. Obviously, elephant is one of the largest
animals in the world. We don’t need to bring it
to the class.
4. The inaccessibility of the solar system
becomes even more clearly and well discussed
through the use of pictorial representation.
5. Representation of solar system and other
part of the space is really a hard task.

2. Analysis
1. Did the materials (planetarium, and the
globe) help you
● understand better the rotation of the planets
on their axis and their revolution around the
sun?
● with a clearer picture of the earth?

2. Can you think of a better way of seeing

planet earth other than the globe? Why?

3. Biology is real science of life if what you

study are alive. Justify the use of preserved
specimens in biology.

(The teacher will explain)

3. Abstraction

Abstraction:

Contrived Experiences are substitutes of real

things when it is not feasible to bring the real
thing to the class. These include models, mock
ups, specimens, objects, stimulations and
games.

The most important things to remember when

we make use of models and mock ups are to
make them as close as we could to the real
things the represent. If for one reason or
another they could not replicate the real things
in size and color and we should at least
cautions the user or the reader by giving the
scale.

4. Application
I will group you into 5 group then, compare a
model and mock up by the use of Venn
diagram. One group will be lucky to share their (The students will do the group activity and
group works in front of class. one of the group will present their work in
front)
IV. Evaluation

Choose the best answer.

1. It is the edited copies of reality, substitutes for real things.

a. Contrived Experiences c. Mock up

b. Models d. Game

2. A reproduction of a real thing in a small scale, or large scales, or exact size.

a. Games c. Models

b. Simulation d. Mock ups

3. Arrangement of a real device or associated devices.

a. Mock up c. Games

b. Models d. Simulation

4. Any individual or item considered typical of a group, class or whole.

a. Games c. Specimen

b. Mock up d. Objects

5. Representation of manageable real event.

a. Simulation c. Contrived Experience

b. Game d. Models

V. Assignment

In a long bondpaper, present contrived experiences and their various forms by a graphic
organizer. The submission will be on our next meeting.