WINNIE MAE M.

DALISAY

BSEd 4- SCIENCE

Field Study 2 Learning Episode 10

Writing My Learning/Lesson Plans

Participate and Assist

Lesson Plan in SCIENCE
(Subject)
Grade Level: GRADE 8
Learning Outcomes

 Knowledge
Demonstrate an understanding of: the parts and functions of the compound microscope.

 Skills
* Demonstrate an understanding of make a chart, poster, or multimedia presentation of the parts and functions
of a compound microscope.

 Affective
*Find joy and share knowledge or ideas with others.

Learning Content

 Microscopy

Learning Resources

 Powerpoint Presentation, Laptop

 Pictures/ Video clips/ Activity Sheets/ Other IM’s
 https://youtu.be/pujis3QsA_I
 Retrieved from google;
https://byjus.com/physics/compound-microscope/
https://amscope.com/pages/microscope-parts-and-functions
https://microspedia.blogspot.com/2020/07/microscope-functions.html

Learning Procedures

Reviewing previous lesson or presenting a new lesson

  Establishing a purpose for the lesson
 Presenting examples/instances of the new lesson
 Discussing new concepts and practicing new skills #1
 Discussing new concepts and practicing new skills #2
 Developing mastery (lead to formative assessment #3)
 Finding practical applications of concepts and skills in daily living
 Making generalization and abstractions about the lesson
 Evaluating learning
 Additional activities for applications or remediation

Detailed Lesson Plan

School University of Antique- Grade Level 8

Tario Lim Memorial
Campus

Teacher Winnie Mae M. Dalisay Learning Area Science

Date & Time 12-12-22 / 7:30-9:00 Quarter Second Quarter

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of: the parts and functions of the
compound microscope.

B. Performance The learners should be able to: employ appropriate techniques using the compound
Standard microscope to gather data very small objects

C. Learning The learners should be able to…

Competencies/Objectives
1. identify the parts of the microscope and their functions; (S7LT;IIa-7)
Write the LC code for
each Learners will be able to:

1. identify the parts of the microscope

2. distinguish their functions

3. manipulate the microscope

4. 80% of the class should take and pass the quiz with a mastery level of 75%.

II. CONTENT Microscopy

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Pages

2. Learner’s Materials
Pages

3. Textbook Pages

4. Additional Materials
from Learning resource
(LR) Portal

B. Other Learning Powerpoint Presentation, Laptop

Resources Pictures/ Video clips/ Activity Sheets/ Other IM’s
https://youtu.be/pujis3QsA_I
Retrieved from google
https://byjus.com/physics/compound-microscope/
https://amscope.com/pages/microscope-parts-and-functions
https://microspedia.blogspot.com/2020/07/microscope-functions.html

IV. PROCEDURES Teacher’s Activity Student’s Activity

Daily Routine
“Good afternoon class!” “Good morning ma’am”
 Greetings
I am your teacher for today’s class. I
am Winnie Mae Dalisay.

“Before we start our new lesson,

please settle yourselves, pick up
pieces of rubbish and arrange your
chairs. Thank You”

“Are you done?” “Yes ma’am.”

“Okay good, can someone volunteer (The students will lead the prayer)
for a prayer?”

Okay, everybody please sit down. (Students will sit down)

 Prayer Who is your class monitor? Ma’am (students raised his/her

hands)

 Checking
Kindly, check the attendance for
Attendance
 today. Who is/are the absent? (Students answer may vary)

A. Reviewing the Today, we are going to discuss a new lesson

previous lesson or about the microscope.
Learner’s will respond
presenting the new Are you ready?
lesson.

B. Establishing a purpose
for the Before we start our lesson, let us first have an Learner’s will respond
lesson(Motivation) activity.
Look for all of the parts of a microscope
words hidden in this puzzle worksheet.

Are you done?

“To begin the class our lesson for today is all

about microscopy.
At the end of the lesson, students will be able
to:
1. identify the parts of the microscope

2. distinguish their functions

3. manipulate the microscope

4. 80% of the class should take and pass the

quiz with a mastery level of 75%”.

Any question or clarification about our

 objectives for today?

Let us get started!

C. Presenting

examples/instances of the

new lesson (Analysis)

Learner’s will read and familiarize the
parts and functions of a compound
microscope.

A. What are the parts and functions of a

microscope?

D. Discussing new Before we go further in our discussion, let us

concepts and practicing first define the following terms related to
microscope;
new skills #1
Microscope- Microscope is a device used for
the magnification of the sample. It is
commonly used in laboratory for studying
the specimen.

Microscopy- Introduction to microscopes and

how they work.

E. Discussing new Now that we have defined these terms, we

concepts and practicing are now going to proceed with the parts and
new skills #2 functions of a microscope.

The following are the parts and functions of

the microscope:
1. Ocular Lens (eye piece)- the magnifying
lens that you look through (10x
magnification)
2. Body Tube- connects eyepiece with the
objective lens on revolving nosepiece

3. Objective Lens-3 magnifying lens attached

to revolving lens: shortest lens=4x, medium
lens=10x, longest lens=40x

4. Arm-handle for carrying microscope.

When lifting microscope, one hand MUST
ALWAYS be on the arm.

5. Stage- platform where you place the slide

6. Stage Clips- arms on the stage to hold a

slide in place

7. Diaphragm- dial that controls amount of

light to pass through to the slide

8. Course Adjustment Knob- moves the stage

up or down quickly to find specimens when
using the low power objective (4x)

9. Fine Adjustment Knob- used to make

small focus adjustments when using the high
power objectives (10x & 40x)

10. Light Source (mirror)- shines light up

through diaphragm to slide

11. Base- bottom of the microscope. When

lifting microscope, one hand MUST
ALWAYS be on the base.

12. Diaphragm- regulates/controls the

amount of light coming through the stage
opening.

13. Body Tube- Maintains the proper

distance between the eyepiece and the
objective lens

14. Stage- Where you place the specimen

that you want to view

15. Stage Clips- Holds the slides/specimen in

place for viewing

16. High Power Objective- Magnifies image

 40X found on the nosepiece

17. Base- Support/bottom of the microscope,

used to carry the microscope.

18. Arm Pillar- Used in order to carry the

microscope.

19. Coarse Adjustment-moves the stage up or

down a lot, used first when viewing the slide.
***NOT used when in high power***

20. Fine Adjustment- moves the stage a little,

used to see details/focus. *When using high
power this is the only knob used*

21. Nosepiece- Holds the objective lenses

and rotates to change the magnification.

22. Scanning Lens or Low Power Objective-

Magnifies the image 4x and is found on the
nosepiece

23. Medium Power Objective- Magnifies the

image 10x and is found on the nosepiece

24. Cover slip- Square piece of plastic that

goes on top of an object before viewing
under a microscope
F. Developing mastery Based on these descriptions, which parts and Learner’s will respond
(Lead to Formative functions corresponds to the illustration Answer:
Assessment #3) shown?
 Correct!!! Very Good!!!

G. Finding practical Have you manipulated a microscope? Learner’s will respond

applications of concepts
and skills in daily living.
Manipulation of microscope Learners will manipulate the
microscope.
Did you know that microscope is a big help
to us, as a science student?
-By using microscope, students were able to
discover the existence of microorganisms,
study the structure of cells and see the
smallest parts of plants, animals and fungi.

H. Making As a recap, we have discussed microscope,

generalizations and it’s parts and functions
abstractions about the
lesson. What are the key terms related to 1. Ocular Lens (eye piece)
microscope? 2. Body Tube
3. Objective Lens
4. Arm
5. Stage
6. Stage Clips
7. Diaphragm
9. Course Adjustment Knob
10. Fine Adjustment Knob
11. Light Source (mirror)
12. Base
13. High Power Objective
14. Arm Pillar
15. Nosepiece
16. Scanning Lens or Low Power
Objective
17. Medium Power Objective
18. Cover slip

Classify/distinguish the parts and functions The following are the parts and
of the microscope. functions of the microscope:

Ocular Lens (eye piece)- the

magnifying lens that you look through
(10x magnification)

Body Tube- connects eyepiece with

the objective lens on revolving
nosepiece

1. Objective Lens-3 magnifying lens

attached to revolving lens: shortest
lens=4x, medium lens=10x, longest
lens=40x

2. Arm-handle for carrying

microscope. When lifting microscope,
one hand MUST ALWAYS be on the
arm.

3. Stage- platform where you place the

slide

4. Stage Clips- arms on the stage to

hold a slide in place

5. Diaphragm- dial that controls

amount of light to pass through to the
slide

6. Course Adjustment Knob- moves

the stage up or down quickly to find
specimens when using the low power
objective (4x)

7. Fine Adjustment Knob- used to

make small focus adjustments when
using the high power objectives (10x
& 40x)

8. Light Source (mirror)- shines light

up through diaphragm to slide

9. Base- bottom of the microscope.

When lifting microscope, one hand
MUST ALWAYS be on the base.

10. Diaphragm- regulates/controls the

amount of light coming through the
stage opening.

11. Body Tube- Maintains the proper

distance between the eyepiece and the
objective lens

12. Stage- Where you place the

specimen that you want to view

13. Stage Clips- Holds the

 slides/specimen in place for viewing

14. High Power Objective- Magnifies

image 40X found on the nosepiece

15. Base- Support/bottom of the

microscope, used to carry the
microscope.

16. Arm Pillar- Used in order to carry

the microscope.

17. Coarse Adjustment-moves the

stage up or down a lot, used first when
viewing the slide. ***NOT used when
in high power***

18. Fine Adjustment- moves the stage

a little, used to see details/focus.
*When using high power this is the
only knob used*

19. Nosepiece- Holds the objective

lenses and rotates to change the
magnification.

20. Scanning Lens or Low Power

Objective-Magnifies the image 4x and
is found on the nosepiece

21. Medium Power Objective-

Magnifies the image 10x and is found
on the nosepiece

22. Cover slip- Square piece of plastic

that goes on top of an object before
viewing under a microscope

I. Evaluating Learning Given the following situation, identify the (Selected students will, identify the
parts and functions of a microscope and parts and functions of a microscope
manipulate. and manipulate).
 Direction: Read each item carefully.
Answer:
Encircle your answer.
 
1. The magnifying power of the compound 1. A
microscope is the product of the 2. D
magnification of the objective lens and 3. C
_____. 4. B
a. Eyepiece 5. D
b. Arm
c. Reflector
d. Body tube
2. The use of a single convex lens or groups
of lenses is found in _____.
a. Telescopes
b. Fluorescent lamps
c. Magnifying glass
d. Option a) and c)
3.  _____ is the metallic platform that is
fitted to the lower part of the arm with a hole
in the centre.
a. Base
b. Drawer tube
c. Stage
d. Automatic Stop
4. Light can be focused by adjusting the
_____.
a. Base
b. Condenser
c. Stage
d. Automatic Stop
5. What magnification does the ocular lens
provide?
a. 2x
b. 3x
c. 15x
d. 50x
J. Additional Activities Assignment
for Applications or  Draw the microscope and label their Learner’s will respond
Remediation parts and give its functions and
submit it in the next meeting.
V. REMARKS

VI. REFLECTION
A, No. of learner’s who
earned 80% on the
formative assessment

B. No. of learners who

require additional
activities for remediation

C. Did the remedial

lesson work? No. of
learners who have caught
up with the lesson.

D. No. of learners who

continue to require
remediation.

E. Which of my teaching
strategies worked well?
Why did these work?

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.

Notice

1. What factors did you consider in writing your lesson/ learning plans?
I consider the topic, the resources and time I have available for the lesson, the ability of the class, and the
level of familiarity with the topic.

2. What difficulties did you meet in writing your lesson/learning plans?

I think the difficulties that I meet in writing lesson plans is that if the objectives of the lesson is being met.
I have trouble deciding on specific strategies to implement. The anticipation on what will be the outcome
of the class discussion.

3. What were the best features/areas for improvement of your lesson learning plans?
The best part of my lessons is when I get my students familiar with and working on the compound
microscope and let them distinguish and classify its parts and functions because it is important. It is also
the main focus of the lesson. I think letting them handle the microscope by manipulating it on their own
can promote learning because students will be able to explore and discover things on their own. In the
meantime, one aspect of the lesson that I can improve on is how I will present the lessons. I need to
improve my teaching strategy to avoid boredom.

Analyze

Questions Answer

1. How did you arouse students’ interest? In order to arouse the students’ interest I showed
What motivational techniques did you them a video about a microscope and how to
indicate in your plan? manipulate it. The motivational indication that I
did in my lesson plan is by letting my students
enjoy and look for the given word in a puzzle and
with it they would stimulate their mind and they
will have an idea on what are the parts of
microscope base by what they are locating in the
puzzle sheet.

2. How did you respond to the diverse types By adapting my examples and activities to
of learners? different genders, religions, indigenous groups,
2.1 gender, needs, strengths, interest and and other demographics, I was able to reach a
experiences wider range of students. My students are also
2.2 Linguistic, cultural, socio-economic encouraged to come up with their own examples
and religious backgrounds. based on personal interests or experiences. In
2.3 With disabilities, giftedness and addition, I allowed them to respond in their native
talents
tongue to share their thoughts and perspectives on
2.4 In difficult circumstances
the lesson. In addition, I have made use of
2.5 From indigenous groups
instructional and assessment strategies that cater
to the particular requirements and interests of the
students, such as permitting them to participate in
microscopy.

3. What instructional strategies will you To deliver this lesson via remote learning or face-
employ in face-to-face or in a remote to-face, I will employ the following
learning delivery for this lesson? Explain. instructional strategies by giving them a quiz,
show them the important presentations of the
lesson, indulge them in a group activities, and
afterwards, give them a written assessment to
know their level of understanding and learning in
 the lesson proper.

Quizizz - because it is famous for its free quizzes

and interactive lessons, can appeal to any learner.

Video presentations - as they help students learn

all subjects, but especially those that are complex
and/or very intuitive, such as classifying the parts
of a microscope and distinguishing its functions.

Group activities- Because they can be a good way

to get students excited, encourage active learning,
and help them learn to think critically,
communicate effectively, and make decisions,
group activities are popular.

Written assessment- Because it enables students

to demonstrate their abilities and knowledge while
also indicating their progress in achieving
educational objectives and standards.

4. Was the language used appropriate to the Yes, I used English terms that the eighth-grade
level of the students? Explain your students would understand, especially when
answer briefly evaluating their comprehension. In addition, my
language will not be biased against any of the
students. Even if they express their thoughts and
ideas in their native tongue, I would gladly accept
them.

5. What types and levels of questions did The types and levels of questions I create focus on
you formulate? Are they of the higher higher-order and lower-order thinking skills. Here
order thinking skills (HOTS)? Write two are some examples of higher-order thinking skills
(2) examples. questions from my lesson:

1. What are a microscope's components and

functions?

2. Based on their components and functions, how

did you categorize them?

6. What instructional resources will you YouTube videos and Quizizz will be my
use? Why? Cite the possible online instructional tools.
resources that you can utilize whether
done in the classroom or in remote I think that videos on YouTube can appeal to
learning? students who learn both visually and auditorily.

A game-based learning platform like Quizizz can

 also engage and inspire students.

7. Are your modes of assessment aligned Yes, in students must be able to identify the parts
with your learning outcomes and of the microscope. For example, I have a test
activities? Cite a specific example. wherein I will give its functions and they will
identify which part of the microscope.

Yes, I believe
8. Will your performance tasks ensure the
mastery of the learning competencies?
Explain briefly.

that my
performance
tasks
ensure that I
have mastered
the learning
competencies.
Yes, I believe
that my
performance
tasks
ensure that I
have mastered
the learning
competencies.
Yes, I believe
that my
performance
tasks
ensure that I
have mastered
the learning
competencies.
Yes, I believe
that my
performance
tasks
 ensure that I
have mastered
the learning
competencies.
Yes, I believe that the performance tasks which is
the manipulation of the microscope will help the
students master the parts and functions of a
microscope. Because of this there is a mastery in
the learning competencies and an application.

9. In a scale of 1-10, how will you rate your Probably 9, because I believe that my learning
learning plans? Justify your answer. plan still needs to be improved and that I still have
a lot to learn, especially about how to present my
lessons and create activities that meet the specific
learning needs of the students.

10. If this lesson is not implemented face to- This lesson, which I created, can be used in both
face how are you going to do it remotely? in-person and online classes. I will set up a team
room in an online course where each group can
work together to come up with solutions to
problems.

Reflect

Why is lesson planning an integral part of the instructional cycle?

Lesson planning is an important part of the instructional cycle because it allows teachers to plan in
advance what they want students to learn, the teaching and learning activities they will use, and how they
will evaluate. comprehension level. It also allows teachers to focus on what they need for their lesson,
what they want to teach, and it sets a timeline for what needs to be accomplished.

Write Action Research Prompts

Observe

1. The problems/challenges I encountered in writing my learning/ lesson plans about how I will
make my lesson plan run smoothly. What strategies should I come up with to make my class
 collaborative and interesting? I also have a hard time thinking about what activities or
subject-related motivations I will set up to spark student interest.
Reflect

2. I hope to achieve to address these problems and challenges seek help from my collaborative
teacher and accept suggestions and strategies for activities that I carry out that will help
students participate actively in my discussions.
Plan

3. Some strategies/solutions/ means that I can employ to improve those situations/problems is to

prepare an IM that is sure to grab their attention and get them to listen and participate
actively. Provide visuals or video presentations when discussing my classes and suggest
activities that will spark students' interest so that lessons don't get boring.

Act

4. Based on my answer in nos. 1-3, the possible title of my action research on this episode is
“Coping Strategies for an Effective Lesson Planning”
Realizing the various skills that you need to master in preparing the learning/lesson plans, which are the
most difficult? The easiest way to write? Conduct a simple survey from among your peers by requesting
them to answer this simple questionnaire.

Instruction: These are the basic skills in lesson plan writing. Rate yourself on the level of difficulty of
doing the following based on your experience.

4- very difficult
3- difficult
2- moderate in difficulty
1- Not difficult

4 3 2 1

Very difficult Moderate Not

difficult in difficult
difficulty

1. Stating learning outcomes

2. Identifying learning resources to be used

3. Sequencing the lesson in an engaging and

meaningful manner
4. Planning specific learning activities
 5. Identifying strategies to be used

6. Formulating higher order thinking skills

questions (HOTS)
7. Integrating lesson concepts to real life situations.

8. Integrating values in the lessons

9. Formulating assessments tools

10. Identifying performance tasks

11. Giving assignments

12. Planning for closure/synthesis

13. Others (please specify)

Work on My Artifacts

Paste one lesson plan and write your simple reflection.

Lesson Planning is very important in the lives of a teacher because it serves as their guide on how their
class might happen. Because of the lesson plan it makes your lessons clear and on time, allowing students
to be engaged and interested. Good activity planning also has some flexibility built in so teachers can
tailor their lessons to suit what they learn about student learning. Knowing students and what they have
learned in the past, understanding what it means to progress through the program, and finding the best
resources and activities to help students learn are all part of lesson planning.