Segments of Events of Instruction Strategies and Activities Used Leaning

Learning Resources/
Materials
Preparation 1. Gaining Attention  Pose thought-provoking questions to students Warming up
 Have students pose questions to be answered activities
by other students
 Lead an ice breaker activity
2. Inform Learning  Describe required performance Learning
Objectives  Describe criteria for standard performance scope/objectives
 Have learners establish criteria for standard from Curriculum
performance Guide
 Include course objectives on assessment
prompts

3. Stimulate Recall of  Ask questions about previous experiences Copy/ Summary of

Prior Learning  Ask students about their understanding of the Previous
previous concepts Lesson
 Relate previous course information to the
current topic
 Have students incorporate prior learning into
current activities
Instruction 4. Present the Content  Present multiple versions of the same content  Lesson Plan
and Practice (e.g. video, demonstration, lecture, podcast,  PowerPoint
group work, etc.) Presentation
 Use a variety of media to engage students in  Projector/TV
learning
 Incorporate active learning strategies to keep
students involved
 Provide access to content on Blackboard so
students can access it outside of class
5. Provide Learning  Provide instructional support as needed – i.e.  Visual images
Guide scaffolding that can be removed slowly as the  Examples
student learns and masters the task or content  World
 Model varied learning strategies – e.g. application
mnemonics, concept mapping, role playing,  Visualizing
visualizing
 Use examples and non-examples – examples
help students see what to do, while non-
examples help students see what not to do
 Provide case studies, visual images, analogies,
and metaphors – Case studies provide real
 world application, visual images assist in
making visual associations, and analogies and
metaphors use familiar content to help
students connect with new concepts
6. Elicit Performance  Facilitate student activities – e.g. ask deep-  Printed hand-
learning questions, have students collaborate outs
with their peers, facilitate practical laboratory  Use of pictures
exercises  Provide
 Provide formative assessment opportunities – instructions
e.g. written assignments, individual or group
projects, presentations
 Design effective quizzes and tests – i.e. test
students in ways that allow them to
demonstrate their comprehension and
application of course concepts (as opposed to
simply memorization and recall)
7. Provide Feedback  Descriptive or analytic feedback provides the  Copy of the
student with suggestions, directives, and lesson plan
information to help them improve their  Answer key
performance.  Copy of
 Peer-evaluation and self-evaluation help students’
learners identify learning gaps and answers
performance shortcomings in their own and
peers’ work.
Assessment 8. Assess Performance  Administer pre- and post-tests to check for  Pen and paper
and Transfer progression of competency in content or skills  Visual images
 Embed formative assessment opportunities
throughout instruction using oral questioning,
short active learning activities, or quizzes
9. Enhance Retention  Avoid isolating course content. Associate  Pen and paper
course concepts with prior (and future)  Research
concepts and build upon prior (and preview  Internet
future) learning to reinforce connections.
 Continually incorporate questions from
previous tests in subsequent examinations to
reinforce course information.
 To promote deep learning, clearly articulate
your lesson goals, use your specific goals to
guide your instructional design, and align
learning activities to lesson goals (Halpern &
Hakel, 2003, p. 41).
NOTICE

How did the students react to the activities/ various elements to arouse their interest?

The students are very active when it comes to activities and games. They like having fun while of course
learning. They get excited to learn, get involved in the activities, and play games with their classmates.
Incorporating what interests them the most is one way to get their attention for them to have higher
engagement and achievement in class.

Were the students focused when you were stating the learning objectives at the beginning of the lesson?

Yes, they are quietly listening to the learning objectives or the learning targets because this will ensure
that students know what they are supposed to learn during the lesson. And before stating the targets, we
have clarified the rules to listen and pay attention when the teacher is talking.

How did the new learnings relate with what they really know?

Well actually, those prior knowledge or the schemas that they already have has been very useful to them.
During discussion, students with schemas interact and share their ideas to class. Then I will discuss
further and the students will have new learnings or take away to be stored in their memory. In every
discussion, I usually incorporate real world scenarios for them to get related and familiar with the topic.
By doing this, they can easily relate to the topic and there will be a higher engagement in class.

Did you notice some students who needed assistance? What did you do?

Yes there are some students who seems struggling and needs assistance that's why we need to know our
students individually, know their strengths, weaknesses, and their interests. In this way we could plan
ways on how to help them achieve more in class and become better. Amid all of the important
responsibilities of a teacher, one of the most critical constructs to student achievement is support for
individual learners. Aside from that, we shoul also model instruction and follow up with students, we
should track their achievements and record their progress. A need to assess students throughout the lesson
will also help them as well as in providing consistent one-on-one or small group interventions.

Did the students find difficulty in applying the theories/concepts learned to real life?

Yes. In connection with the above question, there are some students who are having a hard time applying
theories/concepts to real life. As teachers, their backbones, we just have to find the best possible solutions
or ways to help them learn complex things in simple manner. We discover new strategies, methods, and
techniques for the students to easily understand the concept. We should be considerate and innovative to
try different instructions.

How did your students react to your feedback?

Since I use the descriptive or analytic feedback, students are eager to learn and improve their performance
because it will basically provide them with suggestions, directives, and information to help them improve
their performance in class. They also like peer-evaluation and self-evaluation, it just shows independence
by identifying their own learning gaps and this will also be a helpful constructive criticism towards their
peer.
What pieces of evidence can prove that the students had retention of learning?

One thing is that they keep on interacting during discussion. They share their ideas, experience, and their
prior knowledge. During every discussion, I always ask what have you know about this and that or do you
have any knowledge on this or that, and to my surprise, students would really raise their hands and
interact with the discussion.

REFLECT

Having implemented several lessons in your Cooperating School under the supervision of your
Cooperating Teacher, in what areas of the lesson do you need to improve?

I need improvement in all areas of the lesson since I am still on my practice teaching, I need those areas
to be improve. Though, I have strength in some areas already and I am looking forward for improvement
to become a better teacher someday. As a teacher, I will also think of various teaching methods and
strategies that I can use to support the discussion and will cater the individual needs of the students as
well as addressing the needs of diversity of students.

AR PROMPTS

OBSERVE

is probably the short attention span of the students and how to get their attention and interests in class

REFLECT

thinking of possible ways to increase the attention span of the students and to get them motivated and
interested in the discussion.

PLAN

is to make Brain Breaks Routine. This can be a fun part of our classroom routine.

ACT

Capturing Students' Attention by Creating Brain Breaks Routine

Gagne's nine events of instruction. The Peak Performance Center. (n.d.). Retrieved January 5,
2022, from https://thepeakperformancecenter.com/business/learning/business-training/
gagnes-nine-events-instruction/

Llego, M. A., Balutoc, A., Puga, M. P., Adan, C. M., Gaid, C. C., coma, V., Lynn, Yuna,
Cempron, B. A., Lumawag, R., Rafiann, Flor, remegia, P.Presillas, miraflor, Sotto, E.,
Calayag, E. H., Llegado, V., Dulman, B. F. P., Orduna, R., Ryan, … Angana, E. O. (2021,
October 31). DepEd learning delivery modalities for school year 2021-2022. TeacherPH.
Retrieved January 5, 2022, from https://www.teacherph.com/deped-learning-delivery-
modalities/

Effective lesson planning, Delivery Techniques. (n.d.). Retrieved January 5, 2022, from
https://www.kean.edu/~tpc/Classroom%20Management/EFFECTIVE%20LESSON
%20PLANNING%20&%20Classroom%20Mgmt.htm

Take online courses. earn college credit. Research Schools, Degrees & Careers. Study.com |
Take Online Courses. Earn College Credit. Research Schools, Degrees & Careers. (n.d.).
Retrieved January 5, 2022, from https://study.com/academy/lesson/effective-teaching-
strategies-methods-quiz.html

CHECK FOR MASTERY

1. D

2. C

3. B

4. A

5. C

ARTIFACTS
DLP # :1
Learning Area : Science
Grade Level :7
Quarter :4
Time Frame : 90 minutes

Performance The learners shall be able to: analyze the advantage of the location
Code: S7ES-IVc-4
Standards of the Philippines in relation to the climate, weather, and seasons

Learning
The learners should be able to describe ways of using Earth’s resources sustainably.
Competency/ies:

1. Objectives

At the end of the lesson, the students, with 80% accuracy, shall be able to:

Knowledge Differentiate renewable from non-renewable resource

Skills Draw an icon representing the renewable and non-renewable resources

Participate in environmental activities concerning conservation of the renewable and non-

Attitudes
renewable resources

Values Perceive the importance of the renewable and non-renewable resources to everyday life

2. Content/Topic

Title Renewable and Non-renewable Resources

3. Learning Resources/ Materials/ Equipment

 Curriculum Guide
A. References
 Learning Module in SCIENCE 7
B. Resources/
 PowerPoint, Paper and Pen,Trash, Recyclable materials, Pair of Scissors,
Materials/
Adhesives
Tools
PVM
4. Procedures GO
Code
 4.1
Introductory
Activity  Greetings
 Opening prayer
 Attendance check
EXPLORE /  Review of Previous Lesson
_10_ minutes
PREPARATION
S MOTIVATION:“Collecting Data from the Label”

1. Group the class into 3 groups. Make them into a circle

position.
- How will I make
the learners 4.2 Activity 2. Find any plastic, bottle, or any material that has label or
today? ingredients in its back. (3mins.)

3. Read the label or ingredients on its back.

_15_ minutes
- How do I 4. On a piece of paper, write down the main ingredients that
prepare the were used to make that food/drink.
learners for the
5. Now, think of the materials that were used to package the
new lesson
product. 6. Write these materials on your list.(Each group will
present their list of ingredients/products from the past activity.
Next to each material, write the resources from which it came.)
- How will I
connect my new
lesson with the 4.3 Analysis
1. How did you find the activity?
past lesson?
2. What resources were used to make the product?
_10_ minutes
3. What resources were used to package them?

4. Where do these resources come from?

4.4
Abstraction
PRESENTATIO
N
(Project different pictures on the screen)
- How will I _5_ minutes
present the new Let the students identify the pictures whether it is a renewable
lesson? or non-renewable resource.

- What materials
will I use Conserving and Protecting Natural Resources
- What There are two types of natural resources on Earth - renewable
generalization/
 and nonrenewable. What is the difference between these two
kinds of resources?

The food people eat comes from plants and animals. Plants are
replaced by new ones after each harvest. People also eat
animals. Animals have the capacity to reproduce and are
replaced when young animals are born. Water in a river or in a
well may dry up. But when the rain comes the water is
replaced. Plants, animals, and water are resources that can be
replaced. They are renewable resources.

Most plants grow in top soil. Rain and floods wash away top
soil. Can top soil be replaced easily? Soil comes from rocks
and materials from dead plants and animals. It takes thousands
of years for soil to form. Soil cannot be replaced easily, or it
takes a very long time to replace. It is a nonrenewable resource.

Metals like copper, iron, and aluminum are abundant on Earth.

But people are using them up fast. They have to dig deeper into
the ground to get what they need. Coal, oil and natural gas
concept/ (fossil fuels) were formed from plants and animals that lived on
conclusion/ Earth millions of years ago. It takes millions of years for dead
abstraction should plants and animals to turn into fossil fuels. Soil, coal, oil and
students arrive at? natural gas are nonrenewable resources.

Protecting Resources in Your Own Way

All resources used by humans, including fuels, metals, and

building materials, come from the Earth. Many of these
resources are not in endless supply. It has taken many
thousands and millions of years to develop and accumulate
these resources. To conserve natural resources is to protect or
use them wisely without wasting them or using them up
completely. Conserving natural resources can make them last
and be available for future generations. This is what
sustainability of natural resources means. Each one of us
should think about how to make things sustainable. Remember:
The lives of future generations depend on how we use natural
resources today.
4.5 PRACTICE / “Give examples of products you have in yourself. Example, clothes. Give other
APPLICATION example beside this and write it on the list on your paper. Next to each material,
write the resources from which it came from.”
__10____minutes
“From the list of the resources, which of the following are renewable?

Level of
Assessment

__35__ minutes

Multiple Choice. Choose only the letter of the best answer.

1. Resources that can be replaced.

A. Renewable C. None of the Above

B. Non-renewable D. Both A & B

2. Resources that cannot be replaced.

A. Renewable C. None of the Above

B. Non-renewable D. Both A &

3. Which of the following are non-renewable resources?

Knowledge
A. Coal C. Water

B. Animal D. Trees

4. Which of the following qualify as renewable resources? Circle all that apply.

A: Oxygen C: Freshwater

B: Gasoline D. Fossil Fuels

5.Which of the following can be stored for future use?

A: Non-renewable resources C. None of the above

B: Renewable resources D. Both A & B

Process or Skills Group the class into 3 groups. Create any recycled product out from the
 recyclable materials and explain to the class its value. (e.g. decoration, toy)

Understanding (s) Infer the importance of natural resources. Write in one paragraph only.

Products/
Performance
(Transfer of
Understanding)

ASSIGNMENT __5__minutes

At home, list all of the non-renewable resources you use from the time you
Reinforcing the
arrived at home and from the time before you sleep. Write down ways of how can
day’s lesson
you serve these resources.

Enriching the
day’s lesson

Enhancing the
day’s lesson

Preparing for the

new lesson

RECOMMENDATIONS AND SUGGESTIONS

(for revision purposes)

* * * * * end * * * * *