SCIENCE Teacher

Teaching Dates
Grade Level 9
Learning Area Research 9
Daily Teaching Time 3:00 – 4:00 Quarter 2nd
Lesson Log
I. Learning Targets/
Specific Objectives
The learners demonstrate an understanding of a. the research methods applicable to his/her science investigatory project, which are
A. Content Standards
important in performing the different laboratory techniques and procedures; b .the different parts of the research paper, which are
essential in writing the scientific paper using the IMRAD Format .
The learners shall be able to practice different laboratory methods/procedures, safety precautions, and rules for proper disposal
B. Performance Standards
methods (depending upon the nature of the problem).
The learners shall: 1. refine the research proposal by incorporating the suggestions / recommendations given by experts; 2.conduct an
actual experiment; 3.follow IMRAD writing format (a. write an enhanced research title; b. present a written statement of the problem; c.
C. Learning Competencies/ Objectives
indicate the scope and delimitation of the study; d. select relevant literatures; e. cite related literature using standard style (APA, 6th
(L.C. Code)
edition); f. choose the appropriate scientific research design; g. describe the sample/sampling procedure; h. write the research
methodology; i. organize data collection and data analysis).
Innovate materials and practice creativity in designing experiments.
Specific (Daily) Objective/s

II. Learning Content Generating Experimental Designs.

III. Learning Resources
A. References Soliven, Samuel R. 2006. Science Research and Statistics for the 21st Century Learners. Bayombong, Nueva Ecija. SMU Publishing
1. Teacher's Guide Pages House. pages 9-11
2. Learner's Materials Pages None
3. Textbook Pp. None
4. Additional Materials from LR
portal
Amherst STEM Teaching Factory, Unilab Group of Companies, Binan, Laguna.
B. Other Learning Resources

IV. PROCEDURE
Show to the class a wine bottle with cork inside. Ask the students how they can remove the cork form inside the wine bottle. Accept all
A. Reviewing Elicit: students’ answers. Let the students explain the science behind those ideas of removing a cork from inside a wine bottle. Tell the
previous (The activities in this students that the materials they can use are things that are present only in the classroom and that both the cork and wine bottle must
section will evoke or
lesson or draw out prior concepts
not be damaged while trying to remove the cork. Try all the ideas given by the students in removing the cork. Identify the research
presenting the or prior experiences design used if all ideas were combined in removing the cork.
new lesson from the students)
B. Establishing a Engage:
(The activities in this
purpose for the section will stimulate Divide the class into 5 groups. Give each group a High Density Polyethylene or soft plastic. In 10 minutes, let the groups think of new
lesson their thinking and help ways where they can innovate the use of HDPE. After this, 4 representatives from each group will play a game where they tell the
C. Presenting them access and possible innovations of plastic. Each group must listen intently to what the other groups are saying for no repetition is allowed. The last
examples/
connect prior group who is still “alive” wins the game. No teasing or depriving words must be thrown to other groups or to a group member who
knowledge as a
instances of the jumpstart to the present
answered incorrectly.
new lesson lesson.)
D. Discussing Explore: Students will read first an article about grip strength problems among elders. Ask them if they have relatives or know someone who is
new concepts & (In this section, students suffering with the problem and how they help those people.
will be given time to
practicing new think, plan, investigate,
skills #1 and organize collected
information; or the Each group will be given a cup. Instruct them to innovate the cup that will help elders while they are drinking. Only the materials that will
E. Discussing performance of the be supplied by the teachers will be used. There are amounts per unit of the materials. Students will buy “without paying”.
new concepts & planned/prepared
activities from the
practicing new students’ manual with
skills #2 data gathering with
Guide Questions)
Explain: Make a design of the cup. Explain to the whole class that they will design an appropriate cup that will help solve the grip problem of
(In this section, students elderly people. Write in a short bond paper with complete labels and amount of materials used. Account all the materials that will be
will be involved in an
analysis of their used.
exploration. Their
understanding is Materials:
clarified and modified Cup
because of reflective
activities)/Analysis of
Twine P2/ft
the gathered data and Doule sided tape P2/ft
results and be able to Masking tape P1/ft
F. Developing answer the Guide Tack it P3/5pcs
mastery Questions leading to the Rubber band P1/pc
focus concept or topic
for the day.)
No other materials aside from scissor or cutter can be used in making the cup. During the presentation, a demonstration must be
conducted and convince the judge by making a sales talk. Explain the science behind the design of the cup.

This rubric will be used in rating the design:

Usability 5 points
Creativity 5 points
Practicality 5 points
Presentation 5 points
G. Finding Elaborate:
(This section will give Aside from designing things that can help people with grip problems, what else can relatives do to ease the lives of these elderlies?
practical
students the opportunity What measures and extensions are the government agencies provide to help people especially the elderlies with grip strength
applications of to expand and problems?
concepts and solidify/concretize their What institutions are taking care of these group of people?
skills in daily understanding of the
 living concept and/or apply it
to a real-world situation)

H. Making How research designs help in solving problems?

generalizations
and abstraction
Evaluation: Quiz:
(This section will Cletus has a toy rocket that uses Goodyear rubber bands to send the rocket 100 feet up in the air. Cletus wants to know if a different
provide opportunities for
concept check test brand of rubber band will make it fly higher.
items and answer key 1. What is the independent variable?
I. Evaluating which are aligned to the 2. What is the dependent variable?
Learning learning objectives – 3. What is the control (be specific)?
content and
performance standards
4. On the back of your paper, make a data table for the following trials:
and address Rubber band #1 trials: 100 ft., 120 ft. 80 ft., avg. 100 ft.
misconceptions- if any) Rubber band #2 trials: 90 ft., 130 ft., 110 ft., avg. 110 ft.
5. Identify the type of experimental design used in the problem.
Extend:
(This section gives
J. Additional situation that explains
activities for the topic in a new Apply the lesson on wing designs of airplanes. Focus on the problem: The Effect of Wing Designs on the Flight of the Airplane. Make a
application and context, or integrate it to video of your group conducting and explaining this activity.
remediation another
discipline/societal
concern)
V. REMARKS None
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No. All groups were able to make a cup and present it to the class.
of learners who have caught up with All students passed the evaluation.
the lesson
D. No. of learners who continue to None
require remediation
E. Which of my teaching strategies Exhibit design thinking skills by designing own experiment. Students were able to utilize their creativity at the same time being critical
worked well? Why did these work? and analytical.
F. What difficulties did I encounter None
which my principal or supervisor can
help me solve?
G. What innovation or localized None
materials did I use/discover which I
wish to share with other teachers?

Legend:
1. Applies knowledge of content within and across curriculum teaching areas.
2. Uses a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills.
3. Applies a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills.
4. Manages classroom structure to engage learners, individually or in groups,
in meaningful exploration, discovery and hands-on activities within a range of
physical learning environments.
5. Manages learner behaviour constructively by applying positive and non-
violent discipline to ensure learning-focused environment.
6. Uses differentiated, developmentally appropriate learning experiences to
address learners' gender, needs, strengths, interests and experiences.
7. Plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching
contexts.
Selects, develops, organizes and uses appropriate teaching and learning
resources, including ICT, to address learning goals.
Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.