Sample lesson Plan

Department of Education

Region V

Division of Camarines Sur

Ragay District

BAYA ELEMENTARY SCHOOL

Lesson Plan in Mathematics III

I.                    Learning Objectives

Cognitive:        Solve word problems involving multiplication of whole numbers  including money

Psychomotor: Write the solution to the problems correctly

Affective:         Practice being thrifty

II.                  Learning Content

Skills:               Solving word problems involving multiplication of whole numbers including money

                        Giving solutions to the problems correctly

Reference:       BEC PELC I.D 2.1

Materials:        textbook, flash cards, chart, activity cards

Value:              thrift

III.                Learning Experiences

A.      Preparatory Activities

1.      Drill -  Basic multiplication facts using double roulette.

2.      Review

Transform this problem into number sentence.

             Jobette helped his father in the garden. They planted 63 tomato seedlings in a row. How many tomato seedlings did they plant in 7 rows?

Ask:

      Who helped father in the garden?

      What did they plant?

      How many tomato seedlings did they plant in a row?

      How many rows were planted with tomatoes?

      What are you going to look for in this problem?

      What are the given data?

      What is the number sentence?

3.      Motivation

Present this story problem.

Cheena saves P15 a day. How much will she save in 5 days?

Ask:

      How much does Cheena save in a day?

      For how many days will cheena save?

Who among you are like Cheena?

How much do you save in a day?

Is it good to save? Why?

B.      Developmental Activities

1.      Presentation

a.      Group the children into four. Using the problem, let each group illustrate the problem. Present this guide to the children in analysing and illustrating the problem.

Problem:

What is asked for?

What are the given information?

Draw/Illustrate the problem

What is the process or operation to be used?

What word/s help you determine the operation to use.

Write the number sentence.

Let the pupils show their work and explain it. Involve the class in checking to see whether what the group did correct or not.

b.      Present problems that used different keywords or word clues to determine the operation to be used. Let them analyze.

1.      A vendor buys 85 boxes of candies. Each box has 100 candies. How many candies are there in all?

2.      Nena bought 12 sets of baby dresses. Each set costs P185. How much did she pay for all the dresses?

3.      Mr. Santos is a postman. He has to deliver 178 letters in a day. How many letters will he deliver in 25 days?

What operations will you use if you see these words?

c.       Assign the problems to three group. Let them solve the problem showing the correct solutions and operation.

2.      Guided Practice

Using the strategy – multiplication concentration

Materials:  12 cards with multiplication problems

                   12 cards with their products

Procedures:

1.      Shuffle all 24 cards and place them face down in four rows of six cards each.

2.      Players take turns turning over two cards. If one shows a problem and the other card shows its product, the player keeps those cards. If the cards do not much, the player will read the problem in the cards and solve it showing the correct solution and operations.

3.      Generalization:

What did you do to solve/get the correct answer?

What are the steps that we should follow in solving problems?

C.      Application

Read and understand each problem. Solve using Polya’s method

1.      Mang Berto picked 25 small baskets of atis. If each basket contained 45 atis, how many atis were there in all?

2.      If each basket of atis costs P120, how much will Mang Berto receive for 25 small basket of atis?

3.      Mr. Lee sells mangoes by baskets. Each baskets contains 26 mangoes. How many mangoes does 34 baskets have?

4.      Alma saves P25 a day in her piggy bank. How much money will she save in twelve days?

5.      Pet could read 75 pages of his favourite pocket book in a day. If he would read for 12 days, how many pages would he finish?

IV.                Evaluation

Read and solve the following

1.      Grandma gave her 6 grandsons P100 each last Christmas. How much did she give away in all?

2.      Mr. Cruz deposits P2,500 every month. How much will be his deposit in 8 months?

3.      A tray contains 30 eggs. How many eggs will there be in 115 trays?

4.      A one-way plane ticket to Cebu costs P1,540. If there were 100 passengers with one way tickets, how much did all their tickets costs?

5.      A dictionary costs P1,345 pesos each. A teacher needs a dictionary for her class. How much will it costs her to buy the dictionary?

V.                  Assignment

Read  and solve.

1.      A bus can accommodate 72 passengers. How many passengers can be accommodated in 15 buses?

2.      Three vendors sold small flags at P3 at Luneta during the Independence day celebration. These vendors were able to sell 320 flags. How much was the total sale of the three vendors?

3.      The Grade 3 class of 45 pupils used bottle caps for their project. Each child used 25 pesos of bottle caps. How many bottle caps did the children use?

4.      Simon spends P645 for his transportation per month. How much is his total transportation expenses for 9 months?

5.      Nancy can type 32 words per minute. How many words can she type in 400 minutes?

                                                                                          Prepared by:

                                                                                                        NOEL R. DAURAN

                                                                                                         Master Teacher – II

                                                                                                      Demonstration Teacher

Lesson Plan in Science V

I -  Objective:

            Explain the process of photosynthesis using a diagram

II - Subject Matter:

            Topic: photosynthesis

            Science Concept:

1.      Photosynthesis is the process of making food in green plants in the presence of sunlight. “photo” means light and “synthesis” means putting together.

2.      Plants need water, air and sunlight in making food.

3.      The materials that gives the green color of leaves is called chlorophyll.

Value Focus: Importance of plants

Science Processes: describing, observing, comparing, identifying

Materials: A diagram showing the process of photosynthesis

Reference: PELC 1.1.3 P. 7

                     Learning and Growing with science PAGES 117 – 119

                     Science  for Daily Use pages 103 -104

Background Information:

                    Photosynthesis is the process in which plant use light and water to make food or sugar. Sugar is created in the green parts of a plant and every animal on Earth depends on it. Without plants we would have neither food to eat nor oxygen to breath.

III - Learning Procedure

A.     Pre – activity

1.      Review

What will happen to plants with the absence of any factors needed for photosynthesis?

2.      Motivation and Presentation:

Display a diagram showing the process of photosynthesis

What have you observe on the diagram?

B.      Activity Proper:

The class will be group into three. Each group will have a leader to report the data or answers in the different questions. Use the diagram above and answer the following:

1.      What are the main raw materials for photosynthesis?

2.      Where is light energy trapped? Is light energy is important?

3.      What happens in photosynthesis?

4.      What is given off as a by product?

C.      Post Activity

1.      Enter the observation in Manila Paper

2.      Reporting of data by member of the group

3.      Abstraction

4.      Generalization/Concept Formation

What is photosynthesis? How does photosynthesis occur?

5.      Application

Display a diagram showing the process of photosynthesis

6.      Value Integration:

Plants and water conservation

IV – Evaluation:

                        Fill in the blanks using the words inside the box to complete the process of photo

         synthesis.

                        Chlorophyll                  sunlight                       plants

                        Water                          minerals                      stomata

1.      _________ is the green coloring pigment of plants. A tiny opening in the leaf called (2)_______   where food making takes place. (3) ________  need (4) _______ which

Is  necessary in the process of photosynthesis. (5) __________ is absorbed by plants through the roots and distribute to plant parts.

V – Assignment

            Why is photosynthesis is important?

            PELC 1. 1. 3/Learning and Growing with Science pp. 117 – 119

      

Code of Ethics for Public Elementary School Principals

Code of Ethics for Public Elementary School Principals

    

TEACHER'S WORK: Qualifying Exam for Principals

              Section 2 of the Declaration of Policies of Republic Act No. 67131 entitled Code of Conduct and Ethical Standards for Public Official and Employees states:

               It is the policy of the state to promote a high standard of ethics in public service.Public officials and employees shall at all times be accountable to the people and shall discharge their duties will utmost responsibility, integrity, competence and loyalty act with patriotism and practice, lead modest lives and uphold public interest over personal interest.

               In consonance thereof, this code of Ethics for Principals  is declared as the embodiment of ideals which will guide them in the performance of their duties as public school principals.

The Principal and the Profession

section 1.  The principal should dignify the teaching profession, uphold the importance
                  of his service to society and manifest enthusiasm for and pride in in the
                  profession.

section 2. The principal should broaden his cultural outlook and enhance his professional
                 interest so that he can maintain the highest interest so that he can maintain the
                 highest possible standards of the profession.

section 3. The principal should maintain his own efficiency through study, research and
                 other means which will keep him abreast with the growing trends in education
                 and the world in which he lives.

section 4. The principal should encourage and nurture professional growth of all
                 coworkers by appropriate methods of recognition.

section 5. The principal should be vigilant of the dangers of undue political interference
                 in education.

section 6. The principal should make his stand clear, definite and firm on all education
                 issues to prove that his business which is education is served best by his being
                 non - partisan in all aspects.

The Principal and His Associates

section 1. Every principal and his associates should be imbued at all times with the
                spirit of professional loyalty, mutual confidence and faith in one another
                when the best interest of the children, the school or the professional is at stake. 

section 2. Every principal and his associates should be a shining example of moral values
                 and upright living, teach and live a good life and practice what he preaches.

section 3. Every principal or his associates should make due acknowledgment of
                 assistance received from each other.

section 4. Professional criticism of associates should be made only for the welfare 

                of the children or the school. Justified criticism, however, should not be 

                withheld but should be presented only with supporting evidence to those 

                who have authority to try to correct the case on its merits. Criticism of an

                associates should not be made in the presence of pupils, or students,fellow

                teachers or school patrons.

section 5. Every principal or his associates should hold inviolate all confidential
                 information concerning his associates and the school.
                 Divulging information not yet officially released should be avoided.

section 6. No principal or his associates should apply for a position that is not vacant or
                definitely known about to be vacant. Neither should be criticize the
                qualification of a competitor,even if given the opportunity to do so.

section 7. "Command Responsibility" should be the rule rather than the exception
                 in the management of the school. The principal or his associates
                 should respect the wishes of those assigned to take charge of specific
                 function in the school. However, suggestion may be given
                 and considered in the light of which they are intended. 

section 8. Every principal or his associates should strive to develop and attain
                 high sense of human values, moral, social, economic and cultural.
                 This could be attained only by soul searching and determination to do good,
                 not only for himself but for all who look up him for guidance and help.

section 9. Every principal or his associates should see each other as human beings,
                 endowed with individual feelings, capabilities  and attitudes.
                 The opinion of one should be respected and considered as good as the other.

section 10. Every principal or his associates should understand that official time
                  should be devoted fully faithfully and conscientiously to the accomplishment
                  or improvement of his work.

section 11. Every principal expecting professional loyalty from his associates should
                   set an example by his discharge of efficient service.
                   Loyalty is earned, not imposed. He should also uphold the dignity
                   of his position  by doing nothing  that smacks of servility.

The Principal, The Teachers, and Other School Personnel

section 1. The principal should at all times be imbued with the spirit of reciprocal
                 professional loyalty.

section 2. The principal whether on or off duty, should extend needed and justified
                 assistance to subordinates.

section 3. Every principal should see to it that a spirit of healthy companionship
                pervades the entire system.  Mutual assistance is necessary for the effective
                operation of any enterprise. He should also give credit for assistance received
                from his associates and not appropriate for himself the work of others. 

section 4. The principal should not allow any school personnel or teacher to apply for a
                 position that is not vacant nor criticize the qualifications of the competitor.

Testimony of an Awardee

NOEL R. DAURAN

Master Teacher II

Baya Elementary School

            For 13 years, I’ve worked as a public school teacher, awardees’ in the division level as Natatanging guro sa Filipino 2012, outstanding Teacher 2013 and for this year 2014 Gov. Migz R. Villafuerte Award of Excellence is the best thing that ever happened to me. I did not expect that what I have accomplished merited recognition such as this; much more when we were received a Plaque of Recognition at the Jesse M. Robredo Coliseum, Naga City during the 2014 National Teachers’ Month and World Teachers’ Day Celebration and had a chance to see personally the higher officials of DepEd Camarines Sur and the youngest Governor of Camarines Sur Governor Migz R. Villafuerte and Senator Ferdinand Bongbong Marcos Jr.

            I could hardly imagine how I was made worthy of this award! Everyday when I went to work, I had only one thing in mind: to make myself available for service to everyone. I did not expect any reward since I considered myself fortunate when I was young since I received a lot of blessings. I finished my Baccalaureate Degree and Master of Arts in spite of those trials and difficulties and for me, it is but proper to share the graces especially when my expertise is needed. Every time I give my best, I feel fulfilled and experience inner peace and happiness.

            This award reminds me every now and then not to carry my weight around but rather to perform my duties professionally. It serves as a booster for me to double my commitment especially when the service is meant for the deprived, the depressed and those who are longing for free access to education. My pupils were inspired to see me receive this award. I know they will be working in government agencies in the near future and will follow the footsteps of their teacher. My co – teachers, whom I consider as my second family, will be more inspired to work with me, because this award is not meant for me alone: rather, it is theirs too.

            Lastly, my gratitude to the province of Camarines headed by Governor Migz R. Villafuerte and Department of Education, Division of Camarines Sur for sponsoring the search for Gov. Migz R. Villafuerte Award of Excellence ; to the public school District Supervisor of Ragay District Joselito N. Moldez and the school Principal of Baya Elementary School, Maria Linda R. Mien for putting their trust in my capacity and endorsing me as nominee of the district, to my family for their understanding and support . Above all, to God Almighty for bringing this award to His lowly servant. I am giving back this honor and glory to Him.

K TO 12 Frequently Asked Questions

1. When will the K to 12 program be implemented?
          • Universal Kindergarten started in SY 2011-2012.
          • The new curriculum for Grade 1 and Grade 7 (High School Year 1) will be
             implemented in SY 2012-2013 and will progress in the succeeding school years.
          • Grade 11 (HS Year 5) will be introduced in SY 2016-2017, Grade 12 (HS Year 6) in
             SY 2017-2018.
          • The first batch of students to go through K to 12 will graduate in 2018.
2. Where will the additional two years be added?
          • The two years will be added after the existing four-year high school program. This
             will be called Senior High School (SHS).
3. Why is the K to 12 program better than the current program?
          • K to 12 offers a more balanced approach to learning that will enable children to
             acquire and master lifelong learning skills (as against a congested curriculum).
          • It will help in freeing parents of the burden of having to spend for college just to
             make their children employable.
4. Will this address the dropout problem?
          • The decongested curriculum will allow mastery of competencies and enable
             students to better cope with the lessons. This should partly address those who drop
             out because they cannot cope with schoolwork.
          • The curriculum will be learner-centered, enriched, and responsive to local needs.
             It will also allow students to choose career pathways that suit their interest. This
             should partly address those who drop out because of lack of personal interest.
          • DepEd will also continue to offer programs such as home schooling for elementary
             students and the dropout reduction program for high schools. These programs
             address the learning needs of marginalized students and learners at risk of
             dropping out.
5. How will K to 12 help in ensuring employment for our graduates?
          • The K to 12 basic education curriculum will be sufficient to prepare students for
             work.
          • The curriculum will enable students to acquire Certificates of Competency (COCs)
             and National Certifications (NCs). This will be in accordance with TESDA training
             regulations. This will allow graduates to have middle level skills and will offer them
             better opportunities to be gainfully employed.
          • There will be school-industry partnership for techvoc tracks to allow students gain
             work experience while studying and offer the opportunity to be absorbed by the
6. How will the K to 12 program help working students (college level)?
          • DepEd is working in collaboration with CHED to provide more opportunities for
             working students to attend classes.
          • DepEd is working with the Department of Labor and Employment to ensure that
             jobs will be available to K to 12 graduates and that consideration will be given to
             working students.
7. How will the K to 12 program help students intending to pursue higher education?
          • The K to 12 basic education curriculum will be in accordance with the college
             readiness standards from CHED which sets the skills and competencies needed of K
             to 12 graduates who wish to pursue higher education.
          • CHED will review its general education subjects to avoid repetition of Grades
            11 and 12 content and learning areas. The CHED curricular review may lead to
            a significant reduction in the number of years of college courses resulting in a
            decrease in educational expenses of households.
8. How close is DepEd to addressing the resource gaps (i.e., classroom, teachers)?
          • DepEd has targeted to close the resource gaps in the next two years.
          • Aside from increase in the national education budget, DepEd is enjoying support
            from local governments, private partners, and donor agencies.
9. How about the additional cost to parents?
          • Grades 11 and 12 (HS Years 5 and 6) will be offered for free in public schools.
          • K to 12 graduates will have higher earning potential since they will be more
            competent and skilled compared to graduates of the current 10-year system.
          • DepEd is in discussion with CHED on the possibility of decreasing the number of
            years of certain courses in college.
          • K to 12 graduates will have national certification from TESDA, which will enable
            them to have higher employment opportunities.
10. What will happen to the college and universities during the 2-year transition period
       (SY 2016-2017 and SY 2017-2018)?
          • DepEd is in the process of formulating a transition management plan which includes
            working in collaboration with other educational institutions during the two-year gap
            between the end of secondary education and start of college due to the introduction
            of Senior High School. The arrangements may include using private school facilities
            and teachers for senior high school during the transition period.
          • DepEd is working closely with private educational institutions to address these
            transition management issues.
11. Will senior high school be implemented in existing high schools or will new schools
      be built?
          • Existing schools will be used for the additional 2-year program. DepEd is likewise in
            discussions with CHED, TESDA, and private schools to use their existing facilities
            during the transition period and beyond.
12. Is K to 12 required for private schools as well? Will the same implementation
      timeline apply to private schools?
          • Since private schools follow the DepEd curriculum, they will also be implementing
            the 12-year basic education program, but the implementation plan will differ. This
            will be discussed with the representatives of the private schools.
          • Private schools are active participants in developing the K to 12 program. Note
            that a number of private schools offer at least 12 years of basic education: 2-3
            years of pre-elementary (nursery, kindergarten and preparatory), 6 or 7 years of
            elementary, and 4 years of high school.
13. How will the college and technical-vocational courses be adjusted due to the K to
      12 curriculum? Will adjustments be made in time for the first graduates of K to 12?
          • TESDA will give certification to technical and vocational courses in the secondary
            levels while CHED will reduce the general education subjects in higher education to
            avoid duplication or repetition of subjects.
14. What will happen to the curriculum? What subjects will be added and removed?
          • There will be continuum from Kinder to Grade 12 and to technical and higher
             education.
          • The current curriculum will be decongested to allow for mastery of learning.
          • In Grades 11 and 12 (HS Years 5 and 6), core subjects like Math, Science and English will be
            strengthened. Specializations in the students’ areas of interest will also be offered.
         • Right now, a technical working group has formulated the new curriculum
           framework, standards, and competencies for K to 12. Experts from CHED, TESDA,
           and other stakeholders are part of this working group. The enhancement of the
           curriculum framework, standards, and competencies continues as they go through
           the validation process.
15. What specializations will be offered in senior high school?
          • Among the specializations offered will be on academics, technical and vocational
            courses, sports and arts. The specializations that schools offer will also be determined
            by local needs and conditions and their capacity.
16. How will students choose their specializations?
          • Students will undergo several assessments to determine their interests and strengths.
            These will include an aptitude test, a career assessment examination, and an
            occupational interest inventory for high schools. Results of these tests should help
            students decide on their specialization.
17. For senior high school, what will happen if majority of our students want to specialize
      in agriculture and only one is interested to take math or academics? How will this
      be accommodated?
          • The areas of specialization in Senior High School will be offered according to the
             resources available in a locality and the needs of students.

The Attributes of a K to 12 Teachers

The K to 12 education reform will upgrade the country’s education system and align it to the
requirements of the 21st century. This will require a K to 12 teacher to develop the essential
knowledge, skills, attitudes, and values of the students to enable them to cope with these
changes.
It is imperative for K to 12 teachers to know the characteristics or attributes critical to 21st
century education so that they may be able to integrate them in their teaching.
The following are the attributes of the K to 12 Teacher:
        • Multi-literate- As the 21st century expands our learning, literacy or “the ability
          to identify, understand, interpret, create, communicate and compute printed and
          written materials” (UNESCO, 2005) must also expand to include media and digital
          literacy. A multiliterate teacher knows how to use various technologies in teaching.
          Multispecialist- K to 12 education gears for the holistic development of learners. In

         developing the whole child, various learnings and experiences must be integrated.
         For this, teachers must be multispecialist, that is, they must be knowledgeable not
         only in the subject area they are teaching but in other areas as well so that they can
         help the learner build up what they gain in classrooms and outside the school and
         make sense of what was learned.
      • Multiskilled- K to 12 ushers in various ways of learning. For teachers to cope with
         the demand for widening learning opportunities, they must be skillful not just in
         teaching but also in facilitating, organizing groups and activities.
      • Self-directed- Teachers who are responsible in various aspects of school life must
         know how to initiate action and bring to fruition the learning goals of the students
         and the educational goals of the country.
      • Lifelong learner-For K to 12 teachers, learning never ends. Teachers must be
        constantly updated on the latest information related to their subject and the trends
        in pedagogy. Moreover, they should also be sharing and applying what they are
        learning with their students and colleagues.
     • Flexible- K to 12 education is student-centered. Thus, teachers must be able to adapt
        to various learning styles and needs of the learners. Teachers must also be flexible
        enough to ensure that learning takes place all the time using alternative modes.
     • Creative problem solver-Providing quality education is not without hurdles.
       Problems will be there inside the classroom and within the school. Teachers must
       be there to offer innovative ideas and creative solutions to problems.
    • Critical thinker-The development of higher order thinking skills is an important
      goal of K to 12 Education. Teachers need to be critical thinkers so that they could
      stir students to think about what they have learned, ask questions, reason out, probe,
      and establish their own knowledge and belief.
   • Has passion for excellent teaching- Having the passion to teach effectively ensures
      that students learn under the care and guidance of a teacher. An ordinary teacher
      merely talks and gives instruction to students, but a K to 12 teacher has a passion
      that motivates students to learn and succeed in life.
   • High Emotional Quotient (EQ)- To be a successful K to 12 teacher, one must not
     only have the head but also the heart to teach. Teaching is an emotionally taxing
     and influential job as it involves interaction with human beings. This demands that
       

Roles of Teachers in the K to 12 Education Program

Teachers are the key to achieving the vision of K to 12 education program. With this high

demand for teachers, DepEd will give due consideration and appropriate support to ensure that teachers will be able to fulfill their significant role in the K to 12 education program.

          • K to 12 education does not mean that teachers will have more workload.

          • Decongestion of the curriculum will help teachers focus on mastering competencies.

          • Pre-service and in-service training is in place to prepare teachers for the

            implementation of K to 12.

Teachers are the critical players in the K to 12 Education Program. Thus their support is necessary bring the vision of K to 12 closer to reality. Teachers are enjoined to:

          • Understand the rationale of K to 12 and the implications it will bring,

          • Acquire the attributes and skills of a K to 12 teacher;

          • Be prepared to implement K to 12 education program by participating in K to 12

            orientations and trainings,

          • Be able to explain K to 12 education program to stakeholders such as students,

            parents, and members of the community

List of Skills for Science (NAT VI)

Department of Education

Region V

Division of Camarines Sur

Ragay District

Baya Elementary School

LIST OF SKILLS FOR SCIENCE (NAT VI)

1.      Identify the major parts of male or female reproductive system/ and their functions.

2.      Explain how the respiratory system works.

3.      Identify parts of the urinary system and their function using a diagram.

4.      Classify vertebrates into: mammals, birds, reptiles, amphibians, or fishes.

5.      Describe characteristics that enables animals to survive in the environment

6.      Describe characteristics of different kinds of plants.

7.      Differentiate physical from chemical changes/processes by giving examples.

8.      Describe the distinctive characteristics of planets in the solar system.

9.      Identify major parts of the nervous system and their functions.

10.  Identify major parts of the circulatory system and their functions.

11.  Present through a diagram the feeding interrelationship among living organism.

12.  Illustrate the interdependence of plants and animals for gases through the oxygen – carbon dioxide cycle.

13.  Explain the effects of change in materials on health and the environment.

14.  Identify energy form and their uses.

15.  Identify factors that affect the motion of an object.

16.  Describe characteristics of the Earth’s interior layers.

17.  Describe characteristics of stars and how group of stars are useful.

                                                                                  Prepared by:

                                                                                              NOEL R. DAURAN

                                                                                                  Science Teacher