Semi-Detailed Lesson Plan

I. Objectives:
At the end of the lesson, the pupils should be able to: 1.identify the ones trunk 2. Locate and move ones trunk 3. Tell the importance of ones trunk

II. Subject/Topic:
Science Body Parts (Trunk)

III. Materials
Big book of the story Brian Learns His Lesson Art materials for small group activities

IV. Learning Activities A. Introductory Activities

Meeting Time Prayer Song Weather Song Checking of Attendance Review of past lesson

B. Developmental Activities
Storytelling Brian Learns His Lesson Teacher will present the story using a big book. After reading the story, teacher will ask the class some questions about the story. Guiding Questions: *If you were Brian, would you eat everything you like? If you have so many food but you are not hungry, what would you do with the food? If you eat so much, what happens to your stomach? Do you know what supports your stomach and your body? What do you think will happen if you dont have a trunk? After soliciting ideas from the pupils, teacher will present a puzzle of Brians body.

Teacher will ask the pupils what makes Brians body move from left to right, and back and forth. After presenting Brians puzzle and soliciting ideas from the pupils, teacher will now present the concept about humans trunk.

*Small Group Activities*

Make Brian Move Each group will be given materials to make Brians body. They will design his clothes then place a pin on his trunk to make his body move.

*Evaluation*
The pupils will be given worksheets to answer. (Worksheets attached)

*Indoor/Outdoor Activity*
Trunk Exercise Relay The groups will form their lines. There will be stations where the member of the group needs to complete a task before proceeding to the next station. After clearing all the stations, the member will tap the next player and repeat the tasks. The first group, with all the members, to finish the relay wins the game.

Brief Lesson Plan

Brief Lesson Plan
I. Objectives: At the end of two hours; 95 percent of the ECT Electronic students should be able to: A. State logic relationship B. Differentiates the three basic types of logic gates C. Construct the truth tables for each logic gates D. Define the derived gates NAND and OR II. Subject Matter: Logic Gates III. Instructional Materials: 1. Alvis J. Evans, Basic Digital Electronics 2. Charts and Diagram of Logic Circuits IV. Teaching Strategies: A. Recall Think/pair/share B. Motivation Follow-up Questions C. Presentation Teacher Exposition D. Lesson Proper 1. Create 4 groups in the class 2. Reading of text in five minutes 3. Assign a learning station to every team 4. Presentation of outputs 5. Analysis and Discussion 6. Generalization V. Evaluation: One forth (1/4) sheet of paper; 10 items; multiple choices

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