GRADE 4 SCIENCE

LET’S TRY
“Stop-Look-Review: Lesson Plan
Inspection”

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 “Stop-Look-Review: Lesson Plan Inspection”
What to do?
1. Review the sample lesson
exemplar provided.
2. Analyze each part of the LE,
by identifying the Teaching
Strategy/ Method used, and
the IDF features surfaced.
3. Provide your comment/s
and recommendation for
each part of the LE in the
REMARKS Column, as shown
below.
Time Duration: 10 minutes.

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 Template“Stop-Look-Review: Lesson Plan Inspection”

Eg: Video presentation Context, Integration Answer the Guide questions by group; involve Collaboration

Time Duration: 10 minutes.

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 Lesson Plan

a detailed outline or guide that

teachers use to structure and
organize their instructional
activities for a specific lesson or
class period

serves as a roadmap for

teachers, helping them effectively
deliver content, engage
students, and achieve desired
learning target
DepEd Order No. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to
12 Basic Education Program

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Lesson Exemplar and Lesson Plan
A Lesson Plan detailed outline or
guide developed by the teacher/s before
delivering instruction. It serves as a
roadmap for what will be covered in a
particular lesson.

A Lesson Exemplar is a detailed,

exemplary model or example of a lesson
plan. It typically showcases best
practices, innovative teaching strategies,
and effective ways to achieve learning
objectives. Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.

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Lesson Format and Design for MATATAG
Curriculum
✔ DepEd Order No. 42, S. 2016:
Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic
Education Program

✔ DepEd Order No. 14, S. 2023:

Policy Guidelines on the
Implementation of the National
Learning Camp

✔ MATATAG Curriculum K to 10
Instructional Design Framework
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MATATAG CURRICULUM
Lesson DLP/DLL
Exemplar

DO 42, s. DO 14, s. IDF NLC

2016 2023 IDF

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Parts of Lesson Plan
DO 42, s. 2016 DO 14, s. 2023

Lesson Lesson
Learning Procedure Short
Objectives Content Purpose/ Language
Resources s Review
Intention Practice

Evaluating Additional Lesson Lesson

Remarks Reflection
Learning Activities Activity Conclusion

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 Parts of Lesson Plan

Parts of Lesson Exemplar

used for the Quarter 1
(Pilot)

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Parts of Lesson Plan

Parts of Lesson Exemplar used for the Quarter 2-4

(Pilot)
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Short Task

With a partner,
compare and
contrast the parts of
the Lesson Exemplar
used in Q1 and Q2
for pilot schools.

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Features of Lesson Plan

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Lesson Exemplar Format

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Lesson Exemplar Format
ESSENTIAL PARTS DESCRIPTION
I. Curriculum This part includes objectives related to
Content, content knowledge and
Standards, And competencies.
Lesson
Competencies
It also describes the behavior or
performance teachers want learners to
exhibit to consider them competent. It
states what the teacher intends to
teach and serves as a guide for
instruction and assessment.

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Lesson Exemplar Format
ESSENTIAL PARTS DESCRIPTION
Benchmarks of Knowledge and Skills.

The content standards define what students

are expected to know (knowledge: facts and
information), what they should be able to do
(process or skills) with what they know, and the
meanings or understandings that they
construct or make as they process the facts and
information.

Key concepts and skills that are covered in the

quarter

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Lesson Exemplar Format
ESSENTIAL PARTS DESCRIPTION
as Benchmarks of Transfer of Learning.
Level of and/or evidence of performance
expected to be exhibited by learners at
the end of the quarter.
The performance standards define the
expected proficiency level which is expressed
in two ways: students should be able to
use their learning or understanding in real-
life situations, and they should be able to
do this on their own.

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Lesson Exemplar Format
ESSENTIAL PARTS DESCRIPTION
are specific skills performed with varying
degrees of independence.
also refers to the ability to perform activities
according to standards expected by drawing
from one’s knowledge, skills, and attitudes.

have different degrees of difficulty and

performance levels.

The competencies are unpacked through learning

objectives which the lesson will address.

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Lesson Exemplar Format
ESSENTIAL PARTS DESCRIPTION
are SMART and based on the learning
competencies

SMART – Specific, Measurable,

Attainable, Realistic, Time-bound

usually written by the teacher in an

effort to unpack the learning
competencies

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Learning Objectives
Cognitive
(Understanding and Applying
Scientific Knowledge)

Psychomotor
(Performing Scientific Inquiry
Skills)

Affective
(Developing and Demonstrating
Scientific Attitudes and values)

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Learning Objectives

Cognitive
(Understanding and
Applying Scientific
Knowledge)

https://tips.uark.edu

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Learning Objectives

Psychomotor
(Performing Scientific
Process / Inquiry
Skills)

Scientific, Technological, and Environmental Literacy Study. (2005). UP-NISMED

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Learning Objectives

Affective
(Developing and
Demonstrating
Scientific Attitudes and
values)

https://moe.edu.sg/

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Lesson Exemplar Format
ESSENTIAL PARTS DESCRIPTION
The subject matter of the lesson.
It encompasses the key concepts, facts,
skills, and understandings that learners
are expected to acquire (topics and
subtopics).
It indicates the connection of the content
to different subject areas or disciplines
to create a more holistic and
interconnected learning experience.

Integration of topics, themes, and/or advocacies

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 Learning Resources
 The references include the pages of the
TG, LM, textbook, and the additional
materials from the LRMDS portal.
 The other learning resources refer to
materials such as those that are
teacher-made, authentic, and
others not included in the references.
 This part can also include the supplies,
equipment, tools and other non-
print materials needed for activities
before, during, and after the lesson.

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Teaching and Learning Procedures (with
Prompts)

• Activating Prior Knowledge (Mind

and Mood)
• Establishing Lesson Purpose
(Aims)
• Developing and Deepening
Understanding (Tasks and
Thought)
• Making Generalizations
(Abstractions)
• Evaluating Learning (Tools for
Assessment)
• Teacher’s Remarks (Annotations)
• Reflection (Gains)

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Lesson Exemplar Format
ESSENTIAL PARTS DESCRIPTION
What learners know/ can do

1. Short Review
(Active way of recalling previous ideas and
activities)

2. Feedback on performance/products from

previous activity and/or deliberate
practice (Optional)

Science of Learning Principle

Linking what the learner knows with what he/she needs to know
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 Lesson Exemplar Format
ESSENTIAL PARTS DESCRIPTION
1. Engagement activities

2. Establishing reason for learning the

new lesson

3. Unlocking content area of

vocabulary (general words and/or
domain specific words) and important
words that will facilitate understanding of
the lesson.
Science of Learning Principle
Preparing learners for what is to come
Providing learners
MATATAG Curriculum the |necessary
Training 2024 language that the teacher will use 27
 Lesson Exemplar Format
ESSENTIAL PARTS DESCRIPTION
• Explicitation
- Processing of initial understanding of new idea

• Worked Example
-Modeling, Experiments
- Guided deliberate practice, Elaboration and/or
extended practice, Translating errors into useful
knowledge

• Lesson Activity (Application and/or integration)

- Working on multiple examples (varied and
repetitive),, Independent / Extended practice

Science of Learning Principle

MATATAG Curriculum
Developing Training
the ‘idea’ of |the
2024
lesson, working on an example, and application 28
Lesson Exemplar Format
ESSENTIAL PARTS DESCRIPTION
1. Learners’ Takeaways (conceptual
understanding/written record)

2. Reflection on Learning
(metacognition-thinking about what and
how they learned.

Science of Learning Principle

Allowing learners to write and/or talk about the idea they have understood
after practice activities
Having learners reflect on how they learned (gains and challenges)
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Lesson Exemplar Format
ESSENTIAL PARTS DESCRIPTION
1. Formative Assessment (performance,
product, written output)
ools for
Assessment / Test
Various assessment methods and tools
may be utilized.

2. Homework (optional)
-reasonable extended deliberate practice

Science of Learning Principle

Assessing content understanding and skill development

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Lesson Exemplar Format
COMPONENTS DESCRIPTION
F. Teacher’s Notes on:
Remarks 1. Relevant observations (critical
(Annotation) incident)

2. Learning outcomes accomplished

3. Tasks that will be continued the

next day

4. Additional activities needed

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Lesson Exemplar Format
COMPONENTS DESCRIPTION

G. Reflection Teacher’s Reflection after the Instructional lesson

(Gains) that may be input of LAC/ Collaborative Expertise
Session

• Explored strategy, method, or activity

• Experience about the materials used and the
learners engagement
• Problems encountered and actions to taken
• Anticipated challenges and intended solutions

Supporting teachers in their reflective practice

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Lesson Exemplar Format

• Duration
• Materials
needed
• Online
references
• Other
suggested
strategies
• Safety
consideration
• Etc.
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Learners Worksheet Parts
Worksheet
Description
Parts
I. Activity No.:
Title
II. Objective(s)
copy of text, link to viewing/media text,
III. Materials Needed materials for projects and/or experiments, and
tools for application tasks
● guide to the learner on the purpose and
procedure of the activity
● learner support (sample responses,
IV. Instructions
illustrations, and/or models)
● differentiation in terms of task difficulty,
output options, texts choices
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Learners Worksheet Parts
Worksheet
Description
Parts
● synthesis question or prompt to have learners
V. Synthesis/ write/talk about their conceptual understanding
Extended ● additional activities for extended practice
Practice/ ● suggestions for differentiation to match
Differentiation learners’ progress

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Learners Worksheet Parts

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III. TEACHING AND LEARNING PROCEDURES
Lesson Exemplar
A. Activating (Minds and Format
Moods)
Prior Knowledge Short Review/ Elicit recall of previous ideas and activities
B. Establishing (Aims)
Purpose of the Motivation / Priming / Engagement activities
Lesson Establish reason for learning new lesson
Unlocking content area vocabulary and important words to facilitate learning
C. Developing (Task and Thought)
and Deepening • Experiments / Modeling / Guided Activity / Processing of understanding /
Understanding Exploration and Explanation of understanding
• Elaboration and/or Extended practice / Independent Practice /
Integration
D. Making (Abstraction)
Generalization Learners take-away (Elaboration of Conceptual understanding)
Reflection on Learning (Metacognition)
E. Evaluating (Tool for Evaluation / Assessment)
Learning Assessment / Evaluation (Conceptual understanding) and/or
Homework (optional) / Extension of understanding and skills
Remarks (Annotation) – Relevant observations, remarks on assessment and tasks
Reflection (Gains) – Best practice/strategy, Problems encountered w/solutions (LAC)
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 Extend Elicit
Allow students to apply Determine students' prior
their knowledge and knowledge and existing
skills in new contexts or misconceptions related to the
extensions. topic.

The 5E / 7E
Inquiry-
based
Instruction
al Model

https://knowledgequest.aasl.org/

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The 5E / 7E Model and the Lesson Plan
Parts
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior ELICIT
Knowledge
B. Establishing Purpose of ENGAGE
the Lesson
C. Developing and EXPLORE – EXPLAIN
Deepening Understanding ELABORATE
D. Making Generalization EXPLAIN - ELABORATE
E. Evaluating Learning EVALUATE - EXTEND
Remarks
Reflection

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The DLP and the MATATAG Lesson Plan Parts
III. TEACHING AND LEARNING PROCEDURES
DLP/DLL Parts (DO 42, s. 2016) MATATAG LESSON PLAN
A. Reviewing previous lesson or presenting the new lesson A. Activating Prior Knowledge
B. Establishing Purpose of the
B. Establishing a purpose for the lesson
Lesson
C. Presenting examples/instances of the new lesson
D. Discussing new concepts and practicing new skills #1 C. Developing and Deepening
E. Discussing new concepts and practicing new skills #2 Understanding

F. Developing mastery (leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily
living
H. Making generalizations and abstractions on the lesson D. Making Generalization

I. Evaluating learning
E. Evaluating Learning
J. Additional activities for application or remediation

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 WALKTHROUGH
OF A SAMPLE SCIENCE
LESSON

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CURRICULUM CONTENT, STANDARDS, AND LESSON
COMPETENCIES
Content Learners learned that animals and plants have systems that function to
Standards keep them alive.

Performance By the end of the quarter, learners identify that plants and animals have
Standards systems whose function is to keep them alive.

Learning The learners describe in simple terms how the following human
Competency: body systems work: muscular, skeletal, digestive,
circulatory, and respiratory.

Objective/s: At the end of the lesson, Describe the main functions of the
muscular system in simple terms. (Week 1 / Day 1-3)

Content: Human Body Systems: Muscular System

Integration: Health and Wellness / Good Health and Well-being

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TEACHING AND LEARNING PROCEDURES
Activating Short Review
Prior A. Animal Needs Scavenger Hunt: Students will identify and understand the basic
Knowledge needs of animals.
Instructions: Organize a scavenger hunt in the schoolyard or a local park.
Provide students with a list of things animals need (e.g., food, water, shelter, air).
Have them search for examples of each in the natural environment and discuss
their findings after.
Guide Questions:
1. What is one example of an animal's need for food that you observed during the
scavenger hunt? Describe the food source and the animal's interaction with it.
2. Can you find evidence of animals accessing water sources during the scavenger
hunt? How important is water to the survival of these animals?
3. Did you come across any natural shelters or hiding places that animals might
use for protection? What kinds of animals do you think would seek refuge in these
areas?
4. How do you think animals in the environment you explored obtain the air they
need to breathe? Can you see any signs of animals using the air for respiration?

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TEACHING AND LEARNING PROCEDURES
Establishing Lesson Purpose
Lesson Muscular System
Purpose • Begin with a short video or interactive presentation that
highlights the incredible feats of the muscular system, such as
athletes performing in sports or other professionals such as
ballet dancers, runners, swimmers, divers.
• Prompt a class discussion by asking students to share instances
when they used their muscles to accomplish something
impressive, like lifting a heavy object or running a long distance, or
performing dance movements or simple gymnastics.
• Explain that understanding the muscular system can help them
improve our body - physical abilities, posture, strength, and health.

• Maybe, the teacher may introduce how to make the muscular

system healthy or ways to prevent injuries or damage to the
muscles (i.e., sprain, bruises, burns, contusions, etc.)

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TEACHING AND LEARNING PROCEDURES
Establishing Unlocking Content Area Vocabulary
Lesson Muscular System
Purpose • Provide students with a list of related words such as “muscles”,
“movement”, “posture”, “strength”, “flexibility”, and
“voluntary”.
• Encourage the students to find and write down simplified
explanations
or synonyms for these words.
Developing 1. Explicitation
and • Divide students into groups and provide each group with a
Deepening set of cards containing terms related to the muscular system, such
Understandin as “muscles”, “movement”, “posture”, "strength", "flexibility", and
g "voluntary."
• Ask each group to sort the cards into categories and
provide simple explanations or synonyms for each term.
• Have each group present their categorized cards and
explanations to the class.

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TEACHING AND LEARNING PROCEDURES
Developing 2. Worked Example
and
Deepening • In the Philippines, we often help our families with farming and
Understanding fishing. Our muscles are like the 'engines' that power us through
these tasks. When we plant rice in the fields, our muscles help us
dig and carry heavy loads of rice. They also enable us to paddle
boats when we go fishing, just like the engine of a boat.

• Muscles give us the proper posture, strength and flexibility to

do these important jobs.

Note: The teacher may provide pictures showing farming,

fishing activities to the students to augment the discussion.

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TEACHING AND LEARNING PROCEDURES
Developing 3. Lesson Activity
and • Show students images or diagrams of the muscular system.
Deepening • Divide the class into small groups and provide each group with a
Understandin set of labels for different muscle types (e.g., skeletal, smooth, and
g cardiac muscles).
• Have each group create a poster or diagram that illustrates the
functions of these muscles using simple language and visuals.
Encourage them to explain the function of muscles such as movement,
support and protection of internal organs, generates heat, and aid blood
circulation.
• Ask the students to perform Activity No. 1 titled “Muscle Mania:
Understanding the Muscular System”, and let them answer the
guide questions found in the work sheet. (Muscles Labeling Activity)
• Ask the students to perform Activity No. 2 titled “Muscle Power: A
Hands-On Exploration”, and let them answer the guide questions
found in the worksheet. (Muscle contraction and relaxation by using a
simple model)

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TEACHING AND LEARNING PROCEDURES
Making Learners’ Takeaways
Generalizations Muscular System: Main Functions

Direction: Complete the concept map below by providing the main

functions of the muscular system to the bubbles that are connected to
the central bubble labeled "Muscular System".

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TEACHING AND LEARNING PROCEDURES

Evaluating Analyze a short passage below and answer the questions that follows.
Learning "Keeping our muscles healthy is crucial for staying active and strong. Regular
exercise, such as biking or playing sports, helps strengthen our muscles, while
warming up before activities reduces the risk of injury. Staying hydrated, getting
enough rest, and maintaining a balanced diet with protein-rich foods contribute to
muscle health. Listening to our bodies, taking breaks when needed, and seeking help
if we experience unusual pain are essential practices. By incorporating these habits
into our daily lives, we not only promote muscle strength but also ensure overall well-
being, allowing us to enjoy a healthy and active lifestyle.”
1. What are two examples of activities mentioned in the passage that help
strengthen muscles?
a) Watching TV b) Biking and playing sports
c) Eating ice cream d) Sleeping all day
2. According to the passage, why is it important to warm up before physical
activities?
a) To make the activity more difficult b) To reduce the risk of injury
c) To avoid exercising d) To save time
3. What is the main function of the Muscular System and why is it important to
maintain our muscles healthy?

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TEACHING AND LEARNING PROCEDURES
Teacher’ Note on Effective Practice Problem
s observation on the Encountered
Remarks following area
Strategy explored

Materials Used

Learners
Engagement
Other

Direction: Answer briefly the following questions.

Teacher’
1. What principles and beliefs informed my lesson?
s 2. Why did I teach the lesson the way I did?
Reflectio 3. What roles did my students play in my lesson?
n 4. What did my students learn? How did they learn?
5. What could I have done differently?
6. What can I explore in the next lesson?

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LESSON COVERAGE
III. T-LPROCEDURES DAY 1 DAY 2 DAY 3
Recall Recall Recall
A. Activating Prior Knowledge

Motivation
B. Establishing Purpose of the
Lesson
Activity 1 Activity 1 -2 Activity 2/
C. Developing and Deepening Application/
Understanding Integration

Abstraction /
D. Making Generalization Extension

(Informal FA) (Informal FA) Evaluation

E. Evaluating Learning

Note: Science for Grades 3 to 6 is allotted for 45 minutes daily (five days)
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Based from the presented Lesson Exemplar,
what modification can you suggest for its
enhancement, if you will deliver the lesson in
your own class?

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 Let’s Put
Into
Action
Plan It Right: Lesson
Plan Make-over!

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Plan It Right: Lesson Plan Make-over!
Review and analyze a
sample Lesson Exemplar.
Try to provide comments
and modify into your own
lesson plan based on the
previous discussions on IDF,
Pedagogy and Assessment.

You may log first the

important activities in
each part of the Lesson
Plan.
MATATAG Curriculum Training | 2024 54
 Plan It Right: Lesson Plan Make-over!
Template

Time Duration: 10 minutes.

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Template and Sample
Plan It Right: Lesson Plan Make-over!

LEs

bit.ly/Science4_Session6B
Time Duration: 10 minutes.
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MATATAG Curriculum Training | 2024 57
PRESENTATION
OF OUTPUTS

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As an instructional leader, what
is the value of reviewing a pre-
prepared Lesson Exemplar by
your teachers?

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CLOSING

“Plans are of
little importance,
but planning is
essential.”
- Winston Churchill

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REFERENCES
Department of Education. 2023. K to10 Instructional Design Framework

Department of Education. 2023. MATATAG Science Curriculum Framework

DepEd Order No. 8, s. 2015 Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
Program

DepEd Order No. 31, s. 2020 Interim Guidelines for Assessment and Grading in Light of the Basic Education
Learning Continuity Plan

DepEd Order No. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education
Program

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). 2000. How people learn: Brain, mind, experience, and
school. National Academies Press.

Caine, R. N., & Caine, G. 1991. Making connections: Teaching and the human brain. Alexandria, VA: ASCD.

Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. 1994. Constructing Scientific Knowledge in the
Classroom. Educational Researcher, 23(7), 5-12.

Harlen, W., & Qualter, A. 2009. The Teaching of Science in Primary Schools. London: David Fulton Publishers.

Hattie, J. 2009. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

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 MATATAG CURRICULUM TRAINING RESOURCE PACKAGE

Program Management Team Session Guide and Presentation

Deck Developer/s
Curriculum and Teaching Strand
Bureau of Curriculum Development BLD
Bureau of Learning Delivery Julieven R. Abrea
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources

Human Resources and Organizational

Development Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division

MATATAG Curriculum Training | 2024

MARAMING SALAMAT!

64