3. TEACHING PLAN

3.1 CURRICULUM

Bilingual Science Text Book

       The curriculum that most of the school institutions use is the Curriculum 2013. In SMAN 10, they also utilize this kind of curriculum because it promotes student-centered learning where teachers are only facilitator instead of source of learning just like in traditional learning environment. In this curriculum it encourages students to be more active and develop their 21st century skills to live up in global borderless education. 

           Their curriculum also contains the three domains of learning which are the cognitive, psycho motor and affective aspect. This curriculum is highly utilized in making teaching plan as they based their learning competencies and procedures in the governing general curriculum. Therein the teaching plan are the learning activities, procedures, resources, assessment and rubrics.

           My cooperating teacher gave me a copy of subject syllabus but I still translated it to English so I can fully understand it. The syllabus is prepared for the whole academic year and all the topics are reflected there. The learning procedures, materials, student's task, and timeline can be seen that truly showed the completeness of the syllabus. According to my cooperating teacher, she used the curriculum guide in making her teaching plan.

Syllabus SUBJECT BIOLOGY

Education units	:	SMAN 10 Padang
Class	:	X

  School year             :    2018/2019

KI		1.  to live and practice the teachings of their religion
KI		2.  live and the practice of honest behavior, discipline, responsibility, caring (gotong royong, cooperation, tolerance, peace), polite, responsive and proactive and demonstrate behaviors as part of the solution to various problems in interacting effectively with the social and natural environment as well as in putting themselves as a reflection of the nation in the association world.
		3.  Understand, applying, analyzing the factual knowledge, conceptual, procedural based flavor ingintahunya about science, technology, art, culture, and humanities with insights into humanity, nation, state, and civilization-related phenomena and events, as well as applying procedural knowledge in the field of study that is specific to talents and interests to solve the problem.
		4.  Processing, reasoning, and menyaji in the realm of the concrete and the abstract realm associated with the development of learned in school independently, and able to use the method according to the rules of science.

3.2 TEACHING PLAN

         In teaching it is a must for teachers to have teaching plan so there will be a guide in the teaching and learning process. For preparing my teaching plan, I inquired my cooperating teacher of what format should I use in making it. She said that it would be better to make a teaching plan to what I am used to. Although she said that, I still pursued to translate her prepared teaching plan about Pteridophyta. I decided to translate it so I can have an idea on how she plan for her teaching. In my prepared Philippine-format lesson plan, I used Daily Lesson Log where I put content standards based on the learning competencies written in my cooperating teacher's teaching plan so it'll still be directed to their curriculum. 

     In the DLL that I have prepared, the categories like objectives, content, learning resources, and procedures can be seen. Each category has supporting sub-category to systematically form the teaching plan. Also, in the learning procedure the 7E's were reflected to individually assess the fulfillment of the set objectives.

       For my instructional material I decided to use real sample of the plants to be discussed. When dealing with Kingdom Plantae, it would be better to use real plants because aside from being readily available it also ensures that the context of learning is just within students understanding. In preparing for teaching plan I referred to the Biology syllabus that Bu Nini prepared so that our discussion is still on track with the structured subject framework of SMAN 10.

DAILY LESSON LOG ON PTERIDOPHYTA

DAILY LESSON LOG GRADE 10	School	SEKOLAH MENENGAH ATAS NEGERI 10 (SMAN 10)	Grade Level	GRADE 10
	Teacher	RYZA ANNE A. GUEVARRA	Learning Area	BIOLOGY
	Teaching Date and Time	NOV 23, 2018 (FRI) 8:30-9:30 (MWTHF)	Quarter	2nd SEM
I. OBJECTIVES:
A. Content Standards	The learners demonstrates understanding of the morphology and metagenesis of Pteridophyta scientifically and critically in drawing inferences, making observations and experiments in the classroom/ laboratory and outside the classroom.
B. Performance Standards	The learners present data on the morphology and role of plants in various aspects of life in the form of written reports.
C. Learning Competencies/ Objectives	The students should be able to: 1.      Characterize the morphology of Pteridophyta. 2.      Classify the different divisions of Pteridophyta. 3.      Illustrate the process of metagenesis. 4.      Site roles of ferns in other living things.
II. CONTENT	Pteridophyta (Ferns)
III. LEARNING RESOURCES
A. References
1.    Teacher’s Guide Pages	Biology 1 for Senior High School Year X (Bilingual based on KTSP 2006) Pages 160-161
2.    Learner’s Materials	Worksheets, Pictures, Modules
3.    Textbook Pages
4.    Additional Materials from LR	PowerPoint Presentation, Learning Video Clips
B. Other Learning Resources	Board
IV. PROCEDURES
A.    ELICIT (Access prior knowledge)	Review the five kingdoms of Eukaryotic domain. Establish an activity related to the topic to assess prior knowledge of students. (5 minutes)
B.    ENGAGE (Get the student’s mind to get focused on the topic)	Present pictures of the Pteridophyta phylum. Let them identify the different parts of Pteridophyta and its complementing functions.
C.    EXPLORE (Provide students with common experience)	Let students classify different divisions of Phylum Pteridophyta.
D.   EXPLAIN (Teach the concept)	After classifying the divisions of Phylum Pteridophyta, play a learning video clip of Pteridophyta life cycle. Let the students explain the difference between sporophyte and gametophyte generation.
E.    ELABORATE (Students apply the information learned)	With the student’s learnings, provide an activity titled “Complete the sentence”.
F.    EVALUATE (How well know the students have learned the concepts)	Provide the students worksheets on Pteridophyta.
G.   EXTEND (Deepen conceptual understanding through use in new content	Let each group leader summarizes the graphic organizer that they have classified during the discussion.
V. REMARKS

DAILY LESSON LOG ON SPERMATOPHYTA

DAILY LESSON LOG GRADE 10	School	SEKOLAH MENENGAH ATAS NEGERI 10 (SMAN 10)	Grade Level	GRADE 10 MIPA-5,6,7,8
	Teacher	RYZA ANNE A. GUEVARRA	Learning Area	BIOLOGY
	Teaching Date and Time	JAN. 31, 2018	Quarter	2nd   SEM
I. OBJECTIVES:
A. Content Standards	The learners demonstrates understanding of 1. The fundamental parts and functions of seeds and flowering plants. 3. The alternation generation of Spermatophyta.
B. Performance Standards	The learners present data on the morphology and role of plants in various aspects of life in the form of written reports.
C. Learning Competencies/ Objectives	The students should be able to: 1.      Characterize the morphology of Spermatophyta. 2.      Classify the different divisions of Spermatophyta. 3.      Illustrate the metagenesis of Spermatophyta. 4.      Construct an essay on the importance of plants in ecosystem.
II. CONTENT	Kingdom Plantae : Spermatophyta (Seeded Plants)
III. LEARNING RESOURCES
A. References
1.    Teacher’s Guide Pages	Biology 1 for Senior High School Year X (Bilingual based on KTSP 2006) Pages 160-161
2.    Learner’s Materials	Worksheets, Pictures, Modules
3.    Textbook Pages
4.    Additional Materials from LR	PowerPoint Presentation, Learning Video Clips https://www.cropsreview.com/seed-plants.html http://thebiologyprimer.com/spermatophyta/
B. Other Learning Resources	Board, Internet Resources
IV. PROCEDURES
A.    ELICIT (Access prior knowledge)	·         Establish an activity related to the new topic to assess prior knowledge of students. (5 minutes) Show unlabelled diagram of seed and a flower and ask the students these following questions: a. Do you know the basic parts of a seed? b. How about a flower? c. Are there similarities in their structure?
B.    ENGAGE (Get the student’s mind to get focused on the topic)	Ask the students a. Have you ever seen a seed? b. Do you know how a seed turns into a tree or a full-grown plant? Present the basic parts of the flower and seeds. Let them identify the different parts and its corresponding functions.
C.    EXPLORE (Provide students with common experience)	Giving of instructions and rubric to be used in rating student’s activity and other classifications. Suggested rubrics will be as follows: Time Management 1 point Cooperation 1 point Output 2 points Science Output 2 points Presentation 4 points TOTAL 10 points Distribution of worksheet (see attached worksheet) ·         Students will be working in pairs.
D.   EXPLAIN (Teach the concept)	1. Presentation of output. 2. Discussion
E.    ELABORATE (Students apply the information learned)	Probe clarifications in student’s output. Enhance the discussion by: ·         Presenting a learning video clip on the metagenesis of angiosperm and gymnosperm.
F.    EVALUATE (How well know the students have learned the concepts)	For assessment, provide a worksheet for students generalizing the 3 phyla of Kingdom Plantae.
G.   EXTEND (Deepen conceptual understanding through use in new content	To strengthen the student’s understanding and appreciation of the scientific concepts, ask the students of the importance of plants in our lives as well as in our ecosystem.
V. REMARKS
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for remediation.
C. Did the lesson work? No. of learners who have caught up with the lessons.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my cooperating teachers can help solve?