DLP Practical Research 1 Inquiry and Research

Instructional Planning
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)
Detailed Lesson Plan (DLP)
Learning Area: Practical Research 1 Grade Level: 11 Quarter: 3rd Quarter Duration: 2 hrs
Learning The learner shares research Code: CS_RS1-IIIa-1
Competencies experiences and knowledge.
Key Concepts/ INQUIRY
Understanding to - Is the process of asking about or investigating something in order to find
be developed out more about it.
- Is any process that has the aim of augmenting knowledge, resolving
doubt, or solving a problem.
- Engaging in processes of investigation even when students are generating
knowledge which maybe new for them, but well known in the discipline.
RESEARCH
- Studious inquiry, examination, investigation, or experimentation aimed at
the discovery and interpretation of facts, revision of accepted theories or
laws in the light of new facts, or practical application of such new or
revised theories or laws.
- Creation of new knowledge and/or the use of existing knowledge in a
new and creative way so as to generate new concepts, methodologies,
and understandings. This could include synthesis and analysis of previous
research to the extent that it leads to new and creative outcomes.
- Tied to ideas about generating new knowledge; knowledge that is new for
everyone, not just for the student.
Inquiry and research are both seeking answers and information but the difference
will be that research is more of a way of investigating something really new
where there is an act generating new knowledge which is not common to
everyone while inquiry is a way of investigating something already well known in
a discipline.
1. Domain
Knowledge Recognize research skills
Skills Differentiate inquiry and research through a Venn diagram
Attitude Demonstrate critical thinking in the activities
Values Integrate the importance of research in daily life
2. Content Nature of inquiry and research
PowerPoint presentation
3. Learning Meta-cards
Resources 5 pieces Venn Diagram
Fishbowl or its alternative
4. Procedures
ANAGRAM
Organize yourselves into five groups. I am going to show you a series of jumbled
letters. Your task is to unscramble the letters to form a word. As fast as you can,
write your answer in the meta-strip and once you are done, raise your meta-strip.
RANIEDG READING WINTRIG WRITING
Introductory OSRIVBNEG OBSERVING PSNERNEITG PRESENTING
LTSINENIG LISTENING AANLZIYNG ANALYZING
Activity
WNHTCIAG WATCHING INPTERRNETIG INTERPRETING
15 minutes
COISNOHG CHOOSING SMAUMIZIRNG SUMMARIZING
QNESNUITOIG QUESTIONING OIGRAIZNNG ORGANIZING
 Are the words familiar to you? What are those words?
 Can we apply those skills in research? In what way?
 For each of the skills, rate yourself on a scale of 1 (low) to 10 (high).
PICK AND SHARE
With your groups, pick from the given subject areas and share your research
experience in that subject. After sharing, answer the following guide questions:
 What was the goal of that research activity?
 What research skills were applied in that research activity?
Activity  Based on your understanding, what is research?
20 minutes The following subject areas from which the students will choose are:
 Science
 Araling Panlipunan
 Filipino
 English
 MAPEH
POST IT
The teacher will provide the students with the definition and meaning of inquiry
Analysis and research. The students will then analyze if their experience is either an
15 minutes inquiry or research by posting their meta-cards from the previous activity in the
board. Answer the following questions:
 Was it easy for you to come up with the decision? Why?
 What made you decide that your experience is research/ inquiry?
VENN DIAGRAM
From that, they will differentiate inquiry and research by listing their similarities
and differences on the Venn diagram template.
Abstraction
15 minutes
 What are the similarities of inquiry and research?

 What are the differences between inquiry and research?
SEE, THINK, and WONDER
The teacher will show the following images to the students. Each group will be
assigned to one image and answer the following:
 What do you see in the image? What are your observations?
 What do you think are the benefits people get from that?
 In relation to the image shown, how has research contributed to your life
or to the lives of others or to society?
Application
25 minutes
BRAIN GAUGE
Main Dish: Difference or Similarity
Write BLACK if the statement refers to the differences of inquiry and research.
Then write RAINBOW if the statement refers to their similarities.
1. Investigating something to find out more about it. - RAINBOW
2. Aims at solving a problem. - RAINBOW
3. Discover knowledge that is not common to everyone. - BLACK
4. Use knowledge for practical application. - RAINBOW
5. Generate knowledge already well known in the discipline. BLACK
Appetizer: Select from the two options.

Option A
Assessment Create a slogan that reflects the importance of research in daily life. Use 5 to 7
15 minutes words. Punctuations are not included. You will be graded according to:
 Creativity – 40%
 Originality – 30%
 Grammar – 30%
Option B
Write an essay that reflects the importance of research in daily life. Maximum of
10 sentences. You will be graded according to:
 Content – 40%
 Organization – 30%
 Conventions – 30%
See Appended Rubrics for the details

Assessment Test – Paper and Pen Test
Method
LOOK UP
Using the internet, look for the characteristics of research. You may use this link:
https://www.scribd.com/presentation/366777090/The-Characteristics-Processes-
Assignment And-Ethics-of-Research
5 minutes
321 EXIT TICKET
Using the Exit template, answer the following:
EXIT TICKET
3 Things I learned today:
Concluding
Activity
10 minutes 2 Things I found interesting:
1 Question I still have:
Prepare by:
Name: Purity V. Mata School: Cantumog National High School
Position/ Designation: Teacher III Division: Cebu Province
Contact Number: 09177014551 Email address: [email protected]
RUBRICS FOR ESSAY WRITING

Performance 4 3 2 1 Score
Element
Content Substantial, specific, Sufficiently Limited content with Superficial and/ or
40% and/ or illustrative developed content inadequate minimal content.
content with adequate elaboration or
demonstrating elaboration or explanation.
strong development explanation.
and sophisticated
ideas.
Organization Sophisticated Functional Confused or Minimal control of
30% arrangement of arrangement of inconsistent content
content with evident content that sustains arrangement with or arrangement.
and/ or subtle a logical order with without attempts at
transitions. some evidence of transition.
transitions.
Conventions Evident control of Sufficient control of Limited control of Minimal control of
30% grammar, grammar, grammar, grammar,
mechanics, spelling, mechanics, spelling, mechanics, spelling, mechanics, spelling,
usage and sentence usage and sentence usage and sentence usage and sentence
formation. formation. formation. formation.
RUBRICS FOR SLOGAN WRITING

Performance 4 3 2 1 Score
Element
Creativity Slogan is Slogan is creative Slogan is creative The slogan does not
40% exceptionally and a good amount and some thought reflect any degree of
creative in terms of of thought was was put into it. creativity in thought
thought and effort. manifested. and effort.
Originality Exceptional use of Good use of new Average use of new No use of new ideas
30% new ideas and ideas and originality ideas and originality and originality to
originality to create to create the slogan. to create slogan. create the slogan.
slogan.
Grammar There are no There is 1 There are 2 There are more than
30% grammatical grammatical mistake grammatical 2 grammatical
mistakes on the on the poster. mistakes on the mistakes on the
poster poster. poster.

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Instructional Planning

 What are the similarities of inquiry and research?

Appetizer: Select from the two options.

See Appended Rubrics for the details

1 Question I still have:

RUBRICS FOR ESSAY WRITING

RUBRICS FOR SLOGAN WRITING

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