Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
Grade
DLP No.: Learning Area: Quarter: Duration: Date:
Level:
1 SCIENCE 5 1ST 45 MINUTES August 4, 2025
Learning Competency/ies: Code:
Record temperature in degrees centigrade
(Taken from the Curriculum Guide ) using thermometers.
Temperature is the measure of how hot or cold something is.
Key Concepts / Understandings The degree centigrade (°C) is the standard unit used to measure temperature.
to be Developed Thermometers are tools used to read temperature accurately.
Temperature affects our health, environment, and daily decisions.
Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge Remembering Define degrees centigrade (°C) as a unit for measuring temperature.
The fact or condition of knowing
something with familiarity gained
through experience or association
Understanding Describe how a thermometer shows temperature in °C.
Skills Applying Record temperatures using a thermometer
The ability and capacity acquired
through deliberate, systematic, and
sustained effort to smoothly and Analyzing Determine which objects are hotter or colder based on their °C values
adaptively carryout complex activities
or the ability, coming from one's Evaluating Justify why knowing accurate temperatures is important in daily life (e.g., health, weather, cooking).
knowledge, practice, aptitude, etc., to
do something Creating
Receiving
Attitude
Phenomena
Demonstrate responsibility when engaging in science activities, showing care for materials and
Values Valuing
group collaboration.
2. Content Degrees centigrade (oC) for temperature
Real thermometers, Picture cards (ice, hot soup, fever, body temp, etc.),Flashcards with °C values,
3. Learning Resources/Materials
Science journals or worksheets, Group activity materials, Powerpoint Presentation
4. Procedures
4.1 Annotations
[Link] past lesson or A. Review
presenting the new lesson Teacher: Last time, we talked about the units we use to measure
mass. Can you name them?"
Students: "Milligram, gram, and kilogram!"
Plans and
Teacher: "Great! What do we use to measure how heavy delivers
something is?" teaching
strategies that
Students: "A weighing scale or balance!" develop critical
and creative
thinking, and
Teacher: "Today, we'll learn something new: how to measure problem-
how hot or cold something is." solving.
B. Motivation
The teacher will show the following pictures:
The skip
counting game
and LCM review
engage pupils in
problem-solving
using number
patterns. Pupils
must think
critically to
extend
sequences and
apply logic in
identifying
common
multiples.
Teacher: What do you feel when you touch ice?"
Teacher: What do you feel when you touch ice?"
Students: "It feels cold!"
"How about when you drink hot soup?"
Students: ""It feels hot!"
"How can we know the exact temperature?"
5 MINUTES
Students: "Using a thermometer!"
Plans and
delivers
Teacher :"We use the degree centigrade (°C) to measure temperature." teaching
The teacher will show a thermometer and explain how it works: strategies that
develop critical
and creative
thinking, and
problem-
solving.
The skip
counting game
and LCM review
engage pupils in
4.2 problem-solving
using number
Activity patterns. Pupils
must think
critically to
extend
sequences and
apply logic in
The teacher will show examples of 50°C, 40C, 15°C and , 0°C on thermometer identifying
visuals. common
multiples.
Teacher: "What happens at 0°C?"
Students: "Water freezes!"
"What is our normal body temperature?"
Students: 37°C
Teacher: "What happens at 100°C?"
Students: "Water boils!"
The teacher will show a digital thermometer reading 39°C and ask:
"Is that normal body temperature?"
"Is that normal body temperature?"
Manages
Students: "No, it means the person has a fever!" classroom
structure to
engage learners,
Ask: "If water is at 70°C, can we drink it?" individually or in
groups, in
Students: "No, it's too hot!" meaningful
exploration,
discovery, and
ACTIVITY (20 minutes) hands-on
activities.
Activity: "Temperature Station Hunt!"
The teacher will set up 5 stations around the room, This activity
promotes
exploration and
Station 1: Ice cubes discovery by
asking learners
to think beyond
Station 2: Room temperature water the image and
reflect on their
real-world
Station 3: Warm water (body temp) actions at home
and in school.
Station 4: Hot water (not boiling) Learners
actively
participate in
Station 5: Body temperature chart discussion, which
Question: "What is the normal temperature of a healthy body? Shade the thermometer. builds confidence
and classroom
engagement.
The teacher will instruct:
“Now, you will work in groups to explore how we measure temperature using
actual thermometers.
We have 5 stations, each with water at a different temperature.
At every station, your group will:
15 MINUTES
Predict the temperature of the water in degrees Celsius (°C).
Use the thermometer to measure the actual temperature.
Record both your prediction and the actual reading on your recording sheet.
Describe how the water feels — is it cold, cool, warm, or hot?
******************
The teacher will instruct the learners to return to their seats and prepare to share
their answers. Each group will be called to present their responses from at least
one station and explain their reasoning.
After asking the
"What patterns do you notice about the temperatures at each station?" questions, allow
peer-to-peer sharing
Students: "Higher numbers mean hotter things." or small group
discussion so
"How did the thermometer help you identify if the object was hot or cold?" learners can build
understanding
Students: The °C reading told us the exact temperature." collaboratively
4.3 Analysis
"Which station do you think showed the hottest temperature?The coldest?" before sharing to the
whole class
Students: "Boiling water was hottest; ice cube was coldest."
"What would happen if we guess temperatures without using a thermometer?"
5 MINUTES
Students: "We might be wrong or make unsafe decisions."
"How can knowing the temperature help us during disasters like heatwaves or
very cold weather?"
Students: So we can stay safe, drink water, stay warm, or
evacuate if needed.”
Values:
What did we learn today about temperature?"
Students: "We learned that °C tells how hot or cold something
What is the temperature of a healthy body?"
Students: "We learned that °C tells how hot or cold something is."
4.4 Abstraction
Why do we need to know the correct temperature?"
Students: "To stay safe, like knowing when food is hot or if we have a fever."
Is it important to use a thermometer correctly? Why?"
5 MINUTES Students: "Yes, so we get the right temperature and stay safe."
Activity: "Thermometer Role Play"
4.5 Application Students are given scenarios where they pretend to measure temperature using a
thermometer and estimate temperatures in °C.
1. You are a school nurse and you check the temperature of a student who is
feeling sick."What could be the temperature?"
1. You are a school nurse and you check the temperature of a student who is
feeling sick."What could be the temperature?"
2."You are helping your mom boil water. The kettle starts to whistle. What
10 MINUTES temperature is that?"
3. "You are packing food for a picnic. You put ice in the cooler. What temperature is
that?"
4."You drink soup right after it’s cooked. It burns your tongue. What could be the
temperature?"
[Link] are checking the temperature outside on a sunny day at noon. What do you
4.6 Assessment Instructions: Match the scenario to the correct temperature in degrees centigrade (°C).
Choose the best answer from the two options given.
Anlysis of Learners'
Products
Utilize effective verbal and non-verbal classroom communication strategies to enhance learner
understanding, participation, engagement, and achievement.
4.7 Assignment
Provide the following exercise. You may give more.
Find the LCM of the following numbers.
Enhancing / 1) 3 4 6 3) 4 6 12
minute improving the 2) 2 3 5 4) 3 6 15 ;....................
3 day’s lesson
s
4.8 Concluding Activity When might you use LCM in real life?"
minute (e.g., timing two blinking lights, planning schedules, or repeating events)
2
s
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the
C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
evaluation.
B. No. of learners who require additional
D. No. of learners who continue to require remediation.
activities for remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Name: CAROLINE A. FERNANDEZ School: SAKSAK ELEMENTARY SCHOOL
Position/
TEACHER I Division: CEBU PROVINCE
Designation:
Contact
9947913173 Email address: caroline.fernandez004@[Link]
Number: