Semi-Detailed Lesson Plan

Prepared by: Althea L. Sapad BSEd Social Studies 2A

Subject: Araling Panlipunan
I. Objectives: After the 25 mins discussion, the students are expected to:

A. define the Industrial Revolution

B. identify the inventions during the said period; and
C. explain how the Industrial Revolution impacted society as well as the
consequences and disadvantages of it.

II. Subject Matter

A. Topic: Industrial Revolution
B. Reference: Duignan, B., & Leong, E. (n.d.). Inventors and Inventions
of the Industrial Revolution: Stories & History | Britannica.
Encyclopedia Britannica.https://www.britannica.com/list/inventors-and-
inventions-of-the-industrial-revolution
C. Materials: PowerPoint Presentation, Projector, Printed Pictures,
Speaker, Laptop
D. Concept:

E. Outline
a. Definition of Industrial Revolution
b. The inventions during Industrial Revolution
c. The impact of the Industrial Revolution
i. Advantages
ii. Consequences and Disadvantages

F. Strategy: Group Activity

G. 21st Century Skills: Collaboration, Creativity

III. Methods/Procedure:

A. Preliminaries

1. Prayer
 Teacher: Before we start our class today, let us pray first. Can I ask one of you to lead
the prayer?

Student: Okay, ma’am

(One student will lead the prayer)

Student: Praise be the name of our Jesus Christ

All: Now and forever, Amen

2. Greetings/Classroom Arrangement

Teacher: Good morning, everyone, have you been well? Before we start, please
arrange your chairs and pick up the trash near you if there is any.

3. Checking of Attendance

Teacher: Before we start our discussion, let me check first the attendance. Who is not
around today?

Students: We are all here, ma’am.

Teacher: Very good, thank you for that.

4. Review of past lesson

Teacher: Before we dive in with our new lesson, can anyone of you still remember what
we discussed last meeting? Anyone?

Student: Last meeting ma’am, we discussed the Early Human Civilization.

Teacher: That’s good. Now who can enumerate those civilizations?

Student: The 6 Early Civilizations are Mesopotamia, Ancient Egypt, Ancient India,
Ancient China, Ancient Peru, and Ancient Mesoamerica.

Teacher: That’s right. It really shows that you learned something from our previous
lesson.

B. Motivation
 Before proceeding to the lesson proper, there will be an activity that’s called
“Pros or Cons, which one is it?” that will measure the students’ prior learning
about the concept of Industrial Revolution.
 The students will be given two cards containing the word “Pro” and “Con” that
they will use for the activity.
 The teacher will now then flash statements using projector and the students will
answer it by raising the cards of their preference. The statements are composed
of actual happenings during the Industrial Revolution.
 For each statement the teacher will ask at least 1 student the reason behind why
they chose that preference.
 Conducting this activity is a great start for the students because they are able to
analyze the Pros and Cons of the Industrial Revolution. This is also a great way
for the teacher to be aware of the students’ prior learning and to set up the mood
in the classroom for the integration of discussion.
 C. Lesson Proper (ASSURE Model)

1. Analyze Learners

 This lesson is designed for a student of 6 ranging from the age of 19-20 years
old.
 The students all came from a family with an average background.
 Their interest spans from writing, reading, composing stories, and playing
instruments.
 These students are also skilled in the use of technology gadgets such as
smartphones, tablets, and computers.
 They use technology mostly in educational purposes.
 The students’ cognitive level is from average to above average.
 Majority of the students in the class are visual learners where they are more
active in visual instructional materials.

2. State Objectives

Objectives: After the 25 mins discussion, the students are expected to:
A. Define the Industrial Revolution
B. Identify the inventions during the said period; and
C. Explain how the Industrial Revolution impacted society as well as the
consequences and disadvantages of it.

3. Selected Media, Materials and Methods

Media

 Audio-visual Presentation

 PowerPoint Presentation

Materials

 Flashcard

The teacher will provide the students flashcards with the words “fact” and “opinion”
that they will be using at an activity.

 Laptop and Projector

The teacher will flash the statements to the students in their first activity using laptop
and projector. The teacher will also use is to present information that will support the
integration of the lesson. Since majority of the class are visual learners, the
discussion will be presented though visual slides.

 Whiteboard/Chalkboard

The teacher will use the whiteboard/chalkboard to present the visual slides. It can
also be used when there are things needed to be written so that the students can
keep a fast track with the discussion.

Methods
  The teacher will use the subject-centered and learners-centered strategies in an
interactive approach of learning.

4. Utilizing Media, Methods, and Materials

 Preview the Materials

Before the discussion starts, the teacher will test whether the laptop and
projector are working properly. The teacher will also test if the two are
compatible.

The teacher will then set up the laptop and place the projector in a spot where
the presentation will be clear and visible when presented.

The meeting will start with the students participating in a motivation activity using
the flash cards, projector and laptop.

The teacher will use the chalkboard if there are things needed to be written so
that the students can keep a fast track with the discussion.

 Prepare the Environment

The projected materials will be place at the front of the students while the chair
will be arranged in a manner that allows students to move freely.

The teacher will make sure that the students are seated in a spot wherein they
can see everything that is presented in front.

The ventilation and other related things will be prepared that makes the
classroom conducive for learning.

 Prepare the Learners

Students will be given flash card that they will use in an activity.

They will also be given a copy of the topic for their reference as a guide to their
output and discussion.

The teacher will present the objectives at the start of the lesson ensuring that the
students are aware of the target learning outcomes for the day.

 Provide Learning Experience

Starting the meeting with motivation activity, the teacher will connect the activity
and the insights of the student to the introduction of the topic.

Between every statement during the activity the students will give the reason
behind their preference.

During the discussion, the students will be asked from time to time to ensure that
they are able to keep up with the discussion.

5. Require Learning Participation

The students are expected to participate both individual and group discussion. The
lesson is structured to engage students during class discussions and activities at the end
of the topic.

 Individual Discussion
After the motivation activity the teacher will now then connect the students’ insight to
the topic.
Teacher: Now what do you think is the relevance of those statements that I
presented to our topic today?
Student: I think it has something to do with the happenings during the Industrial
Revolution, Ma’am.
Teacher: That’s right, for today’s discussion we will talk about the Industrial
Revolution.
(The teacher will now then proceed to read the objectives)
Teacher: Now, does any of you have an idea what Industrial Revolution is?
Student: The Industrial Revolution was a period of scientific and technological
development in the 18th century that begun in Britain that transformed largely rural,
agrarian societies—especially in Europe and North America into industrialized, urban
ones.
Teacher: That’s right, now let us now proceed to the inventions during the Industrial
Revolution, can anyone enumerate those?
Student: The inventions during the Industrial Revolution include, spinning jenny,
water frame, spinning mule, steam engine, electric generators, telegraph and
telephone and the steel plow.
Teacher: Impressive! That completes the inventions during the Industrial Revolution.
What do you think is the most relevant invention during the Industrial Revolution?
Student: One possible candidate for the most relevant invention during the Industrial
Revolution is the steam engine, which harnessed power from the expansion of
heated water and enabled many other innovations in transportation, manufacturing,
and communication.
Teacher: Nice! To proceed, does anyone has an idea about the impact of Industrial
Revolution to people back then?
Student: Production efficiency improved during the Industrial Revolution with
inventions. With the advent of factories during the 18th century, people began
working for companies located in urban areas for the first time. It was a period that
left a profound impact on how people lived and the way businesses operated.

 Group Activity
For the group activity the students are expected to listen to a talk about how the
Industrial Revolution impacted society. After that, the students will have to enumerate
and give examples of the benefits and the consequences of it and then they will have
to present it in front.
(Presentation)
Student: The Industrial Revolution developed in conjunction with the capitalist
economies. Under capitalism, business owners (capitalists) began to organize labor
centrally into factories and introduced a division of labor to increase output and
profitability.
Teacher: What are some of the benefits that people gained during that period:
 Student: The Industrial Revolution created an increase in employment opportunities.
Wages at factories were higher than what individuals were making as farmers. As
factories became widespread, additional managers and employees were required to
operate them, increasing the supply of jobs and overall wages.
Due to the Industrial Revolution's advancements, the nation saw the first combustible
engine, incandescent light bulb, and modern assembly line used in manufacturing.
The Industrial Revolution changed how people worked, the technologies available to
them, and in turn where they lived.
It made life comfortable for many though living conditions for workers remained
abhorrent, which eventually fueled the rise of labor unions that led to improved
working conditions and fair wages.
Teacher: Are there any consequences or disadvantages?
Student: Although there were numerous advancements during the Industrial
Revolution, rapid progress caused many issues. As workers left their farms to work in
factories for higher wages, it led to a shortage of food production.
The sharp increase in the number of factories caused an increase in urban pollution.
Pollution wasn't contained only in the factories; as people flocked to the cities, living
conditions became deplorable as the urban resources were overwhelmed.
Teacher: What a very informative presentation. Good job everyone! Let us all clap
our hands.

Generalization:
Historians continue to debate many aspects of industrialization, including its exact
timeline, why it began in Britain as opposed to other parts of the world and the idea
that it was actually more of a gradual evolution than a revolution. The positives and
negatives of the Industrial Revolution are complex.
On one hand, unsafe working conditions were rife and environmental pollution from
coal and gas are legacies we still struggle with today. On the other, the move to cities
and ingenious inventions that made clothing, communication and transportation more
affordable and accessible to the masses changed the course of world history.
Regardless of these questions, the Industrial Revolution had a transformative
economic, social and cultural impact, and played an integral role in laying the
foundations for modern society.

6. Evaluate and Revise

 Evaluation
After the discussion the students will be given 5 minutes to complete their quiz that is
composed of multiple-choice type.
1. Where did the Industrial Revolution begin?
a. England
b. Ireland
c.Britain
d.Germany
2. What was the most relevant invention during the Industrial Revolution?
a. Spinning mule
b. Water frame
c.Steam engine
telegraph

3. The following are the benefits brought about by the Industrial Revolution, EXCEPT?
a. It made the life of the people comfortable.
b. The sharp increase in the number of factories caused an increase in urban pollution
c.It created an increase in employment.
d.The different inventions such as spinning mule, telegraph and more was created.

4._________ was a period of scientific and technological development in the 18th century that
transformed largely rural, agrarian societies—especially in Europe and North America into
industrialized, urban ones.
a. Civilization
b. Globalization
c.Industrial Revolution
d.Industrial Transformation

5. It is made of needles on a mounting plate at a receiver pointed to specific letters or numbers

when electric current passed through attached wires.
a. Telephone
b. Water frame
c.Steam engine
telegraph

Answers: 1. C 2. C 3. B 4. C. 5. D

 Revision
The revision of this lesson will take place after the conduct of the lesson and
assessment. The evaluation’s result will reflect what particular media and materials
that is need to be revised and what are the points for improvement to the methods.

Prepared by:

Althea Libranda Sapad

BSEd Social Studies 2A