School: PANALICSICAN ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: JINKY S. PINEDA Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 30-OCTOBER 4, 2019 (WEEK 8) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
A. Content Standard HEALTH Understands the importance of Understands the importance of The learner understands the importance of keeping the school and
keeping the school and keeping the school and community environments healthy.
community environments healthy community environments
healthy
B. Performance understands the importance of Demonstrates practices for Demonstrates practices for The learner demonstrates practices for building and maintaining healthy
Standard keeping the school and building and maintaining healthy building and maintaining school and community environments.
community environments school and community healthy school and community
healthy. environments environments
C. Learning The learner… Identifies different wastes Classifies different types of Describes Proper Ways of Waste Disposal
Competencies demonstrates practices for H6CMH-Iie-4 wastes H6CMH-IIf-6
(write the LC Code) building and maintaining H6CMH-IIe-5
healthy school and community
environments
Demonstrates ways to build and Healthy School and Community Healthy School and Community Proper Waste Management
II. CONTENT keep school and community Environments Environment
environments healthy
H6CMH-IIc-d-3
III. LEARNING RESOURCES Community Health
A. References
1. TG/CG pages TG. p9
2. Learner’s Materials p.53
pages
3. Textbook pages Enjoying life Through Music, Enjoying Life trhough Music, Arts, Physical education and Health 6
Arts, Physical Education and pp.46-53
Health 6 by Marissa C. Pascual,
Irene Feliz S. Reyes, Ma. Elvira
M. Garcia. Mignon C. Artuz
pp.40-43
4. Materials MAPEH in Action pp.270-277 K to 12 Curriculum Guide 6 K to 12 basic education curriculum Guide 6
downloaded from
LRMDS
B. Other Learning Powerpoint, pictures, activity Powerpoint, Activity card. LCD Projector, Netbook, Powerpoint, cut-outs, lapel
Materials cards,
IV. PROCEDURES
A. Reviewing previous What are the characteristics of 1. What can you do to make and Ask the pupils to identify wastes Recall the different types of wastes. (Teacher should prepare cut-out
 lesson and a healthy school and
presenting new community environments?
lesson
B. Establishing a How can school and
purpose for the community maintain a healthful
lesson physical environment?
C. Presenting Present pictures of proper
examples/instances waste disposal
of the lesson
D. Discussing new 1.Group them into 2.
concepts and 2.Explain the topic in the
practicing new skills Activity Sheet on Proper Waste
#1 disposal using graphic
organizers
ACTIVITY SHEET 1 (GROUP 1)
1.Identify and separate wastes
Note:Explanation:(Wastes could
be classified as
biodegradable,non-
biodegradable and hazardous
keep the school and environment
healthy?
2. Identify and discuss the wastes
that affect the family, school, and
community.
Word Hunt
Directions: Identify and encircle
10 words in the box that are
related to wastes.
(arranged vertically and
horizontally)
Write your answer on a
cartolina/manila
paper.
One minute is provided for the
activity.
Present the group’s answer
when the time is up.
Words to find:
wood, cartons, needles, battery,
sewage, metals, CD, plastic,
rubber and bottles
Word Configuration
1. Divide the class into 4 groups.
2. Each group will be given work
sheets (Annex 2)
3. The task of the group is to
identify the words being
described in the following
numbers (1-5). Word
configuration with quiz bee
approach will be applied to this
activity.
that can be found at home, in letters for this activity.)
school and in the community Each group has jumbled words that they should arrange as fast as they
could. The first group who will do it correctly wins.
Ask: 1. How can we lessen the wastes or garbage in our home? In our
school? In our community?
2. What are the practices that you do? (Process all the answers)
Activity1:
Biodegradable and Non-
Biodegradable (Annex 1)
Direction: Classify the words
below under the proper
heading.
food waste rubber tires
DVD animal waste
metals radioactive
materials
paper magazine
dead animals vegetables
BIODEGRAD NON-
ABLE BIODEGRAD
ABLE
Discuss and differentiate Show them pictures:
biodegradable and non- A
biodegradable materials
1.How will you know that waste
is biodegradable?
non-biodegradable?
2. How can you lessen the
amount of biodegradable and B.
non-biodegradable waste at
 wastes)
ACTIVITY SHEET 2 (GROUP 2)
2.Proper waste management
Note: Explanation:(Reduce
waste by recycling or reusing
them.When you recycle,you
break down waste products
back to their basic material for
reuse for the same purpose or
for other purpose.)
E. Discussing new
concepts and
practicing new skills
#2
4. Each group will use a Show Me
Board in presenting their
answers.
Questions
1. Waste that can easily be
broken down into
smaller parts by natural
processes
2. Waste products with
poisonous chemicals
that were flushed out by
factories and industrial
plants
3. Also known as waste
4. One of the most
common radioactive
materials
The teacher will identify and
discuss the wastes that affect the
family, school, and community
home? In school? In the
community?
Let the pupils describe each container in the picture A and B. (Annex 1)
Ask. Why do we need to put our waste in the right container?
What can you say about the phrase “May Pera sa Basura”?
Teacher will post on the board the terms:
 Biodegradable, Non-biodegradable, Reuse, Reduce and
Recycle.
Describe the difference of each terms briefly.
Reduce- to make (something) smaller or lesser in amount.
Examples: purchasing items with less packaging, minimizing food waste
by planning every meal, buying things that you only need.
Reuse – to use (something) again.
Examples: carrying eco-freindly bags when buying product, using
reusable tumblers and food containers.
Recycle- to make (something) from things that have been used before.
Examples: using food waste as plant fertilizer (composting), recycling
high grade paper into low-grade paper (news-print), using tires/PET
bottles as plant pots.
Biodegradable- capable of being decomposed by bacteria or living
organism.
Examples: animal and human wastes (manure), dry leaves/twigs, spoiled
food, dead animals etc.
Non-biodegradable – type of waste that can’t be broken down into its
base compounds.
Examples: radioactive material, metal, rubber, needles, electronic parts
etc.
Activity2:
Classify other waste materials
as: solid waste, water waste,
hazardous waste, bio
medical/health care waste, and
reusable and recyclable
materials. (Annex 2)
 Direction: Classify the words
below by matching Column A
with that of Column B.
Column A Column B
Wood, Solid Wastes
boards, pet
bottles,
cartons,
fragile
bottles,
plastic
containers,
scrap metals
Spoiled Hazardous
foods, scrap Wastes
parts of
fruits and
vegetables,
animal
bones,
internal
organs
F. Developing mastery What is the proper disposal of The teacher will discuss other Activity: “SINGING”
(lead to formative different kinds of waste materials (solid waste, Song: Waste Disposal Method
assessment 3) waste?(garbage,rubbish,ashes,s water waste, hazardous waste, Tune: “Are you sleeping, brother John”
treet refuse,dead bio medical/health care waste, Waste disposal, waste disposal
animals,abandoned and reusable or recyclable Proper waste disposal
vehicles,industrial materials) 1. Reduce, reuse, recycle
wastes,demolition Why is it important to know the Landfill and composting
wastes,construction types of wastes? Separation and combustion
wastes,hazardous wastes like 2. How can this help you in
explosivesbatteries,radioactive maintaining a healthy school
materials) and community environment?
G. Finding practical Completing the Graphic 1. What are the waste products How does classification and What do you do to make your home, school, and community clean?
application of Organizers that can be found at home and in segregation of wastes help you
concepts and skills Fill in the diagrams to show how the community? at home? Why do we need to implement proper wastes disposal?
in daily living you dispose biodegradable and 2. How will you dispose these In school?
non-biodegradable Wastes at wastes properly In the community
home and school
GROUP 1
Biodegradable Wastes
home
 1._______________________
school
2.______________________
GROUP 2
Non-Biodegradable Wastes
home
1.________________________
school
2.________________________
H. Making How do you dipose garbages at
generalization and home, school and community?
abstractions about Things I learned today about
the lesson community health on proper
waste disposal…
1._____________
I. Evaluating learning Put a check ( / ) before each
statement that describes your
attitudes and feelings during
and after doing the activities.
___1.I can describe proper
waste ways disposal
___2.I can classify different
types of wastes
___3.I can identify things that
can be recycled in school and in
the community.
___4.I can practice proper
waste managementat home, in
school,and in the community.
___5.I can demonstrate ways to
build and keep school and
community environments
healthful.
J. Additional activities Make a slogan on proper waste
What are the different Describe the proper ways of disposal?
classifications of wastes? What are the benefits of practicing proper waste disposal?
Game: Pinoy Henyo Classify the different type of Write T if the statement is true and F if the statement is false.
1. Divide the class into four (4) wastes __ 1. We can recycle the glass bottles and jars.
teams. Direction: __ 2. Plastics can be reduced if we use it properly.
2. Each team will choose 2 Write B if the example is __ 3. Spoiled foods can be used as fertilizer.
representatives, one will be the biodegradable,NB if non __ 4. Junked papers like news papers are not recyclable.
“tagahula”, while the other one biodegradable or H if it is __ 5. Old clothes can be used as a new one.
will serve as the guide. He/she is haradous
only allowed to say “oo, hindi, Fruit Seeds
pwede”. peelings
3. Each team will be given a Cans Used
minute to guess the word batterie
assigned to them. s
4. The teacher will record the Pesticid Left
time of each team. es over
5. The team with the shortest foods
time in guessing the word wins bottles Expired
the game. medicin
Answers: (paper, bone, urine, es
cotton, glass)
Make a slogan about the
 for application or disposal importants of classifying wastes.
remediation
V. REMARKS

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.

A. No. of learners who ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
earned 80% in the 80% above 80% above above above above
evaluation
B. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
acquired additional additional activities for additional activities for additional activities for additional activities for remediation additional activities for
activities for remediation remediation remediation remediation
remediation who
scored below 80%
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? No. of ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
learners who have the lesson up the lesson the lesson the lesson the lesson
caught up with the
lesson.
D. No. of learners who ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
continue to require to require remediation to require remediation require remediation require remediation require remediation
remediation.
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked
 ___Metacognitive  ___Metacognitive  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development:
well? Why did these
Development: Examples: Self Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
work?
assessments, note taking and assessments, note taking and taking and studying techniques, taking and studying techniques, taking and studying techniques,
studying techniques, and studying techniques, and and vocabulary assignments. and vocabulary assignments. and vocabulary assignments.
vocabulary assignments. vocabulary assignments.  ___Bridging: Examples: Think-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think- pair-share, quick-writes, and share, quick-writes, and share, quick-writes, and
pair-share, quick-writes, and pair-share, quick-writes, and anticipatory charts. anticipatory charts. anticipatory charts.
anticipatory charts. anticipatory charts.  ___Schema-Building: Examples:  ___Schema-Building: 
Examples: ___Schema-Building: Examples:
 ___Schema-Building:  ___Schema-Building: Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
Examples: Compare and Examples: Compare and learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and
contrast, jigsaw learning, peer contrast, jigsaw learning, peer projects. projects. projects.
teaching, and projects. teaching, and projects.  ___Contextualization:  ___Contextualization:  ___Contextualization:
 ___Contextualization:  ___Contextualization:  Examples: Demonstrations, Examples: Demonstrations, media,  Examples: Demonstrations, media,
 Examples: Demonstrations, Examples: Demonstrations, media, manipulatives, repetition, manipulatives, repetition, and local manipulatives, repetition, and
media, manipulatives, media, manipulatives, and local opportunities. opportunities. local opportunities.
repetition, and local repetition, and local
 ___Text Representation:  ___Text Representation:  ___Text Representation:
opportunities. opportunities.
 Examples: Student 
created Examples: Student 
created Examples: Student created
 ___Text Representation:  ___Text Representation: drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.
 Examples: Student created  Examples: Student created  ___Modeling: Examples:  ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking
drawings, videos, and games. drawings, videos, and games. Speaking slowly and clearly, slowly and clearly, modeling the slowly and clearly, modeling the
  ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
 Other Techniques
and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
F. What difficulties did I __ Bullying among pupils
encountered which my __ Pupils’ behavior/attitude
principal can help me __ Colorful IMs
solve?
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
G. What innovation or Planned Innovations:
localized materials did __Contextualized/Localized and
I used/discover which Indigenized IM’s
I wish to share with
__ Localized Videos
other teachers?
 ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and  Other Techniques and Strategies 
providing samples of student
work.

Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
of ___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
modeling the language you want
students to use, and providing
samples of student work.
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
language you want students to use, language you want students to
and providing samples of student use, and providing samples of
work. student work.
Other Techniques and Strategies  Other Techniques and Strategies
used: used:
___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh ___Gamification/Learning throuh
play play
___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
___ Carousel ___ Carousel
___ Diads ___ Diads
of ___ Rereading of ___ Rereading of
Paragraphs/Poems/Stories Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks
___ Audio Visual Presentation of ___ Audio Visual Presentation of
the lesson the lesson
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet
__ Additional Clerical works Lab
__ Additional Clerical works
Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and
Indigenized IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Making big books from views
of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Making big books from views of
the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__ Making big books from views
of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition