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DAILY LESSON Teacher Learning Area Trends, Networks and Critical Thinking in
LOG the 21st Century
Teaching Dates and 1 week Quarter Second
Time
I. OBJECTIVES
The learner understands the consequences of personal and local action to global and planetary climate change
A. Content Standards
The Learner –
B. Performance Standards 1. Analyzes how production and consumption habits contribute to the problem of climate change and explain why; and
2. Writes a resolution that you can share with your friends about how you can personally contribute towards solving the
problem of climate change.
C. Learning Explain and illustrate personal contributions that can actually solve the Make a stand and how the consequences of one’s
Competencies/ problem of climate change action affect the lives of others and the
Objectives HUMSS_MCT12-Ih-I 3 environment
Write the LC code for HUMSS_MCT12-Ih-i-4
each
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning https://www.youtube.com/watch?
Resource (LR) portal v=mepoVmeXN88
https://www.youtube.com/watch?
v=WqtpfD9ZnHE
https://www.youtube.com/watch?v=bLg-
K97sWxA
B. Other Learning
Resources
IV. PROCEDURES
B. Establishing a purpose State the objectives of the topic What are your After 15 minutes, the Commercial:
for the lesson personal rapporteur of the
contributions to help group will present to This class will be divided
Explain and illustrate personal contributions that solve climate the class the slogan into 5 groups
can actually solve the problem of climate change? made.
change. Make a 5-minute
(5 minutes) Processing commercial emphasizing
Questions: advocacy of protecting
human life and the
1. Based on your environment.
group work, how can
you fulfil the promise (Formative Assessment
you have made to Activity)
protect the lives of
Group learners into five, and each will make a others, and that of the (20 minutes)
presentation using graphic organizer. environment?
D. Discussing new Follow-up Questions: Poster Making After the activity, ask
concepts and practicing about combating the learners:
new skills #1 1. Can all those ways to help solve climate climate change.
change be a personal crusade as senior high Processing
school students? (Let the students Questions:
explain their work)
2. What could be the part of the government in 1. How did you
solving climate change? classify different
(Formative activities that show
(5 minutes) Assessment Activity) actions that protect
human life and the
environment?
E. Discussing new .. .
concepts and practicing
new skills #2
F. Developing mastery The teacher shows the following pictures Make a Resolution What are the
(leads to Formative 1. Tree planting specifying one’s consequences out of
Assessment 3) 2. Energy consumption personal the actions
3. Segregation of garbage contributions in mentioned, can you
4. Burning of garbage helping solve climate cite to protect the
5. Water conservation change. human life and
(5 minutes) (15 minutes) environment?
See Appendix 2
G. Finding practical How will you use your learnings to help solving Why is resolution Based on the
applications of concepts climate change? needed to pursue our activities, how can Make a Position Paper
and skills in daily living advocacy or you make a stand to on Adopting School as
contribution for cause protect human life Community Project, and
(Students’ responses in this part showing like climate change and the environment? afterwards, conduct
practical applications of concepts and skills) or environmental critiquing on said
protection? (10 minutes) Position Paper
(25 minutes)
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
Appendix 1
Each learner is given a task according to their ability (sketch/draw, and write a poem) about helping to solve climate change.
MAKING A STAND
ACTIVITIES SHOWING ACTIONS PROTECTING HUMAN LIFE ACTIVITIES SHOWING ACTIONS PROTECTING THE ENVIRONMENT
Criteria 4 3 2 1
Accuracy and Point-of –view, Point-of –view, Point-of –view, Point-of –view,
believability of arguments, and arguments, arguments, and arguments, and
role solutions and solutions solutions solutions
proposed were proposed were proposed were proposed were
always realistic usually realistic often realistic rarely realistic
and consistently and in and in character and in character
in character character
TROROUGHNESS
AESTHETIC VALUE