School CABOTONAN HIGH SCHOOL Grade Level 12

INQUIRIES,
Teacher SHENA J. SERRA Learning Area IMMERSION &
INVESTIGATION
Date Section Time
Daily Lesson Log Teaching
MARCH THIRD QUARTER
Dates and Quarter
3, 2021 DE VERA 9:30-10:30
Time
I. OBJECTIVES
Identifying the Problem and Asking the Question
A. Content Standard
The learners will formulate clearly the statement of research problem
B. Performance Standard and present written statement of the problem.

At the end of the lesson, the students are expected to formulate

C. Learning Competencies/
Objectives. Write the LC code for
each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
Presenting the new lesson.
B. Establishing a purpose for the
lesson
clearly the statement of research problem and present written
statement of the problem. Specifically, the learners will be able to:
1. Identify a research problem;
2. Formulate a research question based on the identified
problem.
3. Write specific research questions related to the general
question.
Research Problem and Research Question
Practical Research 1; Rex Bookstore pages 45- 53
http://
www.identifyingproblem.com
http://
www.researchproblem.com
None
None
None
None
Power point
Images/pictures
Laptops/Televisions
Meta-cards/flash cards
Markers
Do. The Preliminaries
 Prayer
 Checking of attendance
 The students will give the recap about the past lesson.
Elicit:
The Murder Mystery Game (7 mins) establish students critical
thinking, let them think differ.
1. Task: Mr. Kelley was murdered. Students must use clues to
collaboratively find answers to five questions:
2. Explain to learners that through this mystery game activity they
were able to exercise an effective group discussion and use
their skills in problem solving.
3. Learners will be asked to give the relationship of Problem and
Question.
4. The teacher will give the objectives of today’s lesson to the
students

Do: OBJECTIVES OF THE LESSON

The learners will be able to:
1. Identify a research problem.
2. Formulate their research questions based on the identified
problem.

C. Presenting Examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
3. Write a specific research questions related to the general
question.
Engage:
Picture Query: (8 mins)
1. Student will analyze the pictures posted on the blackboard. Let
them formulate questions based from the picture presented.
Guide Questions:
 Why is it important to probe, inquire, or ask questions?
Explore
Group Activity (10 mins)
Students will be grouped into five composed of 7-8 members each
group.
During presentation, each group will be given 5 minutes to explain
their research and answer queries from other groups
Directions:
1. Directions:
2. The students will be given a problem (based on the pictures)
based on this picture selected, identify your research topic,
give or describe the justifications/ reasons behind your
decision to do a research work, and mention, too, the
benefits and the beneficiaries of your research work.
3. The group can use Cartolina or ICT if available.
4. Formulate one general or “mother” question to reflect your
research problem or topic.
5. Banking on whatever background knowledge you have about
your chosen topic, formulate three research questions or sub-
problems that are closely related to the general question.
Do: Present CLASS RULES FOR ACTIVITY:
• Respect each other
• Be creative
• Enjoy our learning (because learning is fun)
• Be participative (because it’s a group collaboration)
• Follow directions from others.
Explain
Group presentation (25 minutes)
Groups will present their output to the class and the class will compare the
results.
FORMAT (for the presentation of output)
 RESEARCH PROBLEM:
_______________________________________________
RESEARCH QUESTION:
_______________________________________________
Specific Questions:
1.
2.
3.

Rubric for the Guided Activity

4 3 2 1

Participation The entire Most of the Some of the Only few of the
members group group members group actively group actively work
consistently actively work work toward the toward the success
and actively toward the success of the of the activity
work toward success of the activity
the success of activity
the activity.

Timeliness The group The group The group The group neither
finished and finished and finished and finished nor
completed the completed the completed the completed the
activity on activity on activity after the activity within the
before the time. given time. given time.
given time.

Accuracy All the tasks Most of the Some of the Few of the tasks
given were tasks given tasks given were given were
delivered and were delivered delivered and delivered and
answered and answered answered answered accurately
accurately accurately accurately

G. Finding practical applications of Elaborate (10 minutes)

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
1. The teacher will discuss the difference between Research Problem and
Research Question.
a. Ask the learners how they perceive or understand the word “problem”.
The word “problem” makes you worry and pushes you to exert considerate
effort in finding a solution for it.
b. When you decide to do a research, you begin with a problem that will
lead to a specific topic to focus on. For example;
Problem: year- by- year flash floods in your community
- This problem drives you to think of one topic you can investigate or focus
on for the solution to your community’s flood problem.
- Like, examining only the neighborhood lifestyle in relation to floods in
the area.
c. Research problems enable you to generate questions.
d. The ability to identify your research problem and to formulate the
questions depends on the background knowledge you have about the topic.
2. The teacher will enumerate the research topics to be avoided and explain
the guidelines in formulating research questions.
Evaluate(5 minutes)
SELF- ASSESSMENT. Assess your understanding of the topic through
checking the corresponding performance indicator.
 Evaluation

1 2 3

NOT NEEDS MEETS EXCEEDS

VISIBLE IMPROVEMENT EXPECTATION EXPECTATIO
S

I can identify a research

problem

I can formulate a
research question based
on the identified
problem.

I can write specific

research questions
related to the general
question

J. Additional activities for application Extend

or remediation 1. Ask the learners to go back to their output and analyze whether
their topics are good research problem and their research questions are
SMART.
2. Learners will share their understanding on the following
expressions:
a. Research questions are inseparable from the research
problem.
b. You cannot ask any question in your research study.
a. The keyword in research question formulation is
SMART.

Prepared by:

SHENA J. SERRA
SHS Teacher

Noted by:

GENEROSA N. MORENO
School Head