GRADE 12 School JEAGMHS Grade Level 11

DAILY Teacher DELSON C. PEREZ Learning Area Discipline and Ideas in the Social Sciences
LESSON LOG Teaching Dates and Time September 11-15, 2023 (Week 3) Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the emergence of the Social Sciences and the different disciplines.
B. Performance Standard The learners shall be able to connect the disciplines with their historical and social foundations.
C. Learning Competency/ Compare and contrast the various Social Science disciplines and their fields, main areas of inquiry, and methods. (HUMSS_DISS11-IIIb-d-3)
Objectives Define Anthropology, identify Describe Economics, identify Interpret Geography, identify Interpret History, identify the fields,
Write the LC code for each. the fields, areas of inquiry and the fields, areas of inquiry and the fields, areas of inquiry and areas of inquiry and methods of
methods of Anthropology. methods of Economics. methods of Geography. History.
II. CONTENT Defining Social Sciences as the study of society
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc., pp. 20-37
IV. PROCEDURES
A. Reviewing previous Ask the learners: Ask the learners: Ask the learners: Ask the learners:
lesson or presenting the 1. What are the differences 1. What are your insights about 1. How do you find your budget 1. What is Geography?
new lesson among Social Science and yesterday’s lesson? Establish for today? Have you already 2. What are the fields of
Natural Science and the relevance of anthropology planned how to manage it Geography?
Humanities? as a social science wisely? Give a practical application of
Geography
B. Establishing a purpose Teacher will present a Group the class into five (5). GROUP ACTIVITY: From the assignment, the teacher
for the lesson picture of man’s SOUNDS LIKE will distribute paper strips among
 evolution.
Process questions:
1. Are you familiar with
the picture?
2. What element/s of the
picture captured your
attention?
What branch of social science
is responsible for this picture?
C. Presenting SOCSCI PUZZLE
examples/Instances of The learners will supply the
the new lesson letters to reveal the meaning of
Anthropology
D. Discussing new SOCSCI SORT
concepts and practicing The learners will sort the
new skills # 1 pictures into the three
branches of Anthropology
List down 10 things
which you can’t live
without.
The groups will present to the
class
Each group will classify
what among the listed
things falls under the needs
or wants.
The learners will present it to
the class by group.
The teacher will ask the
learners:
1. What is your own
ideas regarding
Economics?
learners and require them to write
The learners will be the news headlines that happened
grouped into five. on their birthdates. Then, the
Each group will be given a learners will post it in the blackboard
chance to pick a set of words
that sound like specific
geographic features through
their group representative.
Set of words
1. Mt. Everest= Mouth-
Eve- Rey- East
Sahara Desert= Saw- Hour-
Add- East- Earth
3. Pacific Ocean= Pass-
Safe- Pick- Oust- Sun
4. Bermuda Triangle=
Bear- Mode- At- Try-
Angle
5. Palawan= Foul- Awe-
Won
Each group will describe the 1. What happened on your
completed set of words Mt. birthday? or What was
Everest, Sahara Desert …) happening on the day that
then present it to the class you were born?
2. Share your insights
about your birthday
headline.
3. Which branch of Social
Science does our activity
represents?
Define history?
Based from the learners’ The teacher will discuss. History
analysis of the activity, has different fields. Accomplish
learners will be asked. the Wheel Graphic Organizer by
1. What is your idea identifying the various branches
about Geography? of History that deals with the

The keywords that may arise
will be written by the teacher
on the board to come up with
a definition of Economics.
E. Discussing new The teacher will discuss the The teacher will present a
concepts and practicing methods used in studying graphic organizer that
new skills # 2 Anthropology shows the relationship of
Microeconomics and
Macroeconomics.
Elicit as many ideas as
possible from the students
Teacher then clarifies
what Geography is.
The teacher will use power
point presentation for the
discussion about physical and
human geography.
(Presentation contains
pictures of different land
forms and bodies of water
such as, Mt.
Everest, Cordillera, Bohol,
Baguio, Tagaytay, Sahara
Desert, Bodies of water
such as Pacific Ocean,
coastal areas, rivers, lakes
etc.)
given themes, examples, or
interests. Write at the center your
answer.
Example: Islam, Christianity,
Buddhism, Zoroastrianism,
Hinduism
= History
Different fields: Diplomatic,
Economic, Asian, World,
European, Environment, Military,
Legal, Cultural,
Modern, Women
COMPLETE THE
ANALOGY:
Scientist: test tube
Teacher: chalk
Historian:
Processing Questions:
1. What is the connection
between word-pairs?
2. What is the tool of a
historian?
3. Why is a historian like a
detective?
4. What is Historiography?
5. Differentiate primary
sources from secondary
sources.
F. Developing mastery
(leads to Formative
Assessment 3)
GROUP ACTIVITY:
Group Scenario
The teacher will assign
each group to the different
branches and let the
learners relate it to the
different methods used in
Anthropology.
CLASS ACTIVITY: PICK N
STICK
The learners will classify
words written on meta cards
and post it on its
corresponding field of
Economics.
GROUP ACTIVITY: The teacher will require
HUMAN TABLEAU learners to accomplish a
In groups, learners will worksheet. (See attachment)
perform human activities
referring to a certain place
such as hilly, mountainous,
coastal, rivers, lakes to show
their way of life.

G. Finding practical The teacher will present
application of concepts another scenario to the
and skills in daily living learners: “If you are an
anthropologist, what specific
Filipino tradition will you be
interested into?
H. Making generalizations The teacher will ask the
and abstractions about learners about the definition,
the lesson branches and methods used in
studying Anthropology
Answers:
1. Anthropology is the
study of humankind
2. 3 branches: Physical or
Biological, Cultural, and
Archaeology
3. Methods: Ethnography,
Participant Observation,
Interview, Focused group
discussion, life history
Cite specific situation in
your life where you can
apply the principles of
Macro and
Microeconomics.
The teacher will ask the
learners about the definition
and fields of Economics.
Answers: Economics
seeks to understand
people’s activities
concerning
production, distribution and
consumption of goods and
services.
The two fields of
Economics are
Microeconomics and
Macroeconomics.
Teacher will ask “How does Do you find History useful to your
your environment affect your daily lives? Why did you say so?
way of living?
From all of the aforementioned, During this past week, what were
what is your understanding the hottest issues that the different
about Geography? fields of History examined?
Answers:
Geography is the study of the
features of the earth and the
location of living things on the
planet. It is divided into two main
branches- the Physical
Geography and Human
Geography.
 method, ocular inspection.

I. Evaluating learning The teacher will ask CONCEPT Paper and Pencil Complete the sentence
the learners to MAPPING: Test (10-item quiz) prompts.
accomplish the 5-3-1 ECONOMICS History is the study of
Chart Definition, Etymology, .
(5-Methods, 3- Expected output: (Needs, Branches of Geography Among the fields of History,
Braches, 1-Definition) Wants, Microeconomics, I am interested at _ _
Macroeconomics) History because I’m
fascinated with
.
An example of primary
sources that I will deal with
History are
An example of secondary
source that I will deal with
History are .
A. Additional activities for
application or
remediation
V. REMARKS
V. REMARKS

VI. REFLECTIONS

PRUDENCE _________ PRUDENCE _________ PRUDENCE _________ PRUDENCE _________

A. No. of learners who earned
FORTITUDE _________ FORTITUDE _________ FORTITUDE _________ FORTITUDE _________
80% in the evaluation
B. No. of learners who require PRUDENCE _________ PRUDENCE _________
additional activities for FORTITUDE _________ PRUDENCE _________ PRUDENCE _________ FORTITUDE _________
remediation who scored FORTITUDE _________ FORTITUDE _________
below 80%
C. Did the remedial lessons PRUDENCE _________ PRUDENCE _________
FORTITUDE _________ PRUDENCE _________ PRUDENCE _________ FORTITUDE _________
work? No. of learners who
FORTITUDE _________ FORTITUDE _________
have caught up with the
lesson
D. No. of learners who PRUDENCE _________ PRUDENCE _________ PRUDENCE _________ PRUDENCE _________
continue to require FORTITUDE _________ FORTITUDE _________ FORTITUDE _________ FORTITUDE _________
remediation

E. Which of my teaching
strategies worked well?
Why did this 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:

DELSON C. PEREZ Checked by:

Subject Teacher
ARNEL S. AQUE Noted by:
SHS Coordinator/Head Teacher III
ANGELO R. BASILIO, EdD
School Principal III