School Grade Level 11

DAILY LESSON LOG INTRODUCTION TO THE PHILOSOPHY OF

Department of Education Teacher Learning Area
THE HUMAN PERSON
Teaching Dates and Time Week 8 Quarter First Quarter |1st Semester
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner understands the interplay between humans and their environments.

B. Performance Standards The learner can demonstrate the virtues of prudence and frugality towards his/her environment.
Show that care for the environment contributes to health, well-being and sustainable
development:
C. Learning 1. Highlight the link between environmental care and health, well-being, and
Competencies/Objectives sustainable development.
2. Foster a sense of responsibility towards sustainable practices for long-term
well-being of the environment.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
 Begin the class by briefly reviewing
the importance of environmental
ethics and the concept of sustainable
A. Reviewing previous lesson or
development.
presenting the new lesson
 Recap the key principles of
environmental care discussed in the
previous lesson.
 Explain to the students that the
purpose of today's lesson is to
highlight the link between
B. Establishing the purpose of the environmental care and health, well-
lesson being, and sustainable development.
 Emphasize the interconnectedness of
human beings and the natural
environment.
C. Presenting examples/instances of  Present examples and instances that
the new lesson demonstrate the impact of the
environment on human health and
Modules in Introduction to the Philosophy of the Human Person
 Begin the class by briefly reviewing
the concept of environmental ethics
and the importance of sustainable
practices.
 Recap the key principles discussed
in the previous lesson related to
environmental care.
 Explain to the students that the
purpose of today's lesson is to foster
a sense of responsibility towards
sustainable practices for the long-
term well-being of the environment.
 Emphasize the importance of
individual actions and choices in
creating a sustainable future.
 Present examples and instances that
highlight the consequences of
unsustainable practices, such as
Demonstrate the virtues of prudence and frugality towards environments:
1. Demonstrate prudence and frugality in environmental practices.
2. Cultivate responsible and sustainable resource management.
 Begin the class by briefly reviewing
 Ask students to recall the previous
the concept of environmental ethics
lesson related to environmental
and the importance of sustainable
practices and their impact on the
practices.
environment and well-being.
 Recap the key principles discussed
 Connect the previous lesson to the
in the previous lesson related to
new topic of responsible and
environmental care and responsible
sustainable resource management.
behavior.
 Explain to the students that the
purpose of today's lesson is to Explain to students that the purpose of
emphasize the importance of this lesson is to cultivate their
prudence and frugality in understanding of responsible and
environmental practices. sustainable resource management and its
 Emphasize the connection between significance in preserving the
responsible resource management environment.
and sustainable living.
 Present examples and instances that  Show pictures or provide examples
illustrate prudence and frugality in of responsible and sustainable
environmental practices, such as resource management practices, such

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
well-being, such as air pollution and
its effects on respiratory health,
deforestation and its impact on
biodiversity and climate change, or
water pollution and its consequences
for human health.
 Engage the students in a discussion
about the potential long-term
consequences of environmental
degradation on human health and
sustainable development.
 Introduce the concept of eco-friendly
practices and sustainable living.
 Discuss different ways in which
individuals can contribute to
environmental care, such as reducing
waste, conserving energy and water,
adopting sustainable transportation
methods, and supporting eco-
friendly initiatives.
 Provide practical examples and
discuss the benefits of each practice
for personal well-being, community
health, and sustainable development.
 Introduce the concept of the
interconnectedness of all living
beings and ecosystems.
 Discuss the concept of ecological
balance and its significance for the
well-being of both humans and the
environment.
 Engage the students in an interactive
activity where they have to identify
and discuss the interconnectedness
of various aspects of the
environment, such as air, water,
land, plants, animals, and humans.
 Divide the class into small groups
and assign each group a specific
environmental issue or challenge
(e.g., waste management,
deforestation, pollution).
deforestation, pollution, and climate
change.
 Discuss the impact of these practices
on the environment, as well as their
long-term implications for human
well-being and the health of the
planet.
 Engage the students in a discussion
about the ethical considerations
associated with these issues.
 Introduce the concept of
intergenerational justice and its
relevance to sustainable practices.
 Discuss how the actions and choices
of the current generation can have a
significant impact on the lives of
future generations.
 Explore ethical frameworks that
promote responsibility towards the
environment, such as utilitarianism,
deontology, and eco-centrism.
 Engage the students in a debate or
discussion on the ethical dilemmas
and trade-offs involved in making
sustainable choices.
 Introduce the concept of ecological
footprint and its significance in
understanding individual
environmental impact.
 Discuss ways in which individuals
can reduce their ecological footprint,
such as adopting renewable energy
sources, practicing waste reduction
and recycling, and supporting
sustainable agriculture.
 Facilitate a brainstorming session
where students can generate practical
ideas for sustainable practices in
their daily lives.
 Divide the class into small groups
and assign each group a specific
environmental challenge or issue
(e.g., energy consumption, waste
management, water conservation).
minimizing waste generation,
conserving energy and water, and
adopting sustainable transportation
methods. as recycling, reducing energy
 Discuss the benefits of these consumption, and conserving water.
practices, both for the environment  Discuss with students how these
and personal well-being. examples promote responsible and
 Engage the students in a discussion sustainable resource management.
about the potential long-term
consequences of irresponsible
resource consumption.
 Introduce the concept of prudence
and its relation to responsible
 Define responsible and sustainable
decision-making.
resource management and explain its
 Discuss the importance of evaluating
importance in ensuring the long-term
the long-term consequences and
availability and preservation of
potential risks of our actions and
natural resources.
choices, particularly in relation to
 Discuss the principles and strategies
resource consumption.
involved in responsible and
 Explore different strategies for
sustainable resource management,
practicing prudence in
such as reducing waste, promoting
environmental practices, such as
recycling, and using renewable
planning and budgeting resources,
energy sources.
reducing unnecessary consumption,
and reusing or repurposing materials.
 Introduce the concept of frugality
and its relation to sustainable living.
 Discuss the idea of living within  Engage students in a class discussion
one's means and finding satisfaction on practical ways they can
in simpler, less resource-intensive implement responsible and
lifestyles. sustainable resource management in
 Engage the students in a their daily lives.
brainstorming session where they  Encourage students to share their
generate ideas for practicing ideas and experiences related to
frugality in their daily lives, such as resource conservation and
opting for second-hand items, responsible consumption.
minimizing single-use products, or
embracing minimalism.
 Divide the class into small groups  Divide students into small groups
and assign each group a specific and provide each group with a
environmental challenge or issue worksheet.
related to resource consumption  The worksheet should include
(e.g., food waste, energy usage, scenarios that require responsible

G. Finding practical applications of
concepts and skills in daily living
H. Generalizing and abstractions
about the lesson
I. Evaluating Learning
 Instruct each group to brainstorm
and develop a comprehensive plan of
action to address the assigned issue,
considering the link between
environmental care, health, well-
being, and sustainable development.
 Each group should present their plan
to the class, emphasizing the
importance of their chosen issue and
how their proposed actions can
contribute to positive change.
 Facilitate a class discussion on
practical applications of
environmental care in daily life.
 Discuss how individuals can make
conscious choices to protect the
environment, improve personal
health, and contribute to sustainable
development.
 Encourage students to share their
own experiences or ideas for
promoting environmental care and
sustainable living.
 Guide the students in reflecting on
the broader implications of
environmental care in philosophy
and everyday life.
 Discuss how environmental ethics
and sustainable practices relate to
broader philosophical concepts such
as intergenerational justice,
responsibility, and the intrinsic value
of nature.
 Encourage critical thinking by
asking questions such as: How does
our treatment of the environment
reflect our values and priorities?
How can we reconcile human needs
and environmental protection in a
sustainable way?
 Conduct a class discussion or a
written reflection where students can
express their understanding of the
link between environmental care,
 Instruct each group to develop a
comprehensive action plan to
address the assigned issue, focusing
on long-term sustainability and
personal responsibility.
 Each group should present their
action plan to the class, highlighting
the strategies, goals, and potential
impact of their proposed solutions.
 Facilitate a class discussion on
practical applications of sustainable
practices in daily life.
 Discuss how responsible
consumption, waste reduction, and
conscious lifestyle choices can
contribute to the long-term well-
being of the environment.
 Encourage students to share their
own experiences or ideas for
promoting sustainable practices in
their communities.
 Guide the students in reflecting on
the broader implications of
responsible environmental practices.
 Discuss how sustainable practices
align with philosophical principles
such as moral responsibility, virtue
ethics, and the intrinsic value of
nature.
 Encourage critical thinking by
asking questions such as: How can
individual actions contribute to the
well-being of the environment? How
do sustainable practices reflect our
values and commitments?
 Conduct a class discussion or a
written reflection where students can
express their understanding of
responsible sustainable practices and
water conservation).
and sustainable resource
 Instruct each group to develop a
management decisions.
practical action plan that promotes
 In their groups, students should
prudence and frugality in addressing
analyze the scenarios and come up
the assigned issue.
with solutions that demonstrate
 Each group should present their
responsible resource management.
action plan to the class, highlighting
 Each group will present their
the strategies, goals, and potential
solutions to the class.
impact of their proposed solutions.
 Facilitate a class discussion on
practical applications of prudence
and frugality in daily life.
 Discuss how responsible  Facilitate a class discussion on how
consumption and resource students can apply responsible and
management can contribute to sustainable resource management
personal well-being, financial principles in their daily lives.
stability, and environmental  Encourage students to reflect on their
sustainability. own resource consumption patterns
 Encourage students to share their and identify areas for improvement.
own experiences or ideas for
practicing prudence and frugality in
their communities.
 Guide the students in reflecting on
the broader implications of prudence
and frugality in environmental
practices.
 Discuss how these concepts relate to
Engage students in a reflection activity
philosophical principles such as
where they write down their key
temperance, moderation, and the
takeaways from the lesson and their
balance between individual needs
personal commitments to practicing
and environmental well-being.
responsible and sustainable resource
 Encourage critical thinking by management.
asking questions such as: How can
prudence and frugality contribute to
sustainable development? How do
they reflect our values and
responsibilities?
 Conduct a class discussion or a Assess students' understanding through
written reflection where students can class participation, responses to
express their understanding of questions, and the quality of their group
prudence and frugality in presentations.
 health, well-being, and sustainable
development.
 Assess students' ability to articulate
the concepts and their awareness of
practical actions that promote
environmental care and sustainable
living.
 Provide constructive feedback and
address any misconceptions or
questions that arise.
J. Additional Activities for
Application or Remediation
their sense of responsibility towards
environmental practices.
the environment.
 Assess students' ability to articulate
 Assess students' ability to articulate
the concepts discussed and their
the concepts discussed and their
awareness of practical actions that
awareness of practical actions that
promote responsible resource
promote long-term well-being of the
consumption.
environment.
 Provide constructive feedback and
 Provide constructive feedback and
address any misconceptions or
address any misconceptions or
questions that arise.
questions that arise.
 Assign students to conduct a
 Assign students to create a poster
research project on a specific aspect
that showcases the importance of
of responsible and sustainable
prudence and frugality in
Assign a homework task where students resource management and present
environmental practices.
research and prepare a short presentation their findings to the class.
 Students can also be tasked to
on a sustainability project or initiative in  Organize a resource fair where
conduct a survey on the
their local community. students can showcase their ideas
environmental practices of their
and projects related to responsible
community and present the results to
and sustainable resource
the class.
management.

V. REFLECTION

A. No. of learners who earned 80%

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