DAILY LEARNING PLAN IN SOCIAL STUDIES

SY 2022-2023

SUBJECT: Social Studies QUARTER: First Quarter

GRADE LEVEL: Grade 8 TEACHER:

Topic: World Geography

Content Standard: Students show understanding of human interaction to the environment that led to the rise of ancient civilizations that
endowed legacy, which shaped the lives of present generation.
Performance Standard: Students will propose a project that advances the care and preservation of the legacy of the ancient world
civilizations to the present and future generations.
Lasallian Guiding Most Essential Learning Strategies References Remarks
Principles Competencies (3I’s)
MELC: Day 1
2. Are dynamic, and Examine the physical Pre-test *Neo LMS
encourage features of the earth INTRODUCTION *Global Times
differentiation, 1. Prayer Living History
diversity, and synergy 2. Checking of attendance Creative Responses
amongst learners that 3. Giving of instruction about the pre-test and its importance Through the Ages
are friendly, caring and 4. Distribution of the questionnaires to the students By: Panganiban,
respectful INTERACTION Evangeline
1. Students will answer the pre-test prepared by the teacher(see attached pretest) *World History by:
2. They will submit the papers and the questionnaires. Cruz et.al
INTEGRATION *Moving Forward:
1. The teacher asks the students how they find the given pre-test. Ask some World History
volunteers to share. Students’ responses will be processed until they will realize By:Diala-Jimenez,
the value of HONESTY through the given activity. Everlida
DAY 2 *World Civilization
INTRODUCTION History and Culture
1. Motivation by: Mateo et.al
Picture Analysis
Ask the students to arrange the letters inside the boxes to identify what is being
described in the pictures
Objectives:
1. Identify the
meaning of *Creative
world Responses Through
geography Processing questions: Ages by:
 and its a. Are you familiar with the places shown in the pictures? Panganiban,
relationship b. What can you say about these pictures? Evangeline S., PhD
with history c. Based on the activity, would you say that you are knowledgeable about world
and culture geography?
2. Make own 2. Presentation
definition of Let the students complete the IRF chart. Let them answer only their Initial
geography Idea in the IRF
out from the Chart.
concepts Directions: Complete the IRF chart. Write your “Initial Idea” based on the topic question.
presented Topic:WORLD GEOGRAPHY
3. Give the How does the
importance of knowledge of world Initial Idea
geography help in the
being
study of history and
respectful to culture? Revised Idea
each other Final Idea

INTERACTION
1. Let them complete the diagram by writing in the box the words or concepts related
to the word geography. Afterwards, have them write in the box on the right their
general idea about geography.

Geography

The teacher processes students’ responses.

Processing questions:
a. What are the different concepts or ideas that you have noted about geography?
b. Who can give his/her own meaning of geography based on the given ideas?

A Short quiz will be given. (Multiple Choice)

INTEGRATION
1. Ask the students about their reactions on the different concepts related to the word
geography.
a. How do you feel about the different concepts related to the word geography?
b. When a person has a different idea/concept about things, how do you relate to
them?
 c. Is it important to respect each other’s opinion?
d. Why is it important?
The teacher processes students’ responses. Let them realize the value of being
respectful.
Day 3
INTRODUCTION
1. Review
The teacher conducts a review of the previous
lesson by asking the students to share to the class their learning insights.
INTERACTION
2. Ask the students to examine the concept
map. Use the organizer in discussing geography as a concept.
and its words of origin

and its related disciplines

and its five themes

4. Ensure that the 3. In relevance of geography to other disciplines, ask the students to define history,
learners translate political science, sociology, and economics
knowledge into 4. Discuss the relation of the aforementioned disciplines to geography by completing
something useful in give the importance the chart.
actual practice for the of relations between Disciplines Related to Events/Situations that
Geography Prove Its Relation to
betterment of society geography and other Geography
and the church disciplines
History
GEOGRAPHY Political Science
Sociology
Economics
Other Disciplines
Processing questions
a. Is geography related to the mentioned disciplines? In what way?
b. What is the effect of geography to the concepts integrated in each discipline?
INTEGRATION
2. Video Analysis
The teachers shows a video clip on the song “We Are the World”
Processing questions:
a. What can you say about the video?
b. What should be done if you can see person that belongs to the other group?
c. Why do we have to be friendly or be respectful to them?
d. What will you do to be united or to live in harmony with them?
 The teacher processes students’ responses. Let
them realize the value of being friendly or living in harmony amidst cultural diversity.
Assignment:
 Ask the students to answer the activity found in their textbook.
Directions:
Answer the activities on pages 21-22(I CAN DO THIS A) of your textbook.
Day 4
INTRODUCTION
1. Review
The teacher conducts a review of the previous
lesson by asking the students to share to the class their learning insights.
INTERACTION
1. Discuss the Five Themes of Geography using a graphic organizer in a power point
presentation.
2. Divide the class into five groups assigning each a particular theme. Instruct them
to present two to three pictures that show concepts about the assigned theme in
each group. Consider the picture format.

3. Ask the students to paste the pictures on the board and let them explain their
relations to the theme.

Processing questions
a. Why were the five themes of geography created?
b. What is the importance of the five themes in the study of geography?
c. Based on the pictures shown by each group, is the study of the geography of a
place and the world generally easier? Why?
INTEGRATION
Discuss the 3. The teacher asks the students to read this
significance of
geography and the
five geographic
themes as a tool to
understand the earth Processing questions
a. What is one of the themes of geography?
b. How can you relate human-environment interaction as a theme to this reminder?
tell c. What will you do as an educated person?
 The teacher processes students’ responses. Let
them realize the value of responding to the challenges of the environment.
Day 5
INTRODUCTION
1. The teacher says,” Now that you know about the concept related to geography, let
us try to know more about the physical earth.”
2. Show a globe to the class. Let the students observe it.
a. What can you say about the globe?
b. How can it help us?
The teacher processes students’ responses.
INTERACTION
3. Ask the students to read then explain the physical characteristics of the Earth on
their book.
4. Divide the class into five groups assigning the following topics: Group 1 – Earth’s
5. Prepare the learners Structure
to participate Group 2 – Earth’s Oceans
Group 3 – The Continents
responsively in the Group 4 – Landforms
world of work, family, Group 5 – Bodies of Water 3.
community, nation and 5. Ask them to discuss the assigned topic within the group. Each group can use the
church map. Afterwards, ask them to list on a manila paper the keywords or general
words that describe the Earth based on their topic. The format below may be
followed.

Determine the 6. Let the students post the output and have an appointed member report the listed
physical features of keywords and the significance to the topic.
the earth Processing questions:
a. What are the characteristics of the Earth as a planet?
b. What are tectonic plates?
c. What does the Earth’s structure consist of?
d. What are the main oceans of the Earth? Describe each
e. How were the present continents of the Earth formed?
f. Why are the continents of the Earth distinct?
g. What are the examples of landforms and bodies of water that can be found on
Earth?
h. What is the important role of the landforms and bodies of water to people’s way
of life?
INTEGRATION
4. Song analysis
 Value:Stewardship
The teacher tells the students to listen to a song entitled “From a Distance”
Students will be asked to share their ideas.
Processing questions:
a. What can you say about the video?
b. How do you feel about this?
c. What will you do to help preserve this wonderful creation of God?

Day 6-7
Scaffold
INTRODUCTION
1. Prayer
2. Checking of attendance
3. The teacher asks the students what activities that they like to do that helps them
learn most. Students will be sharing about their skills/talents to the class.
INTERACTION
4. The teacher presents the TIC-TAC-TOE activity different activities that they find
interesting to do for them to make their scaffold activity.

TIC-TAC-TOE
Choose an activity that you like most and do this. A rubric is given for you to be guided
on how you will be rated.

Differentiated Instruction/
Multiple Intelligences
Poster Poem
Make a poster showing how various kinds of landforms Make a two-stanza poem that presents the importance
and bodies of water affect the way of life of humans. of geography in our daily life.

Song/Rap World Tour Map

Look for a song that you like most and change the lyrics Create a world tour map on earth’s distinct landforms
of this song featuring how are you going to preserve the and bodies of water. Fill the blank world map with
world’s natural resources that are considered legacies of symbols or pictures of landforms or bodies of water you
our ancient generation for the future generation? wish to visit. Trace the routes in the map to show the
order of places you wish to visit. Write a brief
information on these destinations on the side of the
map.
Comic Strips Dramatization
Look for a partner. Write a comic strip with two to three Form a group that is composed of 5 members. Act out a
characters that are friends that belong in different situation where it features the unity of people coming
continents. Make sure that in their conversation, they from different continents of the world.
are promoting their own countries/continent.

INTEGRATION
1. The teacher asks the students how they feel about the activity.
 2. Process students’ responses to realize that each one of them is unique in their own
ways.

Day 8
Post Test
INTRODUCTION
1. Prayer
2. Checking of attendance
3. Giving of instruction about the posttest
and its importance.
4. Distribution of the questionnaires to the students.
INTERACTION
5. Students answer the posttest that will be given by the teacher(see attached
pretest/posttest)
INTEGRATION
The teacher asks the students to answer this activity. Ask some volunteers to share.
BY REFLECTING ON LASALLIAN GUIDING PRINCIPLES
LGP 2, 4, 5
The students are asked to answer this activity.
Directions: Complete the given statements.
I feel _____________learning about geography because_________.
I will show my __________ by_____________________________.
I will be a ________________of my community by_____________.

Rubrics
 Poster Making World Tour Map Rubric
Criteria 5 4 3 Standards Description Points Points earned
Caption/Text Very clear, concise 3-4 cpations and text are More than 5 captions and
captions/text not clear text are not clear Map The landforms and bodies of water are 7
Accuracy of Data All data are correct 3-4 details are wrong More than 5 details are accurately located in the map.
wrong
Graphics All graphics are related to the 3-4 graphics are not More than 5 graphics are Content Five or more landforms and bodies of water 7
topic and easy to understand related to the topic not related to the topic are shown in the map. The written information
and cannot be about the landforms and bodies of water are
understood all accurate. The symbols and pictures used in
Attractiveness The combination of drawing Visuals and texts are The drawing and texts do the world tour map are suitable to the theme of
and text make for an eye- clear although their not match and have little the activity.
catching design with powerful connection is not appeal to the eye
Creativity The map is creatively designed. Appropriate 6
impact. obvious.
combination of colors and symbols was used.

Rubric on Dramatization Rubric on Comic Strips

Criteria 5 4 3 Criteria 5 4 3
Speech All members speak 3-4 members speak All members speak very Clarity The comic strip is easy to 2-3 details of the comic More than 5 of the details
clearly with proper clearly with proper clearly but intonation is read and most elements strip is not readable and of the comic strip is not
intonation intonation not proper are clearly written 2-3 elements are not readable and elements are
Accuracy and relevance Messages are based on Some messages are Most of the messages are clearly written not clearly written
accurate and relevant data accurate and relevant inaccurate Spelling and Grammar It has no spelling or It has 3-4 words that are More than 5 words are
Gestures and Facial Gestures of all the 2-3 members have Almost all the members grammatical errors wrong spelling or 3-4 wrongly spelled or
Expression members are appropriate gestures that are have gestures that are grammatical errors grammatically wrong
and facial expressions inappropriate and facial inappropriate and facial Message/Relevance The message is very clear The message is somewhat The message is not clear
convey message and expressions do not expressions do not and relevance clear and relevance and irrelevant
feelings. convey message and convey message and
feelings. feelings.
Audience’s interest Maintain interest of the Maintain interest of the Does not maintain
audience throughout the audience in some scenes interest of audience
period
Rubric on Writing A Poem Rubric on Song/Rap
Criteria 5 4 3 5 4 3
Lyrics The song lyrics are The song lyrics have The song lyrics are not
Message The message is related to the theme There is a part of the Almost all part of the
outstanding. The words parts that are are not memorable boring.
or main idea message that is not messages are not related
are memorable. The song memorable. Some parts Almost all parts are not
related to the theme or to the theme or main idea
lyrics are enthusiastically are enthusiastically enthusiastically received
main idea
received by the audience received by the audience by the audience
Organization The stanza pattern of the poem was One stanza pattern of the All the stanza pattern of
Creativity The student composed an The student composed a The student composed a
followed correctly poem was not followed the poem was not
original song with a clear song but some parts don’t song and all parts don’t
correctly followed correctly
theme. have a clear theme. have a clear theme.
Ideas/ Ideas were carefully chosen and Some ideas were Ideas were copied from
message The song expressed Some parts of the song Almost all parts of the
originality reflect original thinking carefully chosen and other poems
information about the do not relate with the song do not relate with
some parts were not
theme or the main idea information about the the information about the
originally made
theme or the main idea theme or the main idea
Fluency Sentences were made sense and Few sentences were made Almost all of the
Organization The writer clearly The writer clearly The writer clearly
were complete sense and were complete sentences are nonsense
organized information, organized information , organized information but
and incomplete
used mostly correct 2-3 details are almost all of the details
grammar and spelling and grammatically incorrect, are grammatically
used legible handwriting and wrong spelling incorrect, and wrong
spelling