Grade 1 – 12 School CAMALEY NATIONAL HIGH SCHOOL Grade Level GRADE 12-HUMSS
Daily Lesson Log
Teacher LOUIE ANDREU C. VALLE Learning Area TRENDS, NETWORKS, AND CRITICAL
THINKING SKILLS IN 21ST CENTURY
Teaching Dates and M-Th (January 20-23, 2025) 8:30am-9:30am Quarter 3 (2ND SEMESTER)
Time
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed., additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learner understands the consequences of personal and local action to global and planetary climate change.
B. Performance Standard The learner
1. analyzes how production and consumption habits contribute to the problem of climate change and explain why.
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
1. Explain the effects of consumption and production patterns on climate change.
Competency/Objectives
2. Discuss personal contributions that can actually solve the problem of climate change.
Write the LC code for
3. Make a stand on how the consequences of one’s action affect the lives of others and the environment.
each.
II. CONTENT Content is what the lesson all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
TOPIC: Understanding the Consequences of Personal and Local Action to Global and Planetary Climate Change
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Most Essential Learning Competencies CG pages 623-625
pages
2. Learner’s Trends, Networks, and Critical Thinking in the 21st Century Quarter 3 – Module 7: Understanding the Consequences of Personal and Local Action to Global and
Materials pages Planetary Climate Change
3. Textbook pages
4. Additional LCD Projector, Laptop, PowerPoint Presentation
Materials from
Learning Resource
(LR)portal
B. Other Learning Internet sites (Google; YouTube)
Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning, question their learning processes, and draw conclusions about what they learned in relation to
their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous Presenting the new lesson regarding The teacher will review the previous Review the previous lessons about the The teacher will review the previous
lesson or presenting the Consequences of Personal and lessons through Question and Answer. Effects of Consumption and lessons through Question and Answer.
the new lesson Local Action to Global and Planetary 1. What are Planetary Networks? Production Patterns on Climate 1. What are the different Effects of
Climate Change. 2. What is Global Warming? Change. Consumption and Production Patterns
3. What is Climate Change? on Climate Change?
B. Establishing a purpose After working on this lesson, the After working on this lesson, the After working on this lesson, the After working on this lesson, the
for the lesson learners are expected to describe: learners are expected to: learners are expected to: learners are expected to:
a. Planetary Networks 1. Explain the effects of discuss personal contributions discuss personal contributions
b. Global Warming consumption and production that can actually solve the that can actually solve the
c. Climate Change patterns on climate change problem of climate change problem of climate change
i. Climate (HUMSS_MCT12-Ih-i-2); (HUMSS_MCT12-Ih-i-3) (HUMSS_MCT12-Ih-i-3)
ii. Weather a. list activities that
exemplify care for the
environment
(HUMSS_MCT12Ih-i-
1);
C. Presenting Using GLOBALIZATION, write words, Video clip viewing
examples/Instances of phrases, or sentences you can https://www.youtube.com/watch?
the new lesson associate with globalization. v=oJAbATJCugs
D. Discussing new The teacher will discuss: The teacher will discuss the Effects of The teacher will discuss Some The teacher will discuss Simple things
concepts and Definition of Planetary Networks. Consumption and Production Patterns Initiatives by the Government that we can do to help fight Climate
practicing new skills # on Climate Change. helps Protect the Environment. Change.
1
E. Discussing new The teacher will discuss:
concepts and Definition of Global Warming and
practicing new skills # Climate Change.
2
F. Developing mastery Cite three existing problems brought
(leads to Formative about by climate change that you have
Assessment 3) observed in your area and what you
are the solutions to these problems.
G. Finding practical Have you ever realized that anyone Do you think some initiatives by the
application of of us can contribute to climate Government that help Protect the
concepts and skills in change? Environment are enough? Why or
daily living Why not?
H. Making Planetary networks Production Some Initiatives by the Government If we own less and use more things
generalizations and refers to the • refers to how people generate that helps Protect the Environment collectively, we need to produce fewer
abstractions about the interconnections and and manufacture the products include: things and that saves on resources.
lesson interrelations among the they need to use, sell, or a. Kyoto Protocol Sharing cars, exchanging clothes, and
various elements in the consume. b. Emission Certificates lending and borrowing tools are
natural environment Consumption c. Carbon offsetting multiple different possibilities for
enveloping and affecting refers to the use of economic collective consumption.
Earth as well as beyond or consumer goods and
Earth’s surface. resources.
I. Evaluating learning In your most creative way of
visual art expression, draw
what you have learned from
the lesson presenting the
effects of consumption and
production patterns on
climate change and how to
exemplify care for the
environment. You can also put
a slogan that connects to your
drawing. You may use bond
paper or Oslo paper to draw
your art.
J. Additional activities Bring drawing materials (coupons,
Make an advance reading on our
for application or pencils, crayons, markers, etc.) to the
topic next meeting.
remediation next meeting.
V. REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to
the following day in cases of class suspension, etc.
VI. 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 these
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: Checked by: Noted by:
LOUIE ANDREU C. VALLE GRACE S. ALVAREZ, PhD NICK A. MENDOZA
Teacher I Master Teacher I Principal IV
