Grades 1 to 12 School Grade Level 12

DAILY LESSON Teacher Learning Area Trends, Networks and Critical Thinking in
LOG the 21st Century
Teaching Dates and 1 week Quarter Second
Time

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES

The learner understands the consequences of personal and local action to global and planetary climate change
A. Content Standards

The Learner –
B. Performance Standards 1. Analyzes how production and consumption habits contribute to the problem of climate change and explain why; and
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 Explain and illustrate personal contributions that can actually solve the Make a stand and how the consequences of one’s
Competencies/ problem of climate change action affect the lives of others and the
Objectives HUMSS_MCT12-Ih-I 3 environment
Write the LC code for HUMSS_MCT12-Ih-i-4
each

II. CONTENT 2 Steps to address the problems of climate change

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource https://www.youtube.com/watch?v=mepoVmeX
(LR) portal N88

B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
https://www.youtube.com/watch?v=WqtpfD9Zn
HE
https://www.youtube.com/watch?v=bLg-
K97sWxA
(5 Minutes) Review: Activity: Ask:
Ask: The teacher will ask In a group, make a 1. Why concrete and
1. What is Climate change? the learner to recite slogan that tells a exerted actions are
the different ways promise to be made needed to help protect the
(Use concept map for this part) how to solve climate to protect the lives of lives of others and that of
change. others, and that of the the environment?
environment
(Formative Assessment Activity) (Formative 2. What have you done so
Assessment Activity) far to make these things
happen?
(15 minutes) (5 minutes)
State the objectives of the topic What are your After 15 minutes, the Commercial:
personal rapporteur of the
contributions to help group will present to This class will be divided
Explain and illustrate personal contributions that solve climate the class the slogan into 5 groups
can actually solve the problem of climate change. change? made.
Make a 5-minute
(5 minutes) Processing commercial emphasizing
Questions: advocacy of protecting
human life and the
1. Based on your environment.
group work, how can
you fulfil the promise (Formative Assessment
you have made to Activity)
protect the lives of
(20 minutes)
 Group learners into five, and each will make a others, and that of the
presentation using graphic organizer. environment?

2. How can you

List down products or goods you use daily. convince the
In what ways do these products used daily affect government to
the environment? address the problem
of the environment
aside from your
(Formative Assessment Activity) personal crusade for
it?
See Appendix 1
3. What do you think
will be the response
of the people to your
(10 minutes) call to make a stand
on the consequences
of their actions?
(10 minutes)
C. Presenting Personal Pledge of Present the
examples/instances of Video Presentation Commitment: objective
the new lesson depicting how to solve the problem of Climate
Change The learners will Make a stand on how
make a pledge of the consequences of
https://www.youtube.com/watch?v=mepoVmeX commitment to save one’s action affect the
N88 the environment from lives of others and the
https://www.youtube.com/watch?v=WqtpfD9Zn the adverse effects of environment.
HE climate change.
https://www.youtube.com/watch?v=bLg-
K97sWxA (15 minutes)

Processing Using graphic

Questions: organizer, classify
Processing Questions: different activities that
1. What did you feel show actions that
1. What is the video clip all about? while coming-up with protect human life and
your personal the environment.
2. How did you feel about the video? pledge?
 3. As a student, what solution can you use to stop 2. How important (Formative
climate change? caring for the Assessment Activity)
environment is to
(15 minutes) you? (15 Minutes)

(15 minutes) Appendix 4

D. Discussing new Follow-up Questions: Poster Making After the activity, ask
concepts and practicing about combating the learners:
new skills #1 1. Can all those ways to help solve climate climate change.
change be a personal crusade as senior high Processing
school students? (Let the students Questions:
explain their work)
2. What could be the part of the government in 1. How did you
solving climate change? classify different
(Formative activities that show
(5 minutes) Assessment Activity) actions that protect
human life and the
environment?

2. In what ways can

you be responsible for
others and for the
environment?
(5 minutes)

E. Discussing new .. .
concepts and practicing
new skills #2

F. Developing mastery The teacher shows the following pictures Make a Resolution What are the
(leads to Formative 1. Tree planting specifying one’s consequences out of
Assessment 3) 2. Energy consumption personal the actions
3. Segregation of garbage contributions in mentioned, can you
4. Burning of garbage helping solve climate cite to protect the
5. Water conservation change. human life and
(5 minutes) (15 minutes) environment?
 Each learner is given a task according to their (Essay of a (5 minutes)
ability (sketch/draw, or write a poem) about paragraph of 10
helping to solve climate change sentences)
(Differentiated Learning).
(Formative
(20 minutes) Assessment Activity)

The teacher will give inputs/knowledge about

different ways to solve climate change.

See Appendix 2

G. Finding practical How will you use your learnings to help solving Why is resolution Based on the
applications of concepts climate change? needed to pursue our activities, how can Make a Position Paper
and skills in daily living advocacy or you make a stand to on Adopting School as
contribution for cause protect human life and Community Project, and
(Students’ responses in this part showing like climate change the environment? afterwards, conduct
practical applications of concepts and skills) or environmental critiquing on said
protection? (10 minutes) Position Paper

(Students responses (15 minutes)

here)

H. Making generalizations In what ways can we As responsible SHS

and abstractions about Do you think helping to solve climate change on help stop the students, your actions are
the lesson a personal basis can make a big difference? destruction of our conscientious
environment brought consequences towards
(Reflect the answer here). about by the climate the protection of the life of
change? the others, and that of the
environment.

Statement: Cite all What are your strategies

the strategies briefly. lifted from the Action
Plan?
 (10 minutes) (5 minutes)

I. Evaluating learning Essay: Performance Task

1. Discuss the process of climate change. Make a simple
2. What are the causes and effects of climate Action Plan to show Make a musical play on
change? how one’s personal the song “Anak ng Pasig”
contributions be by Smokey Mountain.
(Provide Rubrics for this essay) actualized. This is a group
performance. The teacher
See Appendix 3 (Provide graphic will assign three groups in
organizer and the class to come up with
Rubrics for this) a musical play centering
its message on the song.
(15 minutes)
(Provide Rubrics for this
performance task).

(25 minutes)
J. Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
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?
 Appendix 1

Each learner is given a task according to their ability (sketch/draw, and write a poem) about helping to solve climate change.
RUBRIC for Essay Writing:

Criteria 4 3 2 1
Ideas Ideas were Ideas were Ideas were The letter
expresses in a expresses in a somewhat seemed to be a
clear and pretty clear organized but collection of
organized manner, but were not very unrelated
fashion. It was the clear. It took sentences. It
easy to figure organization more than one was very difficult
out what the could have reading to to figure out
letter was been better figure out what what the letter
about the letter was was about.
about.
Content The letter The letter The letter The letter
Accuracy contains all contains mostly contains some contains no
accurate facts accurate facts accurate facts accurate facts
about the about the about the about the
student’s role student’s role student’s role student’s role as
as an aide as aide as an aide an aide
Sentences and Sentences and All sentences Most Many sentence
Paragraphs paragraphs are are complete sentences are fragments or
complete, well- and well- complete and run-on
constructed constructed (no well- sentences or
and varied fragments, no constructed. paragraphing
structure. run- on) Paragraphing needs lots of
Paragraphing needs some work.
is generally work.
done well.
Length The letter is The letter is The letter is The letter is less
more than 100 between 75- between 50- than 50 words
words 100 words 74 words
 ACTION PLAN FOR PERSONAL CONTRIBUTIONS TO SAVE ENVIRONMENT

PROBLEM STRATEGIES TO SOLVE PROBLEMS TIME TABLE

 MAKING A STAND

ACTIVITIES SHOWING ACTIONS PROTECTING HUMAN LIFE ACTIVITIES SHOWING ACTIONS PROTECTING THE ENVIRONMENT
RUBRICS FOR MUSICAL PLAY

Criteria 4 3 2 1
Accuracy and Point-of –view, Point-of –view, Point-of –view, Point-of –view,
believability of arguments, and arguments, arguments, and arguments, and
role solutions and solutions solutions solutions
proposed were proposed were proposed were proposed were
always realistic usually realistic often realistic rarely realistic
and consistently and in and in character and in character
in character character

Clarity of Speech is Speech is Speech is often Speech is rarely

speech always clear usually clear clear and easy clear and easy to
and easy to and easy to to understand understand
understand understand
Expression Always Usually Often Rarely expresses
and body expresses expresses expresses emotion through
language emotion emotion emotion voice, facial
through voice, through voice, through voice, expression and
facial facial facial gestures
expression and expression and expression and
gestures gestures gestures

Knowledge Can clearly Can clearly Can clearly Cannot explain

gained explain several explain several explain one way any ways in
ways in which ways in which in which his or which his or her
his or her his or her her character character “saw”
character “saw” character “saw” things things differently
things “saw” things differently than than other
differently than differently than other characters
other other characters
characters and characters
can
explain why
RUBRICS FOR ACTION PLAN

EXEPTIONAL (4 POINTS) ADMIRABLE (3 POINTS) ACCEPTABLE ( 2 POINTS) ATTEMTED (1 POINT)

ORGANIZATION AND
CLARITY OF IDEAS

CONTENT

TROROUGHNESS

AESTHETIC VALUE