GRADE 1 to 12 School Grade Level Grade 11

DAILY LESSON LOG Teacher Learning Area DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES (DISS)
Teaching Dates and Time NOV. 28 – DEC. 2, 2022 1:00-2:00 PM (MWTHF) Quarter SECOND QUARTER WEEK 4

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
The learners demonstrate an understanding of Key concepts and approaches in the Social Sciences.
A. Content Standard
The learners shall be able to:
1. Interpret personal and social experiences using relevant approaches in the Social Sciences; and
B. Performance Standard
2. Evaluate the strength and weaknesses of the approach.
The learners analyze the significance of Distinguish the ways by which human- Explain environmental and social issues Interpret thematic and
C. Learning
data. environment interactions shape cultural through the analysis of spatial distributions mental maps to understand landscape
Competency/Objectives
(HUMSS_DIS11- IVd-9) and natural landscapes. and spatial processes. changes and an individual’s sense of
Write the LC code for each.
(HUMSS_DIS11-IVd-10) (HUMSS_DIS11-IVd-10) place. (HUMSS_DIS11-IVd-10)

II. CONTENT HUMAN-ENVIRONMENT INTERACTION

III. LEARNING RESOURCES

A. References CG CG CG CG
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
1) Jose, M. D. and Ong, J. (2017) Disciplines and Ideas in the Social Sciences, Vibal Group, Inc., pp. 71– 74
2) Dela Cruz, Arleigh Ross D., PhD., et.al.,Disciplines and Ideas in the Social Sciences, Phoenix Publishing House, Inc., pp. 55 – 60
B. Other Learning Resource
3) https://www.youtube.com/watch?v=H0hk_5Plv5U
4) https://www.britannica.com/topic/positivism
IV. PROCEDURES
The teacher briefly asks some students Reviewing the concept - Picture Analysis Reviewing the various human activities
concerning the link between gender hermeneutical The teacher will show pictures for the affecting the environment and sight
A. Reviewing previous lesson or inequality and gender ideologies. (5 phenomenology, by learners to analyze. ways on how to prevent them.
presenting the new lesson minutes) calling a student to discuss its concept in a Ask the learners:
nutshell. (5minutes) What is Environmental Awareness?
What is environmentalism?
B. Establishing a purpose for the From the examples of optical illusions Students will be presented a video Students will present/report the The teacher throws series of questions
lesson and/or ambiguous figures brought by the presentation on ways by which human environmental issues assigned to them. where students will
students, the teacher chooses some of environment interactions shape cultural a. Air Pollution answer: (15 minutes)

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 them and invites the students to show and natural landscapes.
b. Greenhouse Effect a. How does your environment affects
these to the rest of the class. The teacher (song analysis; title
c. Global Warming your life?
then asks students to identify what they KAPALIGIRAN by; Asin
d. Climate Change b. In what way does the environment
see in the images. The students will likely (5 minutes)
Rubric: affects your life?
give different answers to the same image. See attach rubrics;
Mastery of the Topic– 30 c. Why all this phenomenon happens?
The teacher afterwards asks: “If it is the http://www.phenomen
Presentation - 20
same image, why is it that you are giving ologyonline.com/inqui
50
different answers?” After listening to the ry/.
students’ replies, the teacher says: “If in a
small thing as this,
we are already disagreeing, is it any
surprise that we have
difficulty coming to agreement in bigger
and more important things?”
(5 minutes)
The teacher will present other
Students will be shown a video of jingle- The students will respond through
environmental issues aside from what the
Analysis (10 minutes) making explaining the rubrics of the shown graded recitation about their knowledge
students discussed.
The teacher now asks: “What is data? video. on thematic MAPS.
(with the use of video and power point
How can we define the word data?” (5minutes)
presentation)
The teacher notes on the board the
definitions given by students. The teacher
further asks: “In the previous activity, what
C. Presenting examples/Instances
can we consider as data?” Expected
of the new lesson
answer would be the optical illusion
and/or ambiguous figure.
The teacher asks:
“What is hermeneutics? How is it
defined?” The teacher notes on the board
the definitions of hermeneutics given by.

Students will be grouped into four CRITICAL THINKING POWER

distinguishing what Students will answer the question, “What
D. Discussing new concepts and are the good and bad ways on how human- about you as the future generations, what
practicing new skills # 1 environment systems affect human beings can you do to save mother earth”?
in a manila paper. (15 minutes)
(10 minutes)
E. Discussing new concepts and Students will be called to share their
practicing new skills # 2 experiences as they do their task.
F. Developing mastery At least one from the group explains their The students will present tableau about
(leads to Formative Assessment 3) work. (5 mins.) of thematic map in human environment
system and its effect to biosphere
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 (15 minutes)
Application Distinguishing which ways are good and Individual /Class Performance: Performance.
The teacher gives these instructions: “Think of bad in human-environment systems. MY/OUR COMMITMENT Interpreting and
a concrete situation involving someone you (using Venn Diagram) Each student will share something that Synthesizing
dislike or have difficulty understanding in your (5 minutes) they can do everyday to protect the (15 minutes.)
immediate family, among your schoolmates /
environment. They will write their answer in
teachers, or among public figures. What if
you were this person trying to explain a metacard and post it in the board.
him/herself to people who don’t understand
him/her? What would you say? You are given
three minutes to deliver a monologue or write
G. Finding practical application of a letter.”
concepts and skills in daily living After the activity, ask the students the
following questions:
 Why is data important in the sciences,
especially the social sciences?
 What does [hermeneutic] phenomenology as
an approach contributes to the social
sciences?
 Why is it important to consider one’s context
and perspective when interpreting one’s
experiences?
(20 minutes)
H. Making generalizations and Abstraction Human-environment interactions shape Abstraction: the teacher elaborates the Contextualization of the
abstractions about the lesson The teacher elaborates on the cultural and natural landscapes? following points. thematic maps based on
following points: (5 mins) The global environmental crisis affects student’s environment
 Data is anything “given”. [It includes one’s every one of us. Nobody can escape the by sharing their personal experience.
experiences.]
global consequences of these new
 Hermeneutics is interpreting data.
 Phenomenology invites us to be open to the environmental realities. Their impacts will
variety of experiences. continue to be felt by every human being
[For example, one refuses to go out of one’s and by every species with which we share
comfort zone by this planet. Our damaged environment now
not tasting “exotic” food or riding “extreme” concerns us all. We as caretakers should
carnival rides.] address these global environmental threats
Hermeneutic phenomenology is “the study of and challenges through collective action.
experience
together with its meanings” (Friesen,
Henriksson, & Saevi,
2012, p. 1). It is impossible to investigate
experience without at the same time inquiring
into
its meaning; it is likewise impossible to
analyze meaning without being grounded on
experience. As an approach,
Contextualization of the thematic maps based

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 on student’s environment by sharing their
personal experience hermeneutic
phenomenology
represents an “attitude or
disposition of sensitivity
and openness: it is a
matter of openness to everyday, experienced
meanings as opposed to
theoretical ones” (van
Manen, 2002, n.p.).
(20 minutes)
Poster-Making Theme: Take Care of the Earth
and She Will Take Care of You.
20-item modified true or false and Rubric: A 20-item modified
I. Evaluating learning identification quiz will follow. Theme: 25 true or false and identification quiz will
(10 mins.) Originality: 15 follow. (5 mins.)
Cleanliness: 10
Total: 50
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 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
Supervise the students on their activity. Knowing that the teacher is concern on what they are doing, this made them do their best to come up with their best output.
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?

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