CO-dlp.docx
- 1. DAILY LESSON PLAN School: Grade Level: 7/-9 Teacher: Learning Area: TLE- Teaching Dates and Time: Quarter: I. OBJECTIVES (ANNOTATIONS) PPST INDICATORS/ KRA OBJECTIVES/ RUBRIC INDICATORS TO BE OBSERVED DURING THE CLASSROOM OBSERVATION A. Content Standard: The learner demonstrates understanding of the concepts, and principles in practice of occupational health and safety procedures. B. Performance Standards: The learner demonstrates assessment in workplace hazards and risks, identify and apply company procedures and create a contingency measure in accordance with organizational procedures C. Learning Competencies/ Objectives: Write the LC Code for each LC. LO1: identify hazards and risks; LO2: evaluate risks and hazards; and LO3: control hazard and risk. II. CONTENT Practice Occupational Health and Safety Procedures (Identify hazard and risk) III. LEARNING RESOURCES A. References 1. Curriculum Guide 2. Learner’s Material Pages K-12 Basic Education Curriculum (Technology and Livelihood Education) 129-135, Quarter 4 3. Additional Materials from Learning Resource (LR) portal B. Other Learning Resource/ Materials Pictures, Smart TV, Laptop, Rubrics, Multimedia presentation, mobile phone and youtube video clip IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Preliminaries: Prayer Arranging of chairs/ space. Checking of attendance Motivation or review of pre-requisite skills Today let’s play “4 pics 1 word” 1. Let me group you into 5 groups. Go to your group and assigned station 2. Each group will choose their leader 3. There will be series of picture to show in the class. They will guess the picture. 4. The group with highest number to guess will held as winners. COT INDICATOR # 2 -Applies a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. Developmental activities: -Activities and Instructional materials for review highlighting learner-centered strategies that both promotes both literacy and/or numeracy skills Enhance developmental activities: Analyzing pictures Strategy/s:
- 2. Group activity Picture analysis Subject integration: English and Science B. Establishing the purpose of the lesson/ Motivation/ Motive Questions A. Present a situation leading to the lesson Ask who wants to play a game? Let’s play “walk and talk” 1. You already have a group and leader. 2. There are story or situations posted in every corners of the room or shall I say stations. 3. First you will be assigned in your designated stations. 4. You are given 1 minute in every station. 5. In every station you will analyzed the story or situation and then identify the hazard and or risk. You are free to list as many as you can. 6. After a minute you will then proceed to another station in clockwise rotation. 7. After you explore all the stations, present your work in the class. Ask: How do you find the activity? What is the activity all about? What are the factors did you use to perform the activity? Why it is important to concentrate, and cooperate or collaborate with your classmate in doing this activity? What is the relationship or connection of our activity in health and safety procedures? Now let us identify your answer according to the different types of hazards COT INDICATOR #3 -Applies a range of teaching strategies to develop critical and creative thinking, as well as higher-order thinking skills. Developmental activity: -Range of teaching strategies was observable such as structured inquiry and problem solving task with complexity that requires creativity, analysis, exploration and explanation. Enhance developmental activity: games/ group activity (walk, assess and talk) Strategy/s: Socrates method of teaching Inquiry- based questioning Student’s presentation C. Presenting examples/ instances of the new lesson • Create situation where pupils visualize instances of the new lesson using concrete objects (direct teaching) • Perform activities with the supervision of the teacher (Group works/cooperative learning) Five basic types of hazards 1. Chemical hazards 2. Physical hazards 3. Biological hazards 4. Ergonomic hazards or job related hazards 5. Psychological hazards COT INDICATOR #1 -Applies knowledge of content within and across curriculum teaching areas. Developmental activity: Contextualization, localization, gender fair and integrations across learning areas like in Science and within learning area are observable. Values like awareness on the importance hazard assessment and control are inculcated to the students. Enhance developmental activity: Processing of student’s output Asking of open- ended questions Strategy/s: Interactive lecture discussion Show and tell of concrete examples of every type of hazards Think- pair share
- 3. D. Discussing new concepts and practicing new skills #1 1. Chemical hazards If you are working with the cleaning products, bleaches, paints, and other chemical agents, you need to understand what a chemical hazard is as well as how to protect yourself. It includes: E.g. Liquid such as cleansers, acids, and paints, vapors and fumes (welding fumes), gases such as carbon monoxide, products that can catch fire or explode. 2. Physical hazards include: E.g. Machineries, electrical power, noise, power and hand tools, working and walking surfaces, trip and fall hazards, ladders and scaffolds, heat and cold and ventilation. 3. Biological hazards include: E.g. Bacteria, viruses, insects, plants, birds, animals, and human. Dangers can come from: unclean restrooms, molds and fungus, bacteria, insect stings, animal bites, poorly stored medical waste. 4. Ergonomic hazards If your job is poorly designed, you can develop long term health problems. These problems can arise from simple things, like working for long periods in an awkward position or having to make the same motions over and over again. E.g. Lighting, chairs, lifting, repeated movements, computer screens. COT INDICATOR #7 -Plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts. Developmental activity: The activities used were tailor-made for the context situation in Gov. Julio V. Macuja MCHS and used available material such as pictures and realia for the teaching/learning contexts. Enhance developmental activity: Students analyzes and classify their responses to the different type of hazards Strategy/s: Asking inquiry- based questions Interactive lecture discussion
- 4. 5. Psychosocial hazards Those that are basically causing stress to a worker. This kind of hazard troubles an individual very much to an extent that his general well- being is affected. Stress can lead to long- term health problems. Headaches, anxiety, and impatience are early signs of stress. Workplace causes of stress include: E.g. Heavy workloads, Lack of control over the pace of work, shift work, noise, working by yourself, fear of job- loss, conflict with the employer. 6. Discussing new concepts and practicing new skills #2 Video presentation on the concrete example of hazard and risk as well as the 5 basic workplace hazards. This was done to supplement the lesson presented. COT Indicator #8 -Selects, develops, organizes and uses appropriate teaching and learning resources, including ICT, to address learning goals. Developmental activity: Used of software application such as Powerpoint presentation in addressing learning goals while learners where given task to utilized ICT. Enhance developmental activity: Showing of supplemental video to further support the discussed topic Strategy/s: Video presentation 7. Developing mastery (leads to Formative Assessment Question and answer. Utilizing duck race online activity • Asking series of questions regarding the example of all types of hazards • Asking tips on how to mitigate different type of hazards.
- 5. 8. Finding practical applications of concepts and skills in daily living. Group activity: Group the students into 4 1. The students will be group into 4 2. Each group will be given a picture of location in school that is prone to hazard and risk. 3. They will identify the hazard or risk in the location they have assigned 4. They will also classify those hazard according to the 5 types of hazard. 5. Group sharing afterwards. Rubrics in Participation/Group Activities: POINTS INDICATORS 5 -Shows eagerness and cooperation to do the task, participate actively, do great help to the group 4 -Shows eagerness and cooperation to do the task, good followers only 3 -Participated but late, with teacher’s supervision 2 -Activity was done but does not show eagerness to participate or cooperate 1 -No interest in participating the activities Special Reminders before doing the activity: 1. Be polite by listening attentively with each other during group activity. 2. Group planning and sharing is 10 minutes only while group presentation is 2 minutes or less. COT INDICATOR #3 -Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher- order thinking skills. Developmental activity: Range of teaching strategies was observable such as structured inquiry and problem solving task with complexity that requires creativity, analysis, exploration and explanation. Enhance developmental activity: Sharing of ideas and expressing of emotions Group activity that requires student’s collaboration, brainstorming, critical and creative thinking through these, will engage higher order thinking skills. Strategy/s: Group activity Structured inquiry based questioning Interactive group discussion Rubrics for activity 9. Making generalizations about the lesson *Ask series of questions in connection to the topic being discussed *Discuss the Advantages of knowing these hazards: Create awareness Reduce the injury or death Reduce incidence and accidents in the workplace To evaluate and prevent any potential accidents Assessing the risks involved and then controlling or eliminating these risks *Review the 5 types of hazards 10. Evaluating learning Identify the following given if it is chemical hazard, physical hazard, biological hazard, ergonomic hazards and psychological hazard. e.g. Paint- chemical hazard 1. wound or cut 2. gas explosion 3. depression 4. covid-19 5. cellphone screens 6. noise 7. salmonella COT Indicator #9 --Designs, selects, organizes and uses diagnostic, formative and summative assessment strategies consistent with curriculum requirements. Developmental activity: The use of formative assessment consistent with curriculum requirements is followed in order to interpret the result of the learners’ progress.
- 6. 8. falling from the ladder 9. unclean bathrooms 10. poor ventilation Enhance developmental activity: Giving of quiz to elicit formative assessment of student learning. Teaching strategy: Individual activity 11. Additional activities for application or remediation Assignment: Create a poster slogan on the importance of hazard and on how to mitigate those risk. You will be graded according to the rubrics below. CATEGORY 4 3 2 1 Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing. Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 3 feet away. Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 feet away. Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 feet away. Labels are too small to view OR no important items were labeled. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation. All graphics relate to the topic. One or two borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout, and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive. Grammar There are no grammatical/mechanical mistakes on the poster. There are 1-2 grammatical/mechanical mistakes on the poster. There are 3-4 grammatical/mechanical mistakes on the poster. There are more than 4 grammatical/mechanical mistakes on the poster COT INDICATOR # 3 -Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher- order thinking skills. Developmental activity: Interpreting, and expressing of emotions Enhance developmental activity: Enhance creativity and will give equal opportunity to both slow and fast learner Strategy: Individual activity