School JAMINDAN NATIONAL HIGH SCHOOL
GRADE 11 to 12 Teacher AIRA JANE V. VILLA
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency /Objectives
Write the LC code for each.
II. Content
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
Grade Level 12 – EVERLASTING
Learning Area TRENDS, NETWORKS, AND CRITICAL THINKING IN
THE 21ST CENTURY
Teaching Dates and MAY 6, 2021 Quarter 3rd QUARTER
Time
INTERVENTION
The learner understands the consequences of personal and local action to global and planetary climate change.
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.
1. Explain the effects of consumption and production patterns on climate
change. HUMSS_MCT12-Ih-i-2
Effects of Consumption and Production Patterns on Climate Change
https://www.youtube.com/watch?v=k3yL_1L85Mk
Arzadon, M., Romerosa, P. and Zarate, M., 2018. Trends, Networks, and
Critical Thinking. 1st ed. Quezon City, Manila: Vibal Group, Inc., p.7.
DepEd (2020). K to 12 Most Essential Learning Competencies.
Mangiduyos, Gladys P. 2017. Trends, Networks, and Critical Thinking in the
21st Century. 1st ed. Sampaloc, Manila: Rex Publishing.
Harper, Charles L. 2001.environment and Society: Human Perspectives on
environmental Issues. 2nd edition, New Jersey: Prentice Hall
MELCs, Curriculum guide, PowerPoint, Pictures, Youtube Video, Table, TV
monitor, Laptop
1
 Preliminaries
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
Start the class with an opening prayer. After that, greet them a “Good
morning” and check the attendance.
Review the discussion yesterday about Globalization.
Ask the students about their opinion about climate change.
Present a picture to the students. Ask them what are causes and effects of the (Ind#1: Applies knowledge of content within and across
picture presented to them. curriculum teaching areas.)
F7PB-Id-e-3. Naipaliliwanag ang sanhi at bunga ng mga
pangyayari .
(Ind#3: Select, develop, organize, and use appropriate
teaching and learning resources, including ICT, to address
learning goals.)
Introduce the lesson, Effects of Consumption and Production Patterns on
Climate Change, by relating it to the picture shown to them.
Discuss the lesson using a Laptop, powerpoint presentation and a TV monitor. (Ind#3: Select, develop, organize, and use appropriate
Define important terminologies. teaching and learning resources, including ICT, to address
 PRODUCTION refers to how people generate and manufacture the learning goals.)
products they need to use, sell, or consume. Almost everything comes
from natural resources which are depleted every time they are used. (Ind#1: Applies knowledge of content within and across
 CONSUMPTION refers to the use of economic or consumer goods and curriculum teaching areas.)
resources. Consumption patterns can be categorized as individual, AP9MKE-Ii-19. Naibibigay nag kahulugan ng produksyon.
family, company and government consumption. It is the main reason AP9MKE-Ig-15. Naipaliliwanag ang konsepto ng
why we need to use our resources. Ecosystem has the ability to pagkonsumo.
regenerate, sustain and adjust what is lost, but with the excessive use
of land resources, ecosystem will be destroyed.
After defining the production and consumption, let the students share their
thoughts about Production and Consumption.
In economics, the more consumption, the more demand, the more demand (Ind#3: Select, develop, organize, and use appropriate
2
the more production, the more production the more extraction to natural teaching and learning resources, including ICT, to address
resources, the more extraction the faster for the resources to destroy. The learning goals.)
resources in our environment are limited but the need for production and
consumption is unlimited.

Some initiatives by the government that helps protect the environment are
the following:
1. The Kyoto protocol, which was enforced in 2005, specifies targets and
timeframes for reduction of Greenhouse gasses emission of the
industrialized countries. For example, United States produces 23
percent of the global carbon emission, from 2000 to 2012 its target
reduction is seven percent.
2. The emission certificates guarantee a product’s resource efficiency
which can help in increasing sales, decreasing costs and boosting
brand loyalty. The certificate enables the manufacturer to gain
international recognition for the products.
3. Carbon offsetting is the reduction of carbon footprint by using other
options such as wind or solar energy.

SIMPLE THINGS YOU CAN DO TO HELP FIGHT CLIMATE CHANGE:

1. Save energy
Saving energy not only saves you money but helps you cut carbon emissions
too. For example, refrain from using your cellphone while charging.
2. Improve your diet
When buying fruits and vegetables, try to buy organic. Organic foods are
healthier because they contain fewer harmful substances, but growing them (Ind#1: Applies knowledge of content within and across
also protects the environment and the climate. curriculum teaching areas.)
3. Saving water at home S8LT-IVj-25. Suggest ways to minimize human impact on the
Clean water that is pumped to most homes has been treated which uses lots environment.
of energy.
4. Recycling
It can really help stop climate change because re-using materials usually uses
less energy.
5. Compost food scraps
If leftovers, peels, cores and cuttings were composted, they would reduce
emissions and help protect healthy soil.

3

F. Developing mastery
leads to Formative Assessment 3
G. Finding practical application of
concepts and skills in daily
living
6. Plant trees
Trees help suck carbon out of the air and stabilize the climate.
7. Avoid plastic wherever you can
Almost every plastic is produced from fossil fuels and in every single phase of
its life cycle, plastic emits greenhouse gases.
8. Get on your bike
Bicycle is still the number one form of sustainable transportation.
9. Be informed and support
Support organizations that hold companies to account for the environmental
practices.
10. Sharing is caring!
If we own less and use more things collectively, we need to produce fewer
things and that saves on resources. Sharing cars, exchanging clothes, lending
and borrowing tools are multiple different possibilities for collective
consumption.
After the discussion, ask the students this question:
 As a senior high school student, what way/ways would you suggest to
minimize human impact on the environment? Elaborate.
Ask the students to answer the question.
1. What are the effects of consumption and production patterns on
climate change? Explain.
The students will have an activity. They will only choose ONE activity. (Ind#2: Plan and deliver teaching strategies that are
responsive to the special education needs of the learners in
 Create a video presentation of yourself showing the effects of difficult circumstances, including: geographic isolation;
consumption and production patterns on climate change and state the chronic illness; displacement due to armed conflict, urban
things you can do to fight climate change. (Students will be doing this resettlement or disasters; child abuse and child labor
individually but parents, siblings, or relatives are allowed to practices.)
participate. In doing this activity, students must observe proper health
protocols.)
 Compose a song about the effects of consumption and production
patterns on climate change and how would you help to fight climate
change and record your voice singing that song.
 Make a poster-slogan about the effects of consumption and
production patterns on climate change and suggest ways to fight
climate change. (This will be the activity of those students without
4

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
cellphones and internet access.)
All activities will be rated with rubrics.
To sum up the lesson, ask the students the following question:
 What are the effects of consumption and production patterns on
climate change?
 Why is it important to know these effects?
 What would you do to help our environment fight climate change?
Let the students watch a youtube video, Climate Change Song (The Time is (Ind#3: Select, develop, organize, and use appropriate
Now). teaching and learning resources, including ICT, to address
https://www.youtube.com/watch?v=k3yL_1L85Mk learning goals.)
(Ind#2: Plan and deliver teaching strategies that are
responsive to the special education needs of the learners in
difficult circumstances, including: geographic isolation;
chronic illness; displacement due to armed conflict, urban
resettlement or disasters; child abuse and child labor
practices.)
(Ind#1: Applies knowledge of content within and across
curriculum teaching areas.)
F10PD-IIIa-74. Nabibigyang-puna ang napanood na video
In cases the students don’t own cellphones or don’t have internet connection
clip.
at home, they will be provided of hard copies with the content of the video.
EN8WC-IIa-2.8: Compose effective paragraphs.
The students will be tasked to give their opinion about the video in a form of
paragraphs.
They will link their opinion with lesson, The Effects of Consumption and
5
 Production Patterns on Climate Change.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
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: Observed by:

AIRA JANE V. VILLA MARILOU O. ARROYO

Teacher II AP Coordinator/ Teacher III