School Grade Level 11/12

DAILY LESSON LOG TRENDS, NETWORKS, AND CRITICAL

Department of Education Teacher Learning Area
THINKING IN THE 21st CENTURY
Teaching Dates and Time WEEK 6 Quarter QUARTER 1
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner understands the consequences of personal and local action to global and planetary climate change.
The learner
B. Performance Standards 1) analyzes how production and consumption habits contribute to the problem of climate change and explains 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.

a. Explain the effects of consumption and production patterns on climate change.

C. Learning
b. Discuss personal contributions that can actually solve the problem of climate change.
Competencies/Objectives
c. Make a stand on how the consequences of one’s action affect the lives of others and the environment.

II. CONTENT FIGHTING CLIMATE CHANGE

III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
1. Greet the students and do a quick
review of the previous lesson.
1. Reviewing previous lesson or 2. Introduce the new lesson: Trends,
presenting the new lesson Networks, and Critical Thinking in
the 21st Century and its impact on
climate change.
Explain the purpose of the lesson: to help
2. Establishing the purpose of the students understand the effects of
lesson consumption and production patterns on
climate change.
1. Show examples of consumption and
production patterns and how they
3. Presenting examples/instances of contribute to climate change.
the new lesson 2. Provide data and statistics on the
effects of consumption and
production on the environment.
4. Discussing new concepts and 1. Discuss the concept of consumption
practicing new skills #1 and its impact on climate change.
1. Greet the students and do a quick
review of the previous lesson.
1. Ask the students to reflect on their personal contributions to solving the problem
2. Introduce the new lesson: Trends,
of climate change.
Networks, and Critical Thinking in
2. Introduce the new lesson: Making a stand on how the consequences of one’s
the 21st Century and personal
action affect the lives of others and the environment.
contributions that can actually solve
the problem of climate change.
Explain the purpose of the lesson: to help 1. To make the students realize the importance of taking responsibility for their
students understand their personal actions and their impact on the environment and others.
contributions to solving the problem of 2. To encourage the students to make a stand and take action towards a sustainable
climate change. future.
1. Show examples of personal actions
1. Show pictures of environmental disasters caused by human activities such as oil
that can contribute to mitigating the
spills, air pollution, and deforestation.
effects of climate change.
2. Provide examples of individual actions that can affect the environment and other
2. Provide data and statistics on the
people such as throwing trash on the street, using plastic bottles, and wasting
impact of personal actions on the
water.
environment.
1. Discuss the concept of personal 1. Define the term "consequences" and how it applies to actions that affect the
contributions to climate change and environment and others.
 2. Guide the students in identifying the
products they consume regularly and
the environmental impact of these
products.
their impact on the environment.
2. Guide the students in identifying the
2. Discuss the concept of individual responsibility in creating a sustainable future.
personal actions they can take to
mitigate climate change.

1. Discuss the concept of collective

5. Discussing new concepts and
practicing new skills #2
a. Discuss the concept of production
and its impact on climate change.
b. Guide the students in researching
2.
and analyzing the production process
of a chosen product and its impact
on the environment.
action and its impact on climate
1. Engage the students in a group discussion about their personal actions and how
change.
they affect the environment and others.
Guide the students in brainstorming
2. Encourage the students to share their experiences and ideas on how to reduce
collective actions they can take in
their negative impact on the environment and others.
their community to mitigate climate
change.

1. Divide the students into groups and

a. Divide the students into groups and
assign them different products to
research and analyze.
6. Developing Mastery
b. Let them present their findings and
the environmental impact of the
products to the class.
Discuss the practical applications of the
concepts and skills learned in the lesson,
7. Finding practical applications of
such as the importance of choosing eco-
concepts and skills in daily living
friendly products and reducing
consumption.
Guide the students in discussing the
generalization and abstractions they
8. Generalizing and abstractions
learned from the lesson, such as the
about the lesson
interconnectedness of consumption,
production, and climate change.
Give a short quiz to evaluate the students'
9. Evaluating Learning understanding of the concepts and skills
learned in the lesson.
1. For remediation, provide additional
examples and exercises for the
students who need extra help.
2. For application, encourage the
10. Additional Activities for
students to research and analyze the
Application or Remediation
environmental impact of the
products they use in their daily lives
and come up with ways to reduce
their carbon footprint.
assign them different personal
actions they can take to mitigate 1. Divide the students into groups and ask them to create a short skit or video
climate change. presentation about how their actions affect the environment and others.
2. Let them present their findings and 2. Each group should present their skit or video and explain their stand on how to
discuss how their personal actions reduce their negative impact and promote a sustainable future.
can contribute to the solution of the
problem of climate change.
Discuss the practical applications of the
concepts and skills learned in the lesson, 1. Encourage the students to apply the lessons learned in their daily lives.
such as the importance of reducing 2. Provide resources and information on how to reduce negative impact and
energy consumption, recycling, and promote sustainable living.
promoting sustainable living.
Guide the students in discussing the
1. Ask the students to reflect on their learning and how they can use their newfound
generalization and abstractions they
knowledge to make a positive impact on the environment and others.
learned from the lesson, such as the role
2. Encourage the students to make a personal commitment towards a sustainable
of personal actions in creating a
future.
sustainable future.
1. Use a rubric to evaluate the group presentations.
2. Ask the students to write a reflection paper on what they have learned and how
they plan to apply their knowledge in their daily lives.
1. For remediation, provide additional
examples and exercises for the
students who need extra help.
2. For application, encourage the 1. Provide additional resources and information on sustainable living.
students to create an action plan on 2. Encourage the students to share their experiences and ideas on how to promote
how they can contribute to solving sustainability in their communities.
the problem of climate change in
their personal and collective
capacity.

V. 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 this 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?