GRADE 12 School : SENIOR HIGH SCHOOL W/IN PES Grade Level Grade 12

DAILY LESSON LOG Teacher: RUFINO U. VIERNES Learning Area PHILOSOPHY OF THE HUMAN PERSON
Teaching Dates: August 6-10, 2018 Semester / Quarter 1st Semester / 1st Quarter

I. OBJECTIVES
A. Content Standards The learner understands the interplay between humans and their environments.
B. Performance Standards The learner is able to demonstrate the virtues of prudence and frugality towards his/her environment.
C. Learning Competencies
Write the LC Code for each 4.1. notice disorder in an environment PPT11/12-Ii-4.1
4.2. notice things that are not in their proper place and organize them in an aesthetic way PPT11/12-Ii-4.2

D. Objectives
Students will be able to…

1. define key terms;

2. discuss and interpret primary texts;
3. work and present information in small groups (collaborative skills – positive interdependence, individual and group accountability);
4. analyse and evaluate central arguments and construct their own oral and written arguments;
5. research current issues and
6. write/design a well-justified proposal for a local environmental project

II. CONTENT
III. LEARNING RESOURCES
A. References Abella, Roberto D. 2016. Introduction to the Philosophy of the Human Person. Quezon City: C and E Publishing Inc.
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Pages 61 to 75
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Ramos, Christine Carmela R. 2016. Introduction to the Philosophy of the Human Person. Manila Philippines: Rex Book Store.
https://www.iagoarts.com/store/p169/Collage_Party_with_Planet_Joy%2C_Tues.%2C_August_8_6%3A30_-_9.html
http://splishsplashsplatterart.blogspot.com/2011/08/silhouette-self-portraits.html
https://ctb.ku.edu/en/table-of-contents/structure/strategic-planning/develop-action-plans/main
https://ctb.ku.edu/en/table-of-contents
https://philonotes.com/index.php/the-human-person-and-the-environment/
https://www.oise.utoronto.ca/ese/UserFiles/File/Unit_Plan_-_Environmental_Philosophy.pdf
https://www.educationworld.com/a_lesson/earth-day-literature-environmental-issues.shtml
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson Anagram: Key Terms

An anagram is word or phrase formed by rearranging the letters of a different word or phrase, typically using all the original letters exactly once.

Words:
 “Environment” : INVENTER MON
 “Nature”: UNRATE
 “Sustainability”: INSATIABLY SUIT
 “Ecology”: COOL GEY
 “Ecosystem”: COSY TEEMS

Write down the words “Environment”, “Nature”, “Sustainability”, “Ecology”, and “Ecosystem” on the board horizontally and have students try to formulate a verbal definition for each word
write their definitions on the board under the word as they give them and work as a class to create a definition for each. Ask them what they believe the new unit is going to be about,
based on the anagram. Ask a couple students to briefly explain their answer.

B. Establishing a purpose for the

lesson Tell the class (confirm) that the lesson will be about Environmental Philosophy and give a definition of this branch of study. Outline the structure of the lesson and briefly explain what
they will be doing/learning.

Students will…
1. define a word, phrase, or answer question in response to each anagram;
2. analyze picture and respond to questions;
3. compile key ideas from readings, design a t-shirt to depict the key ideas, and present to the class in groups
4. write a short essay about the value of the natural environment (intrinsic or instrumental value?)
5. create charters of environmental rights and responsibilities in small groups
6. develop a proposal for your own environmental action project apply it within their local context.

C. Presenting examples / instances of

the new lesson Brainstorming: Environment

Ask them if there is more than one definition for “environment” and have them explain their responses, then provide them with the multiple definitions – the focus of the lesson is

 Environment as the surroundings within which a person, plant, or animal operates

 Environment as a complex system of natural forces and conditions that determines development, growth and survival
 Environment as an organic entity comprising all living things
 List the main questions/concerns of Environmental Philosophers and explain that they will be touching upon all of them within the lesson.

Environmental Philosophers’ Questions & Concerns:

 How do we measure the value of the environment?

 What aesthetic value does nature have?
 Do animals and other living things have moral status?
 Do we have obligations to, and responsibilities for, future generations?
 What changes need to take place?

D. Discussing new concepts and

practicing new skills #1 Picture Analysis: Environmental Concerns

Hand out “Photograph” and question sheet.

Go through the questions as a class and have each group provide their response to each question

What environmental risk that can be depicted from the photographs that poses a threat to our lives as human persons?
What are the causes and their harmful effects to human persons?
How do we address these issues properly?

Collect their answer sheets as assessment.

E. Discussing new concepts and

practicing new skills #2 Whole-Class Discussion

Flash on the board: How do you personally view your relationship with the environment? Get students to discuss with each other and the class some of the reflections
Explain that today they will be looking at our relationship as humans with the environment from different angles, and have a student remind the class of the different definitions for
“environment”
Ask them to think about these different definitions while reading about the perspective they are given

F. Developing mastery (Leads to Design A T-Shirt Group Activity

Formative Assessment 3)
Divide the class into six groups of six/seven, and hand out the information packages, perspectives organizer, and t-shirt design template to each student
Assign the Environmental Science perspective to each groups.
Instruct the class to go through the information package on their perspective in their groups and pull out the key ideas within that perspective to be written down on their organizers, then
work together to design a t-shirt, using their rough copy templates, that depicts/represents the perspective they have been given based on the key ideas – the final t-shirt design they
decided upon will be drawn on chart paper to be presented to the class
Give the groups 10 minutes to read, gather information, and complete their t-shirt designs, and observe each group working to fill in the group work checklist
After groups have completed their designs, give each group about 4-5 minutes to present their ideas and t-shirt design to the class – as each group presents the key ideas of their
perspective, all students should take notes on their perspectives organizer and ask questions that arise
 G. Finding Practical applications of
concepts and skills in daily living Both the living and non-living environment plays a significant role in our human lives, and all of humanity shares a mutual relationship with the environment—each impacts the other, for
better or for worse. Throughout the Environmental Philosophy unit, you examined ways of learning in, about, and for the environment. Now is your chance to combine what you have
learned with your own interests to develop a proposal for your own environmental action project. A project proposal is a detailed description of a series of activities aimed at solving a
certain problem.

Instructions:

1. Choose an environmental issue that interests you personally and research the issue. (To explore possible environmental issues, search Wikipedia: “List of Environmental Issues”)
2. Devise a project in direct connection with your chosen issue that will bring awareness or change to your school/community
3. PART 1: Write a summary of the project you are proposing (WHO? WHAT? WHERE? WHEN?) OR design a visual or physical depiction of the project (poster, model, etc.)
4. PART 2: Write a detailed explanation of the following:

a) An overview of the environmental issue (with properly cited sources)

b) The major goals of the project
c) Justification of the project (WHY?)
d) The human, material, and financial resources required (HOW?)
e) At least two connections between the project and ideas from the unit.

Collect their answer sheets as assessment.

H. Making generalizations and

abstractions about the lesson

I. Evaluating Learning
J. Additional activities for application
or remediation
V. REMARKS
 Groupings will be heterogeneous based on levels of readiness, and those who may need more assistance should be grouped with students with a higher level of understanding
 For students who struggle with taking notes, photocopy a completed perspectives organizer from another student who is a strong note-taker to give to them
 Here this lesson has been tightly structured and scheduled to fit into one day, but may require more time depending on the class; therefore, it can be spread out over two days
if needed – on the first day, students read, gather information, and design, then on the second day they present and give other groups feedback and ask questions
 Reading of the information packages within the groups should be done aloud for any students with weaker independent reading skills to follow along

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment Number of learners: ________
B. No. of learners who require
additional activities for remediation Number of learners: ________
C. Did the remedial lessons work?
Yes ________ No ________
Number of learners: ________
 D. No. of learners who continue to
require remediation Number of learners: ________
E. Which of my teaching strategies ________ Experiment
worked well? Why did these work? ________ Role play
________ Collaborative Learning
________ Lecture
________ Differentiated Instruction
________ Discovery
________ Complete IMs
Others_______________________________
Why? _______________________________

F. What difficulties did I encounter ________ Bullying among pupils

which my principal or supervisor ________ Students’ behavior/ attitude
can help me solve? ________ Colorful Ims
________ Technology/ Equipment Unavailable
________ Science/ Computer/ Internet Lab
Others _______________________________

G. What innovation or localized ________ Localized videos

materials did I use / discover which ________ Making big books from views of the locality
I wish to share with other teachers? ________ Recycling plastics for contemporary arts
________ Local music composition
Others _______________________________

Prepared by:

RUFINO U. VIERNES
Master Teacher II, HUMSS
 Action Plan for [Initiative Name]
Community Focus Area: _______________________________________
Community Change to Be Sought: _________________________________________________________________________________________
Collaborating Organization(s) Group(s): __________________________ Community Sector: __________________________________________

ACTION STEPS

Resources and Support Potential Barriers or Communication Plan for

Action Steps By Whom By When
Available/Needed Resistance Implementation

What individuals and

Resources Needed What individuals and
What needs to be Who will take By what date will the organizations should be
Resources Available (financial, human, organizations might
done? actions? action be done? informed about/involved with
political, and other) resist? How?
these actions?

Step 1:
By
______________
Step 2:
By
______________

Step 3:
By
______________