GRADE 1 to 12 School TABON MAXIMINO ESTRELLA NATIONAL HIGH SCHOOL Grade Level Grade 12-EIM

DAILY LESSON LOG Teacher Mrs. Loribelle P. Maldepeña Learning Area UCSP
Teaching Dates and Time August 20-24, 2018 ; 2:00-3:00 Quarter FIRST

MONDAY 8/20 TUESDAY 8/21 WEDNESDAY 8/22 THURSDAY 8/23 FRIDAY 8/24
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of human origins and the capacity for culture.
B. Performance Standard The learner analyzes key features of interrelationships of biological, cultural and socio-political processes in human evolutions that can still be used and developed.
C. Learning Competency/Objectives At the end of the 60 minute At the end of the 60 minute period At the end of the 60 minute period At the end of the 60 minute period the
Write the LC code for each. period the students will be able the students will be able to: the students will be able to: students will be able to:
to:  Recall and name the stages if  Identify physical  Recognize national, local and
 Recall and name the evolution and its significant characteristics and cultural specialized museums and
stages if evolution and its characteristics or features. advances of hominins. archeological and historical
significant characteristics or …cont…  Appraise how sites as venues to appreciate
features. d. Homo Neanderthalensis archeological evidences and reflect on the complexities
a. Australopithecus e. Homo Sapiens shaped cultural, social, of biocultural and social
Afarensis NO CLASS  Appreciate the origin of the political and economic evolutions as part of being and
b. Homo Habilis HOLIDAY human race. processes becoming human.
c. Homo Erectus  Trace the biological and  Explore the significance of UCSP11/12HBS-If-14
 Appreciate the origin of the cultural evolution of early to human material remains  Research and compile videos
human race. modern humans. and artifactual evidence in of national and international
 Trace the biological and UCSP11/12DCS-Ie-12 interpreting cultural and museums that could be of
cultural evolution of early to social, including political help in appreciating and
modern humans. and economic processes reflecting on the complexities
UCSP11/12HBS-Ie-12 UCSP11/12HBS-If-13 of the evolution of the human
person.
II. CONTENT Looking Back at Human Biocultural and Social Evolution
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG page 26 TG Page 26 TG Page 27 TG Page 27
2. Learner’s Materials pages None None None None
3. Textbook pages 17-22 17-22 23-25 26-29
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or The review of the lesson will be The review of the lesson will be . The review of the lesson will be The review of the lesson
presenting the new lesson. done in a question and answer done in a question and answer done in a question and answer will be done in a question
form form form. and answer form

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B. Establishing a purpose for the Where do people came from? Do you believe in forever?
lesson What makes you hold on to this
(MOTIVATION) belief?
C. Presenting examples/Instances of Analysis Chart Analysis Chart Evidence Chart Using your android
the new lesson phones, research and
(ACTIVITY) compile videos of national
and international
museums that could be of
help in appreciating and
reflecting on the
complexities of the
evolution of the human
person.
D. Discussing new concepts and PROCESS QUESTIONS: PROCESS QUESTIONS: PROCESS QUESTIONS: PROCESS QUESTIONS:
practicing new skills # 1 1. What is the role of cultural 1. What is the role of cultural 1. What information about hominid 1. Name some museums
(ANALYSIS) adaptation in human evolution? adaptation in human evolution? evolution does the fossil evidence that you have visited?
2. How did early humans adapt 2. How did early humans adapt to provide? 2. What was the feeling
to their environment? their environment? 2. What are the limitations of fossil upon entering the
3. How is cultural adaptation of 3. How is cultural adaptation of evidence? museum?
early hominins relevant to early hominins relevant to modern 3. What inferences about early 3. What do you think is
modern humans? humans? hominins are made from fossils? the key purpose of having
4. What do tool-making abilities a museum?
suggest about the cognitive
capabilities of early hominins?

E. Discussing new concepts and

practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment )
G. Finding practical application of The teacher will emphasize the The teacher will emphasize the The teacher will guide the
concepts and skills in daily living appreciation on tracing back the appreciation on tracing back the students in appreciating the
(APPLICATION)/ (VALUES origin of life. origin of life. importance of evidences in
INTEGRATION) interpreting the complexities of
mankind
H. Making generalizations and The teacher will give an in depth The teacher will give an in depth The teacher will give an in depth The teacher will give an in
abstractions about the lesson discussion on the evolution of discussion on the evolution of discussion on this topic. depth discussion on the
(ABSTRACTION) mankind according to Charles mankind according to Charles role of museum in
Darwin’s Theory. Darwin’s Theory (second Part) preserving human
heritage.
I. Evaluating learning 1-2 what are the 2 most famous Essay:

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 (ASSESSMENT) theories in explaining the origin of 1. What are the key element s of
man. Paleolithic technology?
3. who was the proponent of the 2. How do cave paintings and
theory “evolution of man”. accessories promote the
4. what theory explains that god possibility of self-awareness
came from dust and was made by among the early humans?
God? 3. What are the various
5.What is the very evidence that distinctions between stone tool
man do exists million years ago? industries?
6-10 what are the satges in the
evolution of man?
J. Additional activities for application
or remediation
(ASSIGNMENT)
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?

Prepared by: Checked by:

LORIBELLE P. MALDEPEÑA DAISY RUBY S. SINDAY

Subject Teacher IS/ MT I

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