Grade 10 School CULIANAN NATIONAL HIGH SCHOOL Grade Level 10

Daily Lesson Learning

Log Teacher MICHELLE D. LUMAPAS EIM
Area
Teaching date
June 07, 2023 Quarter 4th
and Time

SEMI – DETAILED LESSON PLAN

Having gone through the activity, learners are expected to do

the following:
I. OBJECTIVES a. Identify the hazards and risks;
b. Evaluate risks and hazards; and
c. Control hazards and risks.

The learner demonstrates an understanding of the concepts and

a. Content Standard underlying principles of occupational health and safety
procedures.
b. Performance The learner independently simulates occupational health and
Standard safety procedures.
c. Learning LO1. Identify hazards and risks
Competencies w/ 1.1 List down hazards and risks in the workplace
LC code TLE_IAEI7/8OS-0h-1
II. CONTENT “OCCUPATIONAL HEALTH AND SAFETY”
III. LEARNING
RESOURCES
A. References
1. Curriculum Guide
Page 10
pages
2. Learner’
Materials pages
Self-Learning Module 1 (EIM)
https://web.facebook.com/watch/?v=538122928495676
https://www.youtube.com/watch?v=x5_81E5L1ZI
https://www.skillsontario.com/index.php?p=download&file=1484
B. Other Learning
https://www.youtube.com/watch?v=zwuxUVuxjv0
Resources
https://www.youtube.com/watch?v=ihBoKnnpBFE
https://www.youtube.com/watch?v=vgPMo-LXdfA

IV. PROCEDURES
Routinary Activities Before class starts, the teacher enters the room with a smile on Indicator 6 –
her face to welcome the students to the EIM class and to make maintained
them feel relaxed and comfortable. learning
environments
a. Prayer that promote
● Through an audio-visual presentation. Learners are given the fairness, respect
chance to express their religious beliefs. and care to
encourage
learning.

b. Class Rules Indicator 5 –

● In order to guide the learners during the class, the teacher has established safe
 prepared and will present the class rules through power point and secure
presentation. learning
environments to
enhance learning
through the
consistent
implementation
of policies,
guidelines and
procedures.

d. Checking of Attendance
● For the teacher able to track if her students are present, she
asks the scribe to report about the attendance for the day.
Contextual Analysis Strategy - uses passages of text with missing INDICATOR 2 –
words/ numbers. Used a range of
teaching
During the review of the lesson, the teacher give a short quiz strategies that
and it is being called the “Cloze Test”. She, then, asks the enhance learner
learners to answer this in their activity notebook. After that, achievement in
the teacher asks the learners to read allowed the incomplete literacy and
paragraph with their answers. numeracy skills.

Cloze Test
Directions: Complete the paragraph with the missing word or
term. Choose your
answer inside the box.
1.8 2 6 6 1/2 6.5

NEC 210-52 Outdoor Receptacles, accessible at grade level and

no more than
A. Review __________ feet above grade, shall be installed at the front and
back of a dwelling. At least one wall switch controlled lighting
outlet shall be installed in every interior stairway, with a switch
at each floor level to control the lighting outlet when the
difference between floor levels is __________ steps or more.
General Circuitry outdoor outlets, Outdoor receptacles,
accessible at grade level and no more than __________ m [6.5']
above grade, shall be installed at the front and back of a
dwelling.
Follow up questions:
1. What do you think is the short quiz all about?
2. Did you get all the answers?
- If that so, I think you are all ready to proceed with
our next lesson. Isn’t it class? but if you still have
questions to ask, please do not hesitate to ask it now.
So that, we can clarify what’s being bothered inside
your mine and that I can make sure that you really
understand the lesson before we will proceed with
the next one.
B. Motivation Teaching Strategies - Spot the hazard. (Game)

In this type of activity, the teacher asks the learners to Spot the
different types of hazards that be found in scene given to them.
 This will enable them to analyze and apply their knowledge prior
to the lesson being presented. In this activity also, the teacher
will measure how far they know about the new lesson.

Spot the Hazard!

Directions: Circle as many as you can find in the scene below.

Follow up questions:
Based on the activity given to you,
1. How did you identify the different hazards in the scene?
2. How sure are you that a danger exists in that area of the
scene?
3. What are the hazards that we should be aware of with
electricity?
- Electric shock and burns from live wire contact.
- Fires from faulty wiring
- Overloading circuits
- Leaving electrical parts exposed
- Electrocution or burns from lack of PPE.
- Explosions and fires from explosive and flammable
substances.
- Contact with overhead power lines.
- Electrical exposure to water
C. Presentation of the
Lesson Occupational Health and Safety
D. Lesson Proper
ACTIVITY Teaching Strategy: Collaborative Learning INDICATOR 3 –
Applied a range of
Present the crossword as an in-class activity. Divide the class into teaching strategies
groups of 5 students. Students work collaboratively to solve the clues. to develop critical
The teacher set 3 minutes to solving each clue or allow students to and creative
complete the entire crossword before re-grouping and comparing thinking, as well as
ideas. other higher-order
thinking skills.

CROSSWORD PUZZLE -
 - A puzzle that usually takes the form of a square or a
rectangular grid of white and black – shaded squares. The
goal is to fill the white squares with letters, forming words
or phrases that cross each other, by solving clues which
lead to the answers.

CLUES:
Hazards Biological
Risk Ergonomic
Chemical Psychological
Physical Workplace

Follow-up Questions:
1. Who loves crossword puzzle?
2. What are the techniques in solving a crossword puzzle?
3. Did you get all the clues?
ANALYSIS Teaching Strategies: Cooperative Learning INDICATOR 1 –
Applied
Still, the teacher will used the previous grouping of 5 members knowledge of
in a group. They will be going to answer the activity given below content within
in 1 minute. To make sure that all students/ groups are given and across
the equal right of time to answer the activity. curriculum
teaching areas.

- SCIENCE 8: Natural Hazards

- At this moment, let us also learn science. Can you still
remember the lesson about natural hazards? Okay!
What are those? Very Good! You really understand
your lesson about hazards.
- Class, I have prepared an activity for you about
Natural Hazards. Are you ready to know and answer
the activity?
- Present the activity now to the class for them to be
able to answer.
 Follow-up Questions:
1. Why do you think hazards occur?
2. As a student, how will you control hazards in the
workplace?
ABSTRACTION - The teacher will present the lesson through discussions. INDICATOR 2 – Used
a range of teaching
Teaching Strategy: Discussion methods are a variety of forums for open- strategies that
ended, collaborative exchange of ideas among a teacher and students or enhance learner
among students for the purpose of furthering students thinking, learning, achievement in
problem solving, understanding, or literary appreciation. literacy and
numeracy skills.
What is the difference between a hazards and Risk?
Hazards – is something that can cause harm. -This topic also can
find in
Risk – is the chance of probability that a person will harm or
“Understanding
experience an adverse health effect once to hazard it may also Risks & Taking Safety
apply to situation with property or equipment loss. Precautions in
Science
- At the same time, the teacher will use or apply in the Experiments.”
-Student WorkSafe
discussion of the use of the mother tongue. Whatever
Science Grade 8
are the learner’s languages spoken at home. Hazard Evaluation
Module 1
Five Basic Workplace Hazards
1. Chemical hazards INDICATOR 4 -
Displayed proficient
2. Physical Hazards
use of Mother
3. Biological Hazards Tongue, Filipino and
4. Ergonomic Hazards or job-related hazards English to facilitate
5. Psychological Hazards or stress teaching and
learning.
- The teacher will distribute different types of hazards to the
learners then, let it pass by to the next learner by listening to the INDICATOR 1 –
song “Good High School Memories”. When the music stops, the Applied knowledge
learners will count how many of them are affected by the different of content within
types of hazards. and across
curriculum
teaching areas.

INDICATOR 3 –
Applied a range of
teaching strategies
to develop critical
and creative
Chemical Hazards – If you are working with chemical products thinking, as well as
such as bleach, paints and other chemical agents, you need to other higher-order
understand what a chemical hazard as well as how to protect thinking skills.
yourself.
Chemical hazards include:
➢ Liquid such as cleaners, acids and paints.
➢ Vapors and fumes such as welding fumes
➢ Gases such as carbon monoxide
➢ Product that can catch fire or explode.
Physical Hazards
➢ Machinery
➢ Electrical power
➢ Noise
➢ Power and Hand tools
➢ Working and working surface
➢ Trip and fall hazards
➢ Ladders and scaffolds
➢ Heat and cold
➢ Ventilation
Biological Hazards – Be careful around ticks, mouse droppings,
birds’ poop, and wild animals. You might get sick from working
around certain animals, including people. Biological hazards
include bacteria, viruses, insect, plants, birds, animals, and
humans. The risk run from skin irritation and allergies to
infections.
Dangers came from:
➢ Unclean restroom
➢ Mold and fungus
➢ Bacteria
➢ Insect stings
➢ Animal bites
➢ Poorly stored medical waste.
Ergonomic Hazards – If your working area is poorly designed,
you can develop long term health problems, this problem can be
arise from simple things, like working in long period in an
awkward position or having to make the same motions over and
over again.
Problem can be from:
➢ Poor lighting
➢ Chairs
➢ Lifting
➢ Repeated movements
➢ Computer screens
Psychological Hazards – These hazards cause stress to worker.
This kind of hazards troubles an individual very much to the
extent that this general well-being is affected.

Stress can lead to long term health problems, headaches,

anxiety, and impatience are early signs of stress.

Cause of stress in the workplace

➢ Heavy workloads
➢ Lack of control over the face of work
➢ Shift work
➢ Noise
➢ Working by yourself
 ➢ Fear of job loss
➢ Conflict with the employer

Follow-up Questions:
1. Are there any questions or clarifications about the lesson
discussed?

Teacher: For those who want to share ideas also about the
lesson, you are also free to share it to the class. So that we will
also gain new knowledge about hazards.
- Okay! If that so, let’s continue with our next activity.
APPLICATION The teacher will divide the class into 3 groups. Each group will INDICATOR 6 –
give the different working area task through video clips Maintained
presentation, and they will be going to answer the question learning
below in 3 minutes. So that everyone has an equal chance to environments
complete the work on time. that promote
fairness, respect
and care to
encourage
learning.
Teaching Strategies: Video-assisted learning (VAL) - With the
- strategic teaching approach to using videos – either used of
educational or conceptual – to improve a student's TIMER.
comprehension, cognitive ability, or social-emotional
skills.

GROUP 1: Mechanical Lifting

GROUP 2: Machine Operation and Maintenance

GROUP 3: Slips, trips, and falls

 Directions: Give the different working area and state a situation
in which the type
of hazards they can be adopted.
____________________________________________________
________________
____________________________________________________
________________
____________________________________________________
________________
____________________________________________________
________________
____________________________________________________
________________

Teacher: Since the task is by group,

Follow-up Questions:
1. How does the group respond to the activity?
2. Did every member of the group help?
3. How did you find the activity? Easy or difficult?

V. Evaluation Teaching Strategies: Enumeration Type Test

- An objective type test in which there are two or more
responses to an item.
- This can also be classified as — cognitive, metacognitive,
management, and motivational.

Directions: Below is a list of common workplace hazards, Write

3 examples of each
type of Hazard on the blank provided.
1. Chemical hazard
_____________________
_____________________
_____________________
2. Physical hazard
_____________________
_____________________
_____________________
3. Biological hazard
_____________________
_____________________
_____________________
4. Ergonomic hazard
_____________________
_____________________
_____________________
5. Psychological hazard
_____________________
_____________________
_____________________
 After all the activity presented during the class, the teacher will
distribute to each group a placard about emotions and anybody
from the group are free to share about their feelings of the
following statements.

Open Ended Statement:

Directions: Express your emotions through emoticons

I have learned that…

I appreciated that…

I realized that…

I enjoy because…

NOTE:
-With this lesson
plan of mine, in
all activities has
been presented,
it can fall under
INDICATOR 6 –
Maintained
learning
environments
that promote
fairness, respect
and care to
encourage
learning.
VI. REMARKS
VII. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who score
below 80%

C. Did the remedial lesson

work? No. of learners who
caught up with the lesson

D. No. of learners who

continue to require
remediation

E. Which of my Teaching
Strategy worked well? why
did these work

F. What difficulties did I

encounter w/c my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
used /discover which I wish
to share with other teachers

Prepared by: Checked by:

MICHELLE D. LUMAPAS HASMIN C. FERNANDO
T.L.E. Teacher Head Teacher-I