Daily Lesson Log in Science 10 for Quarter 4.docx
- 1. DAILY LESSON LOG School ZARAGOZA NATIONAL HIGH SCHOOL Grade Level 12-Queen Coris Teacher MARIECHU E. CABAHUG Learning Area DRRR Teaching Day Tuesday Quarter 4 Time: 8:30-9:30 PM WEDNESDAY Dat e March 04, 2025 I. OBJECTIVES A. Content Standards The learners demonstrate understanding of the… 1. Concept of hazard 2. Types of Hazards 3. The impact of Hazards B. Performance Standards The learners should relate various types of hazards with a specific area for one’s preparedness. C. Learning Competencies The learners should be able to 1. Define hazards; 2. Give examples of the types of hazards D. Specific Learning Objectives During the lesson, the students shall be able to 1. Define and cite examples of the types of hazards 2. observe proper precautions signs and symbols in hazard areas; and 3. appreciate the importance of observing precautionary measures. II. CONTENT Basic Concept of Hazard III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages N/A 2. Learner’s Material Pages N/A 3. Textbook Pages N/A 4. Additional Materials from Learning Resources N/A
- 2. B. Other Learning Resources Plan 1. Smart TV , laptop, extension socket, instructional materials, answer board for learners IV. PROCEDURES Preliminary Activities a. Prayer b. Greetings c. Checking of attendance d. Announcements and Reminders A. ACTIVITY The Learners will be grouped into 4 groups. Activity 1 “Jumbled Letters” (5 mins) The teacher will view jumbled letters on the screen and each group will brainstorm for the correct answer and will write it on their respective cardboard. QUESTION: 1. RADHZA 2. NOITNEVERP 3. FEASTY 4. KRIS 5. SIBIRESPONLITY ANSWER: 1. HAZARD 2. PREVENTION 3. SAFETY 4. RISK 5. RESPONSIBILITY B. ANALYSIS The teacher will introduce the definition of Hazard. Hazard-is anything that has the potential to cause harm. It is a dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury or other health impacts. The teacher will introduce the next activity. Activity 2 “MATCH ME” (10 mins)
- 4. Cliff Edge Erupting Volcano Fatal or Toxic Flash Flood Wild Fire Air Toxicity Explosive Tsunami High Temperature Land Slide ANSWERS: 1.Erupting Volcano 2.Air Toxicity 3.Tsunami 4.Fatal or Toxic 5.Explosive C. ABSTRACTION The teacher will have a thorough discussion on the topic.
- 9. D. APPLICATION “SPOT THE HAZARDS” The teacher will present pictures of various scenarios and the learners will identify the hazards present in each scenario.
- 10. Question: CAN THE EFFECT OF HAZARDS BE AVOIDED? E. ASSESSMENT 1. Which is not the meaning of Hazard? A. Hazard is an agent which has the potential to cause harm to vulnerable target. B. Hazard cannot cause harm or damage to humans, property, or environment. C. Hazard is defined as the source of danger and is something that may cause injury or harm. It is also the uncertain course of events in a country. D. Hazard is a dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage. 2. Which is not an example of Natural Hazards? A. accidental release of chemicals B. floods C. landslides D. tsunami 3. It is the type of Hazard that arises through interaction of natural processes and human activities. A. natural hazards B. quasi-natural hazards C. technological (or man-made) hazards D. none of the above 4. Which is an example of Natural Hazard? A. avalanche B. plane crash C. pollution D. smog 5. This type of hazards arises directly as a result of human activities. A. natural hazards B. quasi-natural hazards C. technological (or man-made) hazards D. none of the above ANSWERS: 1. B 2. A 3. B 4. A 5. C
- 11. F. ASSIGNMENT Differentiated Assignment: Students can choose ONE of the following assignments based on their preferred learning style and ability level: Students will document their output and submit it through google classroom. Option 1: Hazard Hunt (Kinesthetic/Visual Learners - Beginner Level) Task: Conduct a "hazard hunt" around the school or a designated area. Students work in small groups to identify and photograph at least five different hazards. For each hazard, they must: Describe the hazard. Explain why it's a hazard. Suggest a safety precaution. Deliverable: A photo album or slideshow presentation with captions explaining each hazard and the suggested safety precaution. Option 2: Hazard Comic Strip (Visual/Creative Learners - Intermediate Level) Task: Create a comic strip illustrating at least three different types of hazards. The comic strip should show: A scenario where the hazard is present. The potential consequences if the hazard is ignored. The correct safety precautions to take. Deliverable: A colorful and creative comic strip with clear descriptions of the hazards and safety measures. Option 3: Hazard Research Report (Auditory/Analytical Learners - Advanced Level) Task: Choose one specific type of hazard (e.g., chemical hazards, biological hazards, natural hazards). Research this type of hazard in detail, including: Definition and characteristics. Common examples. Associated risks and consequences. Safety precautions and regulations. Real-world case studies. Deliverable: A well-structured research report with citations and visuals.
- 12. Option 4: Hazard Safety Poster (Visual Learners - All Levels) Task: Design a poster promoting hazard awareness and safety precautions. The poster should include: Clear and concise information about at least three different hazards. Appropriate hazard symbols. Easy-to-understand safety tips. Deliverable: An eye-catching and informative poster. Rubric (applicable to all options): Criteria Excellent (4 points) Good (3 points) Fair (2 points) Poor (1 point) Accuracy of Information All information is accurate and complete. Most information is accurate and complete. Some information is inaccurate or incomplete. Information is largely inaccurate or incomplete. Clarity and Organization Information is clear, concise, and well-organized. Information is mostly clear and organized. Information is somewhat unclear or disorganized. Information is unclear and disorganized. Creativity/Presentation Highly creative and visually appealing. Creative and visually appealing. Somewhat creative and visually appealing. Lacks creativity and visual appeal. Understanding of Concepts Demonstrates a thorough understanding of Demonstrates a good understanding of Demonstrates a basic understanding of Demonstrates little to no understanding of
- 13. hazards. hazards. hazards. hazards. V. REMARKS VI. 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 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 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: Checked by:
- 14. MARIECHU E. CABAHUG EDWIN E. GIBERTAS, PhEdD Teacher School Head/Head Teacher VI