Community SCIS,SMEIS, Program Accreditation and
Learning DALAYAP ES, Equivalency (A&E)
Center PATAQUID ES
Learning REBECCA L. DELA Literacy Level AE/JHS
ALTERNATIVE Facilitator CRUZ
LEARNING SYSTEM
Quarter Learning LS 2 – Scientific and
DAILY LESSON LOG Strand Critical Thinking
Skills
I. OBJECTIVES
A. Content Standard WHY AM I WEALTHY WHEN I’M HEALTHY?
B. Performance Standards To be able to know how Can I Help in Solving the Health Problems in the
Community
C. Learning Competencies/ a. Identify the health problems in the community (LS2SC-AS-PSC
Objectives the LC code for
each. LE/
AE-LJHS/AJHS-1.12);
b. Propose solutions to the health problems of the community
(LS2SC- AS-PSC-LE/AR/LJHS/AJHS-1.13, LS2SC-AS-PSC
LE/AR/LJHS/
AJHS-1.13); and
c. Suggest acceptable actions to solve the health problems of
the community (LS2SC-AS-PSC-LE/AE/LJHS-1.14).
II. CONTENT(Subject Lesson 3: How Can I Help in Solving the Health Problems in
Matter)
the Community?
III. LEARNING LS 2 – Scientific and Critical Thinking Skills Module 2
RESOURCES
A. References
1. Session Guides pages Pages 9-12
2. Module pages Pages 27-33
B. Other Learning Short bond paper, ballpen/pencil
Resources
IV. PROCEDURES
A. Springboard/Motivation Let the learners’ study and analyze the situation on page 28.
(Establishing a purpose
for the lesson)
B. Activity (Review of
previous lesson/s or
a. Guide the learners in understanding the problem – a farmer
Presenting the new needs to cross all items (snake, hen, sack of corn) to the
lesson) other side of the river alive and/or unconsumed;
b. Guide the learners in formulating different possible
solutions to the problem;
c. Discuss why other solutions are not effective in solving the
problem e.g. the snake will eat the hen if they are left
behind, the hen will consume the sack of corn if they are left
behind, etc.;
d. Explain to the learners that they can bring any item back to
the side of the river they came from (e.g. bring the snake to
the other side of the river, go back, bring the hen to the
other side, go back but this time you’re bringing the snake
to the original side);
e. Discuss the correct answer: bring the hen, go back, bring the
snake, go back with the hen, bring the sack but leave the hen, go
back, bring the hen;
f. Ask the students to reflect on their experience in solving the
problem and how they were able to formulate different solutions;
and
h. Explain to the learners that:
*A problem requires careful analysis and thoughtful
consideration
of all factors that can lead to its solution;
*Errors cannot be avoided in problem solving;
*It is common for people to continuously make mistakes in
problem solving which can lead them to starting again; and
*There are various solutions to a certain problem; however, it is also
necessary to formulate the most effective and efficient solution to
save time and resources.
C. Analysis (Presenting
examples/instances of the
a. Ask 2 to 3 learners about any problems that they have encountered.
new lesson) Let them share how they resolved it and the lessons they learned
from it.
HOW WAS
PROBLEM IT LESSONS LEARNED
RESOLVED
?
1
2
3
D. Discussing new Understanding What You Did
concepts and practicing
new skills (sub-activity #1)
a. Relate the concepts on pages 29 to 31 to the experiences/
information shared by the learners.
b. Ask the learners if they also use stages in the problem-solving
cycle in resolving their problems. Let them explain the stages in
their own word.
Group the learners into two. Let them do a debate
on the advantages and disadvantages of using the stages in
the problem- solving cycle. First group will stand for the
advantages while the second group for the disadvantages.
c. Make sure that after the debate, the seven (7) stages were
clearly discussed to the learners.
E. Discussing new Explain to the learners that:
concepts and practicing
new skills (sub-activity #2)
· Identifying a problem affects the succeeding questions
in problem-solving;
Formulating various strategies promotes critical
thinking by considering all possible errors in each
solution thereby encouraging the formulation of a better
strategy;
· Being able to discuss a strategy allows one to form a
mental picture of the situation/scenario and make
inferences about
its possible consequences.
· Putting priority on solving a problem allows one to shift his/
her attention to more important matters; and
Monitoring strategies is as important as formulating each of them to
observe the outcomes of the solution – it brings valuable insight before
evaluating its effectiveness.
F. Abstraction (Making Explain to the learners that:
generalizations about the
lesson)
· Problem-solving means having a purpose and directing one’s
self to a specific goal;
Problems-solving has 7 general steps: identification,
definition, formulation (of strategy), organization (of
information), allocation (of resources), monitoring, and
evaluation;
· One cannot skip a step in problem-solving since it simply
builds up to finding an effective solution by considering
all factors affecting the problem; and
· Problem-solving does not only involve finding the solution
to a problem; it also focuses on the effectiveness and
efficiency of the solution over a certain period of time.
G. Application
a. Let the learners answer page 32, Sharpening Your Skills. Check
and discuss the answers, then,
b. Ask them to report their output on the activity. Make sure to
provide constructive feedback.
H. Valuing Problem-solving does not only involve finding the solution to a problem
I. Evaluation (Assessing Let the learners answer, Reach the Top activity found on page 37 of
learning)
the module.
J. Agreement (Additional
activities for application or
remediation)
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
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?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by:
REBECCA L. DELA CRUZ
Teacher III/ALS Teacher
Checked by:
_____________________________
