SCHOOL GRADE LEVEL 11/12

GRADES 1 TO 12
TEACHER LEARNING AREA EARTH SCIENCE
DAILY LESSON LOG
TEACHING DATES AND TIME Week 6 QUARTER 1

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES
A.Content Standards The learners demonstrate understanding of...
1. the three main categories of rocks.
2. the origin and environment of formation of common minerals and rocks.
3. the various sources of energy (fossil fuels, geothermal, hydroelectric).
4. the amount of usable water resources on Earth
5. the distribution of arable land on Earth.
6. waste generation and management.

B.Performance Standards The learners should be able to...

1. make a plan that the community may use to conserve and protect its resources for future generations.
2. prepare a plan that the community may implement to minimize waste when people utilize materials and resources

C.Learning Competencies/Objectives 1. Identify the various water resources on Earth. (S11ES-If-g-15)

2. Explain how different activities affect the quality and availability of water for human use. (S11ES-Ig-16)
Write the LC Code for each

Specific Objectives:
a. identify the various water resources on Earth.
b. determine the effects of human activities on the water quality and availability.
c. verbalize appreciation of the importance of water quality and availability to living things.

II.CONTENT EARTH’S WATER RESOURCES, AND THE EFFECTS OF HUMAN ACTIVITIES ON WATER QUALITY AND AVAILABILITY

III.LEARNING RESOURCES
A.References

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 1.Teacher’s Guides/Pages

2.Learner’s Materials Pages

3.Textbook Pages

4.Additional Materials from Learning

Resources (LR) portal

B.Other Learning Resources

IV.PROCEDURES
A.Reviewing previous lesson or Briefly review the concept of the Briefly review the importance of water as a Review: Briefly review the concept of Recall the past topics that were
presenting the new lesson hydrosphere (Earth's water system). resource for life on Earth. the hydrosphere (Earth's water discussed from the previous days.
system).

Ask students: "What is the importance of Introduce the concept of water quality and Give questions for the learners to
water?" (Discuss its role in life, human availability. Questions: answer.
needs, etc.)
a. What is the hydrosphere?
b. Why is water important to
Ask students: "What do you think are some
living things?
Introduce the new lesson: "Today, we will factors that can affect the quality and
explore the different sources of water on availability of water?"
Earth that we rely on."

B.Establishing a purpose for the lesson State the learning competency: Identify Explain that the lesson will focus on how Introduce the concept of water State that they will be having a
the various water resources on Earth. human activities can negatively impact water quality and how it affects living quiz to assess their learnings and
quality and availability. organisms. if remediation is needed.

Explain that understanding these

resources is crucial for water conservation Highlight the importance of understanding State the learning competency:
and responsible water management. these impacts to promote responsible water "Today, we will learn why water
use and conservation. quality and availability are crucial for
life on Earth."

C.Presenting examples/instances of the Show pictures of various water resources Show pictures of polluted water sources (e.g., Visual Analysis: Allow students to review for few
new lesson (oceans, rivers, lakes, glaciers, oil spills, rivers with industrial waste). minutes to refresh their minds.
groundwater)  Show pictures of different
water sources (clean lake,
polluted river, ocean).
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 Ask students to identify the pollutants they
see in the pictures.

Discuss different sources of water pollution

Ask students to identify each water (e.g., industrial waste disposal, agricultural
resource and discuss its characteristics. runoff, littering).

Questions:
a. How would you describe the
water quality in each
picture?
b. What factors might affect
the quality of water in these
different sources (e.g.,
pollution, natural
processes)?

D.Discussing new concepts and Divide the class into small groups. Each Divide the class into small groups. How can human activities (e.g.,
practicing new skills #1 group will be assigned a water resource agriculture, industrial waste)
(ocean, lake, river, glacier, groundwater). negatively affect water quality?
Each group will be assigned a specific human
activity (e.g., agriculture, industrial production,
Ask each group to research the following urbanization, deforestation).
using the internet or textbooks (provided
by the teacher):
Task: Research the ways their assigned
 Definition and characteristics of
activity can impact water quality and
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 their assigned water resource. availability.
 Importance of their assigned
water resource.
 Examples of well-known Students can use the internet for further
examples of their assigned water research or rely on information provided by
resource around the world the teacher. (Optional: Provide a worksheet
(students can find pictures or with guiding questions)
write the names).

Groups will then share their findings with the

Give the groups 10 minutes to research class, creating a collaborative discussion.
and prepare their presentations.

E.Discussing new concepts and Each group will present their findings "Water Quality Challenge" Discuss the uneven distribution of
practicing new skills #2 about their assigned water resource. freshwater on Earth and its impact
a. Divide the class into two teams.
on access to clean water in different
b. Each team will be presented with a
regions.
scenario related to human activity
During presentations, encourage the class
and its potential impact on water
to ask questions and take notes.
quality.
Show a world map highlighting areas
c. The team needs to discuss and list
with water scarcity.
down the possible pollutants
After all presentations, have a short introduced by the activity, their
discussion: effects on water quality, and
 Ask students: "Which water potential consequences for human
health and the environment.
resource do you think is the most
d. Teams will then present their
important? Why?" (Encourage
solutions or mitigation strategies to
critical thinking - consider factors
address the issue.
like accessibility, distribution,
uses)

Briefly discuss potential threats to water

resources (pollution, overuse, climate
change).

F.Developing mastery Show a large world map (optional: use a Critical Thinking Questions: Divide the class into two groups:
digital map with highlighting features). "Clean Water Source" and "Polluted
(Leads to formative assessment) a. How can individual actions contribute
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 to water pollution? Water Source."
b. What are some ways we can
Ask students to take turns coming up to
conserve water in our daily lives?
the map and identifying the locations of
c. What are the potential Each group receives a large sheet of
some major examples of each water
consequences of ignoring pollution paper or a designated area on the
resource type that they learned about
and water scarcity issues? whiteboard.
(e.g., Pacific Ocean, Lake Baikal, Nile
River, Greenland ice sheet).

The "Clean Water Source" group

draws healthy aquatic life (fish,
This activity reinforces geographical
plants) and describes the ideal water
understanding and helps visualize the
quality parameters.
distribution of water resources.

The "Polluted Water Source" group

draws negative effects of pollution
(dead fish, murky water) and
describes how water quality is
compromised.

Presentations:

 Each group presents their

creations and explains the
consequences of water
pollution on living
organisms.

G.Finding practical/applications of Discuss some ways we can conserve Discuss ways students can contribute to Discuss ways students can
concepts and skills in daily living water resources in our daily lives: water conservation and improving water contribute to water conservation and
quality in their homes and communities. pollution prevention in their homes
 Taking shorter showers, and communities.
fixing leaky faucets, watering
plants during cooler hours,
Encourage them to share personal
etc.
experiences or environmental campaigns Examples:
they've participated in.
 Turn off the tap while

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 Encourage students to think of additional brushing teeth.
ways to conserve water at home and  Properly dispose of
school. waste.
 Participate in clean-up
drives.

H. Making generalizations and Summarize the key points of the lesson: Summarize the key points about human Summarize the key points:
abstractions about the lesson different types of water resources on Earth activities and their impact on water quality
and their importance. and availability.  Water quality significantly
impacts the health of
aquatic ecosystems.
 Uneven distribution of
Ask students: "Why is it important to have Emphasize the importance of sustainable
freshwater resources can
a variety of water resources?" (Answers practices and responsible water
pose challenges.
may include: different uses for different management.
types, redundancy in case of depletion of
one source).
Emphasize: We all have a role to
play in ensuring clean water
availability for all living things.

I.Evaluating Learning Exit Ticket: Briefly ask students to write Students can also be asked to write a short Students write a short paragraph The teacher will prepare a quiz to
down on a piece of paper: reflection on the lesson and their takeaways. explaining the importance of water assess the learnings of the
quality and availability to living learners. Make sure that the quiz
 Name three different water things. covers all the topics that were
resources. discussed within the week.
 Briefly explain the
importance of one water
resource.
Record the scores of the learners.

This quick assessment helps gauge

students' understanding of the key
concepts.

J.Additional activities for application or Provide additional support to students who Organize a school-wide clean-up drive for a
remediation struggle by offering visuals, guiding nearby water source.
questions during group activities, or
allowing them to work with a partner.

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 Challenge advanced students by asking
them to research specific water resource
management strategies or case studies.

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% of the
formative assessment

B.No. of learners who require additional

activities to 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?

G.What innovation or localized material

did I use/discover which I wish to share
with other teachers?

Prepared by: Checked and Noted:

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