GRADE 1 School Miaray National High school Grade Level 12

DAILY Teacher JERON T. LAGROSAS Learning SMAW 11

LESSON LOG Area
Teaching Dates and Time JUNE 23-27, 2025 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learner demonstrates an understanding of the basic principles of arc welding.

B. Performance The learner independently demonstrates core competencies in introduction to SMAW prescribed by TESDA Training Regulations.
Standard

C. Learning Objectives Objectives Objectives Objectives

Competency/Objecti
ves TLE_IAAW9-12WMIa-b-1 TLE_IAAW9-12WMIa-b-1 TLE_IAAW9-12WMIa-b-1 TLE_IAAW9-12WMIa-b-
At the end of the session, learners will At the end of the session, At the end of the session,
1. be able to: learners will be able to: learners will be able to: At the end of the session, learners will be
able to:
1. Define the basic welding 1. Identify basic part of 1. Identify a torch.
terminologies. regulator 2. Demonstrate
2. Set-up cutting equipment in proper handling of a 1. Check cutting equipment fittings,
conformity with the occupational torch. connection, and power source in
health and safety standards accordance with workplace procedure
3. Identify Parts of the basic oxy-
acetylene outfit: 2. Determine procedures in setting-up
cutting equipment
II. CONTENT Defining Social Science as the study of society

III. LEARNING
RESOURCES
A. References SMAW MODULE 9 SMAW MODULE 9 SMAW MODULE 9 SMAW MODULE 9
1. Teacher’s Guide
pages
2. Learner’s Materials VII-4 4- 3-8 8-10
pages
 3. Textbook pages
4. Additional Materials
from Learning
Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn
new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous Introduce subject first since it is first In connection with our topic Review previous lesson.
lesson or presenting the day of school yesterday, who can give an
new lesson overview of our lesson
B. Establishing a purpose for As a continuation of lesson Our aim here is to know the To dig down deeper with its content of the
the lesson yesterday you are going similarities and differences of subject, as their springboard to much more
demonstrate your the two concepts difficult topic in this subject.
understanding based on our
topic yesterday
C. Presenting Oxy-Acetylene Cutting Equipment- A typical 1. Cutting Torch Oxy-acetylene .
examples/Instances of the oxy-acetylene cutting and welding outfit Pressure Regulator All cutting torch is the same as 1. Secure oxygen and acetylene
requires compressed oxygen and acetylene regulators do the same type of
new lesson gases that are stored in the cylinders
oxy-fuel cutting torch. The cylinders to the cart or wall
job. They all work in the same assembly of torch vary in before the removal of the safety.
separately. Oxygen gas is placed in the tall
principle whether they are of sizes for different types of
tank and the acetylene gas is stored in the
low or high pressure; single or work. There are small
2. After removing the safety caps,
small tank
multiple stages; cylinder, torches for jewelry work, stand to one side and crack
Parts of the basic oxy-acetylene outfit: manifold, line, type with the large torches in heavy (open, then quickly close) the
1. Oxygen Cylinder - A tall tank cylinder where gas they regulate. The plates and special torches cylinder valves to ensure no dust
oxygen gas is stored. regulator which reduces high for heating, brazing and and/or any other may be a source
2. Acetylene Cylinder – A tank of lesser height pressure to lower working
where acetylene gas is stored.
soldering. Some uses fuel- for ignition of fire.
pressure must be held constant air mixture. There are no 3. Visually check all parts for any
3. Regulator (Oxygen) – Separate regulator for
oxygen pressure gauge. over a range of flow rates and industrial standards for tip damage.
4. Regulator (Acetylene) – A separate volumes. size, tip threads, or seats. 4. 4. Attach the regulators to the
regulator with acetylene gas pressure gauge Each style, size, and type of cylinder valves, and tighten securely
that indicates the direction of the flow 1.Working Pressure gauge - torch can be used only with with a wrench.
towards the torch body. Measures pressure gas that tips made by the same 5. Attach the reverse flow valves in the
5. Acetylene Hose (Red) – A ty flows or is released from the manufacturer to fit-in the
6. pe of hose wherein acetylene gas flows gas outlet, and then attach the hose.
torch body to the nozzle or tip. specific tank. men and his 6. If the torch is a combination-type
towards the direction of the torch body. 7.
2. Cylinder Pressure gauge - A environment. torch, attach the cutting head.
Oxygen Hose (Green) – A type of hose wherein
oxygen gas flows towards the direction of the registered gas pressure found (Methods of mixing oxygen and 7. Install the cutting tip in the torch.
torch body. in the cylinder. fuel gas to produce flames) 8. Before the cylinder valve is opened,
8. Safety Chain - A metal chain wrapped 3. Safety release valve - Is back-out the pressure regulating
around the body of the cylinders and tied made up of a small ball held screw so that the valve opens the
securely in the metal frame stand. tightly against a seat by a gauge back to zero for welding
9. Gas flow is the amount of gas released spring. Uses equal balance pressures;
pressure.
 from the regulator which passes through 4. Gauges - Show the working the gases are mixed in the 9. Stand on the side of the regulator as
the hose towards the direction of the torch pressure and the other mixing chamber. 2. Uses a higher the cylinder valve is opened slowly.
tip. indicates the magnitude of oxygen pressure; the gases are 10. . Open the oxygen torch valve
10. Gas storage an area free from fire pressure in the cylinder. mixed in the injection chamber. (needle valve) and turn the regulating
hazard. A storage for tanks filled with 5. Regulators - Work by holding The injector torch works both screw slowly until 4 to 6 psi for the
proper air ventilation. the forces on both sides of a with equal gas pressure or low working pressure gauge, then close
11. Gas volume is the amount of pressure diaphragm inbalance. A. fuel gas pressures. The injector the needle valve (oxygen).
gas. Acetylene Cylinder Valve B. allows oxygen at the higher
12. Drying oven is an oven where Oxygen Cylinder Valve 11. Cutting set-up is ready for the next
pressure to draw the fuel gas
electrodes are baked with a temperature task.
into the chamber, even when
from 200 Calibration of the Cutting Equipment During
Two most common types: the fuel gas pressure is as low as
13. LP Liquified Petroleum the set-up and operation of the cutting
1. Adapt a left-hand male 26.3 g/cm2. The injector works
14. MAPP(R) Methylacetylene Propadien equipment, there are several observable things
acetylene cylinder fitting to by passing the oxygen through a
that might occur which need immediate
a right-handed female venturi which create a vacuum
attention. One of these is the failure of the
regulator fitting or vice- to pull the fuel gas in and then
cutting unit to function well and requires
mixes the gases together. An
versa. adjustment and correction. The student will be
injector-type torch should be
2. Adapt a female acetylene guided for some of the recommended
used in a low-pressure acetylene
cylinder fitting to a male practices.
generator or a low-pressure
regulator fitting residual.
Check gas leaks There is now a pressured gas
throughout the system. A mixture of soapy
water is applied to all regulators, the hose
connection and other fittings to check its
appropriateness. After checking, gas leaks may
occur through the reaction of a soap solution,
the connection has to be tightened properly. If
no more leaks are found, reopen the torch
valve. Caution: Leaking cylinder valve stem
should not be repaired when gas pressure is
present. Turn off the valve, disconnect cylinder
and mark or label the defective unit.
“Cracking” is one way of blowing out
any dirt lodged in the valve. The quick
release and the sudden closing of the
valve should be done. This is
applicable for both oxygen and fuel
gas.
D. Discussing new concepts Show the learners the picture Question and answer portion
and practicing new skills # of a regulator
1

E. Developing mastery MULTIPLE CHOICE Question and answer Question and answer portion
(leads to Formative 1. is a tall tank cylinder where portion, clarifications.
Assessment)
 oxygen gas is stored. a. Acetylene
hose c. Oxygen cylinder b.
Acetylene cylinder d. Oxygen
hose
2. It measures the amount of
pressure or force for the gas that
flows or is released from the
cylinder. a. Gauge c. Working
pressure gauge b. Safety release
valve d. Cylinder pressure gauge
3. A type of hose wherein oxygen
gas flows towards the directions
of the torch body. a. Oxygen
cylinder c. Acetylene cylinder b.
Safety chain d. Oxygen hose
4. hold the forces on both sides
of a diaphragm in balance. a.
Safety release valve c. Cylinder
pressure gauge b. Regulator d.
Working pressure gauge
5. A tank of lesser height where
acetylene gas is stored is called. a.
Acetylene cylinder c. Safety
release valve b. Oxygen cylinder
d. Oxygen hos
F. Making generalizations Ask some learners to make Ask the learners to Ask the learners to Ask the learners to summarize their
and abstractions about generalizations about the topic summarize their learning summarize their learning learning regarding the topic.
the lesson regarding the topic. regarding the topic.
G. Evaluating learning 1-5. Give at least 5 basic parts of oxy- 1-2 two types of regulator Essay Gauge -Test your knowledge
acetylene 3-8. 5 parts of a regulator 1. What is cutting torch, Multiple Choice 1-5
Define the ff. basic welding and its uses?
terminologies
5. Oxy-acetylene
6. Gas flow
7. Drying oven
8. Plasma cutting
9. Welding torch

H. Additional activities for

application or remediation
 V. REMARKS

1. No. of learners who earned 80% in the

evaluation
2. No. of learners who require additional
activities for remediation who score below 80%
3. Did the remedial lessons work? No. of
learners who have caught up with the lesson
4. No. of learners who continue to require
remediation
5. Which of my teaching strategies worked well?
Why did these work?
6. What difficulties did I encounter which my
principal or superior can help me solve?
7. What innovation or localized materials did I
use/discover which I wish to share with other teachers

Prepared by:

JERON T. LAGROSAS
Teaching Aide

Checked by:
ARMANDO L. CAGAS
School Principal I