School: BULIHAN HIGH SCHOOL Grade Level: 12

DAILY LESSON LOG

Discipline and Ideas in the
Teacher: MA. BERNADETTE N. CASTILLO Learning Area:
Social Sciences
JUNE 23-26, 2025
Teaching Dates 11-Socrates HUMSS & 11-Aristotle GAS
Quarter: 1ST – First Semester
and Time: (9:40am-10:40am) M, T, W, Th

Day 1 Day 2 Day 3 Day 4 Day 5

Objectives must be 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 if
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning content
I. OBJECTIVES and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from curriculum guides.
A. Content Standards The learners demonstrate an understanding of… the emergence of the Social Sciences and the different disciplines
B. Performance Standards The learners shall be able to… connect the disciplines with their historical and social foundations
C. Learning Competencies/ 3. compare and contrast the various Social Science disciplines and their fields, main areas of inquiry, and methods
Objectives (Write the LC HUMSS_DIS 11- IIIb-d-3
code for each).

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
A. Topic Title Introducing the disciplines 2. Economics 3. Geography 4. History
within Social Sciences
1. Anthropology
III. LEARNING
RESOURCES
1. Teacher’s Guide Pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
V. PROCEDURES
A. ELICIT Ask the learners: Ask the learners: Ask the learners: Ask the learners:
Reviewing previous 1. What are the differences 1. What are your insights about 1. How do you find your budget for 1. What is Geography? 2. What are
lesson or presenting the among Social Science and yesterday’s lesson? Establish the today? Have you already planned how the fields of Geography? 3. Give a
new lesson Natural Science and Humanities? relevance of anthropology as a social to manage it wisely? practical application of Geography?
science
A. ENGAGE Teacher will present a picture of GROUP ACTIVITY: Group the class GROUP ACTIVITY: SOUNDS LIKE From the assignment, the teacher
Establishing a purpose man’s evolution. Process into three (3). List down 10 things The learners will be grouped into two. will distribute paper strips among
for the lesson questions: 1. Are you familiar with which you can’t live without. The Each group will be given a chance to learners and require them to write
the picture? 2. What element/s of groups will present to the class. (7 pick a set of words that sound like the news headlines that happened
the picture captured your minutes) specific geographic features through on their birthdates. Then, the
attention? 3. What branch of their group representative. Set of words learners will post it in the
 social science is responsible for 1. Mt. Everest= Mouth-Eve- Rey- East blackboard.
this picture? 2. Sahara Desert= Saw-Hour- Add-
EastEarth 3. Pacific Ocean= Pass-
Safe- Pick- OustSun 4. Bermuda
Triangle=Bear- Mode- At- TryAngle 5.
Palawan= Foul- Awe-Won
B. EXPLORE PROCESSING QUESTIONS: 1.
Presenting What happened on your birthday?
SMALL GROUP DISCUSSION: Each
examples/instancing of CLASS ACTIVITY: SOCSCI GROUP DISCUSSION: Each group will or What was happening on the day
group will classify what among the
the new lesson PUZZLE The learners will supply describe the completed set of words Mt. that you were born? 2. Share your
listed things falls under the needs or
the letters to reveal the meaning Everest, Sahara Desert …) then insights about your birthday
wants. The learners will present it to
of Anthropology present it to the class headline. 3. Which branch of Social
the class by group.
Science does our activity
represents? 4. Define history?
C. EXPLORE GROUP ACTIVITY: SOCSCI The teacher will ask the learners: 1. Based from the learners’ analysis of the The teacher will discuss. History
Discussing new concepts SORT The learners will sort the What is your own ideas regarding activity, learners will be asked. 1. What has different fields. Accomplish the
and practicing new skills pictures into the three branches Economics? The keywords that may is your idea about Geography? Elicit as Wheel Graphic Organizer by
#1 of Anthropology arise will be written by the teacher on many ideas as possible from the identifying the various branches of
the board to come up with a definition students. Teacher then clarifies what History that deals with the given
of Economics. Geography is themes, examples, or interests.
Write at the center your answer.
Example: Islam, Christianity,
Buddhism, Zoroastrianism,
Hinduism = _____________ History
Different fields: Diplomatic,
Economic, Asian, World, European,
Environment, Military, Legal,
Cultural, Modern Women
D. EXPLORE The teacher will discuss the The teacher will present a graphic The teacher will use power point COMPLETE THE ANALOGY:
Discussing new concepts methods used in studying organizer that shows the relationship presentation for the discussion about Scientist: test tube Teacher: chalk
and practicing new skills Anthropology of Microeconomics and physical and human geography. Historian:_____________________
#2 Macroeconomics. (Presentation contains pictures of Processing Questions: 1. What is
different land forms and bodies of water the connection between word-
such as, Mt. Everest, Cordillera, Bohol, pairs? 2. What is the tool of a
Baguio, Tagaytay, Sahara Desert, historian? 3. Why is a historian like
Bodies of water such as Pacific Ocean, a detective? 4. What is
coastal areas, rivers, lakes etc.) Historiography? 5. Differentiate
primary sources from secondary
sources.
E. EXPLAIN GROUP ACTIVITY: Group CLASS ACTIVITY: PICK N STICK GROUP ACTIVITY: HUMAN TABLEAU The teacher will require learners to
Developing mastery Scenario The teacher will assign The learners will classify words In groups, learners will perform human accomplish a worksheet.
(Leads to Formative each group to the different written on meta cards and post it on activities referring to a certain place
Assessment 3) branches and let the learners its corresponding field of Economics such as hilly, mountainous, coastal,
relate it to the different methods rivers, lakes to show their way of life.
used in Anthropology.
F. ELABORATE The teacher will present another Cite specific situation in your life Teacher will ask “How does your Do you find History useful to your
Finding practical scenario to the learners: “If you where you can apply the principles of environment affect your way of living? daily lives? Why did you say so?
applications of concepts are an anthropologist, what Macro and Microeconomics.
and skills in daily living specific Filipino tradition will you
be interested into?
G. ELABORATE The teacher will ask the learners The teacher will ask the learners From all of the aforementioned, what is Final Complete the sentence
Making generalization about the definition, branches and about the definition and fields of your understanding about Geography? prompts. History is the study
and abstractions about methods used in studying Economics. Answers: Economics Answers: Geography is the study of the of________. Among the fields of
the lesson Anthropology seeks to understand people’s features of the earth and the location of History, I am interested at _______
Answers: activities concerning production, living things on the planet. It is divided History because I’m fascinated with
1. Anthropology is the study of distribution and consumption of goods into two main branches- the Physical ____. An example of primary
humankind and services. The two fields of Geography and Human Geography. sources that I will deal with___
2. 3 branches: Physical or Economics are Microeconomics and History are ____. An example of
Biological, Cultural, and Macroeconomics. secondary source that I will deal
Archaeology with ___ History are ______.
3. Methods: Ethnography,
Participant Observation,
Interview, Focused group
discussion, life history method,
ocular inspection.
H. EVALUATE The teacher will ask the learners CONCEPT MAPPING: ECONOMICS Paper and Pencil Test (10-item quiz)
Evaluating learning to accomplish the 5-3-1 Chart (5- Expected output: (Needs, Wants, Definition, Etymology, Branches of
Methods, 3-Braches, 1- Microeconomics, Macroeconomics) Geography
Definition)
I. EXTEND
Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What else need to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.,
A. No. of learners who
earned 80% in the
evaluation
5. No. of learners who
require additional
activities for
6. Did the remedial lesson
work? No. of learners
who have caught up with
the lesson
7. No. learners who
continue to require
remediation
8. Which of my teaching
strategies worked well?
Why did these work
9. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
10. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked and Noted by:

MA. BERNADETTE N. CASTILLO, LPT. EMMANUEL V. DIONISIO

Teacher I School Principal 1