DLP for COT

1. DAILY LESSON PLAN
School: Grade Level: 7/-9
Teacher: Learning Area: TLE-
Teaching Dates and Time: Quarter:
I. OBJECTIVES
(ANNOTATIONS)
PPST INDICATORS/ KRA OBJECTIVES/
RUBRIC INDICATORS TO BE OBSERVED
DURING THE CLASSROOM OBSERVATION
A. Content Standard: The learner demonstrates understanding of the concepts, and principles in practice of occupational health and safety procedures.
B. Performance Standards:
The learner demonstrates assessment in workplace hazards and risks, identify and apply company procedures and create a contingency measure in accordance with
organizational procedures
C. Learning Competencies/
Objectives:
Write the LC Code for each LC.
LO1: identify hazards and risks;
LO2: evaluate risks and hazards; and
LO3: control hazard and risk.
II. CONTENT Practice Occupational Health and Safety Procedures (Identify hazard and risk)
III. LEARNING RESOURCES
A. References
1. Curriculum Guide
2. Learner’s Material Pages K-12 Basic Education Curriculum (Technology and Livelihood Education) 129-135, Quarter 4
3. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resource/
Materials
Pictures, Smart TV, Laptop, Rubrics, Multimedia presentation, mobile phone and youtube video clip
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Preliminaries:
 Prayer
 Arranging of chairs/ space.
 Checking of attendance
Motivation or review of pre-requisite skills
Today let’s play “4 pics 1 word”
1. Let me group you into 5 groups. Go to your group and assigned station
2. Each group will choose their leader
3. There will be series of picture to show in the class. They will guess the picture.
4. The group with highest number to guess will held as winners.
COT INDICATOR # 2
-Applies a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills.
Developmental activities:
-Activities and Instructional materials for review
highlighting learner-centered strategies that
both promotes both literacy and/or numeracy
skills
Enhance developmental activities:
Analyzing pictures
Strategy/s:

2. Group activity
Picture analysis
Subject integration: English and Science
B. Establishing the purpose of
the lesson/ Motivation/
Motive Questions
A. Present a situation leading to the lesson
Ask who wants to play a game? Let’s play “walk and talk”
1. You already have a group and leader.
2. There are story or situations posted in every corners of the room or shall I say stations.
3. First you will be assigned in your designated stations.
4. You are given 1 minute in every station.
5. In every station you will analyzed the story or situation and then identify the hazard and or
risk. You are free to list as many as you can.
6. After a minute you will then proceed to another station in clockwise rotation.
7. After you explore all the stations, present your work in the class.
Ask:
 How do you find the activity?
 What is the activity all about?
 What are the factors did you use to perform the activity?
 Why it is important to concentrate, and cooperate or collaborate with your classmate in doing this
activity?
 What is the relationship or connection of our activity in health and safety procedures?
Now let us identify your answer according to the different types of hazards
COT INDICATOR #3
-Applies a range of teaching strategies to
develop critical and creative thinking, as well as
higher-order thinking skills.
Developmental activity:
-Range of teaching strategies was observable
such as structured inquiry and problem solving
task with complexity that requires creativity,
analysis, exploration and explanation.
Enhance developmental activity:
games/ group activity (walk, assess and talk)
Strategy/s:
Socrates method of teaching
Inquiry- based questioning
Student’s presentation
C. Presenting examples/
instances of the new lesson
• Create situation
where pupils visualize
instances of the new
lesson using concrete
objects (direct
teaching)
• Perform activities
with the supervision
of the teacher (Group
works/cooperative
learning)
Five basic types of hazards
1. Chemical hazards
2. Physical hazards
3. Biological hazards
4. Ergonomic hazards or job related hazards
5. Psychological hazards
COT INDICATOR #1
-Applies knowledge of content within and across
curriculum teaching areas.
Developmental activity:
Contextualization, localization, gender fair and
integrations across learning areas like in Science
and within learning area are observable. Values
like awareness on the importance hazard
assessment and control are inculcated to the
students.
Enhance developmental activity:
Processing of student’s output
Asking of open- ended questions
Strategy/s:
Interactive lecture discussion
Show and tell of concrete examples of every
type of hazards
Think- pair share

3. D. Discussing new concepts and
practicing new skills #1
1. Chemical hazards
If you are working with the cleaning products, bleaches, paints, and other chemical
agents, you need to understand what a chemical hazard is as well as how to protect yourself.
It includes:
E.g. Liquid such as cleansers, acids, and paints, vapors and fumes (welding fumes), gases
such as carbon monoxide, products that can catch fire or explode.
2. Physical hazards include:
E.g. Machineries, electrical power, noise, power and hand tools, working and walking
surfaces, trip and fall hazards, ladders and scaffolds, heat and cold and ventilation.
3. Biological hazards include:
E.g. Bacteria, viruses, insects, plants, birds, animals, and human.
Dangers can come from: unclean restrooms, molds and fungus, bacteria, insect stings,
animal bites, poorly stored medical waste.
4. Ergonomic hazards
If your job is poorly designed, you can develop long term health problems. These
problems can arise from simple things, like working for long periods in an awkward position or
having to make the same motions over and over again.
E.g. Lighting, chairs, lifting, repeated movements, computer screens.
COT INDICATOR #7
-Plan, manage and implement developmentally
sequenced teaching and learning process to
meet curriculum requirements
and varied teaching contexts.
Developmental activity:
The activities used were tailor-made for the
context situation in Gov. Julio V. Macuja MCHS
and used available material such as pictures and
realia for the teaching/learning contexts.
Enhance developmental activity:
Students analyzes and classify their responses to
the different type of hazards
Strategy/s:
Asking inquiry- based questions
Interactive lecture discussion

4. 5. Psychosocial hazards
Those that are basically causing stress to a worker. This kind of hazard troubles an
individual very much to an extent that his general well- being is affected. Stress can lead to long-
term health problems. Headaches, anxiety, and impatience are early signs of stress.
Workplace causes of stress include:
E.g. Heavy workloads, Lack of control over the pace of work, shift work, noise, working by
yourself, fear of job- loss, conflict with the employer.
6. Discussing new concepts and
practicing new skills #2
Video presentation on the concrete example of hazard and risk as well as the 5 basic workplace
hazards. This was done to supplement the lesson presented.
COT Indicator #8
-Selects, develops, organizes and uses
appropriate teaching and learning resources,
including ICT, to address learning goals.
Developmental activity:
Used of software application such as Powerpoint
presentation in addressing learning goals while
learners where given task to utilized ICT.
Enhance developmental activity:
Showing of supplemental video to further
support the discussed topic
Strategy/s:
Video presentation
7. Developing mastery (leads to
Formative Assessment
Question and answer. Utilizing duck race online activity
• Asking series of questions regarding the example of all types of hazards
• Asking tips on how to mitigate different type of hazards.

5. 8. Finding practical applications
of concepts and skills in daily
living.
Group activity: Group the students into 4
1. The students will be group into 4
2. Each group will be given a picture of location in school that is prone to hazard and risk.
3. They will identify the hazard or risk in the location they have assigned
4. They will also classify those hazard according to the 5 types of hazard.
5. Group sharing afterwards.
Rubrics in Participation/Group Activities:
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the task, participate
actively, do great help to the group
4 -Shows eagerness and cooperation to do the task, good followers
only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities
Special Reminders before doing the activity:
1. Be polite by listening attentively with each other during group activity.
2. Group planning and sharing is 10 minutes only while group presentation is 2
minutes or less.
COT INDICATOR #3
-Applied a range of teaching strategies to
develop critical and creative thinking, as well as
other higher- order thinking skills.
Developmental activity:
Range of teaching strategies was observable
such as structured inquiry and problem solving
task with complexity that requires creativity,
analysis, exploration and explanation.
Enhance developmental activity:
Sharing of ideas and expressing of emotions
Group activity that requires student’s
collaboration, brainstorming, critical and
creative thinking through these, will engage
higher order thinking skills.
Strategy/s:
Group activity
Structured inquiry based questioning
Interactive group discussion
Rubrics for activity
9. Making generalizations
about the lesson
*Ask series of questions in connection to the topic being discussed
*Discuss the Advantages of knowing these hazards:
 Create awareness
 Reduce the injury or death
 Reduce incidence and accidents in the workplace
 To evaluate and prevent any potential accidents
 Assessing the risks involved and then controlling or eliminating these risks
*Review the 5 types of hazards
10. Evaluating learning Identify the following given if it is chemical hazard, physical hazard, biological hazard, ergonomic
hazards and psychological hazard.
e.g. Paint- chemical hazard
1. wound or cut
2. gas explosion
3. depression
4. covid-19
5. cellphone screens
6. noise
7. salmonella
COT Indicator #9
--Designs, selects, organizes and uses diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.
Developmental activity:
The use of formative assessment consistent with
curriculum requirements is followed in order to
interpret the result of the learners’ progress.

6. 8. falling from the ladder
9. unclean bathrooms
10. poor ventilation
Enhance developmental activity:
Giving of quiz to elicit formative assessment of
student learning.
Teaching strategy:
Individual activity
11. Additional activities for
application or remediation
Assignment:
Create a poster slogan on the importance of hazard and on how to mitigate those risk. You will be
graded according to the rubrics below.
CATEGORY 4 3 2 1
Required
Elements
The poster includes all
required elements as well
as additional information.
All required elements are
included on the poster.
All but 1 of the required
elements are included on
the poster.
Several required
elements were missing.
Labels All items of importance
on the poster are clearly
labeled with labels that
can be read from at least
3 feet away.
Almost all items of
importance on the poster
are clearly labeled with
labels that can be read
from at least 3 feet away.
Many items of
importance on the poster
are clearly labeled with
labels that can be read
from at least 3 feet away.
Labels are too small to
view OR no important
items were labeled.
Graphics -
Relevance
All graphics are related to
the topic and make it
easier to understand. All
borrowed graphics have a
source citation.
All graphics are related to
the topic and most make
it easier to understand.
Some borrowed graphics
have a source citation.
All graphics relate to the
topic. One or two
borrowed graphics have a
source citation.
Graphics do not relate to
the topic OR several
borrowed graphics do not
have a source citation.
Attractiveness The poster is
exceptionally attractive in
terms of design, layout,
and neatness.
The poster is attractive in
terms of design, layout,
and neatness.
The poster is acceptably
attractive though it may
be a bit messy.
The poster is distractingly
messy or very poorly
designed. It is not
attractive.
Grammar There are no
grammatical/mechanical
mistakes on the poster.
There are 1-2
grammatical/mechanical
mistakes on the poster.
There are 3-4
grammatical/mechanical
mistakes on the poster.
There are more than 4
grammatical/mechanical
mistakes on the poster
COT INDICATOR # 3
-Applied a range of teaching strategies to
develop critical and creative thinking, as well as
other higher- order thinking skills.
Developmental activity:
Interpreting, and expressing of emotions
Enhance developmental activity:
Enhance creativity and will give equal
opportunity to both slow and fast learner
Strategy:
Individual activity