THEME: Identifying the Inquiry and Stating the Problem
GRADES 11 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCE
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
School Narvacan National Central High School Grade Level 12
Teacher Lubeth R. Cabatu Learning Area Research in Daily Life II
Teaching Dates and Time July 3-7, 2017 Quarter 1st
Session 1 Session 2 Session 3 Session 4
The learner demonstrates understanding of: 1. the range of research topics in the area of inquiry 2. the value of research in the area of interest 3. the
specificity and feasibility of the problem posed
The learner is able to: formulate clearly the statement of research problem
At the end of the session, learners At the end of the session, learners At the end of the session, learners At the end of the session, learners
are expected to: are expected to: are expected to: are expected to:
1. define research topic 1. define research question 1. Recall concepts in choosing 1. Identify the different types
2. choose a research topic that 2. formulate research a research topic and of quantitative research
is useful in daily life questions based on a given research question 2. Differentiate research
3. give the importance of topic 2. Observe honesty during problem from research
conducting research that is 3. Identify the purpose of question
the test.
useful in daily life research question as a guide 3. Formulate research problem
3. Answer questions
(CS_RS12-Id-e-1) in writing a research based on research question
(CS_RS12-Ia-c-1) diligently (CS_RS12-Ia-c-1)
Identifying the Inquiry and Stating Identifying the Inquiry and Stating QUIZ Identifying the Inquiry and Stating
the Problem the Problem the Problem
Research in Daily Life II pp 38-39 Research in Daily Life II pp 40-41 Research in Daily Life II pp 42-43
Students presents their assignments Activity: Narrowing down research Activity:
on research topics on the board (by topic Identify what type of quantitative
group) research can be used in each
The first step in making a research is question.
to choose an appropriate topic for
you
Why do we need to choose a How does writing research questions Is it necessary to have these
research topic for our studies? help you in choosing a research? questions in conducting a research?
 C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who earned 80%
on the formative assessment
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
Prepared by:
LUBETH R. CABATU
Master Teacher II
What will happen if we choose a
topic that is too broad or vague?
Discussion on about research topic
and its sources
Discussion on the guidelines on
choosing a research topic and what
topics should be avoided
Group Activity: Students answers
Activity 1 Narrowing down research
topics
Do we need to choose a research
topic that has value to our daily life?
Why?
How do we ensure that our research
topic is feasible or not?
Students answers activity 2.
Identifying research topics that are
feasible or not.
Students answers their assignments
by changing the topics in activity 2 to
be a feasible research topic
What is a research question?
Discuss the steps and guidelines in
writing research questions
Activity: Formulate research
question based on given research
topic
How does research question help us
in choosing a research topic
1.
2.
3.
4.
What is research problem?
Discuss the sources, criteria,
characteristics and elements of a
research problem
Activity: Change the following
questions into a research problem
following the guidelines in writing a
research problem
Why do we need to formulate
research problem?
Giving of instructions
Test proper
Checking of paper
Recording the results
Checked by:
ISANIE K. COLLO
Assistant Principal II
THEME: NATURE OF INQUIRY AND RESEARCH
GRADES 11 to 12
DAILY LESSON LOG
II. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCE
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
B. Reviewing previous lesson or
presenting the new lesson
School Narvacan National Central High School Grade Level 12
Teacher Lubeth R. Cabatu Learning Area Research in Daily Life II
Teaching Dates and Time June 19 23, 2017 Quarter 1st
Session 1 Session 2 Session 3 Session 4
The learner demonstrates understanding of: 1. the importance of research in daily life; 2. the characteristics, processes, and ethics of research;
3. quantitative and qualitative research; 4. the kinds of research across fields
The learner is able to: use appropriate kinds of research in making decisions
At the end of the session, learners At the end of the session, learners
are expected to: are expected to:
4. Recall concepts. 1. Define quantitative research
5. Observe honesty during 2. Give the characteristics, of
the test. quantitative research
6. Listen attentively to the 3. Internalize the strengths and
weaknesses of quantitative
questions given.
research
(CS_RS12-Ia-c-1)
DIAGNOSTIC TEST CHECKING OF TEST PAPER ITEM ANALYSIS Nature of Inquiry and Research
(5 mins) Teacher ask learners to
differentiate inquiry and research by
completing the table
Inquiry Research
B. Establishing a purpose for the What is qualitative research?
lesson What is quantitative research?
C. Presenting examples/ Give examples of quantitative
instances of the new lesson research.
D. Discussing new concepts and 1. Discuss quantitative research
practicing new skills #1 and its characteristics.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery Give examples of numerical data
(Leads to Formative Assessment 3)
G. Finding practical applications of Group Activity: Students will identify
concepts and skills in daily the strength and weaknesses of
living quantitative research and will
present their answer on the board
H. Making generalizations and Which is better quantitative or
abstractions about the lesson qualitative research? Why?
I. Evaluating learning 5. Giving of instructions Answer activity 1a 1.1-1.2
6. Test proper
7. Checking of paper
8. Recording the results
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who earned 80%
on the formative assessment
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?
THEME: NATURE OF INQUIRY AND RESEARCH
GRADES 11 to 12
DAILY LESSON LOG
III. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCE
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
C. Reviewing previous lesson or
presenting the new lesson
School Narvacan National Central High School
Teacher Lubeth R. Cabatu
Teaching Dates and Time June 26 30, 2017
Session 1 Session 2
The learner demonstrates understanding of: 1. the importance of research in daily life; 2. the characteristics, processes, and ethics of research;
3. quantitative and qualitative research; 4. the kinds of research across fields
The learner is able to: use appropriate kinds of research in making decisions
At the end of the session, learners
are expected to:
4. Define quantitative research
5. Give the characteristics, of
quantitative research
6. Internalize the strengths and
weaknesses of quantitative
research
(CS_RS12-Ia-c-1)
HOLIDAY Nature of Inquiry and Research
(5 mins) Teacher ask learners to
differentiate inquiry and research by
completing the table
Inquiry Research
Grade Level
Learning Area
Quarter
Session 3
At the end of the session, learners
are expected to:
1. Identify the different types
of quantitative research
2. Differentiate the types of
quantitative research and
their uses
3. Give the purpose of each
type of quantitative research
(CS_RS12-Ia-c-1)
Nature of Inquiry and Research
Teacher will ask the different
strength and weaknesses of
quantitative research
12
Research in Daily Life II
1st
Session 4
At the end of the session, learners
are expected to:
4. Identify the different types
of quantitative research
5. Differentiate the types of
quantitative research and
their uses
6. Give the purpose of each
type of quantitative research
(CS_RS12-Ia-c-1)
Nature of Inquiry and Research
Teacher will ask the different
strength and weaknesses of
quantitative research
B. Establishing a purpose for the What is qualitative research? Activity: Students will give examples Activity: Students will give examples
lesson What is quantitative research? of quantitative research and write it of quantitative research and write it
on the board on the board
C. Presenting examples/ Give examples of quantitative Based on the examples of Based on the examples of
instances of the new lesson research. quantitative research how can we quantitative research how can we
categorize them? categorize them?
D. Discussing new concepts and Discuss quantitative research and its Discuss the types of quantitative Discuss the types of quantitative
practicing new skills #1 characteristics. research research
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery Give examples of numerical data Give examples of in each type Give examples of in each type
(Leads to Formative Assessment 3)
G. Finding practical applications of Group Activity: Students will identify Why do we need to know the Why do we need to know the
concepts and skills in daily the strength and weaknesses of different types of quantitative different types of quantitative
living quantitative research and will research? research?
present their answer on the board
H. Making generalizations and Which is better quantitative or Group Activity: Give 5 examples of Group Activity: Give 5 examples of
abstractions about the lesson qualitative research? Why? each different types of quantitative each different types of quantitative
research research
I. Evaluating learning Answer activity 1a 1.1-1.2
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who earned 80%
on the formative assessment
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?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
THEME: NATURE OF INQUIRY AND RESEARCH

GRADES 11 to 12 School Narvacan National Central High School Grade Level 12

DAILY LESSON LOG Teacher Lubeth R. Cabatu Learning Area Research in Daily Life II
Teaching Dates and Time June 12 16, 2017 Quarter 1st

Session 1 Session 2 Session 3 Session 4

IV. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: 1. the importance of research in daily life; 2. the characteristics, processes, and ethics of research;
3. quantitative and qualitative research; 4. the kinds of research across fields
B. Performance Standards The learner is able to: use appropriate kinds of research in making decisions
C. Learning Competencies / At the end of the session, learners At the end of the session, learners At the end of the session, learners
Objectives are expected to: are expected to: are expected to:
Write the LC code for each 1. Define quantitative research 1. Identify the different types 1. Identify the different types
2. Give the characteristics, of of quantitative research of quantitative research
quantitative research 2. Differentiate the types of 2. Differentiate the types of
3. Internalize the strengths and quantitative research and quantitative research and
weaknesses of quantitative their uses their uses
research 3. Give the purpose of each 3. Give the purpose of each
(CS_RS12-Ia-c-1) type of quantitative research type of quantitative research
(CS_RS12-Ia-c-1) (CS_RS12-Ia-c-1)
II. CONTENT
HOLIDAY Nature of Inquiry and Research Nature of Inquiry and Research Nature of Inquiry and Research
III. LEARNING RESOURCE
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
D. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery 1. LOOPING/FREE WRITING: 1. SPECULATIVE THINKING. 1. QUANTITATIVE RESEARCH.
(Leads to Formative Assessment 3) What do you recall about these two Prove how inquisitive you are by Differentiate quantitative to
words: INQUIRY and RESEARCH. raising 5 investigative questions qualitative research. Explain your
Write a 4 paragraph essay regarding about these topics (Classify your answer
this. questions into lower-level and top- 2. Formulate a quantitative
2. Explain your understanding level questions): research question about each of the
of inquiry and research by answering following topics
the following questions: a. 21st century educational a. Gender (male and female)
a. Which is easier to carry out: strategies b. Learning styles (visual, audio,
Inquiry or Research? Give reasons for b. Era of Globalization kinesthetic)
your answer c. Social Networking c. Communication media (TV,
b. How can a researcher be a d. Climate Change newspaper, cellphones, email,
scientist? e. Digital Age facebook, Instagram)
c. What if you do things f. Sustainable Community d. Public order and safety
randomly in research, what will be g. Carcinogenic Foods (labor strikes, crime, drug addiction,
the consequences? h. Email vs. Postal Mail robbery)
d. Could Inquiry and Research i. Stem-Cell Therapy
go together? Explain your point. j. Proliferation of
Dermatological Clinics
k. Food Supplements
G. Finding practical applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS Teacher is on seminar Teacher is on seminar Teacher is on seminar
VI. REFLECTION
A. No.of learners who earned 80%
on the formative assessment
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?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
THEME: NATURE OF INQUIRY AND RESEARCH
GRADES 11 to 12
DAILY LESSON LOG
V. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCE
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
E. Reviewing previous lesson or
presenting the new lesson
School Narvacan National Central High School Grade Level
Teacher Lubeth R. Cabatu Learning Area
Teaching Dates and Time June 5 9, 2017 Quarter
Session 1 Session 2 Session 3
The learner demonstrates understanding of: 1. the importance of research in daily life; 2. the characteristics, processes, and ethics of research;
3. quantitative and qualitative research; 4. the kinds of research across fields
The learner is able to: use appropriate kinds of research in making decisions
At the end of the session, learners
are expected to:
1. Define inquiry and research
2. Share research experiences
and knowledge
3. Analyze the importance of
research in daily life
(CS_RS12-Ia-c-1)
ORIENTATION CLASSROOM ORIENTATION Nature of Inquiry and Research
(10 mins) Concept Map: Students will
form groups and will give 5 words
that can be associated with:
1. Crucial
2. Investigate
3. Guarantee
4. Research
Afterwards they will present their
output to the class
12
Research in Daily Life II
1st
Session 4
At the end of the session, learners
are expected to:
1. Define inquiry and research
2. Share research experiences
and knowledge
3. Analyze the importance of
research in daily life
(CS_RS12-Ia-c-1)
Nature of Inquiry and Research
(10 mins) Concept Map: Students will
form groups and will give 5 words
that can be associated with:
1. Crucial
2. Investigate
3. Guarantee
4. Research
Afterwards they will present their
output to the class
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
The Teacher will ask:
1. How are these words
connected?
2. Why are these important in
research?
Students will share their experiences
on the application of inquiry and
research in their day to- day life.
1. Discuss inquiry and research
How does inquiry differ with
research? Give examples.
Activity: Group Buzz: students will
discuss in their groups and answer
the question ?What do we Research?
(5 mins)
The teacher can ask the following
questions:
a. Could inquiry and research
go together?
b. Which is easier to carry out:
Inquiry or research? Give
reasons for your answer
ACTIVITY. Determine which is
applicable to the given situations:
research or inquiry
1. A person wants to know the
occupant of one condominium.
2. A student wants to know the
medical effects of guava leaves
3. Mr. Cruz wants to know the
technique to make his electric
fan function instantly.
4. Professor Gomez wants to
discover the impact of social
networking on his students
learning abilities.
The Teacher will ask:
1. How are these words
connected?
2. Why are these important in
research?
Students will share their experiences
on the application of inquiry and
research in their day to- day life.
1. Discuss inquiry and research
How does inquiry differ with
research? Give examples.
Activity: Group Buzz: students will
discuss in their groups and answer
the question ?What do we Research?
(5 mins)
The teacher can ask the following
questions:
a. Could inquiry and research
go together?
b. Which is easier to carry out:
Inquiry or research? Give
reasons for your answer
ACTIVITY. Determine which is
applicable to the given situations:
research or inquiry
1. A person wants to know the
occupant of one condominium.
2. A student wants to know the
medical effects of guava leaves
3. Mr. Cruz wants to know the
technique to make his electric
fan function instantly.
4. Professor Gomez wants to
discover the impact of social
networking on his students
learning abilities.
 5. Aling Rosa wants to know the 5. Aling Rosa wants to know the
reason behind the decrease of reason behind the decrease of
her sales for the day her sales for the day
6. A business wants to find out 6. A business wants to find out
which between these two which between these two
marketing strategies: free tasting marketing strategies: free tasting
and attractive packaging , could and attractive packaging , could
increase daily sales. increase daily sales.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who earned 80%
on the formative assessment
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?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?