Republic of the Philippines

Department of Education
Schools Division of Negros Oriental

LESSON PLAN IN TLE-ICT-CSS 9

School Grade Level 9

Teacher Quarter Q1, Lesson 1a
Learning Area TLE-ICT-CSS 9 Teaching Dates & Duration Week 3 - Day 1
I. LEARNING OBJECTIVES
The learners demonstrate an understanding of concepts and underlying principles in applying
A. Content Standards
quality standars in computer systems servicing.
B. Performance The learners shall be able to apply quality standards in computer system sevicing.
Standards
C. Learning LO 1. Applying Quality Standards (AQS)
Competencies/Code TLE_IACSS9-12-AQS-Ia-1
D. Objectives
Identify and explain the key components of work order/instruction and standar
 Knowledge operating procedures.
 Skills demonstrate the ability to effectively retrieve and interpret work instruction.
Apply their knowledge and skills by successfully obtaining and following work
 Attitude/Values instruction.
II. CONTENT Work order and standard operating procedure
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials TLE-ICT-CSS Quarter 1, Module 1-2 Applying Quality Standards (AQS)
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
C. Supplies, Equipment, PowerPoint Presentation, Laptop, and Projector/TV, Bond Papers
Tools, etc.
IV. PROCEDURES
Prayer
Checking of Attendance
A. Introductory Activity
A short recap of the previous topic discussed through cabbage relay
(3 minutes)
Administer the Pre-test to test students’ prior knowledge
(What I Know, Lesson 1, Page 2)
Let the student look at the picture of different workplace settings

B. Activity
(5 minutes)

C. Analysis Questions:
(5 minutes) 1. What can you say about the picture?
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Department of Education
Schools Division of Negros Oriental
2. What’s the difference between the two images?
D. Abstraction Work Instructions (WIs) and Standard Operating Procedures (SOPs) are critical documents used
(35 minutes) in various industries to ensure consistency, safety, and quality in work processes. While they
serve similar purposes, they have some key differences. Here are the key components of both:
Work Instructions (WIs):
Title: The title should clearly describe the task or process the work instruction covers, making it
easy to identify its purpose.
Objective/Purpose: This section outlines the specific goal or purpose of the work instruction. It
clarifies why this task or process is important and what outcome is expected.
Scope: The scope defines the boundaries of the work instruction, detailing what it covers and
what it doesn't. It helps prevent confusion and ensures focus.
Responsibilities: This section identifies the individuals or roles responsible for performing the
task or process. It may also include roles responsible for supervising or reviewing the work.
Materials/Equipment: List the materials, tools, equipment, or software required to complete the
task. Include any specific details about their use or setup.
Safety Precautions: Highlight any safety measures or precautions that must be taken during the
task, including personal protective equipment (PPE) requirements.
Procedure: The core of the work instruction, this section provides a step-by-step breakdown of
how to perform the task. Each step should be clear, concise, and easy to follow. Use a
combination of text, diagrams, photos, or videos if necessary.
Quality Standards: Specify any quality standards or criteria that must be met during the task,
including acceptable tolerances or measurements.
Troubleshooting/Problem-solving: Include guidance on common issues or challenges that may
arise during the task and how to address them.
Documentation and Record-keeping: Explain any documentation requirements, such as forms,
logs, or reports that need to be completed as part of the task.
Approval/Review: Define the process for reviewing and approving the work instruction. This may
involve subject matter experts, supervisors, or quality assurance personnel.
Standard Operating Procedures (SOPs):
SOPs encompass broader processes and often involve multiple tasks. They typically include all
the components mentioned in WIs but have additional elements:
Revision History: SOPs should include a section that tracks revisions and changes made to the
document over time. This helps maintain a historical record of updates.
References: Include any relevant external documents, standards, regulations, or other resources
that pertain to the procedure.
Attachments/Appendices: Attach supplementary materials, such as forms, checklists, or templates,
that are integral to the procedure.
Approval Authority: Specify who has the authority to approve and revise the SOP. This is often a
higher-level manager or subject matter expert.
Training Requirements: Outline the training or qualification requirements for personnel involved
in the procedure. This ensures that individuals are adequately prepared to execute the SOP.
Change Control Process: Describe the process for initiating, reviewing, and implementing
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Department of Education
Schools Division of Negros Oriental
changes to the SOP. This ensures that modifications are carefully managed and documented.

Group the sudent into 5 and let them choice a scenario.

Present real-life case studies or scenarios where not following work instructions led to problems
or accidents. Discuss the consequences and lessons learned.

Scenario 1: Chernobyl Nuclear Disaster (1986): One of the most infamous examples of not
following work instructions is the Chernobyl nuclear disaster in Ukraine. Engineers at the
Chernobyl Nuclear Power Plant ignored safety protocols and conducted an unsafe experiment,
which ultimately led to a catastrophic explosion and the release of radioactive materials into the
environment. The disaster resulted in immediate deaths, long-term health effects, and the
evacuation of nearby towns.

Scenaario 2: Space Shuttle Challenger Disaster (1986): The Space Shuttle Challenger disaster
is another tragic example. Engineers at NASA were aware of concerns about launching the
shuttle in cold weather, as it could affect the O-rings in the solid rocket boosters. Despite these
concerns, they proceeded with the launch against the recommendations of engineers, and the
Challenger disintegrated 73 seconds after liftoff, killing all seven crew members.
E. Application
(5 minutes)
Scenario 3: Deepwater Horizon Oil Spill (2010): The Deepwater Horizon oil rig explosion and
subsequent oil spill in the Gulf of Mexico is a case where not following proper safety procedures
led to a catastrophic environmental disaster. Failures in safety protocols, equipment, and
communication contributed to the explosion, which killed 11 workers and caused one of the
largest environmental disasters in history.

Scenario 4: Three Mile Island Nuclear Accident (1979): The Three Mile Island nuclear
accident in Pennsylvania occurred due to a combination of equipment malfunctions and operator
errors. The operators misinterpreted instrument readings and took incorrect actions, leading to a
partial meltdown of the reactor core and the release of radioactive gases.

Scenario 5: Space Shuttle Columbia Disaster (2003): The Space Shuttle Columbia
disintegrated upon reentry into Earth's atmosphere, resulting in the loss of all seven astronauts on
board. The disaster was caused by damage to the shuttle's thermal protection system, which
occurred when a piece of foam insulation struck the left wing during launch. NASA had deviated
from established procedures for inspecting potential damage, leading to the tragic outcome.
F. Assessment 1. What is the primary purpose of a Standard Operating Procedure (SOP)?
(5 minutes) (A) To provide detailed instructions on how to complete a specific task
(B) To outline the company's mission and vision
(C) To list employee contact information
(D) To track project timelines

2. Who is typically responsible for creating and maintaining SOPs within an organization?
(A) Human Resources
(B) IT Department
(C) Operations or Subject Matter Experts (SMEs)
(D) Legal Department

3. Which of the following is NOT a benefit of having well-defined work instructions and SOPs?
(A) Increased efficiency
(B) Improved safety
(C) Greater flexibility in decision-making
(D) Consistency in operations

4. What should be included in a work instruction to make it effective?

(A) Detailed steps and procedures
(B) Personal anecdotes and stories
(C) Employee opinions and suggestions
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Department of Education
Schools Division of Negros Oriental
(D) Random facts about the company's history
5. Which phase of the Plan-Do-Check-Act (PDCA) cycle primarily involves the development of
standard operating procedures?
(A) Plan
(B) Do
(C) Check
(D) Act

6. When should employees typically receive training on new work instructions or SOPs?
(A) Only during the onboarding process
(B) Whenever they have time
(C) As needed, whenever changes occur
(D) Never, it's unnecessary

7. What is the purpose of a "revision history" section in an SOP document?

(A) To list the names of all employees who have used the SOP
(B) To provide a timeline of changes and updates to the SOP
(C) To showcase the SOP's aesthetic evolution over time
(D) To detail the SOP author's personal history

8. Which term best describes the level of detail in a work instruction?

(A) Abstract
(B) Vague
(C) Specific
(D) Complex

9. Which of the following is a common format for presenting SOPs?

(A) Comic book style
(B) Video tutorial
(C) Flowchart
(D) Haiku poem

10. How can an organization ensure that employees follow SOPs consistently?

(A) By not providing any written instructions

(B) By implementing consequences for non-compliance
(C) By relying on verbal communication alone
(D) By never updating the SOPs
A. Divide participants into small groups or pairs.
B. Distribute copies of sample work instructions and SOPs relevant to your industry or
workplace.
G. Concluding Activity
C. Ask each group to review the documents, paying attention to key elements such as
(2 minutes)
procedures, safety precautions, and any specific guidelines.
D. Instruct them to identify any inconsistencies or areas that could be improved in the
documents.
V. REMARKS
VI. REFLECTIONS
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
 Republic of the Philippines
Department of Education
Schools Division of Negros Oriental
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?

Prepared by: Checked by:

_______________________________ _________________________________

WEEKLY LESSON PLAN

School OWACAN PROVINCIAL COMMUNITY Grade Level 9/11
HIGH SCHOOL
Teacher ROSE JANICE S. ZERNA Quarter Q1
Learning TLE-ICT-CSS 9/11 Teaching Dates & Duration WEEK 4-5 – DAY 1-2
Area (120 MINUTES)
VII. LEARNING OBJECTIVES
The learners demonstrate an understanding of concepts and underlying principles in
E. Content Standards
performing computer operations
F. Performance The learners shall be able to perform computer operations based on a given tasks
Standards
G. Learning LO 2. Input data into computer
Competencies/Cod TLE_IACSS9- 12PCO–Id-e-5
e
H. Objectives
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Department of Education
Schools Division of Negros Oriental
 Knowledge Explain Ergonomics
 Skills Arrange an Activity or Work related to computer ergonomics
 Attitude/Values Follow guidelines on Work Ergonomics religiously
VIII. CONTENT TLE-ICT-CSS Quarter 1-4 Module 3 Performing Computer Operations
Lesson 2 Work Ergonomics
IX. LEARNING RESOURCES
D. References
5. Teacher’s Guide
pages
6. Learner’s Materials TLE-ICT-CSS Quarter 1-4 Module 2 Performing Computer Operations
pages
7. Textbook pages
8. Additional
Materials from
Learning Resource
(LR) portal
E. Other Learning
Resources
F. Supplies, Powerpoint Presentation for Lesson 1, Laptop, and Projector/TV, Bond Paper
Equipment, Tools,
etc.
X. PROCEDURES
A short Recap of the previous topic discussed through cabbage relay
H. Introductory Activity
Administer the Pre-test to test students’ prior knowledge
(3 minutes)
(What I Know Lesson 2 Page 16)
What is Ergonomics?

ERGONOMICS
I. Activity
(10 minutes) What are What are What are examples
examples of examples of of ergonomics?
ergonomics? ergonomics?

How did you find the activity?

J. Analysis
Give example of an ergonomics?
(5 minutes)
Is ergonomics important? Why?

Computer Workstation Ergonomics

There are various health problems associated with the regular use of
computers, such as stress, eyestrain, and injuries to the wrists, neck, and back.
Employers must take steps to protect employees whose work involves the
regular use of computers. Computer ergonomics is the discipline of matching
the task to the worker using the most appropriate equipment to optimize
K. Abstraction
human well-being and overall performance.

This can be simplified to ―Modify the workplace, not the individual".

Consideration should be given to:
• The accessories required to operate properly
• The layout of equipment on the desk
• The location of furniture in the room
 Republic of the Philippines
Department of Education
Schools Division of Negros Oriental
Work Surface Height

Adjust the height of the

work surface and/or the height
of the chair so that the work
surface allows your elbows to be
bent at 90 degrees, forearms
parallel with the floor, wrist
straight, shoulders relaxed.

Chair

Adjust the seat tilt so that

you are comfortable when you
are working on the keyboard.
Usually, this will be close to
horizontal but some people
prefer the seat tilted slightly forwards. Your knees should be bent at a
comfortable angle and greater than 90 degrees’ flexion. If this places an
uncomfortable strain on the leg muscles or if the feet do not reach the
floor, then a footrest should be used. The footrest height must allow
your knees to be bent at 90 degrees. Therefore, the height of the
footrest may need to be adjustable. Adjust the backrest so that it
supports the lower back when you are sitting upright.

Keyboard Placement
Place the keyboard in a position
that allows the forearms to be close to
the horizontal and the wrists to be
straight. That is, with the hand in line
with the forearm. If this causes the
elbows to be held far out from the side
of the body, then re-check the work
surface height. Some people prefer to
have their wrists supported on a wrist desk or the desk. Be careful not to
have the wrist extended or bent in an up position.

Screen Placement
Set the eye to screen at the distance that permits you to most
easily focus on the screen. Usually, this will be within an arm's length.
Set the height of the monitor so that the top of the screen is below eye
level and the bottom of the screen can be read without a marked
inclination of the head. Usually, this means that the center of the screen
will need to be near shoulder height. Eyes must be level with the tool
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Department of Education
Schools Division of Negros Oriental
bar. People who wear bifocal or multi-focal lenses will need to get a
balance between where they see out of their lenses and avoid too much
neck flexion.

Desk-Top Layout
Place all controls and task materials within a comfortable reach
of both hands so that there is no unnecessary twisting of any part of the
body. Most people prefer the document holder to be between the
keyboard and the monitor. There are many different types of document
holders available.

Document Holder
Place this close to the monitor screen in the position that causes
the least twisting or inclination of the head.

Posture and environment

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Department of Education
Schools Division of Negros Oriental
Change posture at frequent intervals to minimize fatigue. Avoid
awkward postures at the extremes of the joint range, especially the
wrists. Take frequent short rest breaks rather than infrequent longer
ones. Avoid sharp increases in work rate. Changes should be gradual
enough to ensure that the workload does not result in excessive fatigue.
After prolonged absences from work the overall duration of periods of
keyboard work should be increased gradually if conditions permit

Lighting
Place the monitor to the side of the light source/s, not directly
underneath. Try to site desks between rows of lights. If the lighting is
fluorescent strip lighting, the sides of the desks should be parallel with
the lights. Try not to put the screen near a window. If it is unavoidable,
ensure that neither the screen nor the operator faces the window. The
solution is to increase the refresh rate of the monitor to at least 75hz. If
the monitor is well away from windows, there are no other sources of
bright light and prolonged deskwork is the norm, use a low level of
service light of 300 lux. If there are strongly contrasting light levels, then
a moderate level of lighting of 400 - 500 lux may be desirable.

Glare and Reflection

It is important to detect the presence of glare and reflection. To
determine whether there is glare from overhead lights whilst seated
worker should hold an object such as a book above the eyes at eyebrow
level and establish whether the screen image becomes clearer in the
absence of overhead glare. To detect whether there are reflections from
the desk surface, the worker should hold the book above the surface
and assess the change in reflected glare from the screen.

Using a Mouse
A well-designed mouse should not cause undue pressure on the wrist
and forearm muscles. A large bulky
mouse may keep the wrist
continuously bent at an
uncomfortable angle. Pressure can
be reduced by releasing the mouse
at frequent intervals, by selecting a
slim-line, low-profile mouse. Keep
the mouse as close as possible to the
keyboard, elbow bent and close to
the body.
 Republic of the Philippines
Department of Education
Schools Division of Negros Oriental
ACTIVITY MATRIX
Needs Accomplished Remarks
Date ACTIVITY Enrichment
DESCRIPTION
Week 2
Day 3 Answer Activity 1: What’s
More Learner’s Module Page
21
L. Application
Answer Task 2: What I Have
Learned Learner’s Module
Page21

Answer and do the

Performance Task in What I
Can o Learner’s Module Page
21-22
(Please see attached Activity Matrix)

Direction: Answer the following questions. Write your answers on your

notebook.
1. What is the proper posture during keying?
2. What is the proper screen placement?
3. What is the proper placement of the chair while working on a computer?
M. Assessment

Arrange strips according to Ergonomics solutions

Bent awkward posture Avoid spending more than five hours a day on
keyboard duties
Answer: stressed
Answer: Better

Placing the monitor to the side of

the light source/s Bent elbows at 120 degrees
M. Concluding Activity Answer: Better Answer: stressed
(2 minutes)
Remember this:
Stressed Better

Contribute to a safe and pleasant work environment for everyone, the focus is not on
punishment and consequences, but rather on plans for improvement and growth.
XI. REMARKS
XII. REFLECTIONS
H. No. of learners who
earned 80% on the
formative assessment
I. No. of learners who
require additional
activities for remediation.
 Republic of the Philippines
Department of Education
Schools Division of Negros Oriental
J. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked
well? Why did these
work?
M. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Checked by: _____________________________