Grade Grade Level 8

Teacher Learning Area Science

Daily Lesson Log Teaching Dates and Week 1 Quarter 2nd
Time
Monday Tuesday Wednesday Thursday Friday
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 objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The Learners demonstrates understanding of the relationship between faults and earthquakes
B. Performance The Learner…
Standards  participates in making decisions on where to build structures based on knowledge of the location of active faults in
the community
 makes an emergency plan and prepares an emergency kit for use at home and in school
C. Learning S8ES-IIa-14 S8ES-IIa-14 S8ES-IIa-14 S8ES-IIa-14
Competencies/Objecti
ves
Write the LC code for
each
II. CONTENT 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
tacked in a week or two.
1.1 Active and inactive faults
1.2 How movements along faults generate earthquakes
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
A. References
1. Teacher’s Guide Science 8 Teachers Science 8 Teachers Science 8 Teachers Science 8 Teachers
pages Guide pp 67 – 76 Guide pp 67 – 76 Guide pp 67 – 76 Guide pp 67 - 76
2. Learner’s Materials Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s
pages Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia
C., et al. 2013. pp. C., et al. 2013. pp. C., et al. 2013. pp. C., et al. 2013. pp.
116- 127. 116- 127. 116- 127. 116- 127.
3. Textbook pages Science and Science and Science and Science and
Technology I: Technology I: Technology I: Technology I:
Integrated Science Integrated Science Integrated Science Integrated Science
 Textbook. NISMED. Textbook. NISMED. Textbook. NISMED. Textbook. NISMED.
2012. pp. 192-193. 2012. pp. 192-193. 2012. pp. 192-193. 2012. pp. 192-193.
4. Additional Materials MISOSA 6. Module MISOSA 6. Module MISOSA 6. Module MISOSA 6. Module
from Learning 26. 26. 26. 26.
Resource (LR) portal
B. Other Learning https://www.youtube.c
Resources om/watch?
v=LCJtvtUlhPk
V. 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 student 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 process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
A. Reviewing previous Viewing of a video of Activity 1 A faulty Activity 2 Stick and Review Act 2
lesson or presenting an earthquake on Set-up Slip
the new lesson Bohol and Cebu
B. Establishing a What is a Fault? Review on active and
purpose for the inactive fault. And
lesson how earthquake is
generated
C. Presenting Presenting topics on
examples/instances Fault line
of the new lesson
D. Discussion of new Let the student discuss
concepts and how they understand
practicing new skills earthquake
#1
E. Discussion of new Discussion on Act 1
concepts and
practicing new skills
#2
F. Developing mastery Oral Recitation Q1. As you move the Q3. What happens to Reviewing of the
(Leads to Formative sheets, what is formed the rubber band? topics learned
Assessment 3) in the sand? Answer: The rubber
Answer: A crack, band stretches.
‘line’ or break is Q4. What happens to
formed in the sand. the box attached to the
Q2. What happens to rubber band?
 the lines? Answer: The box jerks
Answer: The lines are forward.
shifted or displaced. Q5. What happens to
the “house”?
The “house” falls
over.
Q6. Which is the
“fault” in this setup?
The “fault” is the
boundary between the
two boxes
G. Finding Practical Asking them for
applications of experiences they have
concepts and skills in regarding earthquake.
daily living
H. Making The students will
generalizations and generalize on how
abstractions about earthquakes are
the lesson generated
I. Evaluating learning Answer Act 1 Answer Act 2 Examination
J. Additional Activities
for application of
remediation
VI. REMARKS
VII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
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
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies work 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?
Grade Grade Level 8
Teacher Learning Area Science
Daily Lesson Log Teaching Dates and Week 2 Quarter 2nd
Time
Monday Tuesday Wednesday Thursday Friday
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 objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
A. Content The Learners demonstrates understanding of the relationship between faults and earthquakes
Standards
B. Performance The Learner…
Standards  participates in making decisions on where to build structures based on knowledge of the location of active faults in
the community
makes an emergency plan and prepares an emergency kit for use at home and in school
C. Learning S8ES-IIa-15 S8ES-IIa-15 S8ES-IIa-15 S8ES-IIa-15
Competencies/Objecti
ves
II. CONTENT 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
tacked in a week or two.
Earthquake focus and epicenter
Earthquake intensity and magnitude
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
A. References
1. Teacher’s Science 8 Teachers Science 8 Teachers Science 8 Teachers Science 8 Teachers
Guide pages Guide pp 77 - 85 Guide pp 77 - 85 Guide pp77 - 85 Guide pp 77 - 85
2. Learner’s Materials Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s
pages Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia
C., et al. 2013. pp. C., et al. 2013. pp. C., et al. 2013. pp. C., et al. 2013. pp.
125- 132. 125- 132. 125- 132. 125- 132.
3. Textbook pages
4. Additional Materials MISOSA 6. Module MISOSA 6. Module MISOSA 6. Module MISOSA 6. Module
from Learning 28. Science and 28. Science and 28. Science and 28. Science and
Resource (LR) portal Technology I: Technology I: Technology I: Technology I:
Integrated Science Integrated Science Integrated Science Integrated Science
 Textbook. NISMED. Textbook. NISMED. Textbook. NISMED. Textbook. NISMED.
2012. pp. 193-196. 2012. pp. 193-196. 2012. pp. 193-196. 2012. pp. 193-196.
5. Other Learning https://www.youtube.c
Resources om/watch?
v=Wji8cNpFhas
V. 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 student 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 process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
A. Reviewing previous Review on the concept Review Act 4
lesson or presenting the of fault
new lesson
B. Establishing a Asking them the Asking them the Asking them the Review on Focus and
purpose for the difference of focus difference of focus difference of focus Epicenter
lesson and epicenter and epicenter and epicenter
C. Presenting
examples/instances
of the new lesson
D. Discussion of new Show them videos of Activity 4 Where does
concepts and recent earthquake an earthquake start
practicing new skills activity
#1
E. Discussion of new
concepts and
practicing new skills
#2
F. Developing mastery Ask them to Ask the student to
(Leads to Formative differentiate Focus explain Activity 4.
Assessment 3) and Epicenter Discuss PEIS
G. Finding Practical The student will Ask the students what
applications of research how scientist is the strongest
concepts and skills in determine focus and earthquake they have
daily living epicenter of a quake experienced
H. Making Wrapping up. Ask the
generalizations and students if the school
abstractions about and the city is
the lesson prepared for such
 eventuality
I. Evaluating learning Answer Act 4 Oral recitation of Act Give written
4 examination to
students
J. Additional Activities
for application of
remediation
VI. REMARKS
VII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
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
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did remedial lessons
work? No. of learners
who have caught up
with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies work 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?
Grade Grade Level 8
Teacher Learning Area Science
Daily Lesson Log Teaching Dates and Week 3 Quarter 2nd
Time

Monday Tuesday Wednesday Thursday Friday

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 objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The Learners demonstrates understanding of the relationship between faults and earthquakes
B. Performance The Learner…
Standards  participates in making decisions on where to build structures based on knowledge of the location of active faults in
the community
 makes an emergency plan and prepares an emergency kit for use at home and in school
C. Learning S8ES-IIb-16 S8ES-IIb-16 S8ES-IIb-16 S8ES-IIb-16
Competencies/Objecti
ves
Write the LC code for
each
II. CONTENT 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
tacked in a week or two.
How earthquakes generate tsunamis
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
A. References
1. Teacher’s Guide Science 8 Teachers Science 8 Teachers Science 8 Teachers Science 8 Teachers
pages Guide pp 86-87 Guide pp 86-87 Guide pp 86-87 Guide pp 86-87
2. Learner’s Materials Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s
pages Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia
C., et al. 2013. pp. C., et al. 2013. pp. C., et al. 2013. pp. C., et al. 2013. pp.
133- 136. 133- 136. 133- 136. 133- 136.
3. Textbook pages
4. Additional Materials MISOSA 6. Module MISOSA 6. Module MISOSA 6. Module MISOSA 6. Module
from Learning 27. 27. 27. 27.
Resource (LR) portal
 5. Other Learning https://www.youtube.c
Resources om/results?
search_query=tsunami
+in+japan+2011+full+
video
V. 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 student 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 process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
A. Reviewing previous Review previous Activity 5 Tsunami! Review on formation
lesson or presenting the lesson on earthquake. of Tsunami
new lesson
B. Establishing a Let them watch a Let the student explain Review on Tsunami
purpose for the movie or video on how tsunami is Formation and
lesson tsunami generated based on the Warning
activity
C. Presenting Discuss the Origin of
examples/instances Tsunami
of the new lesson
D. Discussion of new
concepts and
practicing new skills
#1
E. Discussion of new
concepts and
practicing new skills
#2
F. Developing mastery Q10. What was Ask the student to
(Leads to Formative formed in the water by explain how tsunami
Assessment 3) the sudden push of the is generated based on
plastic panel? the activity
Answer: A wave was
formed by the sudden
push.
Q11. How was the
water level by the rock
affected by the wave?
 The water level went
up.
Q12. What does the
water represent? How
about the rock?
The water represents
the sea. The rock
represents land.
Q13. What does the
plastic panel
represent?
The plastic panel
represents the rocks
that suddenly move
along an
underwater fault.
G. Finding Practical Ask them if a tsunami Ask the students what
applications of is possible in their areas in the
concepts and skills in area Philippines are prone
daily living to tsunami
H. Making Enumerate signs of a
generalizations and tsunami and help them
abstractions about determine
the lesson superstitious belief
and hoax
I. Evaluating learning Answer Act 5 Examination
J. Additional Activities
for application of
remediation
VI. REMARKS
VII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
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
B. No. of learners who
require additional
activities for
 remediation who scored
below 80%
C. Did remedial lessons
work? No. of learners
who have caught up
with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies work 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?
Grade Grade Level 8
Teacher Learning Area Science
Daily Lesson Log Teaching Dates and Week 4 Quarter 2nd
Time

Monday Tuesday Wednesday Thursday Friday

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 objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The Learners demonstrates understanding of the relationship between faults and earthquakes
B. Performance The Learner…
Standards  participates in making decisions on where to build structures based on knowledge of the location of active faults in
the community
 makes an emergency plan and prepares an emergency kit for use at home and in school
C. Learning S8ES-IIc-17 S8ES-IIc-17 S8ES-IIc-17 S8ES-IIc-17
Competencies/Objecti
ves
Write the LC code for
each
II. CONTENT 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
tacked in a week or two.
Earthquake preparedness
How earthquake waves provide information about the interior of the Earth
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
A. References
1. Teacher’s Guide Science 8 Teachers Science 8 Teachers Science 8 Teachers Science 8 Teachers
pages Guide pp 86-87 Guide pp 86-87 Guide pp 86-87 Guide pp 86-87
2. Learner’s Materials Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s
pages Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia
C., et al. 2013. pp. C., et al. 2013. pp. C., et al. 2013. pp. C., et al. 2013. pp.
135- 136. 135- 136. 135- 136. 135- 136.
3. Textbook pages
4. Additional Materials
 from Learning
Resource (LR) portal
5. Other Learning
Resources
V. 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 student 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 process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
A. Reviewing previous Review on earthquake Review on basic
lesson or presenting the generation and knowledge in an
new lesson tsunami earthquake emergency
B. Establishing a Establish on what
purpose for the should be done during
lesson these situation
C. Presenting Present the proper Present the proper
examples/instances things to be done things to be done
of the new lesson during earthquake during earthquake
with tsunami warning
D. Discussion of new Present Intensity scale Presenting the damage Presenting the damage
concepts and done during quakes done during tsunami
practicing new skills
#1
E. Discussion of new
concepts and
practicing new skills
#2
F. Developing mastery Oral recitation on
(Leads to Formative evacuation during
Assessment 3) earthquakes
G. Finding Practical Let the student do
applications of earthquake drill.
concepts and skills in
daily living
H. Making Let them evaluate the
generalizations and conducted drill
abstractions about
the lesson
 I. Evaluating learning Practical Exam
J. Additional Activities
for application of
remediation
VI. REMARKS
VII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
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
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did remedial lessons
work? No. of learners
who have caught up
with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies work 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?
Grade Grade Level 8
Teacher Learning Area Science
Daily Lesson Log Teaching Dates and Week 5 Quarter 2nd
Time
Monday Tuesday Wednesday Thursday Friday
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 objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The Learners demonstrates understanding of formation of typhoons and their movement within the Philippine Area of
Responsibility
B. Performance The learners shall demonstrate precautionary measures before, during, and after a typhoon, including following advisories,
Standards storm signals, and calls for evacuation given by government agencies in charge
C. Learning S8ES-IId-18 S8ES-IId-18 S8ES-IId-18 S8ES-IId-18
Competencies/Objecti
ves
Write the LC code for
each
II. CONTENT 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
tacked in a week or two.
How typhoons develop
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
A. References
1. Teacher’s Guide Science 8 Teachers Science 8 Teachers Science 8 Teachers Science 8 Teachers
pages Manual pp 89 - 92 Manual pp 89 – 92 Manual pp 89 - 92 Manual pp 89 – 92
2. Learner’s Materials Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s
pages Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia
C., et al. 2013 pp. C., et al. 2013 pp. C., et al. 2013 pp. 138- C., et al. 2013 pp. 138-
138-139. 138-139. 139. 139.
3. Textbook pages Science and Science and Science and Science and
Technology I: Technology I: Technology I: Technology I:
Integrated Science Integrated Science Integrated Science Integrated Science
Textbook. NISMED. Textbook. NISMED. Textbook. NISMED. Textbook. NISMED.
2012. pp. 285-287. 2012. pp. 285-287. 2012. pp. 285-287. 2012. pp. 285-287.
 4. Additional Materials BEAM 5. Unit 6. 18 BEAM 5. Unit 6. 18 BEAM 5. Unit 6. 18 BEAM 5. Unit 6. 18
from Learning Tropical Cyclones. Tropical Cyclones. Tropical Cyclones. Tropical Cyclones.
Resource (LR) portal Learning Guides. Learning Guides. Learning Guides. Learning Guides.
Tropical Cyclones. Tropical Cyclones. Tropical Cyclones. Tropical Cyclones.
September 2008. September 2008. September 2008. September 2008.
5. Other Learning Science and Science and Science and Science and
Resources Technology I: Technology I: Technology I: Technology I:
Integrated Science Integrated Science Integrated Science Integrated Science
Textbook for First Textbook for First Textbook for First Textbook for First
Year. Villamil, Aurora Year. Villamil, Aurora Year. Villamil, Aurora Year. Villamil, Aurora
M., Ed.D. 1998. pp. M., Ed.D. 1998. pp. M., Ed.D. 1998. pp. M., Ed.D. 1998. pp.
207- 208 207- 208 207- 208 207- 208
V. 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 student 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 process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
A. Reviewing previous Show a video on Review typhoon Review path of
lesson or presenting the Typhoon Yolanda Category typhoon
new lesson
B. Establishing a What is a Typhoon?
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussion of new Philippine Area of Do Demonstration on Philippine Area of
concepts and Responsibility Typhoon formation Responsibility
practicing new skills
#1
E. Discussion of new Explain typhoon
concepts and category
practicing new skills
#2
F. Developing mastery Ask the students to
(Leads to Formative explain in their own
Assessment 3) words the
demonstration done
 G. Finding Practical Let the student explain Plotting PAR
applications of in their own words the
concepts and skills in wind system of the
daily living typhoon
H. Making Have the students
generalizations and generalize how
abstractions about typhoon is reported on
the lesson TV
I. Evaluating learning Oral Recitation Oral Recitation Examination
J. Additional Activities
for application of
remediation
VI. REMARKS
VII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
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
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies work 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?
Grade Grade Level 8
Teacher Learning Area Science
Daily Lesson Log Teaching Dates and Week 6 Quarter 2nd
Time

Monday Tuesday Wednesday Thursday Friday

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 objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The Learners demonstrates understanding of formation of typhoons and their movement within the Philippine Area of
Responsibility
B. Performance The learners shall demonstrate precautionary measures before, during, and after a typhoon, including following advisories,
Standards storm signals, and calls for evacuation given by government agencies in charge
C. Learning S8ES-IId-19 S8ES-IId-20 S8ES-IId-20 S8ES-IId-20
Competencies/Obj
ectives
Write the LC code for
each
II. CONTENT 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
tacked in a week or two.
Why the Philippines is prone to typhoons
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
A. References
1. Teacher’s Guide Science 8 Teachers Science 8 Teachers Science 8 Teachers Science 8 Teachers
pages Manual pp 93-99 Manual pp 93-99 Manual pp 93-99 Manual pp 93-99
2. Learner’s Materials Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s
pages Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia
C., et al. 2013. pp. C., et al. 2013. pp. C., et al. 2013. pp. C., et al. 2013. pp.
143- 144. 143- 144. 142- 144 142- 144
3. Textbook pages Science and Science and
Technology I: Technology I:
Integrated Science Integrated Science
Textbook for First Textbook for First
 Year. Villamil, Aurora Year. Villamil, Aurora
M., Ed.D. 1998. p. M., Ed.D. 1998. p.
207. * Science adn 207. * Science adn
Technology I: Technology I:
Integrated Science Integrated Science
Textbook. NISMED. Textbook. NISMED.
2012. pp. 286-287. 2012. pp. 286-287.
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning
Resources
V. 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 student 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 process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
A. Reviewing previous Review how a Review Typhoon birth
lesson or presenting the typhoon is born Category and Name
new lesson
B. Establishing a Typhoon in the
purpose for the Philippines
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussion of new Discuss the last Activity 2 Tracking a Typhoon names of the
concepts and typhoon that hit the typhoon Philippines
practicing new skills locality
#1
E. Discussion of new
concepts and
practicing new skills
#2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Why is the Philippines Explain why typhoon
 applications of prone to typhoons names will be
concepts and skills in removed from the list
daily living of typhoons in the next
cycle
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning Answer activity 2 Examination
J. Additional Activities
for application of
remediation
K. REMARKS
VI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
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
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies work 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?

Grade Grade Level 8

Teacher Learning Area Science
Daily Lesson Log Teaching Dates and Week 7 Quarter 2nd
Time

Monday Tuesday Wednesday Thursday Friday

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 objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
A. Content The Learners demonstrates understanding of formation of typhoons and their movement within the Philippine Area of
Standards Responsibility
B. Performance The learners shall demonstrate precautionary measures before, during, and after a typhoon, including following advisories,
Standards storm signals, and calls for evacuation given by government agencies in charge
C. Learning S8ES-IIf-21 S8ES-IIf-21 S8ES-IIf-21 S8ES-IIf-21
Competencies/
Objectives
Write the LC code for
each
II. CONTENT 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
tacked in a week or two.
How landforms and bodies of water affect typhoons within the Philippine Area of Responsibility (PAR)
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
A. References
1. Teacher’s Guide Science 8 Teachers Science 8 Teachers Science 8 Teachers Science 8 Teachers
pages Manual pp 95-100 Manual pp 95-100 Manual pp 95-100 Manual pp 95-100
2. Learner’s Materials Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s
pages Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia
C., et al. 2013. pp. C., et al. 2013. pp. C., et al. 2013. pp. C., et al. 2013. pp.
139- 142. 139- 142. 139- 142. 139- 142.
3. Textbook pages
4. Additional Materials
from Learning
 Resource (LR) portal
5. Other Learning
Resources
V. 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 student 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 process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
A. Reviewing previous Review the PAR Review Activity 3 Review on how land
lesson or presenting the mass affect typhoon
new lesson
B. Establishing a Explain how land Explain the wind
purpose for the mass in the system inside the
lesson Philippines affect the typhoon
path of the typhoon
C. Presenting
examples/instances
of the new lesson
D. Discussion of new Explain how typhoon Activity 3 Dissecting
concepts and interact with other a Tropical cyclone
practicing new skills weather systems
#1
E. Discussion of new Typhoon Preparation
concepts and
practicing new skills
#2
F. Developing mastery Q8. Compare the air
(Leads to Formative pressures at A, B, C
Assessment 3) and D. What do you
notice?
Answer: The air
pressure at A (within
the eye of the
typhoon) is less than
the
air pressures at
locations away from
the eye.
 Q9. Compare the
wind speed within the
eye and at the
eyewall. What can you
say?
Answer: The wind
speed at the eyewall is
much greater than the
wind speed
at the eye.
G. Finding Practical Explain why the Typhoon storm signals
applications of winds are strongest and their meaning
concepts and skills in near the eye
daily living
H. Making Explain the necessary
generalizations and precaution during
abstractions about typhoon
the lesson
I. Evaluating learning Oral Examination Answer Activity 3 Examination
J. Additional Activities
for application of
remediation
VI. REMARKS
VII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
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
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did remedial lessons
work? No. of learners
who have caught up
with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies work 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?
Grade Grade Level 8
Teacher Learning Area Science
Daily Lesson Log Teaching Dates and Week 8 Quarter 2nd
Time

Monday Tuesday Wednesday Thursday Friday

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 objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The learners demonstrates understanding of the characteristics of comets, meteors and asteroids
B. Performance The Learners discuss whether or not beliefs and practices about comets and meteors have scientific basis
Standards
C. Learning S8ES-IIg-22 S8ES-IIg-22 S8ES-IIg-22 S8ES-IIh-23
Competencies/Obj
ectives
Write the LC code for
each
II. CONTENT 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
tacked in a week or two.
Comets; Meteors
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
A. References
1. Teacher’s Guide Pp103-108 Pp103-108 Pp103-108 Pp103-108
pages
2. Learner’s Materials Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s
pages Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia
C., et al. 2013. C., et al. 2013. C., et al. 2013. pp.156- C., et al. 2013. pp.
pp.156- 164. pp.156- 164. 164. 156- 158
3. Textbook pages Science and Science and Science and Science and
Technology I: Technology I: Technology I: Technology I:
Integrated Science Integrated Science Integrated Science Integrated Science
Textbook for First Textbook for First Textbook for First Textbook for First
Year. Villamil, Aurora Year. Villamil, Aurora Year. Villamil, Aurora Year. Villamil, Aurora
 M., Ed.D. 1998. pp. M., Ed.D. 1998. pp. M., Ed.D. 1998. pp. M., Ed.D. 1998. pp.
281- 283. * Science 281- 283. * Science 281- 283. * Science 282- 283. Science and
and Technology I: and Technology I: and Technology I: Technology I:
Integrated Science Integrated Science Integrated Science Integrated Science
Textbook. NISMED. Textbook. NISMED. Textbook. NISMED. Textbook. NISMED.
2012. pp. 339-340. 2012. pp. 339-340. 2012. pp. 339-340. 2012. p. 340.
4. Additional Materials BEAM 3. Unit 6. DLP BEAM 3. Unit 6. DLP BEAM 3. Unit 6. DLP BEAM 3. Unit 6. DLP
from Learning 54. MISOSA 5, 54. MISOSA 5, 54. MISOSA 5, 54. MISOSA 5.
Resource (LR) portal Module 27. Module 27. Module 27. Module 27.
5. Other Learning
Resources
V. 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 student 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 process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
A. Reviewing previous Pre-assessment Activity 1 What Discussion on the Review
lesson or presenting the Activity happens when a comet Activity
new lesson hits the earth
B. Establishing a
purpose for the
lesson
C. Presenting Guide the class in
examples/instances identifying possible
of the new lesson factors that can affect
the shape and size
of an impact crater.
Take up each
characteristic one at a
time.

D. Discussion of new a. Guessing game Discuss what would After the class has
concepts and Variation 1: happen to earth in that enumerated several
practicing new skills  Show three event factors that can affect
#1 pictures (a comet, the shape of the
asteroid, and a crater, tell each
meteor) to the class group to choose one
 and factor to investigate
ask them if they (i.e., size of the
recognize what these meteoroid, angle of
objects are. If the contact with Earth’s
students cannot surface, speed of the
recognize any of these approaching
three objects, tell them meteoroid).
that one of the pictures
is a
comet, an asteroid,
and a meteor. Make
them guess which
object
corresponds to each
picture.
 After the students
give their guesses, tell
them that in the course
of the
unit, they will learn
if their guesses are
correct. Also, at the
end of the
lesson, the group will
be awarded points as
part of their recitation
grade
for every celestial
object that they
correctly identified.
E. Discussion of new Filling up a Venn Q1: The answer will
concepts and Diagram depend on the
practicing new skills  Give the Venn students’ actual
#2 Diagram activity observations. More or
found in the Pre/Post less,
test part at the end they should see that
of this TG. the shape of the crater
  Call is similar to the ones
representatives from shown in
each group to the photos.
present their answers Q2: The plants and
and animals living in
explain as necessary. that area are most
d. Story telling likely to have died
 Call three to four on
volunteers to share impact.
about what they Q3: An asteroid
know or a past because it has a
experience about shorter orbital period
comets, asteroids, or and its origin is most
meteors based on likely
recent events. from the Asteroid Belt
which is nearer than
the Kuiper Belt and
Oort Cloud
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding Practical
applications of
concepts and skills in
daily living
H. Making How does the activity
generalizations and relate to the extinction
abstractions about of the dinosaur
the lesson
I. Evaluating learning Examination
J. Additional Activities
for application of
remediation
VI. REMARKS
VII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
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
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did remedial lessons
work? No. of learners
who have caught up
with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies work 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?
Grade Grade Level 8
Teacher Learning Area Science
Daily Lesson Log Teaching Dates and Week 9 Quarter 2nd
Time

Monday Tuesday Wednesday Thursday Friday

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 objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
A. Content The Learners demonstrates understanding of the characteristics of comets, meteors and asteroids
Standards
B. Performance The Learners discuss whether or not beliefs and practices about comets and meteors have scientific basis
Standards
C. Learning S8ES-IIh-23 S8ES-IIh-23 S8ES-IIi-j-24 S8ES-IIi-j-24
Competencies/
Objectives
Write the LC code for
each
II. CONTENT 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
tacked in a week or two.
Meteors ; Asteroids
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s Science 8 Learner’s
pages Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia Module. Campo, Pia
C., et al. 2013. pp. C., et al. 2013. pp. C., et al. 2013. p. 163 C., et al. 2013. p. 163
156- 158 156- 158
3. Textbook pages Science and Science and Science and Science and
Technology I: Technology I: Technology I: Technology I:
Integrated Science Integrated Science Integrated Science Integrated Science
Textbook for First Textbook for First Textbook for First Textbook for First
 Year. Villamil, Aurora Year. Villamil, Aurora Year. Villamil, Aurora Year. Villamil, Aurora
M., Ed.D. 1998. pp. M., Ed.D. 1998. pp. M., Ed.D. 1998. p. M., Ed.D. 1998. p.
282- 283. Science and 282- 283. Science and 281. * 281. *
Technology I: Technology I:
Integrated Science Integrated Science
Textbook. NISMED. Textbook. NISMED.
2012. p. 340. 2012. p. 340.
4. Additional Materials BEAM 3. Unit 6. DLP BEAM 3. Unit 6. DLP
from Learning 54. MISOSA 5. 54. MISOSA 5.
Resource (LR) portal Module 27. Module 27.
5. Other Learning
Resources
V. 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 student 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 process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
A. Reviewing previous Activity 2 Meteor, Discussion of Activity Activity 3 Do Review
lesson or presenting the meteoroid, and 2 superstitions about
new lesson meteorite: How are comets,
they related? asteroids, and meteors
have
scientifc basis?
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussion of new Discuss the difference
concepts and between meteoroid
practicing new skills and meteriote
#1
E. Discussion of new
concepts and
practicing new skills
#2
F. Developing mastery A meteor is a light Discussion of Activity
(Leads to Formative phenomenon or a
Assessment 3) streak of light as
observed from Earth
when a meteoroid
passes through Earth’s
atmosphere.
Q2: A meteoroid is
a fragment from a
comet, an asteroid,
Moon, or even Mars
that orbits around the
Sun, following the
orbit of its parent or
source.
Q3: Meteoroids can
come from comets,
asteroids, the Moon,
and Mars.
Q4: A meteor is
observed when a
meteoroid passes
through Earth’s
atmosphere
and burns up in the
process.
Q5: When viewed
from Earth, a meteor
moves fast while a
comet moves slow.
Also, a comet is very
difficult to see with an
unaided eye due to its
distance
from Earth. A meteor
is more readily seen
on a cloudless night.
Q6: Use the
 following symbols
for each:  meteor;
 meteoroid; and

meteorite
G. Finding Practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning Oral Examination Examination
J. Additional Activities
for application of
remediation
VI. REMARKS
VII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
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
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did remedial lessons
work? No. of learners
who have caught up
with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies work 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?