Tagum City National Comprehensive

School Grade Level Grade 8

GRADES 1 to 12 High School
 Daily Lesson Log
Teacher Mr. Janrex Karl D. Faelagmao Learning Area Science
  Teaching Date
January 27, 2020 – 9:42 am – 10:42 am Quarter Third
  and Time

DAY:

I. OBJECTIVES 1. Compare and contrast meiosis and mitosis.

1. How cells divide to produce new cells.

A. Content Standards 2. Meiosis as one of the processes producing genetic variations of the Mendelian
Pattern of Inheritance
B. Performance Standards  Report on the importance of variation in plant and animal breeding
1. Compare mitosis and meiosis, and their role in the cell-division cycle.
C. Learning Competencies /
2. Explain the significance of meiosis in maintaining the chromosome number.
Objectives
3. Predict phenotypic expressions of traits following simple patterns of inheritance
  Write the LC code for each
S8LT-IVe-16
Heredity: Inheritance and Variation of Traits
1. Stages of mitosis
II. CONTENT
2. Stages of meiosis
3. Mendelian Genetics

III. LEARNING RESOURCES  

A. References  

  1. Teacher's Guide Pages Page 223

Learners Module, DLP and PC
  2. Learner's Materials Pages
Pages 317-326
Textbook
  3.    
Pages

  Additional Materials from

4. https://biologydictionary.net/wp-content/uploads/2019/06/Prophase-II.jpg
Learning
Resource (LR) portal

B. Other Learning Resource  

IV. PROCEDURES  

A.
Reviewing previous lesson or From your Grade 7, what can you remember about the cell? What are the
presenting the new lesson organelles present in the cell?
 
What are the physical features of your parents which you like best that you also
Establishing a purpose for the
B. possess? Do you wonder why you have them?
Lesson
Introduce to the class the topic for the day.
C. Discussing new concepts and
practicing Essential Question: What are the processes involved in mitosis and in meiosis?
  new skills #1

D. Discussing new concepts and

practicing Present a video https://www.youtube.com/watch?v=VzDMG7ke69g&t=1s
  new skills #2

E.
Developing mastery Use the video in answering guide questions for discussion from Lm pages 323 -237.
(Leads to Formative Follow up with a lecture. (It would be better if you have pictures of the different
  Assessment 3) stages to show to the class)

F. Finding practical applications of In what stage chromosomes replicate? Why do you think this process is important?
concepts Identify and describe the processes involved in:
and skills in daily living
 a. mitosis
b. meiosis

The cell cycle is an orderly sequence of events used by biological systems to

G. Making generalizations and coordinate cell division. In eukaryotes, asexual cell division proceeds via a cell cycle
abstractions that includes multiple spatially and temporally coordinated events. These include a
  about the lesson long preparatory period, called interphase and a mitotic phase called M phase.

Paper-pencil Test Choose the word in the box to identify & describe the processes
during mitosis or meiosis.
Zygotene metaphase Anaphase Telophase
Pachytene Diplotene Prophase
Leptotene
H. Evaluating Learning
____1. The chromosomes begin to pair off.
____2. The chromosomes align at the center of the cell.
____3. The paired chromosomes disperse in the nucleus.
____4. The paired centromeres of each chromosome begin to separate.
____5. The mother cell is now divided into two with half number of chromosomes
for each new cell.

I. Additional activities for

application or Study in advance LM pages 326-327.
  remediation

V. REMARKS  

VI. REFLECTION
 
No. of learners who earned 80% in
A.
the evaluation  
B. No. of learners who require
additional activities for remediation  
  who scored below 80%

Did the remedial lessons work?

C.
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  
  worked?

F. What difficulties did I encounter

which my principal or supervisor  
  can help me solve?

G.
What innovation or localized
materials did I
   
Use or discover which I wish to
share with other teachers? 
 
 School Grade Level Grade 8
GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
Second
  Teaching Date and
Quarter (Earth
  Time
Science)
DAY:
1. Describe the appearance of a fault and
I. OBJECTIVES 2. Explain how a fault forms 

Demonstrate an understanding of the relationship between

A. Content Standards
faults and earthquakes
Participate in decision making on where to build structures
B. Performance Standards  based on knowledge of the location of active faults in the
community
C. Learning Competencies / Objectives Explain how movements along faults generate earthquakes
  Write the LC code for each S8ES-IIa- 14
Module I: EARTHQUAKES AND FAULTS
II. CONTENT
Lesson 2: WHAT IS A FAULT?

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages TG pp.47
  2. Learner's Materials Pages LM pp. 116 – 118
  3. Textbook Pages    
  4. Additional Materials from Learning
google.com.ph (Fault how it forms)
  Resource (LR) portal
B. Other Learning Resource  

IV. PROCEDURES  

Why do earthquake occur?

A. Reviewing previous lesson or presenting the
What is the relationship between earthquakes and faults?
new lesson
 
Earthquakes are associated with faults. When a fault suddenly
moves, an earthquake occurs. Do you know what a fault is?
B. Establishing a purpose for the Lesson
Let’s do this activity to find out: Demonstrate activity in LM pp.
116-118 on A fault-y setup.
What do you think is this picture?

Presenting examples / instances of the

C. new lesson

D. Discussing new concepts and practicing Let’s find out if your answer is correct as we go along with our
 lesson.
  new skills #1

E. Discussing new concepts and practicing

new skills #2
 
1. What happened to the pile of sand when you moved the
sheets
Developing mastery slowly into opposite direction? 1.
F.
(Leads to Formative Assessment) 2. As you move the sheets, what formed in the sand?

Picture analysis:

Finding practical applications of concepts

G.
and skills in daily living

Analyze and explain the picture applying your idea of faulting.

A fault is a fracture or zone of fractures between two blocks of
rock. Faults allow the blocks to move relative to each other.
This movement may occur rapidly, in the form of an earthquake
H. Making generalizations and abstractions
- or may occur slowly, in the form of creep. Faults may range in
about the lesson
length from a few millimeters to thousands of kilometers. Most
 
faults produce repeated displacements over geologic time.  

Complete the paragraph by filling up the blanks with

the correct words.

A ___1_____ is a fracture or zone of fractures between

two blocks of___2___. Faults allow the blocks to move relative
to each other. This ____3______may occur rapidly, in the form
I. Evaluating Learning
of a ______4_____- or may occur slowly, in the form of creep.
Faults may range in length from a few millimeters to thousands
of kilometers. Most faults produce repeated ______5____over
geologic time. (1.Fault; 2. rock;3. movement; 4. earthquake; 5.
displacement)

J. Additional activities for application or

Give additional word problems if needed 
  remediation

V. REMARKS  

VI. REFLECTION
 

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 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 worked?
 F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did I
  Use or discover which I wish to share with other  
  teachers? 

School Grade Level Grade 8

GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
Second
  Teaching Date and
Quarter (Earth
  Time
Science)
DAY:
1. Explain the effect of bending of rocks along faults and
I. OBJECTIVES 2. Relate fault movement and earthquake

Demonstrate an understanding of the relationship between

A. Content Standards
faults and earthquakes
B. Performance Standards  Participate in decision making on where to build structures
 based on knowledge of the location of active faults in the
community
C. Using models or illustrations, explain how movements along
Learning Competencies / Objectives
faults generate earthquake.
  Write the LC code for each
S8ES-IIa- 14
Module I: EARTHQUAKES AND FAULTS
II. CONTENT
Lesson 3: HOW DO FAULTS PRODUCE QUAKES?

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages TG pp.47
  2. Learner's Materials Pages LM pp. 122 - 124
  3. Textbook Pages    
  4. Additional Materials from Learning
  Resource (LR) portal
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or presenting the

Why not all movement along faults produce earthquake?
  new lesson
Using the given materials and following the procedures you
B. Establishing a purpose for the Lesson should be able to simulate how rocks bend along a fault.
Demonstrate activity in LM pp. 122-124 on Stick ‘n’ shake
C. Are you familiar with Pilita Corales (Asia’s queen of song)?
Presenting examples / instances of the How does she sing? Can you do the same thing she does? Let
  new lesson us now go further with our lesson and discover how Pilita’s
style of singing relates to our lesson.
D. The activity you just performed simulates how rocks bend
Discussing new concepts and practicing along a fault. Think of a ruler as if they were put of the ground,
  new skills #1 how can you figured it?

E. Discussing new concepts and practicing

  new skills #2
F. Developing mastery 1. What happens when the bending becomes too much?
  (Leads to Formative Assessment) 2. What is the effect of bending of rocks along fault?
G. Earthquakes can happen anytime, anywhere. They’ve all
Finding practical applications of concepts occurred where there has been frequent activity in the past and
  and skills in daily living where there will be frequent activity in the future.
John Minsch
H. Earthquakes occur on faults. A fault is a thin zone of crushed
Making generalizations and abstractions rock separating blocks of the earth's crust. When
  about the lesson an earthquake occurs on one of these faults, the rock on one
side of the fault slips with respect to the other.
In not more than 5 sentences, differentiate fault movement
I. Evaluating Learning from earthquake.

J. Bring to class the following materials: Scissors, paste and fault

Additional activities for application or
model
  remediation

V. REMARKS  

VI. REFLECTION
 

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 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 worked?
 F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did I
  Use or discover which I wish to share with other  
  teachers? 

School Grade Level Grade 8

GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
Second
  Teaching Date and
Quarter (Earth
  Time
Science)
DAY:
1. Describe what a fault is and how these faults related to
earthquakes.
2. Explain how faults generate earthquakes; and
I. OBJECTIVES
3. Explain why not all movement along faults produces
earthquakes.
 
Demonstrate an understanding of the relationship between
A. Content Standards
faults and earthquakes
Participate in decision making on where to build structures
B. Performance Standards  based on knowledge of the location of active faults in the
community
C. Learning Competencies / Objectives Explain how movements along faults generate earthquakes.
  Write the LC code for each S8ES-IIa- 14
Module I: EARTHQUAKES AND FAULTS
II. CONTENT
Lesson 4: HOW DO FAULTS PRODUCE QUAKES

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages LG pp. 115-122
  2. Learner's Materials Pages LM pp. 120-122 
  3. Textbook Pages    
  4. Additional Materials from Learning
  Resource (LR) portal
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or presenting the

Recall the appearance of a fault
  new lesson
Demonstrate activity in LM pp. 120-122
B. Establishing a purpose for the Lesson
 
C. Ask the class about Michael Jackson's famous moonwalk.
Presenting examples / instances of the The teacher can demonstrate it or let a student do the
  new lesson moonwalk in front of the class. Ask the possible relationship
of the movement of the shoes and the floor.
D. Discussing new concepts and practicing Answer the questions in LM pp. 122. (Explain each answer
  new skills #1 as what have been seen in the activity)
E. Discussing new concepts and practicing
  new skills #2
1. What happened to the boxes as the rubber band is being
F. Developing mastery pulled?
(Leads to Formative Assessment) 2. What happens to the house in relation to the position of the
 
fault?
G. Finding practical applications of concepts Applying your learning on the lesson presented, explain why
  and skills in daily living not all movement along faults produced earthquakes.
The ground in the area of fault tends to remain not moving
because of frictional force between the two opposing plates
H. Making generalizations and abstractions (boxes). As stronger forces (rubber band) shakes up the fault,
about the lesson the friction (tape) can no longer hold up the plates (box) thus
  resulting to a slip in the plates creating a jerk called
earthquake.
Directions: Pair the given term according to your observation.
Write your answer on the number below.

Two box _____________ earthquake

I. Evaluating Learning Tape _____________ shaking
As you pull the rubber bond ____________ fault
A crack on the ground ____________ frictional force
A sudden jolt _________________ opposing plates

Bring the following materials next meeting:

J. Additional activities for application or two plastic ruler
remediation a bar of clay
 

V. REMARKS  

VI. REFLECTION
 

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 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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did I
  Use or discover which I wish to share with other  
  teachers? 
 School Grade Level Grade 8
GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
Second
  Teaching Date and
. Quarter (Earth
  Time
Science)
DAY:
The students should be able to differentiate the epicenter
I. OBJECTIVES
and focus of an earthquake. 
 Demonstrate an understanding of the relationship
A. Content Standards
between faults and earthquakes
 Differentiate the epicenter of an earthquake from its
B. Performance Standards 
focus;
C. Learning Competencies / Objectives Differentiate the epicenter of an earthquake to its focus.
  Write the LC code for each S8ES-IIa-15
Module I: EARTHQUAKES AND FAULTS
II. CONTENT
Lesson 5: FOCUS AND EPICENTER

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages LG pp. 12-13 
  2. Learner's Materials Pages LM page 125-127
  3. Textbook Pages    
  4. Additional Materials from Learning
  Resource (LR) portal
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or presenting the

How are you going to relate fault movements from earthquake 
  new lesson
Do the Activity entitled: Where Does An Earthquake Start?
B. Establishing a purpose for the Lesson
See page 125-127 of the Learner's Material
C. Presenting examples / instances of the Making a Fault Model following the procedures given on LM
  new lesson pp. 125-126
D. Discussing new concepts and practicing Use your model to show different types of movement along a
  new skills #1 fault. How would the surroundings be affected?
E. Discussing new concepts and practicing
  new skills #2
1. On which location on the ground does the initial movement
F. Developing mastery
Originates during an earthquake?
(Leads to Formative Assessment)
  2. How does this movement (shaking) spread into the surface?
Finding practical applications of concepts Read the quotation below relate this to what you have learned.
G. “I am the earthquake of love. How you feel is my fault.”
and skills in daily living
― Jarod Kintz, Love quotes for the ages. Specifically ages 18-
  81.

H. The epicenter is the point on the Earth's surface that is directly

Making generalizations and abstractions above the focus while the focus is the point (below the surface)
  about the lesson
where an earthquake originates.
Identify the parts of an Earthquake

Ans. 1. Epicenter; 2. Fault;

3. Focus; 4. seismic
waves;
5. opposing plates
I. Evaluating Learning

J. Additional activities for application or Make a slogan about earthquake that make use of the words
  remediation focus and epicenter.

V. REMARKS  

VI. REFLECTION
 

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 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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did I
  Use or discover which I wish to share with other  
  teachers? 
 School 6 Grade Level Grade 8
GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
Second
  Teaching Date and
Quarter (Earth
  Time
Science)
DAY:

I. OBJECTIVES Describe an earthquake in terms of its intensity and magnitude 

Demonstrate an understanding of the relationship between

A. Content Standards
faults and earthquakes
Differentiate the 2.1 epicenter of an earthquake from its
B. Performance Standards 
focus;
C. Learning Competencies / Objectives Differentiate the intensity of an earthquake from its magnitude
  Write the LC code for each S8ES-IIa-15
Module I: EARTHQUAKES AND FAULTS
II. CONTENT
Lesson 6: HOW STRONG IS THE EARTHQUAKE?

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages TG p.47
  2. Learner's Materials Pages LM pp. 127 – 130
  3. Textbook Pages    
  4. Additional Materials from Learning PHIVOLCS Earthquake intensity Scale (PEIS)
  Resource (LR) portal youtube.com
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or presenting the

Recall the differences between focus and epicenter
  new lesson
Video Presentation: 2013 EARTHQUAKE VIDEO BOHOL
CEBU 7.2 Magnitude compilation footage Philippines
B. Establishing a purpose for the Lesson
(youtube.com)

C. Presenting examples / instances of the How strong is the earthquake? See PHIVOLCS Earthquake
  new lesson Intensity Scale (PEIS) on LM pp. 128-129 
D. On pages 128 to 129 of the Learner’s module can be read the
Discussing new concepts and practicing
PHIVOLCS Earthquake Intensity Scale (PEIS), let the learners
  new skills #1
thoroughly understand the text and then proceed to discussion

E. Discussing new concepts and practicing Answer questions on page 130 of the LM (let the PEIS be the
new skills #2 basis of your answer) 
 

1. When an earthquake occurs, where would shaking be

F. Developing mastery greater? Near the epicenter or away from the epicenter?
(Leads to Formative Assessment) 2. Where would damage be more? Near the epicenter or away
  from the epicenter?

Based on your answers to questions 1 and 2, where would the

G. Finding practical applications of concepts intensity be higher? Near to the epicenter or away from the
and skills in daily living epicenter?
 
H. The intensity of the earthquake is determined by observing the
Making generalizations and abstractions
effects of the earthquake in different places on the other hand.
  about the lesson
However, its strength can be described as magnitude.
Write the corresponding Intensity Scale for each description:

I. Evaluating Learning
J. Additional activities for application or Make a research of the distribution map of active faults and
remediation trenches in the Philippines.
 

V. REMARKS  

VI. REFLECTION
 

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 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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did I
  Use or discover which I wish to share with other  
  teachers? 

School Grade Level Grade 8

GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
Second
  Teaching Date and
Quarter (Earth
  Time
Science)
DAY:
 Identify the different active faults in the Philippines using the
I. OBJECTIVES
PHIVOLCS map.
Demonstrate an understanding of the relationship between
A. Content Standards
faults and earthquakes
B. Performance Standards  Differentiate the epicenter of an earthquake from its focus;
C. Learning Competencies / Objectives Differentiate the active and inactive faults.
  Write the LC code for each S8ES-IIa-15
II. CONTENT Module I: EARTHQUAKES AND FAULTS
 Lesson 7: DO YOU LIVE NEAR THE ACTIVE FAULT?

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages TG pp.47
  2. Learner's Materials Pages LM pp. 131 – 132
  3. Textbook Pages    
  4. PHIVOLCS MAP on distribution of Active Faults and Trenches
Additional Materials from Learning
in the Philippines
  Resource (LR) portal
google.com.ph
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or presenting the

Recall the PHIVOLCS Earthquake Intensity Scale (PEIS)
  new lesson
Read the topic Do You Live Near an Active Fault on LM page
B. Establishing a purpose for the Lesson
131.
Analyze and give your comment(s)

C. Presenting examples / instances of the

new lesson

D. Discussing new concepts and practicing

Let the learners study the map and find out where they live.
  new skills #1
Is there an active fault passing by your town, province, or
E. Discussing new concepts and practicing
region? If so, are you and your family prepared for the
new skills #2
  occurrence of an earthquake?
F. Study the map and find out where you live. Is there an active
fault passing by your town, province, or region? If so, are you
Developing mastery
(Leads to Formative Assessment) and your family prepared for the occurrence of an earthquake?
 

It is important to know the location of active faults. As much as

possible, no important structures should be built near or on
G. Finding practical applications of concepts
and skills in daily living them. PHIVOLCS has a MAP that shows the Active Faults in
  the Philippines.

There really is no way to concretely define a fault as "active" or

"inactive" (especially because inactive faults can suddenly
Making generalizations and abstractions become active again), but it's more or less safe to say that if a
H. about the lesson fault hasn't shown tectonic activity for about 5,600 years,
  it's probably inactive.

Based on the map presented, give at least five description of a

I. Evaluating Learning
fault
J. Make a Research on the occurrence of different earthquake in
Additional activities for application or the country and on the other countries of the world.
  remediation

V. REMARKS  

VI. REFLECTION
 

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 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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did I
  Use or discover which I wish to share with other  
  teachers? 

School Grade Level Grade 8

GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
Second
  Teaching Date and
Quarter (Earth
  Time
Science)
DAY:
1. Explain how tsunamis are generated
2. Infer why tsunamis do not always occur even when there is
I. OBJECTIVES an earthquake.

 
Demonstrate an understanding of the relationship between
A. Content Standards
faults and earthquakes
Differentiate the 2.1 epicenter of an earthquake from its
B. Performance Standards 
focus;
C. Learning Competencies / Objectives Demonstrate how underwater earthquakes generate tsunami.
  Write the LC code for each S8ES-IIa-16
Module I: EARTHQUAKES AND FAULTS
II. CONTENT
Lesson 8: TSUNAMI!

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages TG pp.47
  2. Learner's Materials Pages LM pp. 133 – 135
  3. Textbook Pages    
  4. Additional Materials from Learning
youtube.com
  Resource (LR) portal
B. Other Learning Resource  
 IV. PROCEDURES  

A. Reviewing previous lesson or presenting the Recall the Map of Distribution of Active Faults and Trenches in
  new lesson the Philippines 
B. Establishing a purpose for the Lesson Do activity on Tsunami in LM pp.133-134.
C. Presenting examples / instances of the Video presentation: JAPAN TSUNAMI 2011(you tube.com)
  new lesson
D. Discussing new concepts and practicing Based on the activity made, answer questions on LM pp. 134
  new skills #1 -135. 
E. Discussing new concepts and practicing
How are earthquake related to tsunami?
  new skills #2
1. What was formed in the water by the sudden push of the
plastic panel?
F. Developing mastery
2. How was the water level by the rock affected by the wave?
(Leads to Formative Assessment)
  3. What does the water represent? What about the rock? the
plastic panel?
Since fault, earthquake and tsunamis are interrelated, when
G. Finding practical applications of concepts you are near the sea and you feel a strong earthquake, treat
and skills in daily living that as a warning signal. Run to the highest place you can find,
 
or if you have a vehicle, evacuate inland.
A tsunami is a series of ocean waves generated by sudden
displacements in the sea floor, landslides, or volcanic activity.
H. Making generalizations and abstractions In the deep ocean, the tsunami wave may only be a few inches
about the lesson high. The tsunami wave may come gently ashore or may
  increase in height to become a fast moving wall of turbulent
water several meters high.
Choose the correct word(s) from the box associated with the
given statement below.

Tsunami tidal wave wavelength

phenomenon coast
1. The
shore of a sea or ocean (coast)
2. Any state or process known through the senses
I. Evaluating Learning (Phenomenon)
3. An unusual (and often destructive) rise of water along
the seashore caused by a storm or a combination of
wind and high tide (Tidal Wave)
4. On reaching the coast, it slows down and its
__________ decreases (wavelength)
5. The term __________ (harbor wave) comes from
Japan, where the phenomenon frequently occurs
(‘tsunami’)
J. Additional activities for application or
How can the interior of the earth be determined?
  remediation

V. REMARKS  

VI. REFLECTION
 

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 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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
 G. What innovation or localized materials did I
  Use or discover which I wish to share with other  
  teachers? 

School Grade Level Grade 8

GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
Second
  Teaching Date and
Quarter (Earth
  Time
Science)
DAY:
 1. Determine different layers of the earth.
I. OBJECTIVES 2. Differentiate their characteristics between the others .

Demonstrate an understanding of the relationship between

A. Content Standards
faults and earthquakes
B. Performance Standards  Differentiate the epicenter of an earthquake from its focus;
C. Explain how earthquake waves provide information about the
Learning Competencies / Objectives
interior of the earth.
  Write the LC code for each
S8ES-IIa-17
Module I: EARTHQUAKES AND FAULTS
II. CONTENT
Lesson 9: WHAT'S INSIDE THE EARTH

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages LG 20-21
  2. Learner's Materials Pages LM page 135-136
  3. Textbook Pages    
  4. Additional Materials from Learning
http://video.mit.edu/watch/layers-of-the-earth-12670/
  Resource (LR) portal
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or presenting the

Recall how are earthquake related to tsunami
  new lesson
Directions: Post the picture of the Layers of the Earth (LG 10
Pic10) using a dlp, examine the parts as shown. Then discuss
B. Establishing a purpose for the Lesson
the concept on page 135-136 of the LM

C. Let the students watch a video online at

Presenting examples / instances of the
http://video.mit.edu/watch/layers-of-the-earth-12670/
  new lesson
If not available, watch the video file LG 10 Video10
D. Discussing new concepts and practicing Discussion/ Understanding on the concept on pages 135 –
  new skills #1 136. 
E. Discussing new concepts and practicing
  new skills #2
1. How do seismic waves behave as it pass through different
F. Developing mastery layers of the earth?
(Leads to Formative Assessment 3) 2. Is using seismic data accurate in knowing layers of the
 
earth?
 Compare the layers of the earth to a hard-boiled egg cut into
G. Finding practical applications of concepts
half. Examine also an avocado cut into half, can you notice the
and skills in daily living
  similarities?
The structure of Earth's deep interior cannot be studied
H. directly. But geologists use seismic (earthquake) waves to
determine the depths of layers of molten and semi-molten
material within Earth. Because different types of earthquake
Making generalizations and abstractions waves behave differently when they encounter material in
about the lesson different states (for example, molten, semi-molten, solid),
 
seismic stations established around Earth detect and record
the strengths of the different types of waves and the directions
from which they came. Geologists use these records to
establish the structure of Earth's interior.
Directions: Answer the Following questions.
1. Which part of the earth is said to be solid?
a. crust b. mantle
c. outer core d. inner core ans. D
2. Which part of the earth is said to be liquid?
a. crust b. mantle
c. outer core d. inner core ans. C
3. What do you call the layer of the earth most visible to us?
I. Evaluating Learning a. crust b. mantle
c. outer core d. inner core ans. A
4. It is the thickest layer of the earth.
a. crust b. mantle
c. outer core d. inner core ans. B
5. These are waves of energies that travels through the Earth's
layers.
a. ocean wave b. radio waves
c. seismic waves d. light waves ans. C
J. Additional activities for application or List 5 names of typhoons you want to use by PAGASA and
  remediation give your reasons why.

V. REMARKS  

VI. REFLECTION
 

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 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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did I
  Use or discover which I wish to share with other  
  teachers? 
 School Grade Level Grade 8
GRADES 1 to 12
  Daily Lesson Log Teacher Learning Area Science
Second
  Teaching Date and
Quarter (Earth
  Time
Science)
DAY:

I. OBJECTIVES Demonstrate how typhoons are formed in the ocean. 

Demonstrate an understanding of the formation of typhoons

A. Content Standards
and their movement within the PAR
Demonstrate precautionary measures before, during, and after
B. Performance Standards  a typhoon including following advisories, storm signals and
calls for evacuation given by government agencies in charge.
C. Learning Competencies / Objectives Explain how typhoons develop.
  Write the LC code for each S8ES-IId-18
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT
Lesson 10: UNDERSTANDING TYPHOONS (Introduction)

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages LG pages 22-23
  2. Learner's Materials Pages LM page 137-139
  3. Textbook Pages    
  4. Additional Materials from Learning
  Resource (LR) portal
B. Other Learning Resource Video presentation 

IV. PROCEDURES  

A. Reviewing previous lesson or presenting the Recall that the behavior of seismic waves reveals what the
  new lesson Earth looks like inside
B. Establishing a purpose for the Lesson
C. Let the students watch a video about a typhoon formation. See
Presenting examples / instances of the
video file title Weather bytes: Formation of Typhoons
  new lesson
Picture Analysis

Directions: Let the student view each picture and let students
give their own interpretation about the pictures. Post the
students response on the blackboard.

Discussing new concepts and practicing

D. new skills #1

E. Discussing new concepts and practicing

  new skills #2
F. 1. Why is the Philippines prone to typhoon?
Developing mastery
2. What conditions favor the formation of typhoon?
  (Leads to Formative Assessment)
G. Suggest ways on how we can prepare before the typhoon
Finding practical applications of concepts
comes so that damage to properties and loss of lives could be
  and skills in daily living
at minimal.
Making generalizations and abstractions A typhoon, as commonly called usually occur in the western
about the lesson Pacific oceans. It is characterized by a rapidly rotating storm
H. system characterized by a low-pressure center, strong winds,
 and a spiral arrangement of thunderstorms that produce heavy
  rain.

Directions: Answer the following questions.

1. From what bodies of water do typhoons originates?
a. ocean b. rivers
c. lakes d. streams Ans. A
2. The name of the typhoon that caused great floods in Metro
Manila that resulted to many damaged houses,and properties.
a. Idang b. Mando
c. Kuring d. Ondoy Ans. D
3. Name the agency of the government that monitors typhoon
in the Philippines.
a. DoST b. Phivolcs
I. Evaluating Learning
c. PAGASA d. DENR Ans. C
4. It is rotating storm system characterized by a low-pressure
center, strong winds, and a spiral arrangement of
thunderstorms that produce heavy rain.
a. rain b. tropical cyclone
c. snow d. sand storm Ans. B
5. What is the name of the big body of water that is where
almost all typhoon that pass in our country?
a. Indian Ocean b. West Philippine Sea
c. Atlantic Ocean d. Pacific Ocean Ans. D

J. Additional activities for application or Cut news clippings about recent typhoons that affect your
  remediation community

V. REMARKS  

VI. REFLECTION
 

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 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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did I
  Use or discover which I wish to share with other  
  teachers? 

School Grade Level Grade 8

GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
  Teaching Date and Second (Earth
Quarter
  Time Science)
DAY:
1. Review how a tropical storm develop.
2. Trace the path of a typhoon from the ocean where it originates as it
I. OBJECTIVES
passes to the Philippines.

Demonstrate an understanding of the formation of typhoons and their

A. Content Standards
movement within the PAR
Demonstrate precautionary measures before, during, and after a
B. Performance Standards  typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge.
C. Learning Competencies / Objectives Explain how typhoons develop.
  Write the LC code for each S8ES-IId-18
 Module 2: UNDERSTANDING TYPHOONS
II. CONTENT
Lesson 11: WHAT IS A TYPHOON?

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages LG 24-26
  2. Learner's Materials Pages L M page 138-142
Textbook
  3.    
Pages
  4. Additional Materials from Learning http://www.typhoon2000.ph/stormstats/12WorstPhilippineTyphoons .ht
  Resource (LR) portal ml
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or presenting

What conditions favor the formation of typhoons? 
  the new lesson
Picture Analysis

B. Establishing a purpose for the Lesson

After analyzing the picture Elicit from the students their ideas about
the following.
C. Presenting examples / instances of the
new lesson 1. the rotation of the typhoon
  2. the direction it is heading
3. the magnitude of its rain clouds
D. Discussing new concepts and practicing Look for table 1. Tropical Cyclone Categories on LM page 139. (Study
  new skills #1 and analyze for further discussion)  
E. Discussing new concepts and practicing
  new skills #2
1. What are the different typhoon categories and their relationship to
F. Developing mastery their speed and extent of damage?
(Leads to Formative Assessment) 2. When do you consider that a typhoon will enter or affect the
 
Philippines?
G Read the news article taken from the internet and give your reactions.
. Finding practical applications of concepts Source:
and skills in daily living http://www.typhoon2000.ph/stormstats/12WorstPhilippineTyphoons .ht
 
ml
H. The term typhoon is used only in the northwestern part of the Pacific
Making generalizations and abstractions Ocean. Categories are determine in terms of wind speed, thus a
  about the lesson tropical depression have a wind speed of 64 kph; tropical storm-
118kph; typhoon-200kph; and super typhoon at 200 kph and more.
Directions: Supply the missing words in the following statements

1. The word typhoon is only used in countries western side of

________________
2. While in northern part of the Atlantic Ocean it is called
_______________.
3. A Philippine name for the typhoon could only be used once the
I. Evaluating Learning
typhoon ___________ the country.
4. The speed of a super typhoon is about _______________
5. A tropical storm wind speed is around ________________

Ans. 1. Pacific Ocean; 2. Hurricanes; 3. Enters; 4. Greater

than 200kph; 5. 118kph
J. Why is it important to consider the Philippine Area of Responsibility or
Additional activities for application or
PAR in forecasting weather?
  remediation

V. REMARKS  

VI. REFLECTION
 
No. of learners who earned 80% in the
A.
evaluation  
B. No. of learners who require additional
activities for remediation who scored below  
  80%
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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G
. What innovation or localized materials did I
  Use or discover which I wish to share with  
other teachers? 
 

School Grade Level Grade 8

GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
Second
  Teaching Date and
Quarter (Earth
  Time
Science)
DAY: Tuesday
1. Infer why the Philippines is always in the path of a typhoon.
I. OBJECTIVES 2. Trace the path of a typhoon from the ocean where it
originates as it passes to the Philippines.
Demonstrate an understanding of the formation of typhoons
A. Content Standards
and their movement within the PAR
Demonstrate precautionary measures before, during, and after
B. Performance Standards  a typhoon including following advisories, storm signals and
calls for evacuation given by government agencies in charge.
C. Learning Competencies / Objectives Infer why the Philippines is prone to typhoon
  Write the LC code for each S8ES-IId-19
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT
Lesson 12: PHILIPPINE AREA OF RESPONSIBILITY

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages LG pp. 27 - 28
  2. Learner's Materials Pages L M page 139-142
  3. Textbook Pages    
  4. Additional Materials from Learning
  Resource (LR) portal
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or presenting the Recall the Tropical Cyclone Categories
  new lesson
When a weather disturbance enters The Philippine Area of
B. Establishing a purpose for the Lesson Responsibility (PAR), the weather bureau begins to monitor it.
Do you know where the PAR is?
C. Latitude Longitude
5°N 115°E
15°N 115°E
21°N 120°E
25°N 120°E
Presenting examples / instances of the
25°N 135°E
  new lesson
5°N 135°E
Do activity on pages 140 to 141 of LM.

Using the Map of the Philippines and vicinity, plot the given
points on the Map.

D. The learners connects the dotted point. The region within is the
Discussing new concepts and practicing
PAR. It is the job of PAGASA to monitor all tropical cyclones
  new skills #1
that enter the area. 
E. Discussing new concepts and practicing
  new skills #2
F. 1. What are the places located in the identified points?
Developing mastery 2. If a typhoon is located at 15°N, 138°E, is it within the PAR?
  (Leads to Formative Assessment) 3. How about if the typhoon is at 19°N, 117°E, is it inside the
PAR?
G. Finding practical applications of concepts Why do you think Philippines experience an average of 20 to
  and skills in daily living 25 typhoons a year? Explain your answer.
H. The Philippine Area of Responsibility (PAR) is an imaginary
line encircling the Philippines with coordinates of 25°N
Making generalizations and abstractions 120°E, 25°N 135°E, 5°N 135°E, 5°N 115°E, 15°N 115°E,
  about the lesson 21°N 120°E and back to the beginning. Within this
imaginary line, atmospheric changes can affect the
Philippines.
Directions: Provided with the map of the Philippines containing
grid lines, trace the path of the typhoon as it starts from the
I. Evaluating Learning following coordinates heading Northwest direction.
Typhoon A 10 ° N 134 ° E
Typhoon B 20 ° N 138° E
J. Additional activities for application or
What is a tropical cyclone? How is it related to typhoon?
  remediation

V. REMARKS  

VI. REFLECTION
 

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 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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did I
  Use or discover which I wish to share with other  
  teachers? 
 School Grade Level Grade 8
GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
  Teaching Date and Second (Earth
Quarter
  Time Science)
DAY:
1. Discover where the tropical cyclone is form
2. Tell the direction of the movement of the tropical cyclone
I. OBJECTIVES

Demonstrate an understanding of the formation of typhoons and

A. Content Standards
their movement within the PAR
Demonstrate precautionary measures before, during, and after a
B. Performance Standards  typhoon including following advisories, storm signals and calls
for evacuation given by government agencies in charge.
C. Learning Competencies / Objectives Explain how land masses and bodies of water affect typhoons
  Write the LC code for each S8ES-IId-20
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT Lesson 13: UNDER WHAT CONDITIONS DO TROPICAL
CYCLONE FORMS?

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages TG pp.47
  2. Learner's Materials Pages LM pp. 142 – 144
  3. Textbook Pages    
  4. Additional Materials from Learning
Published on Apr 7, 2013; youtube.com
  Resource (LR) portal
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or presenting the

Recall where the Philippine Area of Responsibility (PAR) is
  new lesson
B. Establishing a purpose for the Lesson Do activity on pages 141 – 142 in the L.M
C. Presenting examples / instances of the What are the warning signs of an approaching tropical cyclone
  new lesson or hurricane?
Shown on your LM pp. 142-143 are the tracks (paths) of four
D. Discussing new concepts and practicing tropical cyclones that entered the PAR in the past years. The
new skills #1 tracks were plotted by PAGASA. Study and analyze the maps.
 

E. Discussing new concepts and practicing

  new skills #2

1. Where did the tropical cyclone s form? On land or in the

Developing mastery
F. ocean?
(Leads to Formative Assessment)
  2. In what direction did the tropical cyclone move?
 3. Which part of the Philippines was hit by the four tropical
G. Finding practical applications of concepts cyclones?
Explain why the Philippines is prone to typhoons.
  and skills in daily living
H. Making generalizations and abstractions Video Presentation: How cyclones form (Published on
  about the lesson Apr 7, 2013; youtube.com)
Identify the at least 3 strongest tropical cyclone and 2 weak
tropical cyclone based on the given data.

I. Evaluating Learning

Key:

1.) Super typhoon Halyan 2.) Super typhoon Camille 3. Super

typhoon Joan 4.) Hurricane Gilbert 5.) Hurricane Andrew

Make a research on tropical storm Sendong.

J. Additional activities for application or Reference:
remediation (http://weather.unisys.com/hurricane/w_pacific/2011H/index.php
 
)

V. REMARKS  

VI. REFLECTION
 

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 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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did I
  Use or discover which I wish to share with other  
  teachers? 

School Grade Level Grade 8

 GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
  Teaching Date and Second (Earth
Quarter
  Time Science)
DAY:
1. Determine if your location is in the path of a tropical cyclone, given
the latitude and longitude position
I. OBJECTIVES 2. Explain why PAGASA regularly monitors when a tropical cyclone
within PAR.

Demonstrate an understanding of the formation of typhoons and their

A. Content Standards
movement within the PAR
Demonstrate precautionary measures before, during, and after a
B. Performance Standards  typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge.
C. Learning Competencies / Objectives Trace the path of typhoons that enter the Philippine Area of
  Write the LC code for each Responsibility (PAR) using the map and tracking data S8ES-IId-21
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT
Lesson 14: TRACKING A TROPICAL CYCLONE.

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages TG pp.47
  2. Learner's Materials Pages LM pp. 144 – 146
Textbook
  3.    
Pages
  4. Additional Materials from Learning google.com.ph
  Resource (LR) portal http://weather.unisys.com/hurricane/w_pacific/2011H/index.php
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or presenting

Where did the Tropical Cyclone form? On Land or in the Ocean? 
  the new lesson

B. Establishing a purpose for the Lesson

C. Presenting examples / instances of the

What does the picture tells you?
  new lesson
D. Discussing new concepts and practicing Track the location of Sendong and plot each latitude – longitude pair
  new skills #1 on the map with the PAR. See LM pages 144 - 145
E. Discussing new concepts and practicing
Aanswer the questions on LM page 146.
  new skills #2
1. Where did Sendong form?
Developing mastery 2. When did Sendong enter the PAR?
F. (Leads to Formative Assessment 3) 3. When did sending leave the PAR?
  4. In what direction did Sendong move?
G. Finding practical applications of In case your place will be visited by a strong typhoon? What are you
concepts going to do?
  and skills in daily living
Making generalizations and abstractions The picture shows Tropical storm "Sendong" on path to Philippines.
about the lesson How does the typhoon move as it passes the country?
H.

Storm Name latitude longitude

1. Tropical
Depression
TWENTY SIX
2. Super typhoon- 4
NANMADOL 
I. Evaluating Learning 3. Tropical storm
AERE
4. Tropical storm
BANYAN
5. Tropical storm
WASHI

Using the map of tropical storm track above, determine the latitude
and longitude of the given storm in the table

J. Additional activities for application or Bring a weather data report (air pressure and wind speed) taken from
  remediation the newspaper.

V. REMARKS  

VI. REFLECTION
 
No. of learners who earned 80% in the
A.
evaluation  
B. No. of learners who require additional
activities for remediation who scored below  
  80%
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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did I
  Use or discover which I wish to share with  
  other teachers? 
 School Grade Level Grade 8
GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
  Teaching Date and Second (Earth
. Quarter
  Time Science)
DAY:
1. Determine if your location is in the path of a tropical cyclone, given
the latitude and longitude position and
I. OBJECTIVES 2. Explain why PAGASA regularly monitors when a tropical cyclone is
within PAR.

Demonstrate an understanding of the formation of typhoons and their

A. Content Standards
movement within the PAR
Demonstrate precautionary measures before, during, and after a
B. Performance Standards  typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge
C. Learning Competencies / Objectives Trace the path of typhoons that enter the Philippine Area of
  Write the LC code for each Responsibility (PAR) using the map and tracking data.1 S8ES-IId-21
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT
Lesson 15: INSIDE THE TROPICAL CYCLONE

III. LEARNING RESOURCES  

A. References  
  1 Teacher's Guide Pages TG pp.47
 .
2
  Learner's Materials Pages LM pp. 146 – 148
.
3 Textbook
     
. Pages
4
  Additional Materials from Learning
.
Resource (LR) portal
 
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or Explain why PAGASA regularly monitors when a Tropical Cyclone is
  presenting the new lesson within PAR
What do you think is inside the tropical cyclone?

B. Establishing a purpose for the Lesson

Explain what the picture is all about?

C. Presenting examples / instances of the

new lesson

 
Consider the given two illustrations. The top one shows a tropical
D. cyclone as seen at an angle. White rain bands move around the center
Discussing new concepts and
or “eye”. The bottom illustration shows a cross-section of a tropical
practicing new skills #1
  cyclone. It is like slicing it in half and looking at it from the side.
Give your inference on how the typhoon generates its strong winds.
E. Discussing new concepts and
  practicing new skills #2
F. Developing mastery
Discuss the answers in the exercise given (5 min) 
  (Leads to Formative Assessment)
Finding practical applications of One thing about tropical cyclone that we should watch out for is the
concepts strong winds.
and skills in daily living The table below shows the tropical cyclone categories that we should
watch for or be aware of:
G.
  Cyclone Maximum Wind Speed
in kilometers per hour
(kph)
Tropical depression 64
Tropical storm 118
Typhoon 200
 Super typhoon Greater than 200
H. Making generalizations and The lowest air pressure is at the eye of the tropical cyclone. All tropical
abstractions
  about the lesson cyclones have low air pressure at the center.
Choose the letter of the correct answer.
1. Which natural disaster comes from powerful thunderstorms that
originate over land?
a. hurricane c. tornado
b. cyclone d. typhoon (c)
2. Which type of severe weather is NOT an intense tropical storm?
a. hurricane c. tropical cyclone
I. Evaluating Learning
b. typhoon d. tornado (a)
3. A tropical cyclone which has winds going 74 mph or faster
a. Hurricane c. Eye
b. Storm Surge d. Typhoon (d)
4. Quiet, calm area at the center of a hurricane
a. Hurricane c. Eye
b. Storm Surge d. typhoon (c)
J. Additional activities for application or
Make a research of the different public storm warning signals.
remediation

V. REMARKS  

VI. REFLECTION
 
No. of learners who earned 80% in the
A.
evaluation  
B. No. of learners who require additional
activities for remediation who scored  
  below 80%
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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did
  I
 
Use or discover which I wish to share with
  other teachers? 
 School Grade Level Grade 8
GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
  Teaching Date and Second (Earth
. Quarter
  Time Science)
DAY:
1. Develop the key concepts needed to assess public storm warning
signal with its equivalent hazards.
I. OBJECTIVES 2. Suggest necessary precautions not to experience weather
disturbance.

Demonstrate an understanding of the formation of typhoons and their

A. Content Standards
movement within the PAR
Demonstrate precautionary measures before, during, and after a
B. Performance Standards  typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge
C. Learning Competencies / Objectives Explain how land masses and bodies of water affect typhoons
  Write the LC code for each S8ES-IId-21
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT
Lesson 16: ARE YOU PREPARED?

III. LEARNING RESOURCES  

A. References TG p.47
1
  Teacher's Guide Pages LM pp. 149 – 151
.
2
  Learner's Materials Pages  
.
3 Textbook
     
. Pages
  4 Additional Materials from Learning google.com 
 . Super Typhoon MEGI (JUAN) Landfall near Aparri, 17 OCT 2010.
Resource (LR) portal
  Uploaded on Oct 17, 2010 WESTERNPACIFICWEATHER.COM
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or Explain what two weather factors tell weathermen that a certain location
  presenting the new lesson is at the eye of a tropical cyclone
When a tropical cyclone enters the PAR and its way toward land,
B. Establishing a purpose for the Lesson warning signals are issued. Do you know what the signals mean?

C. Video Presentation: Super Typhoon MEGI (JUAN) Landfall near

Presenting examples / instances of the
Aparri, 17 OCT 2010. Uploaded on Oct 17, 2010 WESTERNPACIFIC
  new lesson
WEATHER.COM
D. The learners will be asked to prepare a 5 minute group presentation on
Discussing new concepts and
how the strong typhoons (tropical cyclone) approach a certain area. (The
practicing
  new skills #1 teacher should prepare a rubric.)

E. Discussing new concepts and

practicing
  new skills #2
F. Developing mastery 1. What circumstance that the public storm warning signal was issued?
  (Leads to Formative Assessment) 2. Do you know what the weather signal means?
G. You never know when you will need the emergency kit. You must learn
Finding practical applications of how to rely on yourself. In times of disaster, it may take a while
concepts
  and skills in daily living before help arrives. What should be prepared during calamities?

H. Making generalizations and 1. What circumstance that the public storm warning signal was issued?
abstractions 2. Do you know what the weather signal means?
  about the lesson Note: see LM pages 149 – 151 for easy facilitation of your answer.
1. PSWS # 2 C. PSWS # 1
2. SUPER TYPHOON D. PSWS # 3
E. PSWS # 4

Select the letter from the box above the appropriate answer for the
following description:
1. Winds of 30-60 kph may be expected in at least 36 hours or
irregular
rains may be expected within 36 hours
2. Winds of greater than 60 kph up to 100 kph may be expected
I. Evaluating Learning in the
next 24 hours
3. Winds of greater than 100 kph to 185 kph may be expected in
the
next 18 hours
4. Very strong winds of more than 185 kph maybe expected in
the next
12 hours
5. A term for typhoons with maximum winds of at least 150 mph
or
220 kph, in the next 12 hours

KEY: 1. C 2. A 3. D 4. E 5. B

J. Look for the meaning of the following acronyms

Additional activities for application or
remediation 1. DRRM 2. NDRRMC 3. MDRRMC 4. PDRRMC 5. SDRRMC
 

V. REMARKS  

VI. REFLECTION
 
No. of learners who earned 80% in the
A.
evaluation  
B. No. of learners who require additional
activities for remediation who scored  
  below 80%
 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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did
  I
 
Use or discover which I wish to share with
  other teachers? 

School Grade Level Grade 8

GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
  Teaching Date and Second (Earth
. Quarter
  Time Science)
DAY:
Be aware of the different measures necessary for protection
I. OBJECTIVES
brought about by typhoon. 
Demonstrate an understanding of the formation of typhoons and
A. Content Standards
their movement within the PAR
Demonstrate precautionary measures before, during, and after a
B. Performance Standards  typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge
C. Learning Competencies / Objectives Explain how land masses and bodies of water affect typhoons
  Write the LC code for each S8ES-IId-21
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT Lesson 17: TYPHOON PREPAREDNESS AND MITIGATION
(DRRM APPROACH)

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages
  2. Learner's Materials Pages
Manual/Booklet on Kaalaman at Kahandaan sa Kalamidad at
  3. Textbook Pages  
Sakuna: by Dr. Ramil G. Ginete pp.48 – 53.
  4. Google.com 
Additional Materials from Learning
untvweb (kids making interview the PAGASA people with
  Resource (LR) portal
animation presentation)
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or presenting the Based from the lesson yesterday, suggest necessary precautions
  new lesson not to experience weather disturbance.
B. Establishing a purpose for the Lesson As they say “ the best cure/medicine is prevention”
C. Video presentation: PAG ASA Public Storm Signals: untvweb
Presenting examples / instances of the
(kids making interview the PAGASA people with animation
  new lesson
presentation)
 Picture Talk: The Teacher will present an enlarged picture on
“Kaalaman at Kahandaan pagdating ng Bagyo” then let the
students analyze the given illustrations:

D. Discussing new concepts and practicing

new skills #1

E. Discussing new concepts and practicing

  new skills #2
F. 1. What measure should you take to prepare for a typhoon?
Developing mastery 2. What should you do if the typhoon is in your area?
  (Leads to Formative Assessment) 3. After the typhoon, what should be done?

G. Video presentation: What to do before, during and after a

Finding practical applications of concepts
typhoon
  and skills in daily living
By: Randel Barit
H. Making generalizations and abstractions
What to do before, during, and after a Typhoon
  about the lesson
Read the sentences carefully and choose the best
answer:
1. The following statements are necessary measures to
do before the typhoon EXCEPT for one:
a. Store an adequate supply of food and clean water
b. Prepare foods that need not be cooked.
c. Keep flashlights, candles and battery-powered radios
within easy reach.
d. Stay inside the house. (D.)
2. The safe and orderly return of evacuated persons to
their homes within a community is coordinated by the local
emergency manager with police and fire officials. This is an
example of an event that takes place
a. Before an emergency. c. After an emergency.
b. During an emergency. d. All of the above (C.)
I. Evaluating Learning 3. When a community has established a system to
prepare for natural and technological disasters, to respond
appropriately during a disaster, to recover from the effects of a
disaster, and to prevent or lessen the damage from disasters, we
say it is practicing
a. Damage prevention. c. Preparedness planning.
b. Community awareness. d. Mitigation measures. (D.)
4. Your Disaster Supply Kit should contain enough
supplies to meet your needs for at least how long?
a. 8 hours c. 3 days
b. 24 hours d. 16 hours (C.)
5. During which phase of the disaster cycle should
inventories of medical supplies and basic needs be conducted?
A. Preparedness C. Recovery
B. Response D. Mitigation (A.)

J. Additional activities for application or Group yourselves into 5, each group should have at least a
remediation camera to bring and prepare for school hazard mapping.
 
V. REMARKS  

VI. REFLECTION
 
No. of learners who earned 80% in the
A.
evaluation  
B. No. of learners who require additional activities
 
  for remediation who scored below 80%
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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did I
  Use or discover which I wish to share with other  
  teachers? 
 School Grade Level Grade 8
GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
  Teaching Date and Second (Earth
Quarter
  Time Science)
DAY:
1. Improve students’ level of awareness on the potential hazards
and risks within and around schools;
2. Increase the participation of children in addressing potential
I. OBJECTIVES
disaster by reducing vulnerabilities
3. Inculcate a culture of safety in the day-to-day experience of
children in school.
Demonstrate an understanding of the formation of typhoons and
A. Content Standards
their movement within the PAR
Demonstrate precautionary measures before, during, and after a
B. Performance Standards  typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge
C. Learning Competencies / Objectives Explain how land mass and bodies of water affect typhoons
  Write the LC code for each S8ES-IId-21
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT
Lesson 18: Student- led School Watching and Hazard Mapping

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages
  2. Learner's Materials Pages
Textbook
  3.    
Pages
  4. Additional Materials from Learning
  Resource (LR) portal
DO 23, s. 2015 - Student-Led School Watching and Hazard
B. Other Learning Resource
Mapping 

IV. PROCEDURES  

A. Reviewing previous lesson or presenting 1. What measure should you take to prepare for a typhoon?
  the new lesson

B. Establishing a purpose for the Lesson

Presenting examples / instances of the

C. new lesson

D. Discussing new concepts and practicing

What is common in the above scenarios?
  new skills #1
Discussing new concepts and practicing 1. Organizing and preparing the school watching team.
new skills #2 The moderator is preferably a DRRM -trained school personnel who
is familiar with the hazards and risks in the school.
E.
2. School watching and hazard mapping
 
Walk through each building, classroom, office, laboratory, workshop,
 play area, garden, and any open area of the school
F. Developing mastery Use the school watching checklist as a basic guide in identifying
  (Leads to Formative Assessment) hazard factors and/or at risk areas in the school.
G. “We need to train, prepare and equip ourselves with all the
Finding practical applications of concepts
knowledge, skills and the right attitude to ready ourselves for
  and skills in daily living
calamities and disasters”

H. Making generalizations and abstractions

about the lesson

Give at least 5 hazard factors or at risk area and give suggestions to

I. Evaluating Learning
solve the problem
J. Additional activities for application or
What happens when a comet or an asteroid hits Earth?
  remediation

V. REMARKS  

VI. REFLECTION
 
No. of learners who earned 80% in the
A.
evaluation  
B. No. of learners who require additional
activities for remediation who scored below  
  80%
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 worked?
F. What difficulties did I encounter which my
 
  principal or supervisor can help me solve?
G. What innovation or localized materials did I
  Use or discover which I wish to share with  
  other teachers? 

School Grade Level Grade 8

GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
  Teaching Date Second (Earth
. Quarter
  and Time Science)
DAY:
1. Compare the characteristics of these Near Earth Objects (NEO's), comets,
I. OBJECTIVES meteors, and asteroids.
2. Briefly describe their origin and its interaction in the solar system.
Demonstrate an understanding of the characteristics of comets, meteors, and
A. Content Standards
asteroid
Discuss whether or not beliefs and practices about comets about meteors have
B. Performance Standards 
scientific bases
C. Learning Competencies / Compare and contrast comets, meteors, and asteroids.
 Objectives
  S8ES-IId-22
Write the LC code for each
Module 3: COMETS, ASTEROIDS AND METEORS
II. CONTENT
Lesson 19: COMETS, ASTEROIDS AND METEORS (Introduction)

III. LEARNING RESOURCES  

A. References  
1
  Teacher's Guide Pages CG pp 47 - 49
.
2
  Learner's Materials Pages LM page 153
.
3 Textbook
     
. Pages
4 Additional Materials from
 
. Learning
  Resource (LR) portal
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or “We need to train, prepare and equip ourselves with all the knowledge, skills
  presenting the new lesson and the right attitude to ready ourselves for calamities and disasters”
Establishing a purpose for the To have an Overview of the lesson please read the topic Comets, Asteroids,
B.
Lesson and Meteors on LM p. 153.
Picture Analysis
Directions: Identify the pictures and describe each

C.
Presenting examples / instances
of the
new lesson

Discussing new concepts and

practicing
new skills #1

CHARACTERIS
TICS

Appears as a
streak in the sky

Frozen ball of
dust

D. Is visible in our
  sky
 Made up of rock

Orbits the Sun

Orbits between
Jupiter and
Mars
E. Discussing new concepts and
practicing
  new skills #2
F. 1. Has Earth ever been hit by a comet or an asteroid?
Developing mastery
2. If yes, how have such impacts affected Earth?
(Leads to Formative
  3. How often does a comet or an asteroid hit Earth?
Assessment)
G. Finding practical applications of
Write 5 superstitious beliefs that coincide with the
concepts
  appearance of meteorites and comets.
and skills in daily living
A near-Earth object (NEO) is any small Solar System body whose orbit brings it
into proximity with Earth. They include about thirteen thousand near-Earth
asteroids (NEAs), more than one hundred near-Earth comets (NECs), and a
H. Making generalizations and number of solar-orbiting spacecraft and meteoroids, large enough to be tracked
abstractions in space before striking the Earth. It is now widely accepted that collisions in the
about the lesson past have had a significant role in shaping the geological and biological history
  of the planet. NEOs have become of increased interest since the 1980s
because of increased awareness of the potential danger some of the asteroids
or comets pose to Earth.
Directions: Write the letter of the correct answer.
1. An instrument used by astronomer to look for heavenly bodies in the sky.
a. telescope b. kaleidoscope
c. gyroscope d. microscope Ans. A
2. A shooting star is more accurately termed as
a. meteors b. comets
c. meteorites d. moons Ans. C
3. What NEO stands for?
I. Evaluating Learning . near Earth office b. near Earth optics
c. near Earth orbit d. near Earth objects Ans. D
4. An object at appears like a streak in the sky.
a. comets b. satellite
b. moons d. meteor Ans. A
5. It is an object in the sky that usually burns up as it enters the earth
Atmosphere.
a. meteorites b. satellite
c. moons d. planets Ans. A
J. Bring the following materials for tomorrow’s activity.
Additional activities for 1 rectangular container (aluminum tray or plastic)
application or 1 pebble (1-4 cm in diameter)
  remediation colored flour/colored starch
pencil

V. REMARKS  

VI. REFLECTION
 
No. of learners who earned 80% in
A.
the evaluation  
B. No. of learners who require
additional activities for remediation  
  who scored below 80%
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  
  worked?
F. What difficulties did I encounter
which my principal or supervisor  
  can help me solve?
G. What innovation or localized
  materials did I
 
Use or discover which I wish to
  share with other teachers? 

School Grade Level Grade 8

GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
  Teaching Date and Second (Earth
. Quarter
  Time Science)
DAY:
1. Describe how impact craters are formed when a comet or asteroid hits
Earth based on a simulation; and
I. OBJECTIVES 2. Present observations on simulating a comet or asteroid impact using
drawings.

Demonstrate an understanding of the characteristics of comets, meteors,

A. Content Standards
and asteroid
Discuss whether or not beliefs and practices about comets about meteors
B. Performance Standards 
have scientific bases
C. Learning Competencies / Objectives Compare and contrast comets, meteors, and asteroids.
  Write the LC code for each S8ES-IId-23
Module 3: COMETS, ASTEROIDS AND METEORS
II. CONTENT Lesson 20: WHAT HAPPENS WHEN A COMET OR AN ASTEROID HITS
THE EARTH?

III. LEARNING RESOURCES  

A. References  
1
  Teacher's Guide Pages LG 50 - 51
.
2
  Learner's Materials Pages LM 154 - 159
.
3 Textbook
     
. Pages
4 Additional Materials from
 
. Learning
  Resource (LR) portal
B. Other Learning Resource  
 IV. PROCEDURES  

A. Reviewing previous lesson or Compare the characteristics of these Near Earth Objects (NEO's), comets,
  presenting the new lesson meteors, and asteroids.
Establishing a purpose for the See table 1. Comparison of some characteristics of Comets and Asteroids
B.
Lesson then answer the question after it.
C. Presenting examples / instances of
Watch the video clip entitled: Discovery Channel-Large Asteroid Impact
the
  Simulation
new lesson
1. Fill the rectangular tray with colored flour about 3-4 centimeters deep.
2. Place the tray on top of a table (or armrest of a chair).
3. Throw a pebble to hit the flour in the tray. Do this about four times,
hitting different parts of the flour in the tray.
4. In the space below, draw the shape of the “craters” made by the pebble
on the colored flour as:

a. viewed from the top. b. viewed from the side

Discussing new concepts and
practicing
D. new skills #1

E. Discussing new concepts and

  practicing new skills #2
F. 1. What do you notice about the shape of your pebble’s crater and the
Developing mastery shape of the impact crater shown in the photo?
  (Leads to Formative Assessment 3) 2. What do you think happened to the plants and animals living in the
area where the comet or asteroid crashed?

Directions: Draw and interpret the impact of an asteroid as it hits the Earth
surface. Use the rubrics for checking.

CRITERIA RATING

The concept being conveyed is delivered

5 4 3 2 1
Finding practical applications of clearly.
G. concepts
and skills in daily living
The drawing is realistic in relation to 5 4 3 2 1
concepts learned.
Cleanliness 5 4 3 2 1
 

5 4 3 2 1
Creativity.

H. Impact craters resembles the shapes of the asteroid which is usually

Making generalizations and
circular. The crater is relatively larger than the meteorites itself because of
abstractions
  the intensity of the impact. The immediate surrounding during impact is
about the lesson
pulverized by the intense heat and force created by the impact.
 Directions: Enumerate the possible effects of a giant meteorites smashing
into the earth.
I. Evaluating Learning 1. 4.
2. 5.
3..
J. Additional activities for application or Watch the movie “Deep Impact”, state some notable scenes about collision
  remediation of an asteroid with the Earth.

V. REMARKS  

VI. REFLECTION
 
No. of learners who earned 80% in the
A.
evaluation  
B. No. of learners who require additional  
 activities for remediation who scored
  below 80%
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 worked?
F. What difficulties did I encounter which
my principal or supervisor can help me  
  solve?
G. What innovation or localized materials
  did I
 
Use or discover which I wish to share
  with other teachers? 
School Grade Level Grade 8
GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science
Teaching
  Second (Earth
Date and . Quarter
  Science)
Time
DAY:
1. Describe the changes that happens to a fragment from a comet or
asteroid as it enters Earth’s atmosphere;
I. OBJECTIVES 2. Make a diagram showing relationship among meteoroid, meteor,
and meteorite using a diagram;
3. Explain how meteoroid, meteor, and meteorite are related.
Demonstrate an understanding of the characteristics of comets,
A. Content Standards
meteors, and asteroid
Discuss whether or not beliefs and practices about comets about
B. Performance Standards 
meteors have scientific bases
C. Learning Competencies /
Compare and contrast comets, meteors, and asteroids.
Objectives
  S8ES-IId-23
Write the LC code for each
Module 3: COMETS, ASTEROIDS AND METEORS
II. CONTENT Lesson 21: COMPARISON OF CHARACTERISTICS OF COMETS,
ASTEROIDS AND METEORS

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages LG pp.52 - 55
  2. Learner's Materials Pages LM pp. 156 - 159
Textbook
  3.    
Pages
  4. Additional Materials from
Learning http://hoopermuseum.earthsci.carleton.ca/saleem/meteor.htm
  Resource (LR) portal
B. Other Learning Resource  

IV. PROCEDURES  

A. Reviewing previous lesson or Showing on a given photo compare the shape of the pebbles “crater”
  presenting the new lesson with the shape of the impact crater.
Establishing a purpose for the Presentation of the Impact Theory: visit
B.
Lesson http://hoopermuseum.earthsci.carleton.ca/saleem/meteor.htm
Presenting examples / Word Drill: Given the definitions of the key concepts, identify what is
C. instances of the asked for:
  new lesson See LG pp. 52
Meteoroid, meteor, and meteorite: How are they related? Make an
inference
What is a meteor? What is a meteoroid?
Discussing new concepts and
practicing What celestial (space) objects can
new skills #1
a meteoroid come from?

D.
 

Have you ever seen a shooting star in the night sky? It appears as
an object with a tail just like a comet. It travels quickly and appears to
fall on the ground. A shooting star is another name for a meteor. But
the truth is: a meteor is not a star at all. A meteor is a light
phenomenon or a streak of light that occurs when a meteoroid burns
up as it enters Earth’s atmosphere. A meteoroid is a broken up rock
and dust from either a comet, asteroid, the Moon, or from Mars.
E. Discussing new concepts and
  practicing new skills #2
F. Developing mastery
What are the differences between asteroids, meteorites, and
(Leads to Formative
  comets?
Assessment)
G. Finding practical applications
Draw in a short bond paper a comet, asteroid and a meteorite.
of concepts
  Describe each.
and skills in daily living
Study the picture below

H. Making
generalization
s and
abstractions
about the
lesson

Directions: Choose the letter of the correct answer..

1. A celestial body bigger than 10 m orbiting the Sun, mainly
between Mars and Jupiter.
a. asteroid b. meteorite
c. comet d. shooting star Ans. A
2. A smaller celestial body mainly composed of ice and dust.
If a comet approaches the Sun it can generate a tail of gas and/or
dust.
a. asteroid b. meteorite
I. Evaluating Learning c. comet d. shooting star Ans. C
3. The part of a meteoroid or asteroid that survives the
passage through our atmosphere and reaches the Earth's surface.
a. asteroid b. meteorite
c. comet d. fireball Ans. B
4. Which of the following do enter the earth's atmosphere?
a. asteroid b. meteorite
c. comet d. satellite Ans. B
5. Which of the following heavenly bodies revolve around the
sun.
 a. asteroid b. meteorite
c. comet d. satellite Ans. C
J. Additional activities for There are only 5 meteorites found in the Philippines that have
application or been internationally validated. Give the name, year of
  remediation discovery, place discovered, and types of meteorites.

V. REMARKS  

VI. REFLECTION
 
No. of learners who earned 80%
A.
in the evaluation  
B. No. of learners who require
additional activities for
 
  remediation who scored below
80%
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  
  worked?
F. What difficulties did I encounter
which my principal or supervisor  
  can help me solve?
G. What innovation or localized
  materials did I
 
Use or discover which I wish to
  share with other teachers? 

Scho
GRADES 1 Grade Level Grade 8
ol
to 12
 Daily Teach
Learning Area Science 
Lesson Log er
  Teach . Quarter Second (Earth Science)
 ing
Date
 
and
Time
DAY:
 1. Provide sound, scientific evidence to support one’s stand about superstitions on comets,
I. OBJECTIVES asteroids, and meteors; and
2. Formulate doable actions to address superstitions on comets, asteroids, and meteors
A Content
Demonstrate an understanding of the characteristics of comets, meteors, and asteroid
. Standards
B Performance
Discuss whether or not beliefs and practices about comets about meteors have scientific bases
. Standards 
C Learning
. Competencies /
Explain the regular occurrence of meteor showers
Objectives
S8ES-IId-24
  Write the LC code
for each
Module 3: COMETS, ASTEROIDS AND METEORS
II. CONTENT Lesson 22: DO SUPERSTITIONS ABOUT COMETS, ASTEROIDS, AND METEORS HAVE
SCIENTIFIC BASIS?
III. LEARNING
 
RESOURCES
A
References  
.
1 Teacher's
  LG pp.56 - 58
. Guide Pages
Learner's
2
  Materials LM pp. 165 - 167
.
Pages
Textb
3 ook
   
. Page
s
4 Additional
 
. Materials
from http://cse.ssl.berkeley.edu/segwayed/lessons/cometstale/frame_history.html
Learning
 
Resource
(LR) portal
B Other Learning
 
. Resource

IV. PROCEDURES  

A Reviewing
. previous lesson
Recall the Comparison and contrast between comets, meteors, and asteroids.
or presenting
 
the new lesson
Establishing a
B
purpose for the Do activity on LM page 166 about superstitions on comets and asteroids
.
Lesson
READ the statement below. Illicit from the students their opinions and reactions.

Presenting There are many superstitions that comets, asteroids, and meteors are signs of the end of
examples / the world. If you research history, you can find that a lot of comets coincide with natural disasters.
instances of the
C new lesson This has been a big reason that some people believe comets are a sign of doomsday. Again, this is
. a superstition. The Bible identifies apostates with comets and asteroids.
  Neila Rockson
D Activity: 
. Do superstitions about comets and asteroids have scientific basis? Why?
Answer:________________________________________________________________________
________________________________________________________________
Discussing new Scientific facts/evidence to support the group’s answer:
concepts and ______________________________________________________________________________
practicing ______________________________________________
 
new skills #1
Proposed actions to promote a more scientific understanding of comets, asteroids, and
meteors:____________________________________________________________________
_____________________________________________

E Discussing new
. concepts and
practicing
 
new skills #2
F Developing
. mastery
Does believing in superstition about comets, asteroids, and meteorites have scientific basis?
(Leads to
  Formative
Assessment)
Directions: List the superstitious belief that you can find in the picture below.

Finding practical
G applications of
. concepts
and skills in
daily living

1._________________________________________
2._________________________________________
3._________________________________________
4._________________________________________
5._________________________________________
H Making
Superstition is the belief in supernatural causality - that one event causes another without
. generalizations
any natural process linking the two events - such as astrology and certain aspects linked to
and abstractions
  religion, like omens, witchcraft and prophecies that contradict natural science.
about the lesson
Directions: Write the word Science if the statement pertains to a scientific fact,
write the word Superstition if the statement pertains to a superstitious belief.
1. A shooting star is made of rocks and other minerals. Ans. Science
2. If a mother wants a twin, she should eat twin bananas Ans. Superstition
I Evaluating
3. Comets are an ordinary member of the Solar System. Ans. Science
. Learning
4. The use of a folded newspaper as a pillow for the newborn is supposed to
Make him intelligent. Ans. Superstition
5. Lingering black butterfly is a sign that one of your relatives just died. Ans. Superstition

J Additional
. activities for List 5 superstition about death, pregnant women and wedding commonly practiced in your
application or community.
 
remediation

V. REMARKS  

VI. REFLECTION
 
No. of learners
A
who earned 80%
.  
in the evaluation
B No. of learners
. who require
additional
activities for  
  remediation who
scored below
80%
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 worked?
F What difficulties
. did I encounter
which my
 
principal or
 
supervisor can
help me solve?
G What innovation
. or localized
  materials did I
Use or discover  
which I wish to
  share with other
teachers?