GRADES 1 to 12
Daily Lesson Log
School
Grade Level
Grade 8
Teacher
Teaching
Date and
Time
Learning Area
Science
.
Quarter
Second (Earth
Science)
DAY:
I. OBJECTIVES
A
.
B
.
C
.
1. Describe what fault is and how these faults related to earthquakes.
2. Determine the extent of damage an earthquake can do in a
location
particular
Content Standards
Demonstrate an understanding of the relationship between faults and earthquakes
Performance Standards
Participate in decision making on where to build structures based on knowledge of
the location of active faults in the community
Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
Explain how movements along faults generate earthquakes .
S8ES-IIa- 14
Module I: EARTHQUAKES AND FAULTS
Lesson 1: EARTHQUAKES AND FAULTS (Introduction)
III. LEARNING RESOURCES
A
.
References
1
.
2
.
3
.
4
.
B
.
Teacher's Guide Pages
Learner's Materials
Pages
Textbook
Pages
Additional Materials
from Learning
Resource (LR) portal
LG pp. 115-122
Learners Module, DLP and PC
http://www.history.com/this-day-in-history/earthquake-wreaks-havoc-in-thephilippines
Other Learning Resource
IV. PROCEDURES
A
.
Reviewing previous lesson
or presenting the new
lesson
B
.
Establishing a purpose for
the Lesson
Presenting examples /
instances of the
new lesson
C
.
If you recall, it was mentioned in Grade 7 that the Philippines is located along the Ring
of Fire, How does this affect us?
On July. 1990, a strong earthquake hit Luzon. Have you heard about it? Maybe not,
because it happened before you were born. But if your parents are from Luzon, they
surely know about the earthquake. It is possible that they were even affected by it.
Article Reading
Earthquake wreaks havoc in the Philippines
More than 1,000 people are killed when a 7.7-magnitude earthquake strikes Luzon
Island in the Philippines on this day in 1990. The massive tremor wreaked havoc
across a sizeable portion of Luzon, the country’s largest island, with Baguio City
suffering the most devastating effects.
The epicenter of the quake, which struck at 4:26 p.m., was north of Manila in the
Nueva Ecija province. Reports indicate that the shaking went on for nearly a full
minute. Collapsing buildings were the main cause of damage and death. Getting out of
a multi-story building was a good safety precaution that afternoon, although many
people were injured and a few even died in stampedes of others doing the same thing.
At Christian College, a six-story building completely collapsed, trapping
approximately 250 students and teachers inside. Heroic rescue efforts saved many, but
some victims who did not die in the collapse were found dead later from dehydration
because they were not pulled out in time.
D
.
E.
F.
Discussing new concepts
and practicing
new skills #1
Discussing new concepts
and practicing
new skills #2
Developing mastery
(Leads to Formative
Assessment 3)
All types of buildings, including several resort hotels in Baguio, known as the
Philippines’ Summer Capital, suffered tremendous damage. Most of the city’s 100,000
residents slept outdoors that evening and during the following week, afraid to return to
their homes amid the frequent aftershocks. For days, workers pulled bodies from the
demolished buildings in Baguio. The best estimate is that 1,000 bodies were eventually
recovered. At least another 1,000 people suffered serious injuries. Rescue efforts were
hampered severely because the three main roads into the city were blocked by
landslides. Hundreds of motorists were stranded on the roads as well. Outside of
Watch a video about the 2013 Earthquake in Bohol and Cebu. See the attached video
file name LG1 Video1
1. Where is the epicenter of the earthquake?
2. How many individuals are affected by the earthquakes?
3. Discuss how devastating a 7.7 intensity earthquake is.
Role Playing
Directions: Make a 2 -3 minute role playing act showing what people do when
earthquake strikes.
CRITERIA
RATING
G
.
Finding practical
applications of concepts
and skills in daily living
The concept being conveyed is delivered clearly.
5
4
3
2
1
Role was played in a convincing and consistent
manner.
5
4
3
2
1
Role-play was well prepared and organize.
5
4
3
2
1
Role-play captured and maintained
audience interest.
5
4
3
2
1
H
.
Making generalizations
and abstractions
about the lesson
An Earthquake is a sudden movement of the earth's crust caused by the release of
stress accumulated along geologic faults or by volcanic activity which can result to
destruction of properties and the loss of many lives.
I.
Evaluating Learning
Directions: Read each item carefully. Choose the letter of the correct answer.
1. When was the 7.7 Earthquake took place in the Philippines?
a. 1990
b. 1991
c. 1890
d. 1891
2. Where in the Philippines this earthquake have badly hit?
a. Luzon
b. Mindanao
c. Mindoro
d. Baguio
3. Which of the following are safer in during an earthquake?
a. inside the house
b. outside in an open area
c. inside the car
d. under a tree
ans. A
ans. D
ans. B
4. Which agency of the government in the Philippines is monitoring the movement of
the earth crust?
a. PHIVOLCS
b. DOST
c. PAGASA
d. DENR
ans. A
5. It is a sudden movement of the earth's crust caused by the release of stress
accumulated along geologic faults or by volcanic activity.
a. typhoon
b. flood
c. tsunami
d. earthquake
ans. D
J.
Additional activities for
application or
remediation
Cut or copy 1 newspaper clippings about Earthquakes that happens in CALABARZON
Area. You can also get your news item from the internet
V. REMARKS
VI. REFLECTION
A.
B.
C
.
D
.
E.
F.
G
.
No. of learners who earned
80% in the evaluation
No. of learners who require
additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners
who have caught up with the
lesson
No. of learners who continue
to require
remediation
Which of my teaching
strategies worked well? Why
did these worked?
What difficulties did I
encounter which my principal
or supervisor can help me
solve?
What innovation or localized
materials did I
Use or discover which I wish
to share with other
teachers?
GRADES 1 to 12
Daily Lesson Log
School
Grade Level
Grade 8
Teacher
Learning Area
Science
Teaching Date and Time
Quarter
Second
(Earth
Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
1. Describe the appearance of a fault and
2. Explain how a fault forms
Demonstrate an understanding of the relationship between
faults and earthquakes
Participate in decision making on where to build structures
based on knowledge of the location of active faults in the
community
Explain how movements along faults generate earthquakes
S8ES-IIa- 14
Module I: EARTHQUAKES AND FAULTS
Lesson 2: WHAT IS A FAULT?
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning
Resource (LR) portal
TG pp.47
LM pp. 116 – 118
google.com.ph (Fault how it forms)
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and practicing
new skills #1
E.
Discussing new concepts and practicing
new skills #2
Developing mastery
(Leads to Formative Assessment)
Why do earthquake occur?
What is the relationship between earthquakes and faults?
Earthquakes are associated with faults. When a fault suddenly
moves, an earthquake occurs. Do you know what a fault is?
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?
Let’s find out if your answer is correct as we go along with our
lesson.
1. What happened to the pile of sand when you moved the
sheets
slowly into opposite direction? 1.
2. As you move the sheets, what formed in the sand?
F.
Picture analysis:
G.
H.
Finding practical applications of concepts
and skills in daily living
Making generalizations and abstractions
about the lesson
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
- 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 displacements over geologic time.
Complete the paragraph by filling up the blanks with
the correct words.
I.
Evaluating Learning
J.
Additional activities for application or
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?
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
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)
Give additional word problems if needed
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?
GRADES 1 to 12
Daily Lesson Log
School
Grade Level
Grade 8
Teacher
Teaching Date and Time
Learning Area
Quarter
Science
Second
(Earth
Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
1. Explain the effect of bending of rocks along faults and
2. Relate fault movement and earthquake
Demonstrate an understanding of the relationship between
faults and earthquakes
Participate in decision making on where to build structures
based on knowledge of the location of active faults in the
community
Using models or illustrations, explain how movements along
faults generate earthquake.
S8ES-IIa- 14
Module I: EARTHQUAKES AND FAULTS
Lesson 3: HOW DO FAULTS PRODUCE QUAKES?
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning
Resource (LR) portal
TG pp.47
LM pp. 122 - 124
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and practicing
new skills #1
E.
Discussing new concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment)
G.
H.
I.
J.
Finding practical applications of concepts
and skills in daily living
Making generalizations and abstractions
about the lesson
Evaluating Learning
Additional activities for application or
remediation
Why not all movement along faults produce earthquake?
Using the given materials and following the procedures you
should be able to simulate how rocks bend along a fault.
Demonstrate activity in LM pp. 122-124 on Stick ‘n’ shake
Are you familiar with Pilita Corales (Asia’s queen of song)?
How does she sing? Can you do the same thing she does? Let
us now go further with our lesson and discover how Pilita’s
style of singing relates to our lesson.
The activity you just performed simulates how rocks bend
along a fault. Think of a ruler as if they were put of the ground,
how can you figured it?
1. What happens when the bending becomes too much?
2. What is the effect of bending of rocks along fault?
Earthquakes can happen anytime, anywhere. They’ve all
occurred where there has been frequent activity in the past and
where there will be frequent activity in the future.
John Minsch
Earthquakes occur on faults. A fault is a thin zone of crushed
rock separating blocks of the earth's crust. When
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
from earthquake.
Bring to class the following materials: Scissors, paste and fault
model
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?
GRADES 1 to 12
Daily Lesson Log
School
Grade Level
Grade 8
Teacher
Learning Area
Teaching Date and Time
Quarter
Science
Second
(Earth
Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
1. Describe what a fault is and how these faults related to
earthquakes.
2. Explain how faults generate earthquakes; and
3. Explain why not all movement along faults produces
earthquakes.
Demonstrate an understanding of the relationship between
faults and earthquakes
Participate in decision making on where to build structures
based on knowledge of the location of active faults in the
community
Explain how movements along faults generate earthquakes.
S8ES-IIa- 14
Module I: EARTHQUAKES AND FAULTS
Lesson 4: HOW DO FAULTS PRODUCE QUAKES
III. LEARNING RESOURCES
A.
B.
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
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
B.
Establishing a purpose for the Lesson
Recall the appearance of a fault
Demonstrate activity in LM pp. 120-122
Presenting examples / instances of the
new lesson
Ask the class about Michael Jackson's famous moonwalk. The
teacher can demonstrate it or let a student do the 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
new skills #1
Answer the questions in LM pp. 122. (Explain each answer as
what have been seen in the activity)
E.
Discussing new concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment)
1. What happened to the boxes as the rubber band is being
pulled?
2. What happens to the house in relation to the position of the
fault?
G.
Finding practical applications of concepts
and skills in daily living
Applying your learning on the lesson presented, explain why
not all movement along faults produced earthquakes.
C.
H.
Making generalizations and abstractions
about the lesson
I.
Evaluating Learning
The ground in the area of fault tends to remain not moving
because of frictional force between the two opposing plates
(boxes). As stronger forces (rubber band) shakes up the fault,
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 _____________
Tape
_____________
As you pull the rubber bond ____________
A crack on the ground ____________
earthquake
shaking
fault
frictional force
A sudden jolt _________________
J.
opposing plates
Bring the following materials next meeting:
two plastic ruler
a bar of clay
Additional activities for application or
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?
GRADES 1 to 12
Daily Lesson Log
School
Grade Level
Grade 8
Teacher
Learning Area
Science
Second
(Earth
Science)
Teaching Date and Time
DAY:
.
Quarter
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
The students should be able to differentiate the epicenter
and focus of an earthquake.

Demonstrate an understanding of the relationship

between faults and earthquakes
Differentiate the epicenter of an earthquake from its
focus;
Differentiate the epicenter of an earthquake to its focus.
S8ES-IIa-15
Module I: EARTHQUAKES AND FAULTS
Lesson 5: FOCUS AND EPICENTER
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning
Resource (LR) portal
LG pp. 12-13
LM page 125-127
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
How are you going to relate fault movements from earthquake
B.
Establishing a purpose for the Lesson
Do the Activity entitled: Where Does An Earthquake Start?
See page 125-127 of the Learner's Material
C.
Presenting examples / instances of the
new lesson
Making a Fault Model following the procedures given on LM
pp. 125-126
D.
Discussing new concepts and practicing
new skills #1
Use your model to show different types of movement along a
fault. How would the surroundings be affected?
E.
Discussing new concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment)
G.
Finding practical applications of concepts
and skills in daily living
H.
Making generalizations and abstractions
about the lesson
1. On which location on the ground does the initial movement
Originates during an earthquake?
2. How does this movement (shaking) spread into the surface?
Read the quotation below relate this to what you have learned.
“I am the earthquake of love. How you feel is my fault.”
― Jarod Kintz, Love quotes for the ages. Specifically ages 1881.
The epicenter is the point on the Earth's surface that is directly
above the focus while the focus is the point (below the surface)
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
remediation
Make a slogan about earthquake that make use of the words
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
Grade Level
Grade 8
Teacher
Learning Area
Teaching Date and Time
Quarter
Science
Second
(Earth
Science)
GRADES 1 to 12
Daily Lesson Log
6
DAY:
I. OBJECTIVES
Describe an earthquake in terms of its intensity and magnitude
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
Demonstrate an understanding of the relationship between
faults and earthquakes
Differentiate the 2.1 epicenter of an earthquake from its focus;
Differentiate the intensity of an earthquake from its magnitude
S8ES-IIa-15
Module I: EARTHQUAKES AND FAULTS
Lesson 6: HOW STRONG IS THE EARTHQUAKE?
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning
Resource (LR) portal
TG p.47
LM pp. 127 – 130
PHIVOLCS Earthquake intensity Scale (PEIS)
youtube.com
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
Recall the differences between focus and epicenter
B.
Establishing a purpose for the Lesson
Video Presentation: 2013 EARTHQUAKE VIDEO BOHOL
CEBU 7.2 Magnitude compilation footage Philippines
(youtube.com)
C.
Presenting examples / instances of the
new lesson
How strong is the earthquake? See PHIVOLCS Earthquake
Intensity Scale (PEIS) on LM pp. 128-129
D.
Discussing new concepts and practicing
new skills #1
On pages 128 to 129 of the Learner’s module can be read the
PHIVOLCS Earthquake Intensity Scale (PEIS), let the learners
thoroughly understand the text and then proceed to discussion
E.
Discussing new concepts and practicing
new skills #2
Answer questions on page 130 of the LM (let the PEIS be the
basis of your answer)
F.
Developing mastery
(Leads to Formative Assessment)
1. When an earthquake occurs, where would shaking be
greater? Near the epicenter or away from the epicenter?
2. Where would damage be more? Near the epicenter or away
from the epicenter?
G.
Finding practical applications of concepts
and skills in daily living
H.
Making generalizations and abstractions
about the lesson
I.
Evaluating Learning
Description
Intensity scale
(VI)
1. Very Strong
(III)
2. Weak
3. Additional
Scarcely activities(I)for application or
Perceptible
J.
remediation
(VIII)
4. Very Destructive
(II)
5. Slightly Felt
V. REMARKS
VI. REFLECTION
Based on your answers to questions 1 and 2, where would the
intensity be higher? Near to the epicenter or away from the
epicenter?
The intensity of the earthquake is determined by observing the
effects of the earthquake in different places on the other hand.
However, its strength can be described as magnitude.
Write the corresponding Intensity Scale for each description:
Make a research of the distribution map of active faults and
trenches in the Philippines.
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
Teacher
Learning Area
Teaching Date and Time
Quarter
Science
Second
(Earth
Science)
GRADES 1 to 12
Daily Lesson Log
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
Identify the different active faults in the Philippines using the
PHIVOLCS map.
Demonstrate an understanding of the relationship between
faults and earthquakes
Differentiate the epicenter of an earthquake from its focus;
Differentiate the active and inactive faults.
S8ES-IIa-15
II. CONTENT
Module I: EARTHQUAKES AND FAULTS
Lesson 7: DO YOU LIVE NEAR THE ACTIVE FAULT?
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning
Resource (LR) portal
TG pp.47
LM pp. 131 – 132
PHIVOLCS MAP on distribution of Active Faults and Trenches
in the Philippines
google.com.ph
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and practicing
new skills #1
E.
Discussing new concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment)
G.
Finding practical applications of concepts
and skills in daily living
H.
Making generalizations and abstractions
about the lesson
I.
Evaluating Learning
J.
Additional activities for application or
remediation
Recall the PHIVOLCS Earthquake Intensity Scale (PEIS)
Read the topic Do You Live Near an Active Fault on LM page
131.
Analyze and give your comment(s)
Let the learners study the map and find out where they live.
Is there an active fault passing by your town, province, or
region? If so, are you and your family prepared for the
occurrence of an earthquake?
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
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
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
become active again), but it's more or less safe to say that if a
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
fault
Make a Research on the occurrence of different earthquake in
the country and on the other countries of the world.
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
Teacher
Learning Area
Teaching Date and Time
Quarter
Science
Second
(Earth
Science)
GRADES 1 to 12
Daily Lesson Log
DAY:
I. OBJECTIVES
A.
Content Standards
B.
C.
Performance Standards
Learning Competencies / Objectives
1. Explain how tsunamis are generated
2. Infer why tsunamis do not always occur even when there is
an earthquake.
Demonstrate an understanding of the relationship between
faults and earthquakes
Differentiate the 2.1 epicenter of an earthquake from its focus;
Demonstrate how underwater earthquakes generate tsunami.
Write the LC code for each
S8ES-IIa-16
Module I: EARTHQUAKES AND FAULTS
Lesson 8: TSUNAMI!
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning
Resource (LR) portal
TG pp.47
LM pp. 133 – 135
youtube.com
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
Recall the Map of Distribution of Active Faults and Trenches in
the Philippines
B.
Establishing a purpose for the Lesson
Do activity on Tsunami in LM pp.133-134.
C.
Presenting examples / instances of the
new lesson
Video presentation: JAPAN TSUNAMI 2011(you tube.com)
D.
Discussing new concepts and practicing
new skills #1
Based on the activity made, answer questions on LM pp. 134
-135.
E.
Discussing new concepts and practicing
new skills #2
How are earthquake related to tsunami?
F.
Developing mastery
(Leads to Formative Assessment)
G.
Finding practical applications of concepts
and skills in daily living
H.
Making generalizations and abstractions
about the lesson
1. What was formed in the water by the sudden push of the
plastic panel?
2. How was the water level by the rock affected by the wave?
3. What does the water represent? What about the rock? the
plastic panel?
Since fault, earthquake and tsunamis are interrelated, when
you are near the sea and you feel a strong earthquake, treat
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.
In the deep ocean, the tsunami wave may only be a few inches
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
1. The
I.
Evaluating Learning
tidal wave
phenomenon
wavelength
coast
shore of a sea or ocean (coast)
2. Any state or process known through the senses
(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
remediation
How can the interior of the earth be determined?
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
Teacher
Learning Area
Teaching Date and Time
Quarter
Science
Second
(Earth
Science)
GRADES 1 to 12
Daily Lesson Log
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
1. Determine different layers of the earth.
2. Differentiate their characteristics between the others.
Demonstrate an understanding of the relationship between
faults and earthquakes
Differentiate the epicenter of an earthquake from its focus;
Explain how earthquake waves provide information about the
interior of the earth.
S8ES-IIa-17
Module I: EARTHQUAKES AND FAULTS
Lesson 9: WHAT'S INSIDE THE EARTH
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning
Resource (LR) portal
LG 20-21
LM page 135-136
http://video.mit.edu/watch/layers-of-the-earth-12670/
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
Recall how are earthquake related to tsunami
Directions: Post the picture of the Layers of the Earth (LG 10
Pic10) using a dlp, examine the parts as shown. Then discuss
the concept on page 135-136 of the LM
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
Let
the
students
watch
a
video
online
http://video.mit.edu/watch/layers-of-the-earth-12670/
If not available, watch the video file LG 10 Video10
D.
Discussing new concepts and practicing
new skills #1
Discussion/ Understanding on the concept on pages 135 –
136.
E.
Discussing new concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment 3)
G.
Finding practical applications of concepts
and skills in daily living
H.
Making generalizations and abstractions
about the lesson
I.
Evaluating Learning
J.
Additional activities for application or
remediation
at
1. How do seismic waves behave as it pass through different
layers of the earth?
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
half. Examine also an avocado cut into half, can you notice the
similarities?
The structure of Earth's deep interior cannot be studied 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 waves behave
differently when they encounter material in 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?
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
List 5 names of typhoons you want to use by PAGASA and 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
Teacher
Learning Area
Teaching Date and Time
Quarter
Science
Second
(Earth
Science)
GRADES 1 to 12
Daily Lesson Log
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
Demonstrate how typhoons are formed in the ocean.
Demonstrate an understanding of the formation of typhoons
and their movement within the PAR
Demonstrate precautionary measures before, during, and after
a typhoon including following advisories, storm signals and
calls for evacuation given by government agencies in charge.
Explain how typhoons develop.
S8ES-IId-18
Module 2: UNDERSTANDING TYPHOONS
Lesson 10: UNDERSTANDING TYPHOONS (Introduction)
III. LEARNING RESOURCES
A.
References
1.
Teacher's Guide Pages
LG pages 22-23
B.
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning
Resource (LR) portal
LM page 137-139
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
Recall that the behavior of seismic waves reveals what the
Earth looks like inside
Let the students watch a video about a typhoon formation. See
video file title Weather bytes: Formation of Typhoons
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.
D.
Discussing new concepts and practicing
new skills #1
E.
Discussing new concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment)
G.
Finding practical applications of concepts
and skills in daily living
H.
Making generalizations and abstractions
about the lesson
I.
Evaluating Learning
1. Why is the Philippines prone to typhoon?
2. What conditions favor the formation of typhoon?
Suggest ways on how we can prepare before the typhoon
comes so that damage to properties and loss of lives could be
at minimal.
A typhoon, as commonly called usually occur in the western
Pacific oceans. It is characterized by a rapidly rotating storm
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
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
remediation
Cut news clippings about recent typhoons that affect your
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?
GRADES 1 to 12
Daily Lesson Log
School
Grade Level
Teacher
Teaching Date and
Time
Learning Area
Quarter
Grade 8
Science
Second (Earth
Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
1. Review how a tropical storm develop.
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 and their
movement within the PAR
Demonstrate precautionary measures before, during, and after a
typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge.
Explain how typhoons develop.
S8ES-IId-18
Module 2: UNDERSTANDING TYPHOONS
Lesson 11: WHAT IS A TYPHOON?
III. LEARNING RESOURCES
A.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
LG 24-26
L M page 138-142
3.
4.
B.
Textbook
Pages
Additional Materials from Learning
Resource (LR) portal
http://www.typhoon2000.ph/stormstats/12WorstPhilippineTyphoons .ht
ml
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting
the new lesson
What conditions favor the formation of typhoons?
Picture Analysis
B.
C.
Establishing a purpose for the Lesson
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and practicing
new skills #1
E.
Discussing new concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment)
G
.
H.
I.
Finding practical applications of concepts
and skills in daily living
Making generalizations and abstractions
about the lesson
Evaluating Learning
After analyzing the picture Elicit from the students their ideas about the
following.
1. the rotation of the typhoon
2. the direction it is heading
3. the magnitude of its rain clouds
Look for table 1. Tropical Cyclone Categories on LM page 139. (Study
and analyze for further discussion)
1. What are the different typhoon categories and their relationship to
their speed and extent of damage?
2. When do you consider that a typhoon will enter or affect the
Philippines?
Read the news article taken from the internet and give your reactions.
Source:
http://www.typhoon2000.ph/stormstats/12WorstPhilippineTyphoons .ht
ml
The term typhoon is used only in the northwestern part of the Pacific
Ocean. Categories are determine in terms of wind speed, thus a
tropical depression have a wind speed of 64 kph; tropical storm118kph; 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
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.
Additional activities for application or
remediation
Why is it important to consider the Philippine Area of Responsibility or
PAR in forecasting weather?
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored below
80%
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?
GRADES 1 to 12
School
Grade Level
Grade 8
Daily Lesson Log
Teacher
Learning Area
Science
Teaching Date and Time
Quarter
Second (Earth Science)
DAY: Tuesday
I. OBJECTIVES
1. Infer why the Philippines is always in the path of a typhoon.
2. Trace the path of a typhoon from the ocean where it originates as it
passes to the Philippines.
A.
Content Standards
Demonstrate an understanding of the formation of typhoons and their movement within the PAR
B.
Performance Standards
Demonstrate precautionary measures before, during, and after a typhoon including following advisories, storm signals and
calls for evacuation given by government agencies in charge.
C.
Learning Competencies / Objectives
Write the LC code for each
Infer why the Philippines is prone to typhoon
S8ES-IId-19
II. CONTENT
Module 2: UNDERSTANDING TYPHOONS
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 new lesson
Recall the Tropical Cyclone Categories
B.
Establishing a purpose for the Lesson
When a weather disturbance enters The Philippine Area of Responsibility (PAR), the weather bureau begins to monitor it. Do
you know where the PAR is?
C.
Presenting examples / instances of the
new lesson
Do activity on pages 140 to 141 of LM.
Latitude
5°N
15°N
21°N
25°N
25°N
5°N
Longitude
115°E
115°E
120°E
120°E
135°E
135°E
Using the Map of the Philippines and vicinity, plot the given points on the Map.
D.
Discussing new concepts and practicing
new skills #1
The learners connects the dotted point. The region within is the PAR. It is the job of PAGASA
to monitor all tropical cyclones that enter the area.
E.
Discussing new concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment)
1. What are the places located in the identified points?
2. If a typhoon is located at 15°N, 138°E, is it within the PAR?
3. How about if the typhoon is at 19°N, 117°E, is it inside the PAR?
G.
Finding practical applications of concepts
and skills in daily living
Why do you think Philippines experience an average of 20 to 25 typhoons a year? Explain your answer.
H.
Making generalizations and abstractions
about the lesson
The Philippine Area of Responsibility (PAR) is an imaginary line encircling the Philippines with coordinates of 25°N 120°E,
25°N 135°E,
5°N 135°E, 5°N 115°E, 15°N 115°E, 21°N 120°E and back to the beginning. Within this imaginary line,
atmospheric changes can affect the Philippines.
I.
Evaluating Learning
Directions: Provided with the map of the Philippines containing grid lines, trace the path of the typhoon as it starts from the
following coordinates heading Northwest direction.
Typhoon A
10 ° N 134 ° E
Typhoon B
20 ° N 138° E
J.
Additional activities for application or
remediation
What is a tropical cyclone? How is it related to typhoon?
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
Teacher
Learning Area
Teaching Date and Time
Quarter
Science
Second
(Earth
Science)
GRADES 1 to 12
Daily Lesson Log
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
1. Discover where the tropical cyclone is form
2. Tell the direction of the movement of the tropical cyclone
Demonstrate an understanding of the formation of typhoons
and their movement within the PAR
Demonstrate precautionary measures before, during, and after
a typhoon including following advisories, storm signals and calls
for evacuation given by government agencies in charge.
Explain how land masses and bodies of water affect typhoons
S8ES-IId-20
Module 2: UNDERSTANDING TYPHOONS
Lesson 13: UNDER WHAT CONDITIONS DO TROPICAL
CYCLONE FORMS?
III. LEARNING RESOURCES
A.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
Additional Materials from Learning
Resource (LR) portal
4.
B.
TG pp.47
LM pp. 142 – 144
Published on Apr 7, 2013; youtube.com
Other Learning Resource
IV. PROCEDURES
A.
B.
C.
D.
Reviewing previous lesson or presenting the
new lesson
Recall where the Philippine Area of Responsibility (PAR) is
Establishing a purpose for the Lesson
Presenting examples / instances of the
new lesson
Do activity on pages 141 – 142 in the L.M
What are the warning signs of an approaching tropical cyclone
or hurricane?
Discus
sing
new
concep
ts and
practici
ng
new
skills
#1
Shown on your LM pp. 142-143 are the tracks (paths) of four tropical cyclones that entered the PAR in
the past years. The tracks were plotted by PAGASA. Study and analyze the maps.
E.
F.
Discus
sing
new
concep
ts and
practici
ng
new
skills
#2
Develo
ping
master
y
(Leads
to
Format
ive
Assess
ment)
1. Where did the tropical cyclone s form? On land or in the ocean?
2. In what direction did the tropical cyclone move?
3. Which part of the Philippines was hit by the four tropical cyclones?
G.
Finding practical applications of concepts
and skills in daily living
Explain why the Philippines is prone to typhoons.
H.
Making generalizations and abstractions
about the lesson
Video Presentation: How cyclones form (Published on
I.
Evaluat
ing
Learni
ng
Apr 7, 2013; youtube.com)
Identify the at least 3 strongest tropical cyclone and 2 weak tropical cyclone based on the given data.
Key:
1.) Super typhoon Halyan 2.) Super typhoon Camille 3. Super typhoon Joan 4.) Hurricane Gilbert
5.) Hurricane Andrew
J.
Additional activities for application or
remediation
V.
REMA
RKS
VI. REFLECTION
Make a research on tropical storm Sendong.
Reference:
(http://weather.unisys.com/hurricane/w_pacific/2011H/index.php)
A.
B.
C.
No. of
learner
s who
earned
80% in
the
evaluati
on
No. of
learner
s who
require
addition
al
activitie
s for
remedi
ation
who
scored
below
80%
Did the
remedi
al
lessons
work?
No. of
learner
s
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?
GRADES 1 to 12
School
Grade Level
Grade 8
Daily Lesson Log
Teacher
Teaching Date and
Time
Learning Area
Quarter
Science
Second (Earth
Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
1. Determine if your location is in the path of a tropical cyclone, given
the latitude and longitude position
2. Explain why PAGASA regularly monitors when a tropical cyclone
within PAR.
Demonstrate an understanding of the formation of typhoons and their
movement within the PAR
Demonstrate precautionary measures before, during, and after a
typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge.
Trace the path of typhoons that enter the Philippine Area of
Responsibility (PAR) using the map and tracking data S8ES-IId-21
Module 2: UNDERSTANDING TYPHOONS
Lesson 14: TRACKING A TROPICAL CYCLONE.
III. LEARNING RESOURCES
A.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
Textbook
Pages
3.
4.
B.
Additional Materials from Learning
Resource (LR) portal
TG pp.47
LM pp. 144 – 146
google.com.ph
http://weather.unisys.com/hurricane/w_pacific/2011H/index.php
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting
the new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
What does the picture tells you?
D.
Discussing new concepts and practicing
new skills #1
Track the location of Sendong and plot each latitude – longitude pair
on the map with the PAR. See LM pages 144 - 145
E.
Discussing new concepts and practicing
new skills #2
Aanswer the questions on LM page 146.
Developing mastery
(Leads to Formative Assessment 3)
1. Where did Sendong form?
2. When did Sendong enter the PAR?
3. When did sending leave the PAR?
4. In what direction did Sendong move?
F.
Where did the Tropical Cyclone form? On Land or in the Ocean?
G.
Finding practical applications of
concepts
and skills in daily living
In case your place will be visited by a strong typhoon? What are you
going to do?
The picture shows Tropical storm "Sendong" on path to Philippines.
How does the typhoon move as it passes the country?
H.
Making generalizations and abstractions
about the lesson
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
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored below
80%
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?
Bring a weather data report (air pressure and wind speed) taken from
the newspaper.
G.
What innovation or localized materials did I
Use or discover which I wish to share with
other teachers?
GRADES 1 to 12
Daily Lesson Log
School
Grade Level
Teacher
Teaching Date and
Time
Learning Area
.
Quarter
Grade 8
Science
Second (Earth
Science)
DAY:
I. OBJECTIVES
1. Determine if your location is in the path of a tropical cyclone, given
the latitude and longitude position and
2. Explain why PAGASA regularly monitors when a tropical cyclone is
within PAR.
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
Demonstrate an understanding of the formation of typhoons and their
movement within the PAR
Demonstrate precautionary measures before, during, and after a
typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge
Trace the path of typhoons that enter the Philippine Area of
Responsibility (PAR) using the map and tracking data.1 S8ES-IId-21
Module 2: UNDERSTANDING TYPHOONS
Lesson 15: INSIDE THE TROPICAL CYCLONE
III. LEARNING RESOURCES
A.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
Textbook
Pages
3.
4.
B.
TG pp.47
LM pp. 146 – 148
Additional Materials from Learning
Resource (LR) portal
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or
presenting the new lesson
Explain why PAGASA regularly monitors when a Tropical Cyclone is
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.
D.
Presenting examples / instances of the
new lesson
Discussing new concepts and
practicing new skills #1
E.
Discussing new concepts and
practicing new skills #2
F.
Developing mastery
(Leads to Formative Assessment)
Consider the given two illustrations. The top one shows a tropical
cyclone as seen at an angle. White rain bands move around the center
or “eye”. The bottom illustration shows a cross-section of a tropical
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.
Discuss the answers in the exercise given (5 min)
One thing about tropical cyclone that we should watch out for is the
strong winds.
The table below shows the tropical cyclone categories that we should
watch for or be aware of:
G.
Finding practical applications of
concepts
and skills in daily living
Cyclone
Tropical depression
Tropical storm
Typhoon
Super typhoon
H.
Making generalizations and
abstractions
about the lesson
Maximum Wind Speed
in kilometers per hour
(kph)
64
118
200
Greater than 200
The lowest air pressure is at the eye of the tropical cyclone. All tropical
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?
I.
J.
Evaluating Learning
Additional activities for application or
remediation
a. hurricane
c. tropical cyclone
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)
Make a research of the different public storm warning signals.
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
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?
GRADES 1 to 12
School
Grade Level
Grade 8
Daily Lesson Log
Teacher
Teaching Date and
Time
Learning Area
.
Quarter
Science
Second (Earth
Science)
DAY:
1. Develop the key concepts needed to assess public storm warning
signal with its equivalent hazards.
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
2. Suggest necessary precautions not to experience weather
disturbance.
Demonstrate an understanding of the formation of typhoons and their
movement within the PAR
Demonstrate precautionary measures before, during, and after a
typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge
Explain how land masses and bodies of water affect typhoons
S8ES-IId-21
Module 2: UNDERSTANDING TYPHOONS
Lesson 16: ARE YOU PREPARED?
III. LEARNING RESOURCES
A.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
Textbook
Pages
3.
4.
B.
Additional Materials from Learning
Resource (LR) portal
TG p.47
LM pp. 149 – 151
google.com
Super Typhoon MEGI (JUAN) Landfall near Aparri, 17 OCT 2010.
Uploaded on Oct 17, 2010 WESTERNPACIFICWEATHER.COM
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or
presenting the new lesson
Explain what two weather factors tell weathermen that a certain location
is at the eye of a tropical cyclone
B.
Establishing a purpose for the Lesson
When a tropical cyclone enters the PAR and its way toward land,
warning signals are issued. Do you know what the signals mean?
C.
D.
Presenting examples / instances of the
new lesson
Discussing new concepts and
practicing
new skills #1
Video Presentation: Super Typhoon MEGI (JUAN) Landfall near
Aparri, 17 OCT 2010. Uploaded on Oct 17, 2010 WESTERNPACIFIC
WEATHER.COM
The learners will be asked to prepare a 5 minute group presentation on
how the strong typhoons (tropical cyclone) approach a certain area. (The
teacher should prepare a rubric.)
E.
Discussing new concepts and
practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment)
1. What circumstance that the public storm warning signal was issued?
2. Do you know what the weather signal means?
Finding practical applications of
concepts
and skills in daily living
You never know when you will need the emergency kit. You must learn
how to rely on yourself. In times of disaster, it may take a while
before help arrives. What should be prepared during calamities?
Making generalizations and
abstractions
about the lesson
1. What circumstance that the public storm warning signal was issued?
2. Do you know what the weather signal means?
Note: see LM pages 149 – 151 for easy facilitation of your answer.
G.
H.
Evaluating1.Learning
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
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
I.
KEY: 1. C
J.
2. A
3. D
4. E
5. B
Look for the meaning of the following acronyms
1. DRRM 2. NDRRMC 3. MDRRMC 4. PDRRMC 5. SDRRMC
Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
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?
GRADES 1 to 12
Daily Lesson Log
School
Grade Level
Grade 8
Teacher
Learning Area
Science
Teaching Date and
Time
.
Quarter
Second (Earth
Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
Be aware of the different measures necessary for protection
brought about by typhoon.
Demonstrate an understanding of the formation of typhoons and
their movement within the PAR
Demonstrate precautionary measures before, during, and after a
typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge
Explain how land masses and bodies of water affect typhoons
S8ES-IId-21
Module 2: UNDERSTANDING TYPHOONS
Lesson 17: TYPHOON PREPAREDNESS AND MITIGATION
(DRRM APPROACH)
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning
Resource (LR) portal
Manual/Booklet on Kaalaman at Kahandaan sa Kalamidad at
Sakuna: by Dr. Ramil G. Ginete pp.48 – 53.
Google.com
untvweb (kids making interview the PAGASA people with
animation presentation)
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
Based from the lesson yesterday, suggest necessary precautions
not to experience weather disturbance.
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
As they say “ the best cure/medicine is prevention”
Video presentation: PAG ASA Public Storm Signals: untvweb
(kids making interview the PAGASA people with animation
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.
Developing mastery
1. What measure should you take to prepare for a typhoon?
(Leads to Formative Assessment)
G.
H.
2. What should you do if the typhoon is in your area?
3. After the typhoon, what should be done?
Finding practical applications of concepts
and skills in daily living
Video presentation: What to do before, during and after a
typhoon
By: Randel Barit
Making generalizations and abstractions
about the lesson
What to do before, during, and after a Typhoon
Read the sentences carefully and choose the best
answer:
I.
Evaluating Learning
J.
Additional activities for application or
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
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.)
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.)
Group yourselves into 5, each group should have at least a
camera to bring and prepare for school hazard mapping.
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?
GRADES 1 to 12
Daily Lesson Log
School
Grade Level
Teacher
Teaching Date and
Time
Learning Area
Quarter
Grade 8
Science
Second (Earth
Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
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
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
their movement within the PAR
Demonstrate precautionary measures before, during, and after a
typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge
Explain how land mass and bodies of water affect typhoons
S8ES-IId-21
Module 2: UNDERSTANDING TYPHOONS
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
Pages
3.
4.
B.
Additional Materials from Learning
Resource (LR) portal
Other Learning Resource
DO 23, s. 2015 - Student-Led School Watching and Hazard
Mapping
IV. PROCEDURES
A.
Reviewing previous lesson or presenting
the new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
D.
E.
1. What measure should you take to prepare for a typhoon?
Discussing new concepts and practicing
new skills #1
What is common in the above scenarios?
Discussing new concepts and practicing
new skills #2
1. Organizing and preparing the school watching team.
The moderator is preferably a DRRM -trained school personnel who
is familiar with the hazards and risks in the school.
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
(Leads to Formative Assessment)
Use the school watching checklist as a basic guide in identifying
hazard factors and/or at risk areas in the school.
G.
Finding practical applications of concepts
and skills in daily living
“We need to train, prepare and equip ourselves with all the
knowledge, skills and the right attitude to ready ourselves for
calamities and disasters”
H.
Making generalizations and abstractions
about the lesson
I.
Evaluating Learning
Give at least 5 hazard factors or at risk area and give suggestions to
solve the problem
J.
Additional activities for application or
remediation
What happens when a comet or an asteroid hits Earth?
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored below
80%
Did the remedial lessons work? No. of
learners
who have caught up with the lesson
A.
B.
C.
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?
GRADES 1 to 12
Daily Lesson Log
DAY:
School
Grade Level
Teacher
Teaching Date
and Time
Learning Area
.
Quarter
Grade 8
Science
Second (Earth
Science)
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
1. Compare the characteristics of these Near Earth Objects (NEO's), comets,
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
asteroid
Discuss whether or not beliefs and practices about comets about meteors have
scientific bases
Compare and contrast comets, meteors, and asteroids.
S8ES-IId-22
Module 3: COMETS, ASTEROIDS AND METEORS
Lesson 19: COMETS, ASTEROIDS AND METEORS (Introduction)
III. LEARNING RESOURCES
A.
B.
References
1
Teacher's Guide Pages
.
2
Learner's Materials Pages
.
3 Textbook
.
Pages
4 Additional Materials from
.
Learning
Resource (LR) portal
CG pp 47 - 49
LM page 153
Other Learning Resource
IV. PROCEDURES
A.
B.
C.
Reviewing previous lesson or
presenting the new lesson
“We need to train, prepare and equip ourselves with all the knowledge, skills
and the right attitude to ready ourselves for calamities and disasters”
Establishing a purpose for the
Lesson
To have an Overview of the lesson please read the topic Comets, Asteroids, and
Meteors on LM p. 153.
Picture Analysis
Directions: Identify the pictures and describe each
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
Often called
“Shooting Stars”
Usually burns
up the Earth’s
atmosphere
E.
Discussing new concepts and
practicing
new skills #2
F.
Developing mastery
(Leads to Formative
Assessment)
G.
Finding practical applications of
concepts
and skills in daily living
H.
Making generalizations and
abstractions
about the lesson
I.
Evaluating Learning
1. Has Earth ever been hit by a comet or an asteroid?
2. If yes, how have such impacts affected Earth?
3. How often does a comet or an asteroid hit Earth?
Write 5 superstitious beliefs that coincide with the
appearance of meteorites and comets.
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
number of solar-orbiting spacecraft and meteoroids, large enough to be tracked
in space before striking the Earth. It is now widely accepted that collisions in the
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?
. near Earth office
b. near Earth optics
J.
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
Bring the following materials for tomorrow’s activity.
1 rectangular container (aluminum tray or plastic)
1 pebble (1-4 cm in diameter)
colored flour/colored starch
pencil
Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
D.
E.
F.
G.
No. of learners who earned 80% in
the evaluation
No. of learners who require
additional activities for remediation
who scored below 80%
Did the remedial lessons work? No.
of learners
who have caught up with the
lesson
No. of learners who continue to
require
remediation
Which of my teaching strategies
worked well? Why did these
worked?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
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
Teaching Date and
Time
Learning Area
.
Quarter
Science
Second (Earth
Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
1. Describe how impact craters are formed when a comet or asteroid hits
Earth based on a simulation; and
2. Present observations on simulating a comet or asteroid impact using
drawings.
Demonstrate an understanding of the characteristics of comets, meteors,
and asteroid
Discuss whether or not beliefs and practices about comets about meteors
have scientific bases
Compare and contrast comets, meteors, and asteroids.
S8ES-IId-23
Module 3: COMETS, ASTEROIDS AND METEORS
Lesson 20: WHAT HAPPENS WHEN A COMET OR AN ASTEROID HITS
THE EARTH?
III. LEARNING RESOURCES
A.
B.
References
1
Teacher's Guide Pages
.
2
Learner's Materials Pages
.
3 Textbook
.
Pages
4 Additional Materials from
.
Learning
Resource (LR) portal
LG 50 - 51
LM 154 - 159
Other Learning Resource
IV. PROCEDURES
A.
B.
C.
Reviewing previous lesson or
presenting the new lesson
Compare the characteristics of these Near Earth Objects (NEO's), comets,
meteors, and asteroids.
Establishing a purpose for the
Lesson
Presenting examples / instances of
the
new lesson
See table 1. Comparison of some characteristics of Comets and Asteroids
then answer the question after it.
Watch the video clip entitled: Discovery Channel-Large Asteroid Impact
Simulation
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:
D.
Discussing new concepts and
practicing
new skills #1
E.
Discussing new concepts and
a. viewed from the top.
b. viewed from the side
practicing new skills #2
F.
Developing mastery
(Leads to Formative Assessment 3)
1. What do you notice about the shape of your pebble’s crater and the
shape of the impact crater shown in the photo?
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
G.
Finding practical applications of
concepts
and skills in daily living
H.
Making generalizations and
abstractions
about the lesson
I.
Evaluating Learning
J.
Additional activities for application
or
remediation
RATING
The concept being conveyed is delivered
clearly.
5
4
3
2
1
The drawing is realistic in relation to
concepts learned.
5
4
3
2
1
Cleanliness
5
4
3
2
1
Creativity.
5
4
3
2
1
Impact craters resembles the shapes of the asteroid which is usually
circular. The crater is relatively larger than the meteorites itself because of
the intensity of the impact. The immediate surrounding during impact is
pulverized by the intense heat and force created by the impact.
Directions: Enumerate the possible effects of a giant meteorites smashing
into the earth.
1.
4.
2.
5.
3..
Watch the movie “Deep Impact”, state some notable scenes about collision
of an asteroid with the Earth.
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
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?
What innovation or localized materials
did I
Use or discover which I wish to share
with other teachers?
G.
GRADE
S 1 to
12
School
Grade
Level
Grade 8
Daily Lesson Log
Teacher
Teaching
Date and
Time
Learning Area
.
Quarter
Science
Second (Earth
Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
1. Describe the changes that happens to a fragment from a comet or
asteroid as it enters Earth’s atmosphere;
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,
meteors, and asteroid
Discuss whether or not beliefs and practices about comets about
meteors have scientific bases
Compare and contrast comets, meteors, and asteroids.
S8ES-IId-23
Module 3: COMETS, ASTEROIDS AND METEORS
Lesson 21: COMPARISON OF CHARACTERISTICS OF COMETS,
ASTEROIDS AND METEORS
III. LEARNING RESOURCES
A.
References
1.
Teacher's Guide Pages
LG pp.52 - 55
Learner's Materials Pages
Textbook
3.
Pages
4. Additional Materials from
Learning
Resource (LR) portal
Other Learning Resource
LM pp. 156 - 159
2.
B.
http://hoopermuseum.earthsci.carleton.ca/saleem/meteor.htm
IV. PROCEDURES
A.
B.
C.
Reviewing previous lesson or
presenting the new lesson
Showing on a given photo compare the shape of the pebbles “crater”
with the shape of the impact crater.
Establishing a purpose for the
Lesson
Presenting examples /
instances of the
new lesson
Discussing new concepts and
practicing
new skills #1
Presentation of the Impact Theory: visit
http://hoopermuseum.earthsci.carleton.ca/saleem/meteor.htm
Word Drill: Given the definitions of the key concepts, identify what is
asked for:
See LG pp. 52
Meteoroid, meteor, and meteorite: How are they related? Make an
inference
What is a meteor? What is a meteoroid?
What celestial (space) objects can
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
E.
Discussing new concepts and
practicing new skills #2
F.
Developing mastery
(Leads to Formative
Assessment)
Finding practical applications
of concepts
and skills in daily living
G.
What are the differences between asteroids, meteorites, and
comets?
Draw in a short bond paper a comet, asteroid and a meteorite.
Describe each.
Study the picture below
H. Making
generalization
s and
abstractions
about the
lesson
I.
Evaluating Learning
J.
Additional activities for
application or
remediation
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
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
There are only 5 meteorites found in the Philippines that have
been internationally validated. Give the name, year of
discovery, place
discovered, and types of meteorites.
V. REMARKS
VI. REFLECTION
A.
B.
C.
D.
E.
F.
G.
GRADES 1
to 12
No. of learners who earned 80%
in the evaluation
No. of learners who require
additional activities for
remediation who scored below
80%
Did the remedial lessons work?
No. of learners
who have caught up with the
lesson
No. of learners who continue to
require
remediation
Which of my teaching strategies
worked well? Why did these
worked?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I
Use or discover which I wish to
share with other teachers?
Scho
ol
Grade Level
Grade 8
Daily
Lesson Log
Teach
er
Teach
ing
Date
and
Time
Learning Area
.
Quarter
Science
Second (Earth Science)
DAY:
I. OBJECTIVES
A
.
B
.
C
.
Content
Standards
Performance
Standards
Learning
Competencies /
Objectives
Write the LC code
for each
II. CONTENT
1. Provide sound, scientific evidence to support one’s stand about superstitions on comets,
asteroids, and meteors; and
2. Formulate doable actions to address superstitions on comets, asteroids, and meteors
Demonstrate an understanding of the characteristics of comets, meteors, and asteroid
Discuss whether or not beliefs and practices about comets about meteors have scientific bases
Explain the regular occurrence of meteor showers
S8ES-IId-24
Module 3: COMETS, ASTEROIDS AND METEORS
Lesson 22: DO SUPERSTITIONS ABOUT COMETS, ASTEROIDS, AND METEORS HAVE
SCIENTIFIC BASIS?
III. LEARNING
RESOURCES
A
References
.
1 Teacher's
. Guide Pages
Learner's
2
Materials
.
Pages
Textb
3 ook
. Page
s
4 Additional
. Materials
from
Learning
Resource
(LR) portal
B Other Learning
. Resource
LG pp.56 - 58
LM pp. 165 - 167
http://cse.ssl.berkeley.edu/segwayed/lessons/cometstale/frame_history.html
IV. PROCEDURES
A Reviewing
. previous lesson
or presenting
the new lesson
Establishing a
B
purpose for the
.
Lesson
Recall the Comparison and contrast between comets, meteors, and asteroids.
Do activity on LM page 166 about superstitions on comets and asteroids
READ the statement below. Illicit from the students their opinions and reactions.
Presenting
examples /
instances of the
C new lesson
.
There are many superstitions that comets, asteroids, and meteors are signs of the end of
the world. If you research history, you can find that a lot of comets coincide with natural disasters.
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 Discussing new
. concepts and
Activity:
Do superstitions about comets and asteroids have scientific basis? Why?
practicing
new skills #1
Answer:________________________________________________________________________
________________________________________________________________
Scientific facts/evidence to support the group’s answer:
______________________________________________________________________________
______________________________________________
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
(Leads to
Formative
Assessment)
Does believing in superstition about comets, asteroids, and meteorites have scientific basis?
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
. generalizations
and abstractions
about the lesson
Superstition is the belief in supernatural causality - that one event causes another without
any natural process linking the two events - such as astrology and certain aspects linked to
religion, like omens, witchcraft and prophecies that contradict natural science.
I
.
Evaluating
Learning
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
3. Comets are an ordinary member of the Solar System.
Ans. Science
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
application or
remediation
List 5 superstition about death, pregnant women and wedding commonly practiced in your
community.
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?