DLL in Science8 2ndQrtr

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 what fault is and how these faults related to earthquakes.

I. OBJECTIVES 2. Determine the extent of damage an earthquake can do in a particular
location
A
.
Content Standards Demonstrate an understanding of the relationship between faults and earthquakes
B Participate in decision making on where to build structures based on knowledge of
Performance Standards
. 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 1: EARTHQUAKES AND FAULTS (Introduction)
III. LEARNING RESOURCES
A
References
.
1
Teacher's Guide Pages LG pp. 115-122
.
2 Learner's Materials Learners Module, DLP and PC
. Pages
3 Textbook
. Pages
Additional Materials http://www.history.com/this-day-in-history/earthquake-wreaks-havoc-in-the-
4 from Learning philippines
. Resource (LR) portal
B
Other Learning Resource
.
IV. PROCEDURES
A Reviewing previous lesson

. If you recall, it was mentioned in Grade 7 that the Philippines is located along the Ring
or presenting the new
lesson of Fire, How does this affect us?
B Establishing a purpose for On July. 1990, a strong earthquake hit Luzon. Have you heard about it? Maybe not,
. the Lesson 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.
Presenting examples / Article Reading
instances of the Earthquake wreaks havoc in the Philippines
new lesson 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.
C 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.
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
D landslides. Hundreds of motorists were stranded on the roads as well. Outside of
Discussing new concepts
. Watch a video about the 2013 Earthquake in Bohol and Cebu. See the attached video
and practicing
file name LG1 Video1
new skills #1
E. Discussing new concepts
and practicing
new skills #2
F. Developing mastery 1. Where is the epicenter of the earthquake?
(Leads to Formative 2. How many individuals are affected by the earthquakes?
Assessment 3) 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
The concept being conveyed is delivered clearly. 5 4 3 2 1

Finding practical
applications of concepts
G Role was played in a convincing and consistent 5 4 3 2 1
and skills in daily living
.
manner.
Role-play was well prepared and organize. 5 4 3 2 1
Role-play captured and maintained 5 4 3 2 1

audience interest.
An Earthquake is a sudden movement of the earth's crust caused by the release of
H Making generalizations
and abstractions stress accumulated along geologic faults or by volcanic activity which can result to
.
about the lesson 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 ans. A
2. Where in the Philippines this earthquake have badly hit?
a. Luzon b. Mindanao
c. Mindoro d. Baguio ans. D
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. 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

Cut or copy 1 newspaper clippings about Earthquakes that happens in CALABARZON
application or
Area. You can also get your news item from the internet
remediation
V. REMARKS
VI. REFLECTION
No. of learners who earned

A.
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
Second
Teaching Date and Time Quarter (Earth
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
II. CONTENT
Lesson 2: WHAT IS A FAULT?
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
Reviewing previous lesson or presenting the Why do earthquake occur?

A. 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. Let’s find out if your answer is correct as we go along with our

Discussing new concepts and practicing
new skills #1 lesson.
E. Discussing new concepts and practicing

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

G.
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
I. Evaluating Learning 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)
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?

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

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

II. CONTENT
Lesson 3: HOW DO FAULTS PRODUCE QUAKES?
A. References
2. Learner's Materials Pages LM pp. 122 - 124
3. Textbook Pages
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?

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

remediation model
V. REMARKS
VI. REFLECTION

remediation
teachers?

GRADES 1 to 12
Second
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.

community
C. Learning Competencies / Objectives Explain how movements along faults generate earthquakes.

II. CONTENT
Lesson 4: HOW DO FAULTS PRODUCE QUAKES
A. References
1. Teacher's Guide Pages LG pp. 115-122
2. Learner's Materials Pages LM pp. 120-122
3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous lesson or presenting the

Recall the appearance of a fault
new lesson
Demonstrate activity in LM pp. 120-122
C. Ask the class about Michael Jackson's famous moonwalk. The
Presenting examples / instances of the teacher can demonstrate it or let a student do the moonwalk in
new lesson 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 as
new skills #1 what have been seen in the activity)
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.
I. Evaluating Learning Directions: Pair the given term according to your observation.
Write your answer on the number below.
Two box earthquake
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

remediation
teachers?

GRADES 1 to 12
Second
Teaching Date and Time . Quarter (Earth
Science)
DAY:
The students should be able to differentiate the epicenter
I. OBJECTIVES and focus of an earthquake .
Demonstrate an understanding of the relationship

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

II. CONTENT
Lesson 5: FOCUS AND EPICENTER
A. References
1. Teacher's Guide Pages LG pp. 12-13
2. Learner's Materials Pages LM page 125-127
3. Textbook Pages
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?
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?
new skills #2
Developing mastery 1. On which location on the ground does the initial movement
F. 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.
Finding practical applications of concepts “I am the earthquake of love. How you feel is my fault.”
G. 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

remediation
teachers?
School 6 Grade Level Grade 8

GRADES 1 to 12
Second
Science)
DAY:
I. OBJECTIVES Describe an earthquake in terms of its intensity and magnitude

B. Performance Standards Differentiate the 2.1 epicenter of an earthquake from its focus;
C. Learning Competencies / Objectives Differentiate the intensity of an earthquake from its magnitude
Module I: EARTHQUAKES AND FAULTS Lesson 6:
II. CONTENT
HOW STRONG IS THE EARTHQUAKE?
A. References
1. Teacher's Guide Pages TG p.47
3. Textbook Pages
4. Additional Materials from Learning PHIVOLCS Earthquake intensity Scale (PEIS)
Resource (LR) portal youtube.com
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Recall the differences between focus and epicenter
new lesson
Video Presentation: 2013 EARTHQUAKE VIDEO BOHOL
B. Establishing a purpose for the Lesson CEBU 7.2 Magnitude compilation footage Philippines
(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
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.
I. Evaluating Learning Write the corresponding Intensity Scale for each description:
Description Intensity scale
1. Very Strong (VI)
2. Additional
Weak (III)
activitie
J. 3. remediation
Scarcely (I)
s for application or
Perceptible Make a research of the distribution map of active faults and
4. Very Destructive (VIII) trenches in the Philippines.
V. REMARKS
5. Slightly Felt (II)
VI. REFLECTION
remediation
teachers?

GRADES 1 to 12
Second
Science)
DAY:
Identify the different active faults in the Philippines using the

I. OBJECTIVES
PHIVOLCS map.
B. Performance Standards Differentiate the epicenter of an earthquake from its focus;
C. Learning Competencies / Objectives Differentiate the active and inactive faults.
II. CONTENT Lesson 7: DO YOU LIVE NEAR THE ACTIVE FAULT?
A. References
3. Textbook Pages
4. Additional Materials from Learning PHIVOLCS MAP on distribution of Active Faults and Trenches
Resource (LR) portal in the Philippines
google.com.ph
IV. PROCEDURES

Recall the PHIVOLCS Earthquake Intensity Scale (PEIS)
new lesson
Read the topic Do You Live Near an Active Fault on LM page
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
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
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.
G. Finding practical applications of concepts
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

fault
J. Additional activities for application or Make a Research on the occurrence of different earthquake in
remediation
the country and on the other countries of the world.
V. REMARKS
VI. REFLECTION

remediation
teachers?

GRADES 1 to 12
Second
Science)
DAY:
1. Explain how tsunamis are generated
2. Infer why tsunamis do not always occur even when there is

I. OBJECTIVES an earthquake.

B. Performance Standards Differentiate the 2.1 epicenter of an earthquake from its focus;
C. Learning Competencies / Objectives Demonstrate how underwater earthquakes generate tsunami.
II. CONTENT
Lesson 8: TSUNAMI!
A. References
3. Textbook Pages
youtube.com
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.
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?
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 that
and skills in daily living 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

remediation
teachers?

GRADES 1 to 12
Second
Science)
DAY:
1. Determine different layers of the earth.
I. OBJECTIVES 2. Differentiate their characteristics between the others .

B. Performance Standards Differentiate the epicenter of an earthquake from its focus;
C. Explain how earthquake waves provide information about the
interior of the earth.
S8ES-IIa-17
II. CONTENT
Lesson 9: WHAT'S INSIDE THE EARTH
A. References
1. Teacher's Guide Pages LG 20-21
3. Textbook Pages
4. Additional Materials from Learning http://video.mit.edu/watch/layers-of-the-earth-12670/
IV. PROCEDURES

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

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.
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
similarities?
The structure of Earth's deep interior cannot be studied directly.
H. 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
Making generalizations and abstractions differently when they encounter material in different states (for
about the lesson 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 give
remediation your reasons why.
V. REMARKS
VI. REFLECTION

remediation
teachers?

GRADES 1 to 12
Second
Science)
DAY:
I. OBJECTIVES 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
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)
A. References
1. Teacher's Guide Pages LG pages 22-23
3. Textbook Pages
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
C. Let the students watch a video about a typhoon formation. See
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.

D. new skills #1

new skills #2
F. 1. Why is the Philippines prone to typhoon?
Developing mastery
2. What conditions favor the formation of typhoon?
G. 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
H. Making generalizations and abstractions system characterized by a low-pressure center, strong winds,
about the lesson and a spiral arrangement of thunderstorms that produce heavy
rain.
I. Evaluating Learning 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 Cut news clippings about recent typhoons that affect your
remediation community
V. REMARKS
VI. REFLECTION

remediation
teachers?

GRADES 1 to 12
Teaching Date and Quarter Second (Earth
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

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.

II. CONTENT
Lesson 11: WHAT IS A TYPHOON?
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
IV. PROCEDURES
A. Reviewing previous lesson or presenting

What conditions favor the formation of typhoons?
the new lesson
Picture Analysis
After analyzing the picture Elicit from the students their ideas about the
following.
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)
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
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
Why is it important to consider the Philippine Area of Responsibility or
J. 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
remediation
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.
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
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.
new lesson
Do activity on pages 140 to 141 of LM.
Latitude Longitude Using the Map of the Philippines and vicinity, plot the given points on the Map.
5°N 115°E
15°N 115°E
21°N 120°E
25°N 120°E D.
25°N 135°E Discussing new concepts and practicing
5°N 135°E 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.
new skills #2
F.
Developing mastery
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.
Why do you think Philippines experience an average of 20 to 25 typhoons a year? Explain your answer.
H.
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.
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
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
Second
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 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.
Learning Competencies / Objectives Explain how land masses and bodies of water affect typhoons
C.

II. CONTENT Lesson 13: UNDER WHAT CONDITIONS DO TROPICAL
CYCLONE FORMS?
A. References
3. Textbook Pages
4. Published on Apr 7, 2013; youtube.com
IV. PROCEDURES
Reviewing previous lesson or presenting the Recall where the Philippine Area of Responsibility (PAR) is
A. new lesson
B. Establishing a purpose for the Lesson Do activity on pages 141 – 142 in the L.M
Presenting examples / instances of the What are the warning signs of an approaching tropical cyclone
C. or hurricane?
new lesson
Discus Shown on your LM pp. 142-143 are the tracks (paths) of four tropical cyclones that entered the PAR in
D. sing the past years. The tracks were plotted by PAGASA. Study and analyze the maps.
new
concep
ts and
practici
ng
new
skills
#1
E. Discus
sing
new
concep
ts and
practici
ng
new
skills
#2
Develo 1. Where did the tropical cyclone s form? On land or in the ocean?
ping 2. In what direction did the tropical cyclone move?
F. master 3. Which part of the Philippines was hit by the four tropical cyclones?
y
(Leads
to
Format
ive
Assess
ment)
G. Finding practical applications of concepts Explain why the Philippines is prone to typhoons.
H. Making generalizations and abstractions Video Presentation: How cyclones form (Published on
about the lesson Apr 7, 2013; youtube.com)
I. Evaluat Identify the at least 3 strongest tropical cyclone and 2 weak tropical cyclone based on the given data.
ing
Learni
ng
Key:
1.) Super typhoon Halyan 2.) Super typhoon Camille 3. Super typhoon Joan 4.) Hurricane Gilbert
5.) Hurricane Andrew
Additional activities for application or Make a research on tropical storm Sendong. Reference:
J. remediation (http://weather.unisys.com/hurricane/w_pacific/2011H/index.php)
V.
REMA
RKS
VI. REFLECTION
A. No. of
learner
s who
earned
80% in
the
evaluati
on
B. No. of
learner
s who
require
addition
al
activitie
s for
remedi
ation
who
scored
below
80%
C. Did the
remedi
al
lessons
work?
No. of
learner
s
who
have
caught
up with
the
lesson

remediation



teachers?

GRADES 1 to 12
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.

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

II. CONTENT
Lesson 14: TRACKING A TROPICAL CYCLONE.
A. References
Textbook
3.
Pages
4. Additional Materials from Learning google.com.ph
Resource (LR) portal http://weather.unisys.com/hurricane/w_pacific/2011H/index.php
IV. PROCEDURES
A. Reviewing previous lesson or presenting

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

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
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?
The picture shows Tropical storm "Sendong" on path to Philippines.
How does the typhoon move as it passes the country?

H.
about the lesson
Storm Name latitude longitude
1. Tropical
Depression
TWENTY SIX
2. Super typhoon- 4
NANMADOL
3. Tropical storm
I. Evaluating Learning 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

A.
evaluation
80%
learners
remediation
E. Which of my teaching strategies worked
well? Why did these worked?
other teachers?

GRADES 1 to 12
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.

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

II. CONTENT
Lesson 15: INSIDE THE TROPICAL CYCLONE
A. References
Textbook
3.
Pages
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?

Explain what the picture is all about?

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)
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 Cyclone Maximum Wind Speed
and skills in daily living 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.
V. REMARKS
VI. REFLECTION

A.
evaluation
activities for remediation who scored
below 80%
learners
remediation
G. What innovation or localized materials did
I
other teachers?

GRADES 1 to 12
Teaching Date and . Quarter Second (Earth
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.

C. Learning Competencies / Objectives Explain how land masses and bodies of water affect typhoons

II. CONTENT
Lesson 16: ARE YOU PREPARED?
A. References TG p.47
1. Teacher's Guide Pages LM pp. 149 – 151
2. Learner's Materials Pages
Textbook
3.
Pages
4. google.com
Super Typhoon MEGI (JUAN) Landfall near Aparri, 17 OCT 2010.
Uploaded on Oct 17, 2010 WESTERNPACIFICWEATHER.COM
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

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
practicing how the strong typhoons (tropical cyclone) approach a certain area. (The
new skills #1 teacher should prepare a rubric.)

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
concepts how to rely on yourself. In times of disaster, it may take a while
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.
Evaluating Learning
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. 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
remediation 1. DRRM 2. NDRRMC 3. MDRRMC 4. PDRRMC 5. SDRRMC
V. REMARKS
VI. REFLECTION

A.
evaluation
below 80%
learners
remediation
G. What innovation or localized materials did
I
other teachers?

GRADES 1 to 12
. 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
their movement within the PAR
C. Learning Competencies / Objectives Explain how land masses and bodies of water affect typhoons
II. CONTENT Lesson 17: TYPHOON PREPAREDNESS AND MITIGATION
(DRRM APPROACH)
A. References
1. Teacher's Guide 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
untvweb (kids making interview the PAGASA people with
animation presentation)
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
(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

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

G.
Finding practical applications of concepts typhoon
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

A.
evaluation
remediation
teachers?

GRADES 1 to 12
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
their movement within the PAR
C. Learning Competencies / Objectives Explain how land mass and bodies of water affect typhoons

II. CONTENT
Lesson 18: Student- led School Watching and Hazard Mapping
A. References
1. Teacher's Guide Pages
Textbook
3.
Pages
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

C. new lesson
D. Discussing new concepts and practicing

What is common in the above scenarios?
new skills #1
1. Organizing and preparing the school watching team.
The moderator is preferably a DRRM -trained school personnel who
Discussing new concepts and practicing is familiar with the hazards and risks in the school.
E. new skills #2 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. Use the school watching checklist as a basic guide in identifying
Developing mastery
(Leads to Formative Assessment) hazard factors and/or at risk areas in the school.
“We need to train, prepare and equip ourselves with all the
G. 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

solve the problem
J. Additional activities for application or
What happens when a comet or an asteroid hits Earth?
remediation
V. REMARKS
VI. REFLECTION

A.
evaluation
80%
learners
remediation
other teachers?

GRADES 1 to 12
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
asteroid
Discuss whether or not beliefs and practices about comets about meteors have
scientific bases
C. Learning Competencies /
Compare and contrast comets, meteors, and asteroids.
Objectives
S8ES-IId-22
Module 3: COMETS, ASTEROIDS AND METEORS

II. CONTENT
Lesson 19: COMETS, ASTEROIDS AND METEORS (Introduction)
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
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, and
B.
Lesson Meteors on LM p. 153.
Picture Analysis
Directions: Identify the pictures and describe each
C.
Presenting examples / instances
of the
new lesson

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

practicing
new skills #2
F. Developing mastery 1. Has Earth ever been hit by a comet or an asteroid?
(Leads to Formative 2. If yes, how have such impacts affected Earth?
Assessment) 3. How often does a comet or an asteroid hit Earth?
G. Finding practical applications of

concepts Write 5 superstitious beliefs that coincide with the
and skills in daily living 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
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.
I. Evaluating Learning 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
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
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners
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
. 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,

and asteroid
Discuss whether or not beliefs and practices about comets about meteors
have scientific bases
C. Learning Competencies / Objectives Compare and contrast comets, meteors, and asteroids.
II. CONTENT Lesson 20: WHAT HAPPENS WHEN A COMET OR AN ASTEROID HITS
THE EARTH?
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
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

practicing
D. new skills #1

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
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 circular.
Making generalizations and
The crater is relatively larger than the meteorites itself because of the
abstractions
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
A.
evaluation
below 80%
learners
remediation
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?
Grade
GRADE School
Level Grade 8
S 1 to
12
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,
meteors, and asteroid
Discuss whether or not beliefs and practices about comets about
meteors have scientific bases
C. Learning Competencies /
Compare and contrast comets, meteors, and asteroids.
Objectives
II. CONTENT Lesson 21: COMPARISON OF CHARACTERISTICS OF COMETS,
ASTEROIDS AND METEORS
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
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
Discussing new concepts and Meteoroid, meteor, and meteorite: How are they related? Make an
practicing inference
new skills #1
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
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.
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.
c. comet d. shooting star Ans. C
I. Evaluating Learning 3. The part of a meteoroid or asteroid that survives the
passage through our atmosphere and reaches the Earth's surface.
c. comet d. fireball Ans. B
4. Which of the following do enter the earth's atmosphere?
c. comet d. satellite Ans. B
5. Which of the following heavenly bodies revolve around the
sun.
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
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners
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
ing
Date . Quarter Second (Earth Science)
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
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 Discussing new Activity:
. concepts and Do superstitions about comets and asteroids have scientific basis? Why?
Answer:
Scientific facts/evidence to support the group’s answer:
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?

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