LP in Science 8

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 / Explain how movements along faults generate earthquakes .

. Objectives
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
Learner's Materials
Learners Module, DLP and PC
. Pages
3Textbook
. Pages
Additional Materials http://www.history.com/this-day-in-history/earthquake-wreaks-havoc-in-the-

4from Learning philippines
. Resource (LR) portal
B
Other Learning Resource
.
IV. PROCEDURES
A Reviewing previous lesson

. or presenting the new If you recall, it was mentioned in Grade 7 that the Philippines is located along the
Ring of Fire, How does this affect us? lesson
On July. 1990, a strong earthquake hit Luzon. Have you heard about it? Maybe not,
B Establishing a purpose for because it happened before you were born. But if your parents are from Luzon, they
. the Lesson
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
GRADES 1 to 12
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
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. 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
1. Teacher's Guide Pages TG pp.47
2. Learner's Materials PagesLM pp. 122 - 124
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the

Why not all movement along faults produce earthquake?
new lesson
Using the given materials and following the procedures you B.
Establishing a purpose for the Lesson should be able to simulate how rocks bend along a fault.
Demonstrate activity in LM pp. 122-124 on Stick ‘n’ shake
C. Are you familiar with Pilita Corales (Asia’s queen of song)?
Presenting examples / instances of the How does she sing? Can you do the same thing she does? Let new
lesson us now go further with our lesson and discover how Pilita’s style of singing relates to our lesson.
D. The activity you just performed simulates how rocks bend
Discussing new concepts and practicing along a fault. Think of a ruler as if they were put of the ground, new
skills #1 how can you figured it?
E. Discussing new concepts and practicing new skills #2

F. Developing mastery 1. What happens when the bending
becomes too much?
(Leads to Formative Assessment) 2. What is the effect of bending of rocks along fault?
G. Earthquakes can happen anytime, anywhere. They’ve all
Finding practical applications of concepts occurred where there has been frequent activity in the past and and
skills in daily living where there will be frequent activity in the future.
John Minsch
H. Earthquakes occur on faults. A fault is a thin zone of crushed
Making generalizations and abstractions rock separating blocks of the earth's crust. When about the lesson an
earthquake occurs on one of these faults, the rock on one
side of the fault slips with respect to the other.
In not more than 5 sentences, differentiate fault movement
I. Evaluating Learning from earthquake.
J. Bring to class the following materials: Scissors, paste and fault
Additional activities for application or model
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
teachers?
GRADES 1 to 12
Second
Teaching Date and Time Quarter (Earth
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.

Participate in decision making on where to build structures
B. Performance Standards based on knowledge of the location of active faults in the community
C. Learning Competencies / Objectives Explain how movements along faults generate earthquakes.
Write the LC code for each S8ES-IIa- 14
II. CONTENT
Lesson 4: HOW DO FAULTS PRODUCE QUAKES
A. References
1. Teacher's Guide Pages LG pp. 115-122
2. Learner's Materials PagesLM pp. 120-122
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) portal
IV. PROCEDURES

Recall the appearance of a fault
new lesson
Demonstrate activity in LM pp. 120-122
B. Establishing a purpose for the Lesson
C. Ask the class about Michael Jackson's famous moonwalk. 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)

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:
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
Write the LC code for each S8ES-IIa-15
II. CONTENT
Lesson 6: HOW STRONG IS THE EARTHQUAKE?
A. References
1. Teacher's Guide Pages TG p.47
2. Learner's Materials PagesLM pp. 127 – 130
3. Textbook Pages
4. Additional Materials from Learning PHIVOLCS Earthquake intensity Scale (PEIS)
Resource (LR) portal youtube.com
IV. PROCEDURES

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. Discussing new concepts and practicing 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. Making generalizations and abstractions The intensity of the earthquake is determined by observing the
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 VI. REFLECTION
Description Intensity scale
1. Very Strong (VI) Write the corresponding Intensity Scale for each description:
2. Weak (III)
3. Additional activities for application
Scarcely (I)
or
Make a research of the distribution map of active faults and
Perceptible
J. remediation trenches in the Philippines.
1. Very Destructive (VIII)
V. REMARKS5. Slightly Felt (II)
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities

Did the remedial lessons work? No. of learners

No. of learners who continue to require

remediation
Which of my teaching strategies worked well?
. What difficulties did I encounter which my
What innovation or localized materials did I

teachers?
GRADES 1 to 12
Second
Science)
:
Identify the different active faults in the Philippines using the
I. OBJECTIVES
PHIVOLCS map.
Content Standards Demonstrate an understanding of the relationship between

faults and earthquakes
Performance Standards Differentiate the epicenter of an earthquake from its focus;
Learning Competencies / Objectives Differentiate the active and inactive faults.
Write the LC code for each S8ES-IIa-15
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.
A. Content Standards Demonstrate an understanding of the relationship between

B. Performance Standards Differentiate the 2.1 epicenter of an earthquake from its focus;
C. Learning Competencies / Objectives Demonstrate how underwater earthquakes generate 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
A. Content Standards Demonstrate an understanding of the relationship between

B. Performance Standards Differentiate the epicenter of an earthquake from its focus;
C. Explain how earthquake waves provide information about the
Learning Competencies / Objectives
interior of the earth.
S8ES-IIa-17
II. CONTENT
Lesson 9: WHAT'S INSIDE THE EARTH

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

1. How do seismic waves behave as it pass through different
F. Developing mastery layers of the earth?
(Leads to Formative Assessment 3) 2. Is using seismic data accurate in knowing layers of the earth?
Compare the layers of the earth to a hard-boiled egg cut into
G. Finding practical applications of concepts half. Examine
also an avocado cut into half, can you notice the and skills in
daily living similarities?
The structure of Earth's deep interior cannot be studied
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
Additional activities for application or
remediation
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

remediation
teachers?
J. Why is it important to consider the Philippine Area of Responsibility 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.
Learning Competencies / Objectives
Infer why the Philippines is prone to typhoon
S8ES-IId-19
II. CONTENT
Module 2: UNDERSTANDING TYPHOONS
Lesson 12: PHILIPPINE AREA OF RESPONSIBILITY
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 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.
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.
remediation
What is a tropical cyclone? How is it related to typhoon?
V. REMARKS
VI. REFLECTION

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

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?

Use or discover which I wish to share with other teachers?
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.
and skills in daily living
H.
Making generalizations and abstractions Video Presentation: How cyclones form (Published on
about the lesson Apr 7, 2013; youtube.com)
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.
J. remediation Reference:
(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
D. No. of learners who continue to require remediation

F. What difficulties did I encounter which my principal or supervisor can help me solve?

teachers?

GRADES 1 to 12
other teachers?
GRADES 1 to 12
Teaching Date and Second (Earth
. Quarter
Time Science)
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
E. Which of my teaching strategies worked
well? Why did these worked?
G. What innovation or localized materials did
I
other teachers?

GRADES 1 to 12
. Quarter
Time Science)
DAY:
1. Develop the key concepts needed to assess public storm warning
signal with its equivalent hazards.
I. OBJECTIVES 2. Suggest necessary precautions not to experience weather
disturbance.
Demonstrate an understanding of the formation of typhoons and their

A. Content Standards
movement within the PAR
Demonstrate precautionary measures before, during, and after a
B. Performance Standards typhoon including following advisories, storm signals and calls for evacuation given by
government agencies in charge
C. Learning Competencies / Objectives Explain how land masses and bodies of water affect typhoons
Write the LC code for each S8ES-IId-21
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT
Lesson 16: ARE YOU PREPARED?
A. References TG p.47
1. Teacher's Guide Pages LM pp. 149 – 151
2. Learner's Materials Pages
Textbook
3.
Pages
4.
Additional Materials from Learning google.com
Super Typhoon MEGI (JUAN) Landfall near Aparri, 17 OCT 2010.
Resource (LR) portal Uploaded on Oct 17, 2010 WESTERNPACIFICWEATHER.COM
IV. PROCEDURES
A. Reviewing previous lesson or Explain what two weather factors

tell weathermen that a certain location presenting the new
lesson is at the eye of a tropical cyclone
When a tropical cyclone enters the PAR and its way toward land,
B. Establishing a purpose for the Lesson warning signals are
issued. Do you know what the signals mean?
C. Video Presentation: Super Typhoon MEGI (JUAN) Landfall near

Presenting examples / instances of the
new lesson Aparri, 17 OCT 2010. Uploaded on Oct 17, 2010
WESTERNPACIFIC WEATHER.COM
D. Discussing new concepts and The learners will be asked to
prepare a 5 minute group presentation on practicing how the strong
typhoons (tropical cyclone) approach a certain area. (The
new skills #1 teacher should prepare a rubric.)
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery 1. What circumstance that the public storm
warning signal was issued? (Leads to Formative Assessment)
2. Do you know what the weather signal means?
G. You never know when you will need the emergency kit. You must learn
Finding practical applications of how to rely on yourself. In times of disaster, it may take a while concepts
and skills in daily living before help arrives. What should be prepared during calamities?
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.
GRADES 1 to 12
What innovation or localized materials did I
teachers?
GRADES 1 to 12
Quarter
Time Science)
GRADES 1 to 12
Teaching Date Second (Earth
. Quarter
and Time Science)
:
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
What are the differences between asteroids, meteorites, and
(Leads to Formative
comets?
Assessment)
G. Finding practical applications
Draw in a short bond paper a comet, asteroid and a meteorite.
of concepts
Describe each.
and skills in daily living
Study the picture below
H. Making
generalization
s and
abstractions
about the
lesson
Directions: Choose the letter of the correct answer..

1. A celestial body bigger than 10 m orbiting the Sun, mainly
between Mars and Jupiter.
a. asteroid b. meteorite
c. comet d. shooting starAns. 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 starAns. 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
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners
who have caught up with the
lesson
D. No. of learners who continue to
require
remediation
E. Which of my teaching strategies
worked well? Why did these
worked?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I
Use or discover which I wish to
share with other teachers?
Scho
GRADES 1 Grade Level Grade 8
ol
to 12
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 wordScience if the statement pertains to a scientific fact,
write the word Superstitionif 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?

LP in Science 8

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School Grade Level Grade 8

1. Describe what fault is and how these faults related to earthquakes.

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

III. LEARNING RESOURCES

Additional Materials http://www.history.com/this-day-in-history/earthquake-wreaks-havoc-in-the-

A Reviewing previous lesson

At Christian College, a six-story building completely collapsed, trapping

Demonstrate an understanding of the relationship between

III. LEARNING RESOURCES

A. Reviewing previous lesson or presenting the

E. Discussing new concepts and practicing new skills #2

A. No. of learners who earned 80% in the evaluation

Demonstrate an understanding of the relationship between

III. LEARNING RESOURCES

A. Reviewing previous lesson or presenting the

C. Ask the class about Michael Jackson's famous moonwalk. The

E. Discussing new concepts and practicing new skills #2

G. Finding practical applications of concepts Applying your

Two box _____________ earthquake

Bring the following materials next meeting:

A. No. of learners who earned 80% in the evaluation

A. No. of learners who earned 80% in the evaluation

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

Demonstrate an understanding of the relationship between

A. Reviewing previous lesson or presenting the

1. When an earthquake occurs, where would shaking be F.

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

No. of learners who earned 80% in the evaluation

No. of learners who require additional activities

Did the remedial lessons work? No. of learners

No. of learners who continue to require

What innovation or localized materials did I

Content Standards Demonstrate an understanding of the relationship between

A. No. of learners who earned 80% in the evaluation

A. Content Standards Demonstrate an understanding of the relationship between

A. No. of learners who earned 80% in the evaluation

A. Content Standards Demonstrate an understanding of the relationship between

III. LEARNING RESOURCES

A. Reviewing previous lesson or presenting the

C. Presenting examples / instances of the Let the students

D. Discussing new concepts and practicing Discussion/

E. Discussing new concepts and practicing new skills #2

A. No. of learners who earned 80% in the evaluation

No. of learners who earned 80% in the

Teaching Date and Time

A. No. of learners who earned 80% in the evaluation

D. No. of learners who continue to require

E. Which of my teaching strategies worked well? Why did these worked?

G. What innovation or localized materials did I

C. Did the remedi

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well?

G. What innovation or localized materials did I

School Grade Level Grade 8

No. of learners who earned 80% in the

School Grade Level Grade 8

Demonstrate an understanding of the formation of typhoons and their

III. LEARNING RESOURCES

A. Reviewing previous lesson or Explain what two weather factors

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

Directions: Choose the letter of the correct answer..

No. of learners who earned 80%

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